Identity & Diversity Essay

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ESSAY PROMPT / Who am I? What is my social identity: from which groups do I derive my values, interests, preferences, biases and commitments? How does my identification with these groups help me achieve and/or limit me today? How might my developing social identity help me to create future opportunity, contribute to a diverse workplace and point the way ahead in my professional life? 

Will include extra 7 articles for reference and citation needed

 

WEEK 1: THE BUSINESS CASE FOR DIVERSITY 

  1. Page, Scott E., “Making the Difference: Applying a Logic of Diversity.” Academy of Management
    Perspectives (2007, November).
  2. Banaji, M. R., Bazerman, M. H., & Chugh, D. (2003, December). “How (Un) Ethical Are You?” Harvard
    Business Publishing Product #R0312D-PDF-ENG (skim for 1st class meeting but read thoroughly before
    2nd class meeting)
  3. Goldsmith, M. (2010, June 16). “Learn to Embrace the Tension of Diversity.”
    http://blogs.hbr.org/goldsmith/2010/06/learn_to_embrace_the_tension_o.html

WEEK 2: SOCIAL IDENTITY THEORY: UNDERSTANDING INDIVIDUAL BEHAVIOR IN GROUPS AND TEAMS 

  1. Davidson, M. N. (2002, August). “Primer on Social Identity: Understanding Group Membership.”
    Harvard Business Publishing Product #: UV0644-PDF-ENG
  2. Sucher, S. J. (2007, November). “Differences at Work: The Individual Experience.” Harvard Business
    Publishing Product # 608068-PDF-ENG
  3. Sucher, S. J. (2007, November). “Social Identity Profile.” Harvard Business Publishing Product # 608091-
    PDF-ENG
  4. Ely, R. J., Vargas, I. (2004, December). “Managing a Public Image: Kevin Knight.” Harvard Business
    Publishing Product # 405053-PDF-ENG
  5. Polzer, J. T., Elfenbein, H. A. (2003, February). “Identity Issues in Teams.” Harvard Business School
    Product # 403095-PDF-ENG

1200-1500 words

free plagiarism please. will submit on turnitin.com

Essay  #1/  MGT  18/  Mary  McKay

ESSAY  #1  –  IDENTITY  AND  DIVERSITY

CONTEXT  /  This  essay  is  a  reflection  on  your  multifaceted  social  identity  at  this  time  in  your  life  and  how   you  are  beginning  to  understand  yourself  in  a  diverse  world  as  you  prepare  to  launch  into  your  imagined   best  future.  In  this  essay,  identify  the  personal  and  social  characteristics  of  your  life  according  to   relevant  and  valued  diverse  group  memberships,  i.e.,  ethnicity,  race,  gender,  national  origin,  religious   affiliation,  political  preference,  economic  status,  abilities,  interests,  educational  and  professional   aspirations,  etc.  This  will  be  a  first-­‐person  narrative  reflecting  on  the  question:  Who  am  I  and  how  can  I   understand  and  contribute  to  a  diverse  workplace?     The  essay  should  be  a  personal  reflection  on  your  present-­‐day  social  identity.  It  should  not  be  limited  to   a  literal  telling  of  each  demographic  or  social  group  with  which  you  might  be  affiliated.  Your  social   identity  is  an  accumulation  and  integration  of  diverse  and  multifaceted  connections,  experiences  and   social  relationships  that  make  you  who  you  are  as  a  person,  and  provides  you  with  a  sense  of  social   belonging.  In  other  words,  what  makes  you  unique  and  complex  as  a  human  being?  Also,  how  would  you   imagine  your  emerging  social  identity  in  such  a  way  that  you  will  become  more  connected,  relevant,   interesting  and  effective  in  a  future  business  or  career  setting?  The  readings  from  the  first  two  weeks  of   class  provide  the  background  for  this  prompt.  It  is  expected  that  your  essay  will  include  reference  to   these  works  as  evidence  of  your  understanding.     ESSAY  PROMPT  /  Who  am  I?  What  is  my  social  identity:  from  which  groups  do  I  derive  my  values,   interests,  preferences,  biases  and  commitments?  How  does  my  identification  with  these  groups  help   me  achieve  and/or  limit  me  today?  How  might  my  developing  social  identity  help  me  to  create  future   opportunity,  contribute  to  a  diverse  workplace  and  point  the  way  ahead  in  my  professional  life?     REQUIREMENTS

• 1,200  to  1,500  words  including  required  introduction  and  conclusion  paragraphs   • No  pre-­‐submission  reading  of  essays,  but  we  would  be  happy  to  discuss  your  ideas  in  OHs.

 

GRADING  CRITERIA:  REQUIREMENTS

POINTS  EARNED

Response  to  the  prompt:  What  is  my  social  identity?  16  points  -­‐  breakdown  below

§ Strength  of  introduction  and  conclusion  (2)     § Discussion  of  a  minimum  of  3  characteristics  of  your  identity  (2)     § Discussion  of  how  your  identify  has  created  opportunities  and  barriers  (2)       § Discussion  of  how  your  social  identity  may  impact  your  future  (2)     § Clear  evidence  of  personal  reflection  and  critical  thinking  (4)     § Thoughtful  reference  and  discussion  of  two  Weeks  1  and  2  authors  (4)

College-­‐level  writing  and  editing  (2)     Required  Format  (find  template  in  ESSAYS  folder  on  TritonEd  1)     Works  Cited  page  (OK  to  cut  and  paste  from  syllabus  1)       TOTAL  POINTS  ACHIEVED

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**The  Grading  Form  attached  to  the  submission  link  is  an  abbreviated  version  of  this  form.

 

 

Essay  #1/  MGT  18/  Mary  McKay

SUBMISSION

• This  is  a  TURNITIN  submission  with  a  firm  due  date  and  time.  Find  the  submission  link  in  the   “ESSAYS”  Content  folder  on  TritonEd.  LATE  PAPERS  WILL  NOT  BE  GRADED.

• Look  for  the  Turnitin  email  sent  to  you  once  your  submission  is  complete.  If  you  don’t  receive   an  email,  your  paper  has  not  been  accurately  submitted.  The  email  will  include  a  submission   ID  that  would  be  required  if  your  paper  was  somehow  lost  by  the  system  and  is  the  only  form   of  verification  accepted.  Refer  to  the  first  page  of  the  course  syllabus  for  a  backup  system  to   Turnitin  that  may  be  used  as  necessary,  but  must  be  used  before  the  deadline  for  submission.

 

 
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7-4-1 Worksheet: Relationship Between Human Creative Expression And Culture, Part 2

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Task: Submit to complete this assignmentAssignment Icon

Open the worksheet that you worked on earlier this week. Review the article Making Asian American Women Visible: The Joy Luck Club and complete the second table using information provided in this activity.

In the first column, identify an example from the article demonstrating how Tan’s novel reflects the experience of a particular ethnic group. Then, in the second column, find an example in the article that appears to be part of universal human experience and not limited to Chinese American culture.

Based on the description in the article, what influence might Tan’s novel, and similar artifacts, have on broader American culture? Can you think of another artifact that has had a similar impact?

Once the worksheet is complete, save the file a final time. Submit your completed worksheet for grading.

To complete this assignment, refer to the following documents:

 
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Management in Action case study “UPS Actively Pursues Sustainability

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Read the Chapter 3 Management in Action case study “UPS Actively Pursues Sustainability” on pp. 97-98（SEE ATTACHMENT）

Then analyze and answer each of the questions in the case study.  It is not necessary for you to type the question itself, but you should number your answers to correspond to the question you are answering.  Your assignment should be 3-4 pages long (excluding cover page, attachments, etc.), double-spaced, using 12-point font and 1-inch margins.

Keep in mind that, while there are no “absolutely correct” answers for these questions, this is not an opportunity for opinion alone.  Grading will reflect your reasoning and critical thinking skills, your ability to integrate what you have assimilated from material presented in the textbook and other learning materials, the clarity of your response and its appearance.

Please remember that, if your paper integrates information from published sources and/or you build on the work of others, you must be careful not to plagiarize. You can find information about plagiarism at the Plagiarism.org website; a link to this website has been provided under the “Resources” tab in the main menu of the course.  Please also see the rubric posted under the “Resources” tab in the main menu of the course for additional guidelines on grading.

To submit your assignment, click on the link above.  Scroll down to Section 2 (“Assignment Materials”) and then click “Browse My Computer” to find and attach your .doc or .docx file.  Write any comments to your instructor in the “Comments” box.  Click “Submit”.  After you submit your report, you can tell it has been received by clicking on “My Grades” in the main menu of the course.  You will see a “!” in the grade book.  After your instructor grades the assignment, you will see a score instead of the “!”

Please note:  Your assignment must be submitted as a .doc or .docx file.  If you fail to do this, your instructor may be unable to open or grade your assignment.

Study Guide for Case Analysis #1 UPS pp. 97-98

1. How does UPS’s approach toward sustainability impact the triple bottom line? Be specific.

 

In order to answer this question, you need to be sure you understand the definition and concept of sustainability. If you ever need help understanding a term, look in the glossary at the back of your text. A glossary is a list of terms used in a text. It will direct you to the page in the text where that info is found.

 

2. Which internal and external stakeholders are positively and negatively affected by UPS’s approach to sustainability?

 

Do you know the difference between a stakeholder and a stockholder? You’ll need to know that before you can answer this question. You’ll potentially have four parts to this question, since there will be internal stockholders positively affected and others negatively affected. The same goes for stakeholders, positive and negative. It might help to visualize it.

 

  stakeholders stockholders
     
positively affected    
     
     
negatively affected    
     

 

 

 

3. Which of the six general environmental forces influenced Mr. Kuehn’s approach toward sustainability? Discuss.

 

You’ll need to be familiar with the general environmental forces before you continue. Textbooks are divided into chapters and sections, and you can usually scan the chapter for headings to find what you’re looking for. You will see these forces described on p. 81-82. Next, notice that the question says “discuss.” That requires a few sentences at least, telling which environmental forces you believe influenced Mr. Kuehn, and why you think so. If you only list the forces, you will not be completely answering the question. Your instructor will be looking for one or more of the forces by name, along with your comments.

4. To what extent is UPS’s approach toward sustainability consistent with the four approaches to deciding ethical dilemmas?

 

Ethical dilemmas? Four approaches? That ought to be a clue to finding them in your text. Remember, you can always look in the glossary for help. When you read them, stop and think about what UPS’s goals are. Are their actions in alignment with their goals? This will take some thinking and analyzing on your part.

 

5. Evaluate UPS’s approach toward sustainability against Carroll’s model of social responsibility shown in Fig. 3.2.

 

More thinking and analyzing on your part. Take a look at the drawing which shows levels of social responsibility. Where does UPS fit on that model? What are their priorities? Why do you think so?

 

6. How does UPS’s approach toward sustainability “pay off”? Discuss.

There’s the word “discuss” again. Now that you’ve read about, analyzed and discussed UPS’s approach, what do you think? Is it practical for a company like UPS to be socially responsible and still be profitable? How? Why? Give you reply in a few sentences at least.

 
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CO 600 Assignment 9

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Not less than 450 words, incorporate at least 2 peer-reviewed sources, 1 biblical integration in APA format, and include substantive content.

Response from student

Question: 16.4

A local health agency is experimenting with two appeal letters, A and B, with which to raise funds. It sends out 400 of the A appeal and 400 of the B appeal (each subsample is divided equally among working-class and middle-class neighborhoods). The agency secures the results shown in the following table.

  Appeal A   Appeal B
  Middle Class Working Class   Middle Class Working Class
           
Contribution 20% 40%   15% 30%
No Contribution 80% 60%   85% 70%
  100% 100%   100% 100%

 

a. Which appeal is the best?

Comparing the data collected from the two appeals and assuming all of the contributions were of the same amount, appeal A was better. With both the middle class and the working-class appeal A had a 33% higher contribution rate then appeal B. Looking at the raw numbers with pure responses, appeal A successfully received contributions from 30% of the letters sent or 120 donations where appeal B only received contributions from 22.5% of the letters sent or 90 donations. Overall, appeal A had a 33% higher success rate then appeal B.

b. Which class responded better to which letter?

The working class responded better than the middle class in both appeal A and appeal B. In both appeals the working class had twice as many responses then the middle class. In appeal A there were 40 responses from the middle class and 80 from the working class, in appeal B there were 30 responses from the middle class and 60 from the working class.

c. Is appeal or social class a more powerful independent variable?

Assuming all contributions are equal, social class is the more powerful independent variable. Leatham states, “Students need explicit opportunities to make sense of the meaning of ‘dependence’ and that variation in situations, all the way from real-0world cause-and-effect situations to mathematical functions, need to be compared and contrasted” (Leatham, 2012, p. 357). In an attempt to do this let’s assume all contributions were $100 each from both appeals and both social classes. As the responses stand appeal A would have had 120 responses worth $12,000 and appeal B would have had 90 responses worth $9,000. To prove this lets take the same contribution percentages and send all 400 letters out to one social class instead of split between the two for both appeals. In this scenario appeal A with a 20% response rate from the middle class, there would have been 80 responses worth $8,000 and for appeal B the middle class would have had 60 responses worth $6,000. For the working class appeal A would have had 160 responses worth $16,000 and for appeal B 120 responses worth $12,000. The highest yield is found with all 400 letters sent to the working class with appeal A ($16,000), the second highest is a tie with the letters evenly split with appeal A ($12,000) and the working class receiving all the letters in appeal B ($12,000), the third highest would be the letters split with appeal B ($9,000), the fourth highest, all letters sent to the middle class with appeal A ($8,000), and finally all the letters sent to the middle class with appeal B ($6,000). With all contributions being equal, the most powerful independent variable is the social class.

This is also assuming basic letters were sent to all recipients. Different outcomes would result more towards the working class or away from them depending on added information within the letters. As Kumru points out, “By first soliciting the high-status donor the fundraiser enables the lower-status donors to associate with someone of higher status and effectively secures donations from both” (Kumru & Vesterlund, 2010, p. 715). The addition of a list of well-known donors could potentially increase the percentage of donors both in the middle and working-class demographics but potentially more in the middle class since they have more disposable income and closer to higher social classes economically.

As a Biblical integration, while not directly applicable, the spirit and gifts of giving come to mind. Scripture states, “Each one must give as he has decided in his heart, not reluctantly or under compulsion for God loves a cheerful giver” (2 Corinthians 9:7, ESV).  This ties in tightly with the old saying that it is better to give then to receive. The emotional and spiritual benefits along with the riches received in Heaven for giving with humility will always far exceed the gift given when you are a cheerful giver. The true gift is received by the one that is giving and afforded to them by the one that has allowed them the opportunity to give. I make this point because so many Christians filled with pride do not give this opportunity to others. As Christians, when someone offers to give to you, we should allow the giver to receive the blessings found from giving by receiving the gift with humility.

References

Kumru, C. S., & Vesterlund, L. (2010, August 1). The effect of status on charitable giving. Journal of Public Economic Theory, 12(4), 709-735. Retrieved from http://rx9vh3hy4r.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=The+Effect+of+Status+on+Charitable+Giving&rft.jtitle=Journal+of+Public+Economic+Theory&rft.au=Kumru%2C+Cagri+Seda&rft.au=Vesterlund%2C+Lise&rft.series=Journal+of+Public+Economic+Theory&rft.date=2010&rft.pub=Association+for+Public+Economic+Theory&rft.issn=1097-3923&rft.eissn=1467-9779&rft.volume=12&rft.issue=4&rft.spage=709&rft.epage=735&rft.externalDocID=blajpbect_v_3a12_3ay_3a2010_3ai_3a4_3ap_3a709_735_htm¶mdict=en-US

Leatham, K. R. (2012, October). Problems identifying independent and dependent variables. School Science & Mathematics, 112(6), 349-358. http://dx.doi.org/10.1111/j.1949-8594.2012.00155.x

The Holy Bible, English Standard Version (ESV)

 
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