Review the Learning Resources for this week related to frequency distributions and graphic displays of data.
Using the SPSS software, open the General Social Survey dataset found in this week’s Learning Resources.
Next, create a figure or table from a few selected variables within the dataset.
Finally, think about what is good about how the data are displayed in the figure or table you created and what is not so good.
The Failure to Learn to Make a Living
The greatest indictment of such education as Negroes have received, however, is that they have thereby learned little as to making a living, the first essential in civilization. Rural Negroes have always known something about agriculture, and in a country where land is abundant they have been able to make some sort of living on the soil even though they have not always employed scientific methods of farming. In industry where the competition is keener, however, what the Negro has learned in school has had little bearing on the situation, as pointed out above. In business the role of education as a factor in the uplift of the Negro has been still less significant. The Negroes of today are unable to employ one another, and the whites are inclined to call on Negroes only when workers of their own race have been taken care of. For the solution of this problem the “mis-educated” Negro has offered no remedy whatever.
What Negroes are now being taught does not bring their minds into harmony with life as they must face it. When a Negro student works his way through college by polishing shoes he does not think of making a special study of the science underlying the production and distribution of leather and its products that he may someday figure in this sphere. The Negro boy sent to college by a mechanic seldom dreams of learning mechanical engineering to build upon the foundation his father has laid, that in years to come he may figure as a contractor or a consulting engineer. The Negro girl who goes to college hardly wants to return to her mother if she is a washerwoman, but this girl should come back with sufficient knowledge of physics and chemistry and business administration to use her mother’s work as a nucleus for a modern steam laundry. A white professor of a university recently resigned his position to become rich by running a laundry for Negroes in a Southern city. A Negro college instructor would have considered such a suggestion an insult. The so-called education of Negro college graduates leads them to throw away opportunities which they have and to go in quest of those which they do not find.
In the case of the white youth in this country, they can choose their courses more at random and still succeed because of numerous opportunities offered by their people, but even they show so much more wisdom than do Negroes. For example, a year or two after the author left Harvard he found out West a schoolmate who was studying wool. “How did you happen to go into this sort of thing?” the author inquired. His people, the former replied, had had some experience in wool, and in college he prepared for this work. On the contrary, the author studied Aristotle, Plato, Marsiglio of Padua, and Pascasius Rathbertus when he was in college. His friend who studied wool, however, is now independently rich and has sufficient leisure to enjoy the cultural side of life which his knowledge of the science underlying his business developed, but the author has to make his living by begging for a struggling cause.
An observer recently saw at the market near his office a striking example of this inefficiency of our system. He often goes over there at noon to buy a bit of fruit and to talk with a young woman who successfully conducts a fruit stand there in cooperation with her mother. Some years ago he tried to teach her in high school; but her memory was poor, and she could not understand what he was trying to do. She stayed a few weeks, smiling at the others who toiled, and finally left to assist her mother in business. She learned from her mother, however, how to make a living and be happy.
This observer was reminded of this young woman soon thereafter when there came to visit him a friend who succeeded in mastering everything taught in high school at that time and later distinguished himself in college. This highly educated man brought with him a complaint against life. Having had extreme difficulty in finding an opportunity to do what he is trained to do, he has thought several times of committing suicide. A friend encouraged this despondent man to go ahead and do it; the sooner the better. The food and air which he is now consuming may then go to keep alive someone who is in touch with life and able to grapple with its problems. This man has been educated away from the fruit stand.
This friend had been trying to convince this misfit of the unusual opportunities for the Negroes in business, but he reprimanded his adviser for urging him to take up such a task when most Negroes thus engaged have been failures.
“If we invest our money in some enterprise of our own,” said he, “those in charge will misuse or misappropriate it. I have learned from my study of economics that we had just as well keep on throwing it away.”
Upon investigation, however, it was discovered that this complainant and most others like him have never invested anything in any of the Negro enterprises, although they have tried to make a living by exploiting them. But they feel a bit guilty on this account, and when they have some apparent ground for fault-finding they try to satisfy their conscience which all but condemns them for their suicidal course of getting all they can out of the race while giving nothing back to it.
Gossiping and scandal-mongering Negroes, of course, come to their assistance. Mis-educated by the oppressors of the race, such Negroes expect the Negro business man to fail anyway. They seize, then, upon unfavorable reports, exaggerate the situation, and circulate falsehoods throughout the world to their own undoing. You read such headlines as Greatest Negro Business Fails, Negro Bank Robbed by Its Officers, and The Twilight of Negro Business. The mis- educated Negroes, then, stand by saying:
If the “highly educated” Negro would forget most of the untried theories taught him in school, if he could see through the propaganda which has been instilled into his mind under the pretext of education, if he would fall in love with his own people and begin to sacrifice for their uplift—if the “highly educated” Negro would do these things, he could solve some of the problems now confronting the race.
During recent years we have heard much of education in business administration departments in Negro colleges; but if they be judged by the products turned out by these departments they are not worth a “continental.” The teachers in this field are not prepared to do the work, and the trustees of our institutions are spending their time with trifles instead of addressing themselves to the study of a situation which threatens the Negro with economic extermination.
Recently the author saw the need for a change of attitude when a young woman came almost directly to his office after her graduation from a business school to seek employment. After hearing her story he finally told her that he would give her a trial at fifteen dollars a week.
“Fifteen dollars a week!” she cried, “I cannot live on that, sir.”
“I do not see why you cannot,” he replied. “You have lived for some time already, and you say that you have never had permanent employment, and you have none at all now.”
“But a woman has to dress and to pay board,” said she; “and how can she do it on such a pittance?”
The amount offered was small, but it was a great deal more than she is worth at present. In fact, during the first six or nine months of her connection with some enterprise it will be of more service to her than she will be to the firm. Coming out of school without experience, she will be a drag on a business until she learns to discharge some definite function in it. Instead of requiring the firm to pay her she should pay it for training her. Negro business today, then, finds the “mis- educated employees” its heaviest burden. Thousands of graduates of white business schools spend years in establishments in undergoing apprenticeship without pay and rejoice to have the opportunity thus to learn how to do things.
The schools in which Negroes are now being trained, however, do not give our young people this point of view. They may occasionally learn the elements of stenography and accounting, but they do not learn how to apply what they have studied. The training which they undergo gives a false conception of life when they believe that the business world owes them a position of leadership. They have the idea of business training that we used to have of teaching when it was thought that we could teach anything we had studied.
Graduates of our business schools lack the courage to throw themselves upon their resources and work for a commission. The large majority of them want to be sure of receiving a certain amount at the end of the week or month. They do not seem to realize that the great strides in business have been made by paying men according to what they do. Persons with such false impressions of life are not good representatives of schools of business administration.
Not long ago a firm of Washington, D. C., appealed to the graduates of several of our colleges and offered them an inviting proposition on the commission basis, but only five of the hundreds appealed to responded and only two of the five gave satisfaction. Another would have succeeded, but he was not honest in handling money because he had learned to purloin the treasury of the athletic organization while in college. All of the others, however, were anxious to serve somewhere in an office for a small wage a week.
Recently one of the large insurance companies selected for special training in this line fifteen college graduates of our accredited institutions and financed their special training in insurance. Only one of the number, however, rendered efficient service in this field. They all abandoned the effort after a few days’ trial and accepted work in hotels and with the Pullman Company, or they went into teaching or something else with a fixed stipend until they could enter upon the practice of professions. The thought of the immediate reward, shortsightedness, and the lack of vision and courage to struggle and win the fight made them failures to begin with. They are unwilling to throw aside their coats and collars and do the groundwork of Negro business and thus make opportunities for themselves instead of begging others for a chance.
The educated Negro from the point of view of commerce and industry, then, shows no mental power to understand the situation which he finds. He has apparently read his race out of that sphere, and with the exception of what the illiterate Negroes can do blindly the field is left wide open for foreign exploitation. Foreigners see this opportunity as soon as they reach our shores and begin to manufacture and sell to Negroes especially such things as caps, neckties, and housedresses which may be produced at a small cost and under ordinary circumstances. The main problem with the Negro in this field, however, is salesmanship; that is where he is weak.
It is unfortunate, too, that the educated Negro does not understand or is unwilling to start small enterprises which make the larger ones possible. If he cannot proceed according to the methods of the gigantic corporations about which he reads in books, he does not know how to take hold of things and organize the communities of the poor along lines of small businesses. Such training is necessary, for the large majority of Negroes conducting enterprises have not learned business methods and do not understand the possibilities of the field in which they operate. Most of them in the beginning had had no experience, and started out with such knowledge as they could acquire by observing some one’s business from the outside.
One of them, for example, had waited on a white business club in passing the members a box of cigars or bringing a pitcher of water. When they began to discuss business, however, he had to leave the room. About the only time he could see them in action was when they were at play, indulging in extravagances which the Negro learned to take up before he could afford them.
Negro businesses thus handicapped, therefore, have not developed stability and the capacity for growth. Practically all worthwhile Negro businesses which were flourishing in 1900 are not existing today. How did this happen? Well, Negro business men have too much to do. They have not time to read the business literature and study the market upon which they depend, and they may not be sufficiently trained to do these things. They are usually operating in the dark or by the hit-or-miss method. They cannot secure intelligent guidance because the schools are not turning out men properly trained to take up Negro business as it is to develop and make it what it ought to be rather than find fault with it. Too often when the founder dies, then, the business dies with him; or it goes to pieces soon after he passes away, for nobody has come into sufficiently close contact with him to learn the secret of his success in spite of his handicaps.
The business among Negroes, too, continues individualistic in spite of advice to the contrary. The founder does not take kindly to the cooperative plan, and such business education as we now give the youth does not make their suggestions to this effect convincing. If the founder happens to be unusually successful, too, the business may outgrow his knowledge, and becoming too unwieldy in his hands, may go to pieces by errors of judgment; or because of mismanagement it may go into the hands of whites who are usually called in at the last hour to do what they call refinancing but what really means the actual taking over of the business from the Negroes. The Negroes, then, finally withdraw their patronage because they realize that it is no longer an enterprise of the race, and the chapter is closed.
All of the failures of the Negro business, however, are not due to troubles from without. Often the Negro business man lacks common sense. The Negro in business, for example, too easily becomes a social “lion.” He sometimes plunges into the leadership in local matters. He becomes popular in restricted circles, and men of less magnetism grow jealous of his inroads. He learns how richer men of other races waste money. He builds a finer home than anybody else in the community, and in his social program he does not provide for much contact with the very people upon whom he must depend for patronage. He has the finest car, the most expensive dress, the best summer home, and so far outdistances his competitors in society that they often set to work in child-like fashion to bring him down to their level.
Your responses should be to the point.Some responses may be quite short while others may require a paragraph.(10 pts each for 80 pts total)
1) In the early part of Ch 6, Tiersma criticizes the use of old-fashioned words in legal language. In this context, discuss the ambiguity of this sentence:
“My grandmother promised me a house and promised my brother the same.â€
2) What does Tiersma say about the lists of words in the sentence below?Could a single verb replace any of the lists?Why do such lists appear in contracts? (Ch 4)
While this agreement is in effect, the Author shall not, without the prior written consent of the Publisher, write, edit, print, or publish, or cause to be written, edited, printed or published, any other edition of the Work, whether revised, supplemented, corrected, enlarged, abridged, or otherwise.
3) True or False(if false, make clear why)
Given a construction like “It’s illegal for any person to knowingly sell a prohibited substance to a minor,†Tiersma argues that the problem is that the sentence is confusing because it is too wordy. (Ch. 4)
4) Does the sentence below have a passive verb? If so, where is it? (Ch.. 5,12)
Decisions in regard to administration of medication despite inability of irrational patients appearing in Trauma Centers to provide legal consent rest with physicians alone.
5) Does the sentence below have nominalizations?If so, which words?What does Tiersma say about that feature? Try to rewrite the sentence to make it clearer. (Ch. 5,12)
Decisions in regard to administration of medication despite inability of irrational patients appearing in Trauma Centers to provide legal consent rest with physicians alone.
6) Look at the following group of sentences.Discuss the relevant features (passive, nominalization) used in each sentence and their effect. Not all sentences may have a relevant feature. (Ch. 5,12)
John Doe injured the girl between 5 and 7 pm.
The girl was injured by John Doe between 5 and 7 pm.
The girl was injured between 5 and 7 pm.
The injury happened between 5 and 7 pm.
7) Does the first clause of the sentence below have an active or passive verb?Does the second clause (beginning with if) have an active or passive verb? Explain why you think the active or passive form was used as they are in this sentence
Payments of benefits will not be made by the company if the insured fails to provide notification of the loss.
8) How many negative forms are in the sentence below?1, 2 or 3
Why are so many negatives used here? (Ch 5,12)Try to rewrite it with fewer/no negatives.
The fact that the defendant did not testify is not a factor from which any inference unfavorable to the defendant may be drawn
Research the implications of equal protection for K-12 students within one of the following groups:
In a 500-750-word essay, address the following for the group that you have chosen:
Include at least five references in your essay. At least three of the five references should cite U.S. Supreme Court cases.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
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Please respond to the following: The discussion questions given please produce 200 words about each numbered question. please place answers under each bullet point. In Addition a response must be given back (100 words) to the other students Patricia Fleary and Randall Jefferson. offering a substantive comment on that classmate’s position on the issue(s).
In Chapter 6: The Environment – Part I, Hite and Seitz (2016) note that pollution and global warming were an important concern of the first world conference on the environment that was held in Sweden in 1972. Principle 6 of that declaration stated that we must stop the release of pollutants and heat that cannot be effectively processed by our environment (Declaration of the United Nations Conference on the Human Environment. 1972. Chapter 11. p. 2. <https://www.ipcc.ch/apps/njlite/srex/njlite_download.php?id=6471>).
1) Thinking about the different types of pollutants and heat that can be effectively processed by our environment, which are the most critical to address?
2) Identify three pollutants you consider to be the most critical to address and explain why you believe they are most important.
Patricia Fleary
RE: Week 8 | Discussion
Modern technology do have the potential to solve global problems or make them worst. It also has the potential to reduce world hunger by helping to increase food production in developing countries. The role of technology in achieving food security implies that all people throughout the world should have access to adequate food. There are new ways being discovered with the use of modern technology, It is the way in which to reduce greenhouse gases emission and manage resource consumption, in a way that is good for the economy and also good for communities and good for the environment. A growing population means increase demands on our health care system ,and our production system including food distribution and modern use of technology
Pollution such as Air, Water, heat and noise pollution can all be caused by producing and using technology. Disrupting ecology that is clearing land, where animals used to live to build factories and allowing pollution to contaminate the food can greatly affect the environment. Technology today can greatly improve or help predict food security. It has been stated that military and global poverty is not always a negative one. The military could often provide humanitarian assistance at times of crises, technology from the military could often help decrease poverty especially in urgent situations. Planes and other transport vehicle’s transport food, construction materials and skill medical assistance and communication could be vital to civilians in regions suffering from conflict of natural disaster.
I do believe that advance in technology pose a direct and indirect treats to the global environment, the advancement of technology encourages society to create and develop easier ways to live and lighten their lives the use of the Internet is a massive source of information that millions of people use and depend on every day for business ans personal use, new technological opportunities creates a demand for new types of services. Their are the two main examples is the introduction of mobile services and the introduction of the world wide web it’s the growing force for mass production all over the world. The indirect use of new technology affect the overall market structure and the level of competition by changing the conditions of supply, which affects the need for regulation. Technology in marketing and distribution is in high usage especially in developing countries.
Randall Jefferson
RE: Week 8 | Discussion
All electronic devices pose both a direct and indirect threat to the global environment. First, most of the devices are made with plastics(which is also a technology) and it is everywhere. It’s not only in the possession of the consumer, but plastics are found in bodies of water such as rivers, lakes, and oceans, in the Artic, on the highest mountains (like Mount Everest), parks, streets, etc… even in our food. It kills the wildlife that eat the plastics such as birds and marine animals. Plastics are recyclable, but not all plastics. Even so, most recyclable plastics are thrown away and buried in the Earth, further poisoning the soil. Some plastics are biodegradable, but some of it will almost last forever. Creating plastics also create harmful by products that can poison and damage the atmosphere, water, and ozone. Electronics also use rare Earth metals such as nickel. The rare Earths are used to make things such as batteries (for devices and hybrids) and are difficult to acquire without harming the environment. Many rare Earths are mined in China and the mining produces many harmful emissions such as solvent vapors, sulfuric acid, and coal dust. These emissions get into the air and the water and kills the wildlife as well as humans.
We create plastics for everything and then we throw it away. Most of the plastic never sees a recycling plant. Some of the recyclables that we toss into a recycling receptacle still ends up at the dump and buried. Computers and TVs are huge electronics that use plastics and rare Earths. But when they break or become obsolete, they are almost never recycled. Fluorescent light bulbs, batteries, and thermometers contain mercury which is toxic to both humans and wildlife. Some new electronics increase the use and disposal of plastics. Keurig coffee makers use a plastic pod that is filled with coffee. Once a person has their cup of coffee, the plastic pod is thrown in the trash. Millions of the cups are thrown away yearly.
For each of the following arguments, decide whether the conclusion is a tautological consequence of the
premises. If it is, submit a proof that establishes the conclusion using one or more applications of Taut
Con. Do not cite more than two sentences at a time for any of your applications of Taut Con. If
the conclusion is not a consequence of the premises, submit a counterexample world showing that the
argument is not valid.
4.27
ö
Cube(a) _ Cube(b)
Dodec(c) _ Dodec(d)
:Cube(a) _ :Dodec(c)
Cube(b) _ Dodec(d)
Please select two of the following prompts and reply
Chapter 3
Each of your responses should incorporate course content assigned during that particular week and should be approximately 250 words
a. Describe a process to recruit and select new employees who are aligned with the organization’s vision and goals from the case study.
b. Compare and contrast recruitment and selection of internal versus external candidates using best practices from the Society for Human Resource Management (SHRM) website. Refer to the Research and Metrics page for helpful resources. You may want to consider which method of recruitment would be most beneficial to this organization
3. Training
a. Describe the components of a needs assessment used to determine the training requirements of the organization.
b. Explain the importance of developing learning activities. Be sure to incorporate adult learning principles and methods of experiential learning from this course.
c. Illustrate the value of a training needs assessment in an organization. Support your response.
d. Describe the importance of creating SMART objectives for a training plan.
4. Compensation
a.Describe the compensation philosophy. How does the market influence this philosophy?
b. Determine the value of salary surveys and describe the advantages of discretionary benefits.
5. Evaluation
a. Determine the HRM’s role in the performance management process. How can you ensure the process aligns with the organization’s strategic plan?
b.Differentiate between various performance appraisal systems. Provide an example where one would be more applicable
c. How do you identify best-suited appraisals for employee job duties? Support your response with an example.
d.identify a variety of performance rating scales that can be used in organizations that includes graphical scales, letter scales, and numeric scales. Describe each scale.
In this week’s discussion board post, students will be required to complete discussion board activities responding to case studies at the end of Chapter 1: “Ethical Decision Making” in the Rea textbook. The posts shall include one initial response followed by two replies to the initial responses of other students in the course but on different case studies other than the one chosen in the student’s initial response.
1. Initial post: Choose one case study from the end of the assigned reading for each week in the Rea text and produce a 250 word essay in APA format completely answering the questions and reflecting on the material. The initial response must be supported by a minimum number of 1 academic sources not included in the class materials. Successful discussion posts will demonstrate organization, command of the subject matter, and logical critiques/analysis and address all of the components in the below grading rubric. Due day 4, 25 points.
The academic sources cited in posts should support the students’ position and be from scholarly sources and listed in APA format on a separate, attached reference page.
Complete Case Study (questions 1-6) in Brodwin Textbook. See attached PDF of the case study below.
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