Pasco Hernando State College

Objective

Understand and analyze the legal consequences of discriminatory conduct and the role of the EEOC

Assignment Overview

In this case study and writing assignment, you argue whether the EEOC should proceed to file a discrimination lawsuit against a manufacturer for gender discrimination

Deliverables

PLEASE READ THE COURSE SYLLABUS SECTION CONCERNING ASSIGNMENTS AND THE GRADING RUBRIC BELOW TO MAXIMIZE POINTS. Submit ONE, two-to-three page (minimum 250 word), double spaced, Word document in Times New Roman, font size 12. Please make sure your response complies with the MLA format. See owl.purdue.edu. Please review the Student Writing Guide and Plagiarism presentation within the same Module as this assignment. If
you are uncertain concerning the proper method for using quotation marks or citing sources, please
review these USF Library tutorials. guides.lib.usf.edu/c.php?g=451607&p=4980659

Step 1 Research

Closely review the discrimination laws in Chapter 30 of your textbook paying particular attention to the Civil Rights Act of 1964 and the gender discrimination discussion and do any additional research you believe necessary.

Step 2 Assume and Analyze these Facts

AB Pneumatics, Inc. manufactures hydraulic ram systems for motor vehicle lifts with 100 employees in a facility consisting of two buildings and a parking lot. The buildings are an older, small, administrative office and a large manufacturing plant. The older administrative building houses four male managers and six female clerical employees and contains separate bathrooms for male and female employees. The new manufacturing plant was built six months ago and has 80 male and 10 female employees working there. Plant employees receive two, ten minute work breaks and one 45 minute lunch break per shift. However, the new plant has only one bathroom for male employees only. Female plant employees on break are required to leave the plant facility and walk across an open parking lot to the older administrative building to use the female bathroom located there.

Step 3 Write a Legal Argument

Assume you are a junior attorney working for the EEOC. In a minimum 250-word (double spaced Word document) original paper, summarize the results of your analysis of the facts and law and give your reasoned opinion to your supervisor whether the EEOC should file a lawsuit for gender discrimination against the company and what remedies or relief the EEOC should seek. DO NOT PLAGIARIZE!

Step 3 Save and submit your assignment.

When you have completed the assignment, save a copy for yourself in an easily accessible place and submit a copy to your instructor using the green “Submit Assignment” button. DO NOT WAIT TO THE LAST MINUTE TO SUBMIT AND RISK MISSING THE DEADLINE. BE CERTAIN YOU CLICK THE “SUBMIT” BUTTON AFTER YOUR UPLOAD!

Rubric

General Education: Human + Cultural Diversity

General Education: Human + Cultural Diversity

Criteria Ratings

This criterion is linked to a Learning OutcomeCommunicationStudents will produce well-organized, well-developed statements that reflect appropriate use of language to clearly present specific ideas/concepts to distinct audiences.

a. Novice

  • Student demonstrates minimal attention to context, audience, purpose, and to the assigned task. • Student uses appropriate and relevant content to develop simple ideas in some part of the assignment. • Student attempts to use a consistent system for basic organization and presentation. • Student demonstrates an attempt to use sources to support ideas and uses language that sometimes impedes meaning because of errors in usage.
  • b. Developing

  • Student demonstrates an adequate understanding of context, audience, and purpose and to the assigned task. • Student uses appropriate and relevant content to explore and develop ideas throughout most of the assignment. • Student demonstrates fairly consistent use of important conventions such as organization, content, presentation, and style. • Student demonstrates use of credible and relevant sources to support ideas and uses straightforward language that generally conveys meaning to audience with some errors.
  • c. Proficient

  • Student demonstrates a thorough understanding of context, audience, and purpose and to the assigned task. • Student uses appropriate, relevant, and compelling content to illustrate mastery of the subject. • Student demonstrates detailed attention to and successful execution of a wide range of conventions to an assignment. • Student demonstrates skillful use of high-quality, credible, and relevant sources to develop ideas and uses graceful language that skillfully communicates meaning to audience with very few, if any, errors.
  • This criterion is linked to a Learning OutcomeCritical & Analytical ThinkingStudents will comprehensively explore issues, ideas, artifacts, and events before accepting or formulating opinions or conclusions.

    a. Novice

  • Student states problem to be considered without clarification or description. • Student gathers information without interpretation/evaluation; viewpoints of experts are taken as fact without question. • Student demonstrates some awareness of assumptions and begins to identify some contexts when presenting a position. • Student expresses a position that is simplistic and obvious and reaches a conclusion that is inconsistently tied to some of the information discussed/presented.
  • b. Developing

  • Student identifies problem to be considered critically, but description has some omissions or needs additional clarity. • Student gathers information that is mostly appropriate to develop a coherent analysis or synthesis. The viewpoints of experts are subject to questioning. • Student questions assumptions and identifies several relevant contexts (sides of an issue) when presenting a position. • Student considers opposing viewpoints when formulating a logical conclusion that is tied to appropriate information.
  • c. Proficient

  • Student states an issue or problem clearly and comprehensively, providing all relevant information for full understanding. • Student takes information from sources with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. The viewpoints of experts are questioned thoroughly. • Student thoroughly analyzes assumptions and carefully evaluates the relevance of contexts when presenting a position, taking into consideration the complexities of an issue. • Student formulates a logical conclusion that reflects her/his ability to place evidence and perspectives discussed in priority order.
  • This criterion is linked to a Learning OutcomeProblem SolvingStudents will design, evaluate, and implement a strategy to answer open-ended questions or achieve desired goals.

    a. Novice

  • Student demonstrates a limited ability to identify a problem statement or related contextual factors. • Student identifies approaches for solving the problem that do not apply to the specific context. • Student proposes a solution/hypothesis that is vague and difficult to evaluate. • Student provides a superficial solution that is implemented in a manner that does not directly address the problem statement. • Student reviews results superficially with no consideration of need for further work.
  • b. Developing

  • Student demonstrates the ability to construct a problem statement with evidence of most relevant contextual factors. • Student identifies multiple approaches to solve a problem, only some of which apply within a specific context. • Student proposes a solution/hypothesis that indicates comprehension of the problem. • Student provides a solution that is adequate and address multiple contextual factors of the problem. • Student reviews results relative to the problem with some consideration of need for further work.
  • c. Proficient

  • Student demonstrates the ability to construct a clear and insightful problem statement with evidence of all relevant contextual factors. • Student identifies multiple approaches to solve a problem that apply within a specific context. • Student proposes multiple solutions/hypotheses that indicate insightful comprehension of the problem. • Student provides a solution that is insightful and elegant and implements the solution in a manner that thoroughly addresses multiple contextual factors of the problem. • Student thoroughly reviews results relative to the problem with specific consideration of need for further work.
  • This criterion is linked to a Learning OutcomeHuman + Cultural DiversityStudents will demonstrate an understanding of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

    a. Needs Improvement

  • Student shows minimal awareness of own cultural rules and biases. • Student demonstrates a superficial understanding of the complexity of elements important to members of another culture. • Student views the experiences of others, but through his/her own cultural worldview. • Student has minimal understanding of cultural differences; is unable to negotiate a shared understanding/common ground. • Student shows minimal interest in learning about other cultures. • Student is receptive to interacting with culturally different others, but has difficulty suspending any judgment in her/his interactions because s/he is unaware of own judgment.
  • b. Satisfactory

  • Student identifies and recognizes new perspectives about own cultural rules/biases • Student demonstrates adequate understanding of the complexity of elements important to members of another culture. • Student recognizes intellectual and emotional dimensions and sometimes uses multiple worldviews in interactions. • Student recognizes and participates in cultural differences in communication and begins to negotiate a shared understanding based on those differences. • Student asks questions about other cultures and seeks answers to those question • Student begins to initiate and develop interactions with culturally different others, and begins to suspend judgment in valuing her/his interaction with culturally different others.
  • c. Exceeds Expectations

  • Student articulates insights into own cultural rules/biases. • Student demonstrates sophisticated understanding of the complexity of elements important to members of another culture. • Student interprets intercultural experiences from multiple worldviews and demonstrates ability to act in a supportive manner that recognizes the feelings of another cultural group. • Student articulates a deep understanding of cultural differences and is able to skillfully negotiate a shared understanding based on those differences. • Student asks complex questions about other cultures and seeks answers to those questions that reflect multiple cultural perspectives. • Student initiates and develops interactions with culturally different others, and suspends judgment in valuing her/his interaction with culturally different others.
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    Pasco Hernando State College

    Part 3 – Economic Review – Topic Pfizer-BioNTech vaccine

    For Part 3 of your Course Project you will determine the economic conditions of the international marketplace as it relates to your product. Things to consider:

    1. Gross Domestic Product – GDP represents the market value of all final goods and services produced within a country during a given period. The figure is usually given in nominal and real formats, with real GDP adjusting for changes in monetary value. Given its vast breadth, this indicator is among the most-watched by the financial markets.
    2. Employment Indicators – The productivity and wealth of a country’s citizens is arguably the ultimate determiner of economic success. Employment indicators, such as labor force, payroll, and unemployment data estimate how many citizens are employed and whether they are making more or less money than before.
    3. Consumer Price Index – CPI measures changes in the prices of consumer goods and services that are purchased by households. The index is a statistical estimate created by using prices from a sample of representative items collected periodically. Often times, this measure is used as a gauge of inflation, which can positively or negatively affect a country’s currency.
    4. Central Bank Minutes – Central banks create monetary policy and exert significant control over a country’s economy. Consequently, the financial markets tend to listen closely to every word that central bankers utter publicly for clues about the future. Central bank minutes are formal releases that contain valuable economic commentary that can signal future policy action.
    5. PMI Manufacturing & Services – The Purchasing Manager’s Index (PMI) is an economic indicator developed by Markit Group and the Institute for Supply Management. By polling businesses on a monthly basis, the index reflects the acquisition of goods and services by purchasing managers. The two most important surveys are the PMI Manufacturing and PMI Services indices
    6. Minimum length requirement is three to four APA formatted pages with at least three sources cited within your paper, including two sources from the professional literature (a textbook, professional journal or online resource that is provided by a professional organization).
    7. For assistance with writing an APA format paper, please refer to the Citing Your Sources: APA Formatting page.

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    Pasco Hernando State College

    Learning Goal: I’m working on a business multi-part question and need an explanation and answer to help me learn.

    Read the assigned chapters AND review the information in the Modules area for the chapters (may include additional articles / videos)

    Download the attached Reading Exercise Worksheet – Reading Exercise Worksheet Ch 7-8.docx Download Reading Exercise Worksheet Ch 7-8.docx

    1. Rename the worksheet following this naming convention: LastNameFirstInitial_chapter#RE.docx (example: WarnerB_1-2RE.docx would be the name for my chapter 1 & 2’s reading exercise submission)
    2. Complete the attached Reading Exercise Worksheet

    Submit to this assignment (.doc or .docx files only).

    Once submitted, check your upload. Download your submission file to a different folder and open it to be sure you submitted the correct document, etc.

    **Note – this is submitted via TurnItIn, so be sure you have used all of your own words – no quotes from articles, no copying / pasting. If a Reading Exercise has a poor TurnItIn score, all other submitted work will be reviewed as well.

    Rubric

    Reading Exercise Rubric – Ch 7 & 8

    Reading Exercise Rubric – Ch 7 & 8

    CriteriaRatingsPts

    This criterion is linked to a Learning OutcomeSubmitted on-time and matches assignment instructions & TurnItIn score ok. Late assignments, -5% / day, up to 1 week. Overall grades may be adjusted based on TurnItIn scores. See the instructions for more on this.

    1. 0 pts
    2. Full Marks
    3. 0 pts
    4. No Marks
    5. 0 pts

    This criterion is linked to a Learning OutcomeFIRST CHAPTER: Ch 7 Collaboration Info Systems. 5 Take-away paragraphs: Each should be at least 75 words of your own content / thoughts. You can include how a specific take-away impacts your career / life, etc. Points deducted if short, missing elements, lack effort. Please, no quotes / cutting / pasting / repeating verbatim from the text / other sources.

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    Pasco Hernando State College

    800 to 1,000 words describing how different life is for women now compared to how life was in the years before 1921 (100 years ago or more). From these sources, note how different life was and discuss how change came about that allows modern women social and professional differences only imagined by women in the 19th century. Cite the sources properly using MLA formatting as you use them.

    This short article by Allison Lange published by the National Women’s History Museum sets up the content of this week’s media which go into more historical detail of the women of the early years of the republic. Cite this as (Lange)

    http://www.crusadeforthevote.org/early-republic

    “Women in the American Revolution” discusses the various roles women took in the American Revolution. It was published by American Battlefield Trust. Cite this source as (ABT).

    https://www.battlefields.org/learn/articles/women-american-revolution?ms=googlepaid&gclid=EAIaIQobChMIyo3akrXM8gIVFqSzCh0DCAyUEAMYASAAEgK3-vD_BwE (Links to an external site.)

    Women’s Suffrage by John Green covers the early history of women in America through about 1920. Cite this as (Green Suffrage)

    https://www.youtube.com/watch?v=HGEMscZE5dY

    The following article about Harriet Tubman during the Civil War was written for Smithsonian Magazine by Alice George. “Why Harriet Tubman’s Heroic Military Career is Easier to Envision” tells the story of Tubman’s Career in the military wrapped around a 19th century photograph of her as a young lady that was found in 2017.

    https://www.smithsonianmag.com/smithsonian-institution/why-harriet-tubmans-heroic-military-career-now-easier-envision-180975038/ (Links to an external site.)

    The following video produced by Columbia University is a discussion of the end of Coverture in the US. In it Linda Kerber and her guest discuss the the baby steps taken to end the practice through various Supreme Court cases and especially the 14th Amendment, an amendment passed during Reconstruction after the American Civil War. The interviewee uses as her base of information the Notorious RBG as a catalyst for ending coverture. Cite this as (Kerber). https://www.youtube.com/watch?v=SkiYa5U_lug

    The first reading lays the groundwork for the campaign for Prohibition. This essay by Alice W. Campbell of the Social History Project at Virginia Commonwealth University tells the story of how Prohibition got started and how it led to the 18th Amendment of the US Constitution. Cite this as (Campbell). https://socialwelfare.library.vcu.edu/religious/the-temperance-movement/ (Links to an external site.)

    The second medium is a video about the most colorful character of the Temperance Movement, Carrie Nation. A passionate advocate of temperance, she entered saloons (joints) with a hatchet and destroyed the inventory and fixtures until she was arrested. This video, by Christian Shively, covers her campaign in Kansas, but she toured the eastern US and continued her campaign. Cite this medium as (Shively). https://www.youtube.com/watch?v=RfiYNh-OLcE

    The next medium explains why, in contrast to depictions in entertainment media, there was little protest of the beginning of Prohibition when it began in 1920. “Why America Supported Prohibition 100 Years Ago” by Mark Lawrence Schrad and published in the New York Times, is an expose on why so much of America accepted Temperance–at least in the beginning. Cite this essay as (Schrad). https://www.nytimes.com/2020/01/17/opinion/prohibition-anniversary-100.html (Links to an external site.)

    Finally, the Article, “Prohibition was a Failed Experiment in Moral Governance” in The Atlantic by Annika Niklason from January 16, 2020 explains why Prohibition failed. In it, the author ties the Prohibition experience to modern concerns such as the War on Drugs and abortion. She also explains why enforcement of laws outlawing crimes of immorality does not work for society. Cite this essay as (Niklason). https://www.theatlantic.com/ideas/archive/2020/01/prohibition-was-failed-experiment-moral-governance/604972/

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