Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Respond to two students discussion post. Just type the paragraph under the discussion. It doesn’t have to be in essay form.
Also, make sure that your response(s) are substantial and at least 100 words. In your responses, you must include connections to course learning objectives.
Discussion Post #1
Terry Gainer
Mellody Hobson and Queen Elizabeth I both presented compelling views on race, ethnicity, and gender. For Queen Elizabeth I expressed in her speech to not underestimate her based on her stature as a woman; which some may categorized as being weak and feeble. She wanted to be known as one who possessed the heart and determination of a king. This stance demonstrated her desire to show strong leadership in society and time dominated by men. Mellody Hobson expressed in her TedTalk presentation that seeing the world through “colorblind” eyes, is like saying that we do not see color differences. In fact, there are differences and we should be brave enough to confront and embrace them. She suggested that when we see these differences to create a culture of understanding.
On several occasions, I have had the opportunity to serve on interview committees and hiring teams. It was evident that the entire process was more a formality because others on the committee already agree who they were going to hire. I consistently saw the biasness toward well qualified and talented individuals, but they were “outsiders.” In other words, they were not a part of system of partners or affiliated groups. When the organization only hires within that pool of familiar candidates, there was no opportunities to employ fresh talent or staff who can challenge the status quo and present ideas to appeal to broader groups. I felt this hiring biasness limited our ability to expand and grow departments that really needed forward movement.Discussion #2
Rhyne OwenbyThe words of the two female speakers are timely as the world grapples with engulfing social unrest. As leaders across the globe struggle to respond to the cry for racial and gender equality, the question becomes, are they responding because of the realization that changes are needed, or are they, as many suggest, simple virtue-signaling hoping that the issues will disappear?
The call for equality is not going away, nor should it. Mellody Hobson’s speech, Color Blind or Color Brave, is a passionate call to action that every leader should want to hear. Hobson tells the story of inequality using facts while, at the same time, using rhetorical tools to drive the point. The speech was not accusatory as she focused on facts and used personal references to allow the viewer to feel inequality. The speech’s focus was racial equality, but the word race was seldom used; instead, you often hear the word’s color and diversity. After watching the video, it is hard to imagine not feeling the need to be “color brave” to ensure every person has the same chance of living their dream.
Queen Elizabeth 1 to the Troops at Tilbury was equally passionate; however, a bit more reserved. The Queen spoke in very marked and deliberate tones on the eve of the Spanish Armada in 1588. The speech shows great courage and conviction while also acknowledging that others might find “her body but of a weak and feeble woman, but I have the heart and stomach of a king.” The juxtaposition between the two speeches did not go unnoticed; the Queen must prove herself as powerful as a King while Mellody Hobbs, a successful, wealthy black female, grew up knowing she could be anything she dreamed of becoming.
I have not faced discrimination or bias as a challenge in my workplace; however, I see challenges in our community. Like communities all over the nation, inequality must be openly addressed. I agree with Hobson’s statements that our communities’ leaders must engage in difficult discussions to be proactive and, ultimately, successful. It is incumbent on community leaders to create environments that encourage diversity and inclusion because it is the right thing to do. Our communities will grow and be healthier, smarter, and more successful when facing our challenges and embracing our differences.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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