Population and Demographics

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Running head: SHORT TITLE OF PAPER (<= 50 CHARACTERS)

 

 

 

 

 

 

 

 

 

Title

Author

Author Affiliation

 

 

 

Title of Paper

Begin your paper with the introduction. The active voice, rather than passive voice, should

be used in your writing.

This template is formatted according to APA Style guidelines, with one inch top, bottom,

left, and right margins; Times New Roman font in 12 point; double-spaced; aligned flush left;

and paragraphs indented 5-7 spaces. The page number appears one inch from the right edge on

the first line of each page, excluding the Figures page.

In this introduction, you will state describe the purpose of your paper (the first rubric

element) – in other words, what your paper sets out to do. In this case, you are acting as a

consultant, providing a microeconomic analysis of a particular company and you will analyze

different microeconomic criteria related to your company and the market in which it operates.

This analysis will then inform your recommendations for how the company can be successful in

the future. Be sure to provide some specifics about what you will be analyzing so the reader

knows what to expect – use the outline provided in the Final Project Document as your guide.

Lastly, make sure that the company you choose is well suited for this kind of analysis. Please see

the suggested list provided in your course for ideas and email your instructor your choice. Any

company not on the list will need prior approval.

History of the Company

Use headings and subheadings to organize the sections of your paper. The first heading

level is formatted with initial caps and is centered on the page. Do not start a new page for each

heading. This first heading aligns with the second rubric element which gives an overview of the

company’s history. Be sure to personalize this heading to reflect your company. In this section,

include you will summarize the history of the firm and also provide an overview of what the firm

 

 

does and what goods/services it sells. Be sure to include sufficient detail here. Your company’s

website is the best place to find this information. This section should be about one page long.

 

Supply and Demand Conditions

There are two rubric elements to be included in this section and combined they should be

about 2 pages in length, perhaps longer if you present more than one graph/table. The first

element asks you to evaluate the trends in demand over time and explain their impact on the

industry and on the firm. To do this, you can consider market demand. Market demand is the

demand by all the consumers of a given good or service. Find out who your customers are and

provide detail on them. Use annual sales data to find out how much of the product is purchased.

Here is a video explaining each of the following determinants of market demand that you could

examine for your company’s market:

o Income

o Price of related goods

o Tastes

o Population and Demographics

o Expected Future Prices

The second rubric element to be included in this section is your analysis of information

and data related to the demand and supply for your firm’s product(s) to support your

recommendation for the firm’s actions. You have already presented the overall trends in

demand in the last element. In this rubric element, you will first collect data specific to your

company on demand. To do this, look at the following:

 

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 Sales and Revenue. Building on the idea of market demand, consider how the

annual sales data changed over time for your company in particular.

 Include a graph/table/chart of sales for your company. This may be in dollars,

product quantity or number of customers – whichever is most relevant for your firm.

You could use more than one, if you think that would give a more detailed picture

of demand for your company’s product or service.

 Include 5 or more years of data will be enough to show a trend that is supported by

your market demand discussion.

 Data can be found from the company’s annual reports and revenue can more

specifically be found in the company’s income statement.

One you have analyzed the demand side, you can now look at the supply side of your

company. For this, you will want to watch this video on the determinants of supply, just as we

examined the determinants of demand in the last rubric element. Here, some of the pieces you

could explore and provide data on are:

 Input costs

 Technological Improvement

 Prices of substitutes

 Number of firms in the market

 Expected future prices

 

Price Elasticity of Demand

This section has three elements and should be 1-2 pages long. The first element asks that

you analyze information and data to justify how the price elasticity of demand for your

 

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product is determined. Here, you will have to use pricing of your product, the trend in the price

over time and comparison to similar products to justify whether you find the price elasticity of

demand to be either elastic or inelastic. You may not be able to calculate a specific price

elasticity of demand (video), depending on your company and the available information.

However, looking at pricing data should help you justify whether demand is inelastic or elastic.

You will then take your justification one step further in the second rubric element and

explain the factors that affect consumer responsiveness to price changes. You can learn more

about these factors from this video on the determinants of price elasticity of demand. Explore the

following determinants as they relate your company’s product(s):

 Availability of substitutes

 Passage of time

 Luxury or necessity

 Definition of the market

 Share of budget

The third and last element in this section ask you to assess how the price elasticity of demand

impacts the firm’s pricing decisions. As you read in Chapter 6 in our textbook, there is a

relationship between elasticity of demand and revenue. You can watch this video to review the

relationship between price elasticity of demand and total revenue and explain how this

relationship influences the company’s pricing decisions. For instance, if a company sells a

product that has very elastic demand, meaning customers are very responsive to a price change,

then increasing their price means that their total revenue will decrease. This could explain why,

in such a situation, the company may decide to not raise prices, even if their costs are going up.

 

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This is just one example so be sure to make your analysis relevant to your company’s specific

situation.

 

Costs of Production

This section of your paper has two rubric elements and will be between 1-2 pages long,

depending on your use of graphs or tables. The first element in this section asks you to analyze

the various costs your company faces, their trends over time and how they have impacted

the company’s profitability. To gather data on this, you will want to go to your company’s

annual report and look at their income statement. Here is a helpful video to help you understand

how to read an income statement. You will notice that there are two section that deal with costs –

the first is Cost of Goods Sold which is essentially the cost of the inputs, such as raw material

and direct labor. For clothing manufacturer, that would include the cost of the cloth; for an auto

manufacturer, it would include the cost of the steel. Then, there is the section called expenses and

these are the costs beyond buying the raw materials. These include things like rent, insurance

and overhead and other indirect expenses. For this section, you should include:

 Past 5 years (or more) of COGS, in a table or graph

 Past 5 years (or more) of Operating Expenses, in a table or graph (can be combined

with table/graph of COGS)

 Explanation of any observed trends in either (ie: why is COGS increasing?) such as:

o Pricing history of major inputs, such as cotton for a clothing company, as

applicable

o Change in how goods/services are produced – for instance, a change in major

input such as moving from steel to aluminum

 

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 Your analysis of how changes in either or both of these affected profitability –

remember that accounting profit, which is what we are looking at here, is simply

Revenue – Costs

The next rubric element in this section asks you to apply the concepts of variable and fixed

costs to company for informing their output decisions. Chapter 11 examines the differences

between variable and fixed costs, and you can review in this video the details about fixed and

variable costs and how they apply to business output decisions. In this video, our textbook

presents an example that shows how costs are distinguished between fixed and variable. This

example will help shed light on how you can similar distinctions for your company. Also, you

have already done some of this work in your previous rubric element. There you presented data

on COGS and Operating Expenses. Generally, variable costs will show up in COGS and fixed

costs will show up in Operating Expenses, so this gives you a head start. You can then use the

data and your knowledge of fixed, variable and total costs from Chapter 11 to explain how your

company will base their production level on the costs they face.

 

Overall Market

In this section, you will be examining three different aspects of the overall market in

which your company operates. By overall market, we mean the market selling the product or

service. For instance, there is a market for mobile phones or a market for jeans. Whatever

product your company sells determines what market it is in. Note that the term market here does

not refer to the stock market. In total, this section should be 1-2 pages long.

The first rubric element of this section asks you to discuss the market share for your

company and its top competitors by providing details on current percentages for each

 

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company and describing the trend over time. The best way to show this would be to use some

type of graph or table to show for the past few years (5 would show any trends, if you can find

the data going that far back). To do this, you will need to find data on the market as a whole –

for instance, if the market is computers, you will need to find the total value of computer sales in

the US. From there, you can determine that share (the percentage) your company and the other

top companies get from that total. For an example of how to do this, check out this video on

calculating market shares. You may also find that industry magazines or other market

researchers have compiled this information, so do look for those resources as well, to make your

data collection easier. Once you have the data, you will want to see how your company has been

doing. Having 80% of the market might sound great but if you see that the company had 90% of

the market two years ago, then we have a different story. This is why showing the trend is so

important.

The second rubric element in this section asks you to analyze the barriers to entry for

your firm’s industry. This concept is explored in detail in Chapter 14 and you can review in this

video the types of barriers to entry and their impact on the market. For the market your company

operates in, you will detail the barriers to entry – some markets have more than other and some

barriers are weaker than others. Your specific situation will allow you to explain how the existing

barriers will either help insulate your company from competition or allow for competitors to

break into the market.

The last rubric element in this section asks you to describe the market structure for your

firm and analyze how this affects their ability to influence the overall market. Recall from

Chapter 12 that there are 4 different market structures: Perfect Competition, Monopolistic

Competition, Oligopoly and Monopoly. You need to categorize your company’s market into one

 

https://www.youtube.com/watch?v=5VmTJ9LrLek
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of these four. Use the criteria listed in Table 12.1 on page 392 of the textbook and any

supporting evidence you have presented so far. You can also use the four-firm concentration

ratio and/or the Herfindahl-Hirschman Index (HHI) to support your conclusion. Here is a video

showing you how to calculate both the four-firm concentration and the HHI*, and you can also

review this on pages 453 and 497, respectively. Once you have determined the market structure,

you can then analyze your company’s ability to influence the whole market based on this and

their position within the market.

*this example uses the top 50 firms – you will not necessarily have to use that many.

 

Recommendation

This last section of your paper contains three rubric elements, where you will provide your

recommendations for future actions based on the three different criteria. This section will be

about one page long. In the first element, you will develop a recommendation for how the firm

can manage it future production by synthesizing the data presented. This essentially is

asking you to look at the data and analysis done in the supply and costs sections and make a

suggestion how the company should produce in the future. The determinants of supply and

specific costs trends that the company faces will determine what you suggest for their production

moving forward, in terms of quantity and types of products.

The second element asks you to suggest how the firm’s position within the market and

among its competitors will allow it to take the recommended action. This follows closely

from your last element in the Overall Market section and you should use the evidence presented

there to inform your recommendation here. Specifically, consider how the firm’s market power

 

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would allow them to make the suggested changes to production you mention above. You should

also include here advice for how your firm can become stronger within their market.

The last rubric element asks you to describe how the firm can sustain its success going

forward by evaluating trends in demand and price elasticity. Here you will revisit your

analysis in the demand and price elasticity section to further provide suggestions for how your

company can stay profitable. From pricing decisions to responding to changes in demand, your

suggestions here should reflect your findings in those earlier sections. Be sure to include specific

ideas for how the firm can remain successful, like new products to offer based on changing

tastes, or a different pricing strategy to remain competitive. Your ideas should of course align

with the rest of your analysis and the microeconomic concepts.

 

Citations

This is not a particular section of your paper, but rather guidance on how to use APA

format in-text citations throughout your paper. Source material must be documented in the body

of the paper by citing the authors and dates of the sources. The full source citation will appear in

the list of references that follows the body of the paper (see last page). When the names of the

authors of a source are part of the formal structure of the sentence, the year of the publication

appears in parenthesis following the identification of the authors, for example, Smith (2001).

When the authors of a source are not part of the formal structure of the sentence, both the authors

and years of publication appear in parentheses, separated by semicolons, for example (Smith and

Jones, 2001; Anderson, Charles, & Johnson, 2003). When a source that has three, four, or five

authors is cited, all authors are included the first time the source is cited. When that source is

 

 

cited again, the first author’s surname and “et al.” are used. See the example in the following

paragraph.

Use of this standard APA style “will result in a favorable impression on your instructor”

(Smith, 2001). This was affirmed again in 2003 by Professor Anderson (Anderson, Charles &

Johnson, 2003).

When a source that has two authors is cited, both authors are cited every time. If there are

six or more authors to be cited, use the first author’s surname and “et al.” the first and each

subsequent time it is cited. When a direct quotation is used, always include the author, year, and

page number as part of the citation. A quotation of fewer than 40 words should be enclosed in

double quotation marks and should be incorporated into the formal structure of the sentence. A

longer quote of 40 or more words should appear (without quotes) in block format with each line

indented five spaces from the left margin.

 

 

References

Entries are organized alphabetically by surnames of first authors and are formatted with a

hanging indent. Most reference entries have three components:

1. Authors: Authors are listed in the same order as specified in the source, using surnames

and initials. Commas separate all authors. When there are seven or more authors, list

the first six and then use “et al.” for remaining authors. If no author is identified, the

title of the document begins the reference.

2. Year of Publication: In parenthesis following authors, with a period following the

closing parenthesis. If no publication date is identified, use “n.d.” in parenthesis

following the authors.

3. Source Reference: Includes title, journal, volume, pages (for journal article) or title, city

of publication, publisher (for book).

Here is a link to a video to walk you through creating a reference list in APA format.

 

https://www.youtube.com/watch?v=BUKcy6kqtgE

Assignment: Applying Ethical Decision-Making Models To Guerrilla Government

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Assignment: Applying Ethical Decision-Making Models to Guerrilla Government

As mentioned in previous weeks, Cooper’s ethical decision-making model and Waldo’s Map of Ethical Obligations assist responsible public administrators in assessing and addressing the ethical dilemmas that they will confront during their careers. Public administrators must consider all underlying factors of a dilemma and the potential solutions in order to ensure the most proper outcome. Sometimes the chosen outcome may involve actions that serve to work against the wishes of superiors in the organization.

For this Assignment, review the case study in the text, “Guerrilla Government in EPA’s Seattle Regional Office.” Identify an ethical issue within this case study. Consider the competing obligations and responsibilities that these individuals faced and how they determined whether their actions were right. Also, think about the impact of guerrilla government on the political appointees, organization, and public policy.

The Assignment (3–4 pages in APA format): Your paper should include the following:

  • A description of the ethical issue you identified in the “Guerrilla Government in EPA’s Seattle Regional Office” case study
  • A description of the issues the political appointees faced in this case and an explanation of federal ethics law violations
  • An explanation of why you think the career employees were motivated to use guerrilla tactics as a solution despite the risks to their careers (e.g., competing obligations) and whether their choice of guerrilla action was ethical
  • An explanation of how these actions affected the organization and public policy
  • A description of the actions leaders within the EPA might have taken to manage guerrilla government and an explanation of how those actions might have changed the outcome of the situation
  • An evaluation of the potential lessons for public administrators and the importance of these lessons

Note: If you are more familiar with life in a nation outside of the United States, explain the potential lessons for public administrators in that nation.

Support your Assignment with specific references to all resources used in its preparation. Provide a reference list with all resources included in the paper.

Your Assignment must demonstrate both breadth and depth of knowledge and critical thinking appropriate to graduate-level scholarship. It must follow APA Publication Manual guidelines and be free of typographical, spelling, and grammatical errors. The assignment should be 3–4 pages in length (double-spaced), not including the title page, abstract, and references.

Assignment: Applying Ethical Decision-Making Models to Guerrilla Government

Guerrilla Government in EPA Seattle Office

Rosemary O’leary explains that, “Guerrilla government is a mutant cross

pollination of policy entrepreneurship and the politics of expertise”. Politics of expertise,

coined by Benveniste, suggests that public and private policy is somehow influenced by

experts. Regardless of what side of the issue or policy the expert stands, Benveniste adds

that “politics are not devoid of ideological content”. When considering the merit and

legitimacy of an expert, one may conclude that the expert is very skilled and is most

informed on the subjects of their studied field.

Democracy holds undeniable value to citizens and patriots of America for obvious

reasons. It boasts fairness, no moral respect of person, and representation in the freedom

of public choice. This freedom of choice is then summoned to the representative, who is

believed to hold the keys to the “agenda universe”. Why would citizens entrust their

values and interests with another human, other than the fact that they do not have much

choice in the means of democracy, but only in the democratic system already established?

It may be because their values are allegedly shared by an elite human considered to be an

expert. It may seem only logical that an expert holding shared values of the individuals

they are representing will be most concerned and equipped to unlock the agenda universe

for the reasons they were selected. However, it is less obvious and less considered how

this same expert holds the keys to a guerrilla government, when opportunity presents.

In 1980, when Ronald Regan was elected president, he sought to make dramatic

changes in the federal government. Although supporters expected such changes as

spending reduction, government involvement and interference with private enterprise,

 

 

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they could not have expected an evolution of guerrilla government. As appointees Anne

Gorsuch and her good friend John Spencer vowed to take on this shared value of reduced

government regulation, this undesirable guerrilla began to take form. When

representatives or in this case appointees use their “keys” for reasons other than the

elected purpose, it becomes clearer how the government becomes polluted with secret

agendas, hypocrisy and corruption.

It appeared that John Spencer was eager to promote Reagan’s visions from his

first assurance as administrator of The EPA Seattle Region 10 office to address pollution

problems. He called for an end of “regulation for regulations sakes”. Rosemary O’leary

informs that The EPA Seattle Region 10 office encompasses Alaska, Idaho, Oregon and

Washington State. It is important to keep in mind that Spencer previously served as

executive manager of municipal utilities in Anchorage, as well as former city attorney

and former vice president of RCA Alaska Communications (O’Leary, pg. 48).

Conflict of interest and the beginning stages of hubris attitude is shown when

Spencer attempted to buy an official membership for the EPA in the Chamber of

Commerce with taxpayers money, when he took non-government related trips at the

public’s expense, when he asked to have a full-time personal driver, and have

unapproved modifications made to the EPA office building. This hubris is the beginning

of a guerrilla government. Early-on Spencer began demonstrating actions not clearly

related to the cause that he was clearly appointed, which was partially limiting

government relation. Without certain regulation, politicians and the likes can legally

impose injustices on their constituents.

 

 

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It deserves applause that the director of Management Division chose the high road

and refused to find the individual responsible for whistle-blowing against Spencer’s early

hubris actions. Therefore, Spencer’s bleak approach of “management by stark terror” is,

to an extent, unsuccessful. John Spencer’s indirect suggestion to control employee’s

liberty in going to the inspector general was one way to try injecting a small dose of

corruption into the political system for long-term purposes. The Director of

Management’s truth verses his loyalty resulted in him being transferred when he told

Spencer that public funds could not be used for personal trips or personal drivers.

Management by “stark terror” found its way back on Spencer’s agenda as he began to

make an example out of any staff in which he was displeased. This action clearly showed

flawed virtue. Spencer continued seeking personal benefits by sending letters on EPA

stationary, demanding a permit for the lobbied Army Corps of Engineers on behalf of a

yacht club, in which he was a member. The requests were denied, and became public

record as a result of concerns express by Washington State Dept. of Game (pg. 51).

John Spencer was criticized for not enforcing the law. He delayed cleaning up

hazardous waste; he chose to forgo litigation even though officials stated that chemicals

at Western Processing Company had the potential to threaten the city of Kent’s water

supply. Although the potential may not have warranted definite problems, his negligence

had potential widespread effects, whereas exemptions for two large Alaska pulp mills

were granted under his tenure and clearly not warranted under the law.

 

 

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The first real ethical dilemma began when Spencer ordered an engineer to release

confidential information to what was obviously a competitor business. In another truth vs.

loyalty case, the engineer took the high road and refused to deliver what was clearly an

illegal act, but later compromised the truth in a partial attempt maintain loyalty.

Even though Spencer ended up retiring after alleged involvement in a plan to use

government money to re-elect Republicans, and Anne Gorsuch and eighteen other high-

level EPA officials were fired or had resigned, the guerrilla government was ready for

more extremities (O’leary, pg 53). This was most likely due to the fatigue and

hopelessness felt throughout the agency from the countless offenses that had taken place.

John Spencer seemed to be involved in one plot after another. After so much corruption

that never ended up in a real investigation, surely it seemed pointless to continue whistle-

blowing. Employees under this condition simply give up and become tired of a constant

battle for justice within what should be an ethical organization. Therefore the agentic

shift maintains the guerrilla atmosphere.

Every employee had the opportunity to go to the inspector general regarding their

concerns with Spencer’s unethical leadership. It became their ethical dilemma whether or

not anything would be done. Furthermore, it could have put their jobs in jeopardy. Their

suspicions that nothing would be done was confirmed when investigators revealed that

there was insufficient evidence to pursue prosecution and that no real harm was done.

The fact is, there were incidents on record, such as Spencer’s letters written to the yacht

club; there were witnesses, such as the engineer who stamped confidential on documents

that Spencer order to be delivered to the competitor. In other words, there was

 

 

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legitimately enough proof to challenge the defense and cause public concern if the case

against Spencer had been made public. In order to discontinue guerrilla government

behavior, the first signs of hubris and moral conversions must be consistently challenged

by all those witnessing. It is almost impossible to intercept these actions without a

coalition of agreeing individuals with a viable plan. Just as agentic shifts are created with

small doses, systematic thoughts of good virtue must offset the moral inversion. The

only way to diagnose an ethical issue is to first identify an ethical problem and analyze

the ethical rules being applied in order to find alternative solutions. An alternative that

would have returned the agency back to one of ethical standing was obviously an

administrator that was qualified and sincerely committed to the EPA’s responsibility.

Seattle banker Ernesta Barnes, who was appointed administrator after John

Spencer, reinstated the director that had been fired. Rosemary O’Leary also says that

Barnes never hesitated to defend EPA staff when she thought they were right. The sooner

the agency could have gotten Ernesta or an administrator of her caliber, the sooner the

EPA could have reversed the effects of the guerrilla government. Barnes was fairly

successful in reversing unlawful exemptions and was considered “highly respected” when

she left the agency.

It was unfortunate that newly appointed Robie Russell uprooted all that Ernesta

Barnes had accomplished. Like John Spencer, it seemed that he had conflict of interest

having worked as attorney for a law firm in Idaho. However, he continued the way of

guerrilla government by beginning what appeared to be a strong EPA stance against

 

 

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pollution and hazardous waste. For many this could have been a relief that they were free

from stressful, disingenuous leadership. There was no doubt that the guerrilla

returned after allegations began piling. He proposed oil drilling in Arctic National

Wildlife Refuge, held closed-door decision making meetings, hid bills and took private

trips funded by government money. One method of avoiding administrative evil, based

on previous experiences with Spencer is to disqualify any appointees with obvious

conflicts of interests.

The deputy administrator was presented with a dilemma as he strategized his plots

with division directors as a way to stay connected, since he was not allowed in Russell’s

closed-door meetings. This is an issue of truth vs. loyalty; if he was to whistle-blow, he

risk exposing his own faults. This could also be an issue of short term vs. long term if he

had stop to think how his short term actions could affect the long term consequences.

Again, as concerns began brewing, the staff’s hope to halt more corruption was to

document all suspicious actions and build the case to publicize. Certainly, no one could

have anticipated the Inspector General’s dismissal and denial of any wrong doings, as

they have been through this process before. In this case where mischief was obvious, the

only other option seem to be an investigation of the Inspector General. Unfortunately,

Russell’s behavior resulted in public health hazards, asset transfers that complicated

cleanup recovery costs, and unsafe levels of lead found in 8 children’s blood.

By taking a teleological approach, staff could have possibly prevented these

mishaps. By any “ethical” means necessary, the case of having Robie Russell removed

 

 

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could have justified the end-(his removal), whereas the deontological approach of

following imperial principles would definitely cause more harm than good.

The guerrilla government prevailed through expert infractions. In all fairness, the

few attempts for staff to take the high road were snuffed out, which more than likely

discouraged any stronger retaliation of the guerrilla, as planned. Ethically speaking,

individuals that consider themselves ethical must remain consistent in their ethical

beliefs, at all costs, in order to avoid being in conjunction with an unethical entity. In

conclusion, a low road bureaucrat opposed of guerrilla government may be as guilty as

those participating in guerrilla activity. That could inevitably lead to another dilemma of

justice vs. mercy, but given the government’s responsibility to uphold the constitution,

one could only hope that justice will prevail in the valued land of democracy.

 

 

Guerilla Government in EPA Seattle Office

PSC 504 Leadership & Ethics For

Dr. Paul Hathaway

Fredric D. Mack April 7, 2011

Community Center Proposal

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Week 5 – Final Project
Due: Jul 23, 2019 at 1:59 AM

Community Center Proposal

[WLOs: 3] [CLOs: 1, 2, 3, 4, 5, 6]

Prior to beginning work on this assignment, review Chapters 5, 7, 8, 11, and 12, which are the primary chapters in the textbook and provide you with the theoretical foundations for this project. Also review the Exploring Borderlands–American Passages: A Literary Survey video. Many of the other resources in the previous weeks may also be helpful.

Remember that you have already created nine of the required 15 activities for this assignment in Weeks 2, 3, and 4. You received feedback from your instructor and from the Writing Center on those activity papers. You are expected to incorporate that feedback into the nine activities already created. During this last week, you will place those activities in the appropriate room in your proposal and create the remaining six activities.

Focus of the Final Project:

Your community is planning to open a brand-new child development community center. Now that you are an expert in the field, you have been chosen to create a proposal for interactive, fun, and educational programming activities that will be provided for children and adolescents in this center. The chosen activities must be developmentally appropriate and based in theory. You will present your ideas to the city council with a written proposal describing the programming in detail. You have been asked to propose programming for the following five different age groups in the child development community center:

  • Infant (0-1 year)
  • Toddler (1-3 years)
  • Early Childhood (3-6 years)
  • Middle to Late Childhood (7-12 years)
  • Adolescence (13-18 years)

Use this Community Child Development Center Proposal Template to organize your proposal. Enter the requested information on the title page where indicated. Where you find the text, “In this section you will describe the activity …” within the proposal template, please remove that and enter your own content. The headings in bold should not be altered. The final content for each “room” will consist of three paragraphs that will address three distinct activities that address physical, cognitive, and psychosocial development for that age group. Table 5.1 in your textbook will be very useful in identifying the major milestones in physical development.

In your Community Child Proposal,

  • Describe the activity in some detail (provide more than just the name of the activity).
  • Identify the specific domain related theory concept that supports the use of this activity.
  • Identify how the activity enhances physical, cognitive, or psychosocial development.

Special Notes:

A good way to brainstorm different age appropriate activities is using Google’s search tool before researching. Please review What Is CRAAP? A Guide to Evaluating Web Sources. For example, enter “activities to support cognitive development in toddlers” and numerous sites with suggested activities will be displayed. Remember that your activities may be simple (especially with newborns), but they must also be specific and age appropriate, and you are to connect them to developmental theory within the proposal. You must also cite the sources in your proposal.

While much of the theoretical support for your proposal will come from the textbook, you must include information somewhere in the proposal from three credible or scholarly sources. If you included a source in your Weeks 2, 3, and 4 papers, then you have already met this requirement. Just transfer the source to the final proposal. Remember to cite all your sources (including the textbook) according to APA style as outlined in the Ashford Writing Center.

The Community Center Proposal

  • Must be eight double-spaced pages in length (not including the title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style
  • Must include a separate title page with the following:
    • Title of project
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted

For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013.

  • Must utilize academic voice. See the Academic Voice resource for additional guidance.
  • Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
    • For assistance on writing Introductions & Conclusions as well as Writing a Thesis Statement, refer to the Ashford Writing Center resources.
  • Must use at least three scholarly or credible sources in addition to the text book. Be sure to integrate your sources rather than simply inserting them.
    • The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • Must document any information used form sources in APA Style as outlined in the Ashford Writing Center’s Citing Within Your Paper
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List resource in the Ashford Writing Center for specifications.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

Briefly explain the meaning of strategic leadership of human resources.

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Assignment 1

Task 1. Briefly explain the meaning of strategic leadership of human resources. Why is this important to a principal? What would this look like in practice? Use your readings and other resources to support your response.

Task 2. Based on the policies you have read; do you believe that the development and implementation of policy is important to acquiring and leading human resources on your campus? Briefly explain why or why not?

Task 3. Interview a principal, based on questions in tasks 1 and 2. Take notes, as needed. Write at least a half page reflection on what you learned from your interviews, discussing any differences, additions, or confirmations that were discovered. Interviews can be held face—to—face, by phone, Skype, or other accessible platform. (It is not required that the principal you interview, work in your school district).

Task 4. Based on DAA (LEGAL), a district should not discriminate against an employee,

based on a set of protected categories. In addition, this policy also states that a district has a duty to maintain a working environment free of harassment. In your role as principal, discuss how you would ensure compliance with both aspects of this policy. Why are they both an important part of your leadership? How could adherence to this policy, or lack thereof, impact your campus culture?

 

A new principal of a high school begins to review the campus master schedule and notices that there are several teaching vacancies that must be filled. He calls a staff meeting and discloses this information to the staff, in order to inform them that he is working to resolve classroom—overcrowding issues. Later on that day, the principal discussed with his campus administrative team that the current staff appears to be aging, and he would like the interview committee to focus on hiring younger staff members in order to invigorate the environment. Based on this, he advises the team to pay close attention to younger candidates, or those likely to be younger candidates, when reviewing applicants. One of the staff members states that she has the perfect candidate; however, she thinks that he may have been engaged in an inappropriate relationship with a minor, which was in violation of the law. Despite this, she ensures everyone that the applicant is a very good person. The principal proceeds to prepare the posting, and submits the necessary forms for approval. The district posts the vacancy on the district website. Being that there is a preferred candidate, the principal suggests filling the vacancy in the next 5 days.

Based on your knowledge of policy, list some of the concerns with this principal’s actions. Refer to the specific policy that supports your concern. Briefly explain how would you address the ethical concerns and decision making in this scenario.

Task 6: Policy Scenario 2

A teacher at an elementary school observes a large bruise on one of her student’s arm. She immediately asks the student if he is ok. He says yes, and responds by saying that he fell off of his bike. Later that day, the teacher over hears the student telling his friend that a relative, who stays at his home, hits him every day for no reason. The teacher informs you, as the principal, of this. How should you advise the teacher? Support your decision using policy. As a campus principal, what would you do to ensure that your campus staff is cognizant of the reporting requirements related to abuse? Why is this important?