Performing the SOUND of Protest: Jimi Hendrix’s Star Spangled Banner

1. Short Paragraph 1: Describe your evidence. (150-200 words)

watch: https://www.youtube.com/watch?v=TKAwPA14Ni4

Write a description of the performance, giving as much detail as possible. Discuss what you heard, but also, choose at least 1-2 feelings/bodily responses that came up during your noticing session. Experiment and get creative about what words you use to describe your embodied experience.

What happened first? What happened next? 

2. Short Paragraph 2: Discuss Context. (150-200 words)

watch: https://www.youtube.com/watch?v=TKAwPA14Ni4

Briefly discuss the context of Jimi’s performance as it relates to your analysis and helps Readers understand your ideas/claims/argument–context can include where was the performance, when did it take place, what was happening in the world, key information about Jimi’s personal life for example his relationship to the Vietnam War, etc.

3. Short Paragraph 3: Performance analysis applying keywords for performance theory. (200-250 words)

read: https://theconversation.com/50-years-ago-jimi-hendrixs-woodstock-anthem-expressed-the-hopes-and-fears-of-a-nation-120717

How does Jimi Hendrix’s sonic performance of the Star Spangled Banner offer a counter-narrative to the ideology of American freedom?  

Choose 2-3 keywords from the list below to build/deepen your analysis of your evidence. Apply the keywords to your EVIDENCE–for example, how does the concept of restored behavior help your Readers understand the feeling of familiarity that sweeps over you as you begin to listen to Jimi’s performance? What ritual behavior/s are called up by Jimi’s performance? etc.

• restored behavior

• master/counter narrative, script

• deconstruction

• representation

• soundtrack, composition

• improvisation

4. ASK/INQUIRE/QUESTION
What are you curious about? What would you like to know more about? What might you be interested and inspired to learn about more in-depth?

week 8 discussion ankle pain

Respond to at least two of your colleagues on 2 different days who were assigned different case studies than you. Analyze the possible conditions from your colleagues’ differential diagnoses. Determine which of the conditions you would reject and why. Identify the most likely condition, and justify your reasoning.

SW, 46, F, Caucasian

S.

CC: Bilateral ankle pain

HPI: SW, 46-year-old Caucasian female presents with bilateral ankle pain that started three days ago. Pt states that her right ankle is more of a concern than her left. States she was playing soccer over the weekend when she heard a “pop.” Claims she was running to kick the soccer ball when she slipped on the grass and fell on top of her right foot. She thinks she “rolled” her foot inward. States she is able to bear weight on both ankles, but the right is uncomfortable. Rates pain 7/10 in intensity for her right ankle, and 3/10 in intensity for her left ankle. She has been taking OTC 600mg ibuprofen every 8 hours for two days and has minor relief. States her right ankle pain is a 4/10 pain with ibuprofen, but only lasts a few hours. Confirms icing both ankles three times a day for the past three days. States walking, and standing is uncomfortable, and most movement makes the pain worse.

Current Medications: OTC 600mg Ibuprofen q 8 hours PRN pain

Allergies: NKA

PMHx: No chronic conditions; UTD on immunizations, last TdAp 2011, last influenza vaccine 10/2020.

Soc Hx: Lives at home with her husband, 11-year-old daughter, 13-year-old son, and 16-year-old son; works as stay at home for the past 16 years; lives in a multi-family home neighborhood with several friends in the neighborhood; negative tobacco use; consumes moderate alcohol, estimates 2-3 glasses of wine per week; exercises 4 days a week and plays soccer over the weekends with her 16-year-old to help him practice; denies cell phone use while driving; not currently on birth control and LMP was 2 /12 weeks ago; practices safe sex

Fam Hx: both parents still living; mother, 68-years-old, has history of hyperlipidemia; father, 70-years-old, has a history of HTN, hyperlipidemia, and CHF; paternal grandfather died at age 80 of pancreatic cancer; paternal grandmother died at age 83 of pneumonia; maternal grandfather, 89-years-old, has a history of COPD, HTN, and CHF; maternal grandmother, 86-years-old, has a history of kidney disease; 11-year-old daughter has a history of asthma; 13-year-old son has a history of anxiety, 16-year-old son is healthy; husband, 49-years-old suffers from HTN.

ROS:

GENERAL:  Right ankle pain, 7/10 pain; no weight loss, fever, chills, weakness or fatigue.

HEENT:  

  • HEAD: denies headaches, dizziness, head injuries, or past head injuries
  • EYES: wears corrective lenses for about 20 years; denies any vision changes
  • EARS: denies any changes in hearing; no history of injuries; denies hearing aid use
  • NOSE: denies any changes in sense of smell; denies nasal discharge or swelling
  • THROAT: denies mouth sores or lesions; denies sore throat, dysphagia, or any injuries or surgeries to throat

SKIN: denies contact dermatitis or any other skin conditions; confirms bruising of right ankle

CARDIOVASCULAR:  denies chest pain, chest pressure or chest discomfort; denies palpitations or edema

RESPIRATORY:  denies shortness of breath, cough, or wheeze

GASTROINTESTINAL:  denies anorexia, nausea, vomiting or diarrhea; denies abdominal pain

NEUROLOGICAL: denies headaches, head injuries, dizziness, seizures, tremors, difficulty swallowing or speaking; denies gait disturbances

MUSCULOSKELETAL:  confirms right ankle pain near the right lateral malleolus; tenderness and swelling noted on right ankle; denies joint pain, stiffness, swelling, redness, or heat in upper extremities and left lower extremity; denies arthritis, hip dysplasia or scoliosis

O.

VITALS: BP 126/72 SpO2 99% T 98.7F HR 86 RR 18 W 148 Ht 5’7”

GENERAL:  No acute distress; AAO x3; patient sitting comfortably in patient chair

HEENT:  

  • HEAD: normocephalic; no visible abnormal findings
  • EYES: no visual loss, double vision, or yellow sclera; conjunctiva moist and pink; PERRLA
  • EARS: no muffled hearing; no discharge
  • NOSE: nasal mucosa pink; nares patent
  • THROAT: oral mucosa moist and pink

SKIN: no freckles, birthmarks, or other discoloration of upper extremities; dark purple bruising of right ankle noted; no discoloration of lower left extremities; CRT <3 s of all extremities; no tenting of skin

CARDIOVASCULAR:  S1 and S2 audible heart sounds; no gallops, murmurs, or thrills; no edema

RESPIRATORY:  no adventitious breath sounds in all lung quadrants

GASTROINTESTINAL:  abdomen symmetric, rounded, no visible abnormal findings; no abdominal tenderness; no masses; normoactive bowel sounds in all quadrants

NEUROLOGICAL: steady, narrow-based gait; Romberg negative; 2+ reflexes in upper extremities and lower extremities; CN II-XII grossly intact; no focal neurological deficits

MUSCULOSKELETAL:  + right ankle pain near the right lateral malleolus; + tenderness and swelling noted on right ankle; denies joint pain, stiffness, swelling, redness, or heat in upper extremities and left lower extremity; denies arthritis, hip dysplasia or scoliosis; 5/5 muscle strength in upper and lower left extremities; 2/5 muscle strength in lower right extremity; decreased ROM of right ankle, 5 degrees eversion of right foot, 10 degrees inversion of right foot, 5 degrees dorsiflexion of right foot, 20 degrees plantar flexion of right foot; decreased Rom of left foot, 20 degrees inversion, 10 degrees eversion, 20 degrees dorsiflexion, 45 degrees plantar flexion; Full ROM of upper extremities; + Ottawa ankle rules (OAR): bone tenderness at posterior edge of lateral and medial malleolus; decreased ability to bear weight on right extremity

Diagnostic results:

  • X-Ray of the bilateral ankles and bilateral lower leg: The X-Ray will help us determine if SW fractured her right lateral malleolus. X-Rays give us a good view of bone structure and can help rule out fracture, break, or strain. OAR is always to be performed before ordering imaging. Curr & Zyrichis (2015) state that providers are to perform an ankle X-ray if the patient is unable to bear weight, 4 steps immediately after injury and in ED, and has bone tenderness at the posterior edge or tip of malleolus. If a patient does not present with both characteristics, they are OAR -. Without bone pain, which is determined using OAR, an X-ray is not indicated. SW had + OAR: bone tenderness at posterior edge of lateral and medial malleolus and decreased ability to bear weight on her right ankle. She had swelling, tenderness, and bruising near the right lateral malleolus.
  • MRI: An MRI is used to get a more detailed look at tissues, ligaments, and organs in the body. Unlike an X-Ray, which can only look at bones, the MRI will help us determine any ligament strain or tears that SW may have had. SW states that she heard a “pop” while she was playing soccer. Most of the time, the popping of the ankle is the sound of the ligament tearing. A crack sound may indicate a fracture or break, and a popping sound usually indicates an ankle sprain. “You hear the popping sound of your ligaments tearing completely, and you can’t put weight on your ankle” (“Common Injuries, 2019). Those characteristics signify an ankle sprain. Knowing that SW heard a “pop” sound when she injured her ankle, leads us to believe a ligament was involved. Therefore, an MRI is an appropriate diagnostic in this scenario.
  • Stress-View Radiography: When an X-Ray doesn’t give a clear enough view of a fracture or break, a stress-view radiography can be used to help determine between an ankle sprain or an injury that may require casting. “because a deltoid injury is not seen on plain radiographs, an unstable injury can appear to be a stable one on a standard mortise view. The quick and easy way to differentiate these two are via stress view of the ankle” (Guiney, 2016).

A.

Differential Diagnoses:

  • Right Ankle Sprain/Soft-Tissue Injury: An ankle sprain is typically caused by an inversion or eversion of the ankle during strenuous activity, a fall, exercise, or sports activities. SW was playing soccer when she slipped on the grass and rolled on her ankle, which she the heard a “popping sound.” The popping sound indicates a ligament tear or strain, which results in an ankle sprain. “In soccer players, playing on natural grass as opposed to artificial turf increases risk for lateral ankle sprain” (Chen, McInnis, & Borg-Stein, 2019). She had positive right ankle pain near the lateral malleolus, as well as tenderness, swelling, and bruising. Her muscle strength of her right ankle was 2/5 compared to 5/5 for her left ankle. She had decreased ROM of her right ankle and positive OAR. All findings point to an ankle sprain. With proper radiography and an MRI, we will be able to diagnose a soft-tissue injury.
  • Peroneal Tendon Tear: “Pain with resisted eversion and tenderness to palpation are common with peroneal tendon tears. Passive inversion of the hindfoot may provoke pain as well. Subluxation of the peroneal tendons over the posterior border of the fibular may be demonstrated on physical examination” (Danna & Brodsky, 2020). SW had positive findings of swelling/subluxation near the right lateral malleolus, located at the peroneal tendons. ROM was decreased with 10 degrees inversion and 5 degrees eversion of the right foot. SW also heard a “popping sound” at the time of injury, indicating a possible tendon tear, rupture, or sprain of her ankle. An MRI would help determine this diagnosis.
  • Ankle Tendonitis: Tendonitis occurs when a tendon is inflamed and typically presents with a patient unable to bear weight, swelling, pain, and pain with palpation. ROM is usually decreased as well.  It occurs when the ankle is manipulated, usually continuously for a period of time, but can also occur with an injury. SW had + OAR (bone tenderness), swelling, tenderness, unable to bear weight, and decreased ROM. Considering SW plays soccer very regularly with her older son, it is possible that with repetitive overuse of her ankles and feet could have caused tendinitis. It is also important to wear appropriate shoes during exercise. Without appropriate support of her shoes, tendinitis can occur. It is possible SW is suffering from tendonitis considering her symptoms. An MRI would help determine this diagnosis.
  • Right Ankle Fracture: With ankle fractures, individuals can hear a “crack” sound. Seeing as SW heard a “pop,” it is not likely she suffered a fracture. With fractures, pain is usually relieved with rest and an individual is not able to put any weight on the injury. SW is able to bear weight, but has discomfort doing so. Therefore, again, she most likely did not suffer a fracture. This can be confirmed with an X-Ray.
  • Syndesmotic Injury:  These injuries are also known as high ankle sprains and they require a lot of force to injure this specific ligament. SW fell and rolled on her ankle, which would not cause a lot of force on her ankle. The syndesmotic ligaments hold the distal tibia and fibula together. They occur when an ankle is externally rotated during injury affecting the interosseous membrane. These injuries typically occur in sports such as hockey and skiing, where injuries cause a lot more force. Her injury was low ankle sprain which occurs when an ankle is everted. Low ankle sprains occur in sports such as soccer and basketball, which SW was playing soccer. Therefore, she most likely did not suffer a syndesmotic injury.  

References

Chen, E., McInnis, K., & Borg-Stein, J. (2019). Ankle sprains: evaluation, rehabilitation, and prevention. Current Sports Medicine Reports: June 2019. 18(6), 217-233. https:/doi.org/10.1249/JSR.0000000000000603

Common Injuries. (2019). Backpacker, 47(2), 47. https://link.gale.com/apps/doc/A575011128/EAIM?u=minn4020&sid=EAIM&xid=13250273

Curr, S., & Xyrichis, A. (2015). Does nurse-led initiation of Ottawa ankle rules reduce ED length of stay? International Emergency Nursing. 23(4), 3147-322. https://doi.org/10.1016/j.ienj.2015.01.006

Danna, N., & Brodsky, J. (2020). Diagnosis and Operative Treatment of Peroneal Tendon Tears. Sage Journals. https://doi.org/10.1177/2473011420910407

Guiney, A. (2016). Ankle Stress Views: Why, When + What. CoreEm. Retrieved from https://coreem.net/core/ankle-stress-views/#references

INT

  

Access 2019

GCFLearnFree Tutorials

The GCFLearnfree Access 2019 Tutorials that I want you to complete are listed below. There is not Challenge at the end of tutorial 1 or 2. It is stated, “This tutorial will not teach you how to build a database from scratch. It is designed for people who plan to use a pre-existing database, most likely in the workplace.” I still want you to do as much of the hands-on exercise as possible. Use the open labs on campus if you do not have Access 2019 available to you. Download the Access 2019 sample database at the beginning of tutorial 3, Getting Started with Access. Complete the Challenge at the end of the tutorials noted below.  You will only need to paste a screen shot of one specified step from the Challenge for each tutorial listed into a Word document to earn the points for this assignment. Completing this Access Tutorials Assignment is worth 25 points.

Create a Word document with your name at the top. You could just do a “Save As,” to this document and format the top to delete the directions and type your name. Use the open labs on campus if you do not have MS Office 2019 available to you. Type your name at the top and give the file an appropriate filename. Then log into the GCFLearnFree.org site. Complete each of the tutorials listed below. Take screen shot of your work in Access at each specified step from the end of tutorial Challenge assignment. Paste the screen shot into your solution Word document. Be sure to properly label each screen shot in the solution document to receive full credit. Below the screen shot comment on the tutorial or Challenge assignment. Your comment could be about what you learned, what was difficult or what you found interesting. You must comment on at least 5 tutorials. Save the document with a short descriptive name and submit it into this assignment in Blackboard by the due date listed on your course Detailed Schedule. 

Before you attempt this project, you should complete GCFLearnFree.org Access 2019 tutorials:

Access Basics

1. Introduction to Databases

– No action for this tutorial

2. Introduction to Objects

– What are the four main objects in an Access database?

3. Getting Started with Access

– Use the practice database and screen shot step 5 and comment on how you re-sorted the objects

4. Managing Databases and Objects

– Use the practice database and screen shot step 4 showing the objects you opened

Working with Data

5. Working with Tables

– Use the practice database and screen shot step 4 replacing Sula’s name with your name

6. Working with Forms

– Use the practice database and screen shot after step 3 

7. Sorting and Filtering Records

– Use the practice database and screen shot after step 3, make sure you show your task bar with this screen shot.

Running Queries and Reports

8. Designing a Simple Query

– Use the practice database and screen shot step 6 of the query results in data sheet view

9. Designing a Multi-Table Query

– Use the practice database and screen shot step 8 of the query results in data sheet view

11. Creating Reports

– Use the practice database and screen shot step 4

Database Design Tips

13. Modifying Tables

– Use the practice database and screen shot after step 5 

14. Creating Forms

– Use the practice database and screen shot step 5

16. Designing Your Own Databases

– No action for this tutorial

Week8: history discussion

Required Resources
Read/review the following resources for this activity:

  • Textbook: Chapter 13, 14
  • Lesson
  • Minimum of 1 scholarly source (in addition to the textbook)

Introduction
The Cold War ended over a decade before the 21st century began. What was supposed to be a “Brave New World” free of the threat of nuclear conflict and a long period of peace and prosperity has been less than what was expected. Yes, communism as a threat to the world and to the dominance of the United States and capitalism has come to pass, but even though the threat of war from the USSR never materialized (thankfully) a new threat did rise up to challenge the U.S. and the West for control. The rise of radical Islamic groups bent on destroying those they call infidels, especially the United States and Western Europe have caused more than a little death, destruction, and despair to a world hoping those threats had ended.

Instructions
For the initial post, address one of the following:

  • Option 1: Why wasn’t the U.S. and its vastly superior intelligence and military able to stop these attacks? How effective are current measures in dealing with attack prevention? Have we really learned from past mistakes?
  • Option 2: What new problems did the Iraqi War cause for the U.S. and its allies around the world? What effects has it had on the U.S. economy?
  • Option 3: How much more difficult is it to battle an idea or faith, even a violent one, skewed and brutal than to defeat a nation in war like the U.S. and its allies did during World War II? Consider the role technology plays in the dissemination of faith.
  • Option 4: Compare European imperialism to current globalism. How has each changed society, both in industrialized nations and developing nations? Is the claim that globalism is a form of imperialism valid?
  • Option 5: Where do we go from here? Who will the best friends and the worst enemies of the United States be in the coming decades? Will we really, finally achieve that peace and prosperity we all hoped would come to pass?

Follow-Up Post Instructions
Respond to at least two peers or one peer and the instructor. At least one of your responses should be to a peer who chose an option different from yours. Further the dialogue by providing more information and clarification.

Writing Requirements

  • Minimum of 3 posts (1 initial & 2 follow-up)
  • Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
  • APA format for in-text citations and list of references

answer 1: 

Good afternoon Professor and class. I will be discussing option 1 for this week’s post.

Why wasn’t the U.S. and its vastly superior intelligence and military able to stop these attacks? How effective are current measures in dealing with attack prevention? Have we really learned from past mistakes?

As many of us remember, 9/11 was a significant day where we experienced a terrorist attack on our nation. “On September 11, 2001, Muslim terrorists hijacked four commercial jet planes shortly after they took off from Boston, Newark, and Washington, D.C.” (Duiker, 2015). The attack was placed by the leader of the extremist Islamic al-Qaeda group, Osama bin Laden. Thousands of people lost their lives that day and our national security has grown increasingly to anticipate and prevent further attacks. “Al-Qaeda and other extremist groups…looked to avenge what they considered decades of mistreatment of Arab nations at the hands of the West” (Maranzani, 2018). He was angered by the presence of the United States in the Middle East. The attacks on U.S. embassies in 1998 in Kenya and Tanzania prompted the U.S. to start taking terrorism seriously. Unfortunately, the U.S. failed to stop the attack of 9/11 because they believed that the Islamic groups were not capable of coordinating a large-scale attack on our nation and they were not working together. “Law-enforcement agencies had multiple opportunities to stop the plot, but failed—because of a lack of coordinated intelligence-sharing, bureaucratic infighting and a failure to grasp the sheer scope of the threat at hand” (Maranzani, 2018). Additionally, they did not believe that the extremists were willing to sacrifice thousands of civilian lives. After the attack of September 11, we have made numerous changes with aviation traveling, national security, and the creation of the Department of Homeland Security that helps protect our nation. “Before 9/11, no executive department had, as its first priority, the job of defending America from domestic attack. This department now has the lead responsibility for problems that feature so prominently in the 9/11 story, such as protecting borders, securing transportation and other parts of our critical infrastructure, organizing emergency assistance, and working with the private sector to assess vulnerabilities” (National Commission, 2004). 

answer2: 

Hello Class!

For this discussion I have chosen option 2.

September 11, 2001 is a day most Americans will never forget, its a day I will never forget. It was the first time in most of our lives that we saw a mass terrorist attack on  American soil. That was what was about to be the beginning of the Iraq war (A&E Television Networks, 2021). The Iraq war posed a great deal of problems for both the United States and our allies around the world.

Shortly after the attacks of September 11th both the United States and the United Kingdom began an investigation into Iraq’s military and weapon manufacturing (Britannica, T. Editors of Encyclopaedia, 2021). This sparking a fear amongst many nations not knowing exactly how things were going to play out. Shortly after on March 19,2003 the Iraq war began with both the United States and the United Kingdom on the center stage. One of the major problems in which were caused by the Iraq war was a shortage of troops for both the U.S and our allies. With the Iraq war going on, the United States economy began to suffer. Being most of our oil had came from the middle east, we began to see a shortage thus causing prices to increase to the point that some families simply couldn’t afford to drive around anymore (A Report by the Joint Economic Committee Majority Staff Chairman, 2008). Without affordable transportation a lack of goods being exchanged shortly followed.

Lesson: 

New Threats

For decades during the Cold War millions around the world feared that one day the world would get into a conflict they could not back out of, and they would start a nuclear conflict that would end most if not all life on Earth. Then, in 1991, the Soviet Union collapsed, and, in one chain reaction of events, the states of Eastern Europe broke away from the USSR and established their independence. The old dangers were gone, and the world could face the future with an optimism they had not dared to allow themselves for a long time. They did not realize that at about the same time the world’s two leading superpowers were making peace, a new danger was starting to take form far away from the now crumbling Berlin Wall. Most of the world rejoiced. Now the threat of violence and war were a thing of the past and maybe the world could finally be at peace.

US Soldiers in BaghdadSadly, the threat of war had not completely disappeared. Only a few months after the Soviets headed home from Afghanistan after a decade of misery and frustration in trying to subdue what had seemed like a band of farmers and herdsmen (who happened to have an arsenal of U.S. made weapons), their government and their whole socio-economic system came crashing down. The Soviet departure from Afghanistan created a power vacuum which was filled by the largest subgroup of the Mujahideen, the Taliban. They seized power in Afghanistan installing Sharia law and an ultra-strict theocracy with it. In a few years they would allow an extremely radical Islamic group called Al Qaeda to establish their base there.

In the summer of 1990, Saddam Hussein launched an invasion of tiny Kuwait. This invasion succeeded in only a couple of days. This placed a dangerous amount of the world’s oil supply into Iraqi hands and threatened their collective neighbor, Saudi Arabia. The U.S. did not feel they could take the chance that Saddam Hussein would not continue to conquer the region, so they sent military forces into Saudi Arabia in what was called Operation Desert Shield. A few months later, after U.S. and UN forces were built up in the area, Operation Desert Storm commenced, defeating Iraqi forces in Kuwait and Iraq. What seemed to be a potential region-wide war was over in short order.

While these events were celebrated in much of the world, including must of the Arab world, there was one person and one group who did not like what he saw. This man was Osama bin Laden, the leader of one of the bands of the Mujahideen, who had fought against the Russians, with U.S. weapons. He saw the continued presence of the “infidel American forces” still stationed in Saudi Arabia as an insult to Islam and formed his own group of Muslim fighters called Al Qaeda (or “the base”) to force the U.S. out of the Muslim holy lands of Saudi Arabia. They would spend the next decade preparing to attack the U.S. and force them out of Saudi Arabia.

Al Qaeda and their allies did manage to pull off some successful attacks against U.S. interests in the years between the end of Operation Desert Shield and the infamous 9/11 attacks on the World Trade Centers, such as some hotel and embassy bombings, a preliminary attack one of the World Trade Centers in 1993, and the bombing of the US warship the U.S.S. Cole in October of 2000. Despite these attacks the world did not seem to take bin Laden or Al Qaeda seriously. That was about to change.

9/11

On September 11, 2001, terrorists hijacked three American airliners and flew them into both World Trade Centers, and the Pentagon. A fourth attack was thwarted when the passengers of Flight 93 stormed the cockpit of their airliner forcing those hijackers to crash the plane in rural Pennsylvania. In all, almost 3000 Americans were killed in the attacks, though the death count could have been much higher. Some people feel the greatest casualty of those attacks was our innocence, our false sense of security, and the feeling that nobody could attack us here, inside the U.S.

Watch the following video on important intelligence information that was not acted upon by the U.S. government regarding Al Qaeda operatives living in the U.S. and chatter about a possible attack.

9/11: Before And After, Part 1 (13:09)

Launch External Tool

Since the attacks, the U.S. has been in a constant state of war against the nation and government of Afghanistan, who gave aid and comfort to Al Qaeda while they prepared to attack the U.S. In 2003, the U.S. invaded Iraq, claiming that Saddam Hussein was in possession of weapons of mass destruction and that he was planning on acquiring the materials necessary to build nuclear weapons. Both the initial Iraqi and Afghan campaigns were initial successes, but rebels and insurgents inside both nations have continued their war against U.S. forces in what seems like an endless series of attacks in a futile attempt by U.S. forces to control those nations and peoples.

While the threat of nuclear war between the U.S. and USSR seemed to end with the end of Cold War and the collapse of the USSR, it seems to have been replaced by a new threat, radical Islam. Where would they strike next? What type of weapon would they use next? Most important of all, have we just exchanged one giant threat to the future of world peace, the Cold War, for another, the threat of radical Islam?

Terrorism and Religious Fundamentalism

The rise of religious fundamentalism is one of the most significant religious events of the 20th century. Fundamentalism is a worldwide force and exists in almost all religions—Christian, Muslim, Jewish, and even Hindu. Fundamentalists see the modern world as a threat to their way of life. It is a response, in many ways, to modernity. However, fundamentalists are not fossils; they look back to the past as a presumed perfect time in religion. They see a breakdown in the family and the loss of traditional ways of living. While rejecting much of modernity, fundamentalists use science and technology to further their beliefs. Fundamentalists have perfected the use of technology more than other religious groups to get out their messages. Mega-churches, like the Crystal Cathedral in California, use the most sophisticated equipment – HD cameras, satellite broadcasting, and the Internet -to bring their message to the people. Terrorist groups like the Taliban use cell phones and other technologies to communicate with each other. The attacks on September 11 were collectively a technologically coordinated event that relied heavily on the latest communication devices.

While there are precedents to fundamentalism in the past, the current movements are peculiarly 20th century. The current use of the term dates back to a series of Protestant tracts, The Fundamentals, published between 1910 and 1915. These tracts rejected the Protestant liberalism of the time in favor of a more literal translation of the Bible. If there is one thing that fundamentalist religions have in common, it is a hierarchical and patriarchal structure. Fathers rule over mothers and parents over children. There is no ambiguity regarding who is in charge. Much of the debate in current Islam between secularists and fundamentalists is over the role of women in religion. Fundamentalists see feminism as separating women from their natural state. For Protestant fundamentalists, men still rule the pulpit.

Crossed arms Palestinian soldier with national waving flag on backgroundThe rise of fundamentalism as a global movement can be traced back to the late 1960s and early 1970s. In the Mideast, the Six-Day War set the stage for the development of both Jewish and Islamic fundamentalist movements. In this country, the liberalizing trends of the 1960s contributed to the upsurge in fundamentalism. Today, fundamentalism is at least steady and probably growing in the United States. It has exploded in the Middle East and parts of South Asia. Under the leadership of Yasser Arafat, the Palestinian Liberation Organization (PLO) mercilessly killed civilians, ordered the taking of hostages, and pioneered hijacking to draw attention to their demands for statehood. Witnesses found it hard to forget the unnecessary bloodshed when groups associated with the PLO murdered 11 Israeli athletes at the 1972 Munich Olympics and killed a 69-year-old American man, confined to a wheelchair, during the 1985 hijacking of the Achille Lauro, an Italian passenger ship. These tactics helped to underscore Palestinian grievances, but were abandoned when Arafat, like Nelson Mandela and the African National Congress, realized that terrorist acts could alienate public opinion as easily as they could call attention to a worthwhile cause.

During the 1980s, Islamic fundamentalism spread quickly throughout the Middle East, and terrorists became openly religious. It is not difficult to see why certain religious groups (Hamas, Hezbollah, Islamic Jihad, and Algeria’s Islamic Armed Group) joined the ranks of the terrorists. Theirs was not a trivial backlash; they saw themselves in a clash of good versus evil. It is no wonder both Ayotollah Khomeini and Osama bin Laden were against modernist movements in such diverse countries as Egypt and Indonesia. Religious fundamentalists see evil both from the inside and the outside of their respective religions. This ultimately led to the tragic events of 9/11.

Globalization and the Commons

The rise of religious fundamentalism parallels the rise of globalization in general. Garrett Hardin, in his seminal article, “The Tragedy of the Commons,” argues that it is impossible in a finite world to support a finite population, that, in the pursuit of our own self-interest, we are using up the resources we hold in common. If this trend continues, it will have a negative impact on the entire planet and the future of democracy itself, but some groups have used today’s technology to further their own fundamentalist beliefs.

Globalization and the loss of the commons have increased exponentially. Thomas Friedman, the Pulitzer Prize-winning columnist for the New York Times, has written extensively on the phenomenon of globalization. Friedman realized early on that what we called the post-Cold War era was something more than just a world with no Soviet Union. It was a new international system of mutual dependence which soon had its own name: globalization. Friedman (2000) writes, “Globalization is not just a passing trend. It is an international system, the dominant international system that replaced the Cold War system after the fall of the Berlin Wall” (p. 7). The differences between the old system and the new one are striking. The old system was built on walls and division, the new one on integration. Globalization is driven by the Internet and there is not one nation or person in charge. Globalization can then be defined as “the inexorable integration of markets, nation-states, and technologies to a degree never witnessed before–in a way that is enabling individuals, corporations and nation-states farther, faster, deeper, cheaper than ever before” (p. 9). If the Cold War system was defined by the weight of missiles, then the global world is defined by the speed of the Internet. If the Cold War had the hotline, the global world has e-mail, but in the process of globalization, the commons is being destroyed along with the indigenous peoples who depend on it.

globe with stock market chart and numbers behind it

The global economy is relentless in replacing the past with new technology, and, in the worldwide competition for consumers, everyone is a competitor and only the fittest survive.

Globalization has its own political landscape. During the Cold War, the balance of power hung between the United States and the Soviet Union. The situation today is much more complex. There is still the traditional balance between nation-states, and the United States is still a world power. But new nation-states like China and India are exerting more influence. There is also the balance between nation-states and global markets, what Friedman calls “the Supermarkets.” While the United States may be the dominant player in maintaining the game board, it doesn’t make all of the moves. Friedman (2000) writes, “The globalization gameboard today is a lot like a Ouija board–sometimes, pieces are moved around by the obvious hand of the superpower, and sometimes, they are moved around by the hidden hands of the Supermarkets” (p. 13). There is a third balance of power, the one that balances individual investors with nation-states. Warren Buffett, one of the world’s richest men, is chief executive of Berkshire Hathaway, a holding company with seventy-six businesses. Buffett recently invested in the Israeli group Iscar, and, as a major stockholder, can exercise enormous influence on Israel as a distinct nation-state. The overall reality is that individuals can exert influence on the world stage without the approval of those states. Friedman concludes, “The system of globalization has come upon us far faster than our ability to retrain ourselves to see and comprehend it” (p. 14). However, in the process of globalization, “the commons” itself has been harmed and indigenous peoples are in danger of losing the resources they need to sustain themselves.

Watch the following video on a differing perspectives of globalization with regard to trade:

Explaining Globalization (7:30)

Click on the following link to access the transcript:

References

Bonin, R. (Producer). (2004). 9/11: Before and after, part 1 [Video]. Columbia Broadcasting System. Academic Video Online.

Friedman, T. L. (2000). The lexus and the olive tree. New York, New York: Farrar, Straus and Giroux. https://books.google.com/books?id=lMVSRj_hYm0C&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

Hardin, G. (1968). The tragedy of the commons. Science, 162(3859): 1243–1248. doi:10.1126/science.162.3859.1243

NewsHour Productions (Producer). (2010). Explaining globalization [Video]. Academic Video Online.

Temple, M. (Director), & Barling, K. (Producer). (2002). Trouble at the mosque [Video]. Journeyman Pictures. Academic Video Online.

Business Ethics and Social Responsibility

  

Assignment Instructions: 

  • Login to Saudi Digital Library (SDL).
  • Search for the article entitled as You can      always get what you want?!? the case of rent-to-own. by Hill, R.,      (2019). in SAGE Business Cases.
  • Read the article thoroughly alongside Chapter      2 (Deciding What’s Right: A Prescriptive Approach) in your      textbook and answer the questions for the assignment. 
  • Besides this research paper use other relevant      material to support your answers.

Assignment Question(s):

Part 1 (Case-based Questions) (5 Marks)

1– What ethical issues are present in the case? (Words 100-150).

2– Is it appropriate for Jamal to allow his own self-interests to guide his ethical conduct? For example, charging prices and following procedures that disadvantage customers but put more money in his pocket (and the pockets of his employees) may be viewed as wrong. Do you agree or disagree? Explain your answer (Words 150-200).  

3– Are Jamal’s responsibilities to the community different because he shares their history? Explain your answer (Words 100-150).

4. If Jamal truly wants to stay in this community and pursue his career, should he be willing to take a less well-paying job with depressed future options to solve his ethical crisis? Under what circumstance would such extreme measures make sense? (Words 150-200)

Part 2 (Discussion Questions) (5 Marks)

5– Think about a situation where your values have been in conflict. How have you resolved those conflicts? Now that you have studied the ethical decision-making frameworks in this chapter, what should you have done? (Words 200-300).

6– If you had to choose just one of the philosophical approaches discussed in this chapter to guide your decision making, which would you choose? Why? Or, if you had to rank them from most to least helpful, how would you rank them? (Words 200-300).

7– What do you think of the proposed Hippocratic Oath for managers? (Words 100-150).

Post a brief explanation of the typologies

Criminal profilers use criminal theories of serial and mass murderers, in addition to typologies, to construct a murderer’s profile. To use theories effectively, a criminal profiler must first accurately identify the theory that best applies to a specific crime. Identifying an incorrect theory actually can produce an incorrect profile and impede, rather than aid, the investigation. To identify the relevant theory in a case, a profiler examines the evidence to determine whether the victim was sexually assaulted. The profiler also tries to identify any theme that the murder has in common with other murders—for example, the race of the victims. The profiler collates information about other murders from existing statistics. After sifting through the information, the profiler makes an educated guess about the theory or theories that best explain the serial murderer. The same theories also can be applied to mass murderers. The information provided by these theories, for example, that mass and serial murderers are usually abused as children or that they have neurological impairments, eventually helps the profiler create the profile of the serial murderer.

To prepare for this Discussion:

  • Review Chapter 4 of your course text, Profiling Violent Crimes: An Investigative Tool. Focus on the central themes relevant to each theory, including psychological, constitutional/biological, and social/ecological theories. Also, pay attention to the statistics that are used to support each theoretical perspective. Consider how these theories can be applied to different serial and mass murderers.
  • Review the book excerpt, “The Making of a Serial Killer.” Pay attention to the various factors that are hypothesized to be causes for the creation of serial and mass murderers.
  • Reflect on the typologies you used in Week 2 to describe the murderer in the case study.
  • Think about the themes related to the crimes and crime scenes in the case study.
  • Select one criminal theory—psychological, constitutional/biological, or social/ecological—you think best accounts for the behaviors of the murderer in the case study.

With these thoughts in mind:

By Day 4

Post a brief explanation of the typologies you used to describe the murderer from the case study in Week 2. Then based on these typologies, the themes related to the crimes and crime scenes, and prior statistics, describe one criminal theory you think best accounts for the murderer’s behaviors and explain why.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

Week 14

As we wrap up our semester, think back on all the concepts, ideas, and ideologies we’ve learned about and dissected as you answer the following prompts:

A. We watched parts of Disclosure in class together, looking at media representation for trans folks and specifically trans folks of color. Reflect on the media you consumed growing up: did you see queer and trans folks? Did you see Black folks as dynamic characters? Did you see disabled folks? What do you think representation does for us and the construction of the identities we live with? 

B. In your own activist work/circles/interests (this could be work with your community, research you do, your job, work with an organization, online activism, etc etc), how do you see your new understandings of gender and sexuality emerging and intersecting? How do you envision your own activism shifting after this class, if at all (and it’s okay if not!)?  

C. What is one take-away from this class that you would share with others – your family, your friends, your community? It could be a term or concept we broke down together (i.e. intersectionality, misogynoir); it could be a method (i.e. letterwriting); it could be a basic idea (i.e. that gender and sex aren’t binary!). Why do you feel this is an important concept/method/idea to teach and learn? How might you work with others to better understand it? 

Your physical environment

Factors Influencing Study Spaces

Many factors impinge upon or promote the effectiveness of a study space. In this activity, you identify and reflect on factors that are part of your regular study environment.

Learning Objectives

  • Analyze the impact of your surroundings while you study

Directions

  • For each of the factors in the list below (Your Study Environment), consider whether or not the factor is an issue for your study environment.

Read more at 10 Ways To Improve Your Study Habits (Links to an external site.) from Western Governors University.

Your Study EnvironmentFactors in Your Study EnvironmentMusic: Background music is generally “easy” on the ear and can enhance study productivity, as well as drown out other distractions. Depends on your personal tolerance, though. Headphones negatively impact memory and information retention.Background noise: Volume of noise and persistence can be major distractions. Try out other environments.Smells: Any smell, delightful or otherwise, has the potential to pull your attention away from your work. You may want to change your spot.Lighting: Good lighting is essential. Without good lighting, you may strain or squint, get a headache, or tire. Be aware of the lighting conditions.Temperature and humidity: If either is too extreme, it can make you uncomfortable and get in the way of effective studying.Facebook, email, smart phone: Distractions come in all sizes, shapes, and colors. What draws your attention away from the task at hand? Remove all distractions.Comfort—too much or too little: Too much of a good thing can be counterproductive. Best to study at a desk in a good chair, sitting up straight, rather than in bed, lying down. Be aware of how you feel.Associations with other activities: Make sure that you associate the environment you’re in with schoolwork, study and concentration. Try new spaces if the associations are not supportive.The clock: You may wish to set time goals for your studies. But avoid “being a slave” to the clock. Be clear about what you intend to accomplish and how much time you want to devote.Other people: Depending on who the people are, they can help or distract. Study groups can be very helpful, but housemates all around can be distracting. Know your limits and your weaknesses.Feng shui: This is the art of placement in your physical environment. Nurture your thoughts, emotions, and senses with good organization of furniture, knickknacks, etc. Avoid feeling cramped. Create a clean, neat workspace.

Does this exercise give you any ideas for ways in which you might change where you study? Share with the class how you might you alter your physical environment to better support your schoolwork? Write a 1-paragraph summary of your conclusions. Please also respond to a classmate for full credit.

Financial Management II

1. Sometimes preferred stock is referred to as “hybrid equity financing.” Identify and explain the features of preferred stock that give it the designation of “hybrid equity financing.”  (4 marks) 

2.  What are the advantages and disadvantages of using the DCF model for determining the cost equity capital. 

3.  Define the term ‘investment risk’. And give an example of a risk-free investment and a risky investment. Explain why an investment might be risk free and another is very risky.  (2 marks)  

4.  What is meant by the diversification? And what benefits can be derived from diversification? 

5.  The Metrics electronic Company is considering a three-year project to market a device that measure the number of calories used up by athletes based on a new technology. A market study indicates a 60% probability that demand will be good and a 40% chance that it will be poor. It will cost $5M to bring the new device to market. Cash flow estimates indicate inflows of $3M per year for three years at full manufacturing capacity if demand is good, but just $1.5M per year if it’s poor. The firm’s cost of capital is 10%.  

(I)   Analyze the project by developing a decision tree for the project then calculate the projects expected NPV. 

(ii)  Should the project be accepted or abandoned? 

(iii)  What are real options in capital budgeting? Give two examples of the type of options available in capital budgeting. 

(iv)  Why is the application of real options in capital budgeting is considered to be more effective than just only applying NPV to capital projects? 

6.  You are an Investment Manager at Pegasus Securities and you are preparing for the next meeting of the investment committee. The committee requested you to assess the capital structure of Industrial Production Ltd a manufacturer of industrial products. The following information is available about the company in assisting you in making your assessment. 

(A)  Cost of Equity – Suppose stock in Industrial Production Ltd has a beta of .80. The return on the market 12% percent, and the risk-free rate is 6 percent the firm’s last dividend was $1.20 per share, and the dividend is expected to grow at 8 percent indefinitely. The stock currently sells for $45 per share. 

 Determine the firm’s cost of equity capital using the: 

i. SML approach 

ii. Dividend growth model 

(B)   Calculating the WACC 

In addition to the information given in (b) above, suppose Industrial Production ltd has a target debt-equity ratio of 50 percent. Its cost of debt is 9 percent, before taxes. If the tax rate is 35 percent. 

Determine the company weighted average cost of capital (WACC) 

(C)  Flotation Costs

 Suppose Industrial Production Ltd is seeking $30 million for a new project. The necessary funds will have to be raised externally. The firm’s flotation costs for selling debt and equity are 2 percent and 16 percent, respectively. 

  i. If flotation costs are considered, what is the true cost of the new project? 

 ii. If Industrial Production Ltd stock currently sells for $50 per share, and the dividend per share will probably be about $5. A shareholder argues, “It will cost the firm $5 per share to use the stockholders’ money this year, so the cost of equity is equal to 10 percent ($5/50).”  

 What is wrong with this conclusion? 

6-1 Discussion: Pricing Tactics

 

Previous Next Pricing and product managers in many large organizations, like the ones in the three case studies for the final project, deal with complex pricing situations. Often, these companies will charge different prices for different sales units or will need to price differently for different but related lines of product. Employing varied price structures allows managers the opportunity to earn more profit than if they had relied on more basic pricing strategies such as single pricing.For this discussion, identify and share with classmates the pricing tactics used by the company in your selected case study for the final project. What form of price discrimination does your company use? Comment on whether you believe this is the best pricing structure for the company. What other strategies might managers employ to maximize profit?In your reply posts, evaluate how other students are interpreting the pricing situations in their companies/case studies. Share suggestions and/or offer insights that they might not consider.Note: Your required case studies are available as part of your custom e-text in Vital Source.  They are listed at the end of the text, and can be located by either searching for the name of the case study using the search function, or by locating the title of the Case in the Table of Contents.Refer to the Discussion Rubric for directions on completing these discussions.