Strategic Planning and Leadership

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The overall objective is to understand and explain the limited representation of African American populations in athletic leadership positions, specifically coaching in the NFL and the NBA. The two focal points are as follows:

-The impact of mission, vision, and culture on profits and strategic planning
-Evaluation of previous performance

Attached is the first paper written on this topic. This paper (2) should be a continuation of paper 1 addressing the two focal points above.

Minimum of 6 sources

Malcolm X speeches Analysis

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  This expanded essay investigates how Malcolm X utilizes a unique and effective language in his political speeches. In addition, the usage of the emotional appeal to unite all the audience and avoid their differences especially in terms of religion. Malcolm X is an African American Muslim minister and human rights activist born in 1925 in Omaha, Nebraska. He is one of the most dynamic, dramatic influential figures of the civil rights era. That is why I decided to base my essay on three different political speeches written originally in English by Malcolm X: “The Ballot or the Bullet,  The House Negro, and the Field Negro, and who taught you to hate yourself. Malcolm X was influenced by his father Earl Little, who was a Baptist minister and a local organizer for the Universal Negro Improvement Association.

                The three chosen speeches portray significant issues Malcolm X aimed to raise awareness of. Human rights, self-respect, black nationalism, white oppression, and the nation of Islam are the major themes for the chosen speeches as most of his speeches reflect. Malcolm Xs speeches have had an enormous significance in the success of his mission that left him with a huge audience that respects and follows his lead to protect themselves from white supremacy. Those three speeches are pretty similar and aimed at the same goals Malcolm X was trying to achieve. Although they are very different in terms of several elements such as language, theme, the time they are written, and the audience they address.

      The essay will state the main differences and similarities between the three political speeches and how each of them affects his audience. Furthermore, it will illustrate the rhetorical devices and persuasive techniques he uses to explain his political views. Even though Malcolm X uses allegorical and metaphorical language to persuade African Americans, he uses facts and realities to prove what he was saying instead of talking about what is going on, and what people already know. He is direct, clear, and bold to raise awareness and follow-up on the African Americans political maturity without any fear of the consequences. His speeches play a big role in shedding the light on how the government is prohibiting them from the rights they are
entitled to enjoy as human beings, and not just Black people or African Americans.

Criminal Profiling for crime control

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Prepare a thorough and effective plan on Criminal Profiling for crime control. This research project should include the following:

1. Title – Criminal Profiling for crime control.

2. Plan for topic review: How will you do a detail review of the topic and make sure that the issue you are addressing is genuine? How will you know it is worth spending time on this topic?

2. Plan for proposal: How will you develop your proposed idea for practical implementation? What parameters/considerations would you take into account in developing the design or your proposed idea?

3. Plan for testing and data collection: How will you test your proposed idea? How will you collect any data in relation to your proposal? where will you go and/or who will you contact?

4. Plan for data analysis: How will you analyze your data or test results? If you don’t get expected results/data, how will you modify your proposed idea?

5. Plan for writing: How will you start and complete writing? What resources will you take help from to write?

research summary

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Students are expected to write critical autobiographical descriptions throughout the semester as part of their ‘Our Sporting Lives’ project. These reflections provide points of reference for the Our Sporting Lives project, track understandings of social and cultural differences for the courses concluding dialogues, and contribute to discussions by prompting students to think about how course concepts apply to their own lived experiences.
Module 1 topic reflections will build upon each other to deepen personal reflections by integrating additional research. Students will first write an empirical/experiential reflection, next summarize a related additional scholarly source, and finally synthesize their empirical and scholarly sources to further critically reflect on their gendered sporting experiences.
Module 1 topic reflection 2 is due by midnight on Friday, September 25th. Each of the Module 1 topic reflections are worth 10 points and the topic reflections together are worth 20% of the total course grade.
Please note: This class, and these reflections and the discussions they will prompt, are for students with all levels of experiences with sport – elite and recreational, team and individual, participant or consumer (i.e. fan), enriching and alienating, inclusive and exclusive. Please utilize topic reflections to think and write about these experiences, whatever they may be.

Module 1 topic reflection 2, Our (Gendered) Sporting Lives – research summary

Article selection

For Module 1 topic reflection 2, students will choose 1 appropriate article from pre-selected academic articles (see the shared Module 1 bibliography google doc) exploring the experiences of men, women, and various LGBT athletes to situate their own lived experiences and supplement their discussion of a personal experience related to Module 1 content (gender, sex, and/or sexuality) (see Module 1 topic reflection 1).

Students may want to consider the following questions when selecting an article:

What is the gendered sporting experience(s) you will be focusing on (see Module 1 topic reflection 1) and its connection to related concepts and consequences of orthodox gender ideology?

How would this article support a critical reflection on your selected experience?

e.g. The article is about  ______ (see the article abstract). This supports my experience of ______ (see above) through the author’s focus on ______ (key concepts or research findings that are similar, or in some way relatable, to what you’ll be writing about).

To locate, browse, and select an article for Module 1 topic reflection 2 students should view and follow the instructions provided in the recorded introduction to searching InfoHawk+ for known records.
Module 1 InfoHawk tutorial
Play media comment.

Once selected, students should download a .pdf of the article to closely read and annotate Preview the document in order to achieve the level of comprehension necessary to integrate the source into their writing.
Discussion sections on Friday, September 18th will be dedicated to ensuring students are able to locate and access an appropriate source from the list provided.

Research Summary Criteria

Module 1 topic reflection 2 (10 points) will be evaluated on the following criteria. Each of the criteria will be graded as complete, incomplete, or absent.
Summary (8 points)
Summarize your selected scholarly article (approx. 250 words; paragraph format; in the following order)
Content (approx. 100 words; 4 points)
what is the article about? (e.g. what topic, sport, person/people are the authors researching)
what are the major findings? (of their research)
Critique (approx. 150 words; 4 points)
how did the author(s) come to their conclusions? (e.g. what questions did they ask? what ‘methods’ did they use to answer their questions?)
what do your agree and disagree with about the article? (e.g. what are your critiques of the research? what points of the research really resonated with you? how will the article be useful to reflect on your own sporting experience(s)?)
Support (2 points)
Support your summary by paraphrasing (Author, Year) or directly citing (Author, Year, p. #) your selected scholarly source.
Students should use correct APA in-text citation when paraphrasing or directly quoting from sources.
For examples of correct APA citation format, see: https://owl.english.purdue.edu/owl/resource/560/01/.
Incorrect citation practices can result in plagiarism. Plagiarism is defined by the CLAS Code of Academic Honesty as “using the words, sentences, arguments, rhetorical structures, and ideas of another without proper citation and acknowledgment” and includes:
Failing to use quotation marks properly or when needed, give a source for quoted materials, give a source for paraphrases, paraphrase language completely, and/or cite sources correctly and completely
Students should provide an APA-formatted bibliographic citation for your selected scholarly source at the end of their reflection
For examples of correct APA bibliographic format, see: https://owl.english.purdue.edu/owl/resource/560/01/.
Students will post their Module 1 topic reflection 2 in a group discussion between students in the same community cohort, or ‘homeroom’. Students will not see any posts by their peers until they have posted themselves. Though students will not be required to respond to other students in this discussion they should still read the posts of their peers to become familiar with additional article selections and research on Module 1 topics and/or to better understand their own selected article (if others in their group had the same selection).