Discuss how you will be applying the material you have learned in this class in your current or future career

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Organizational Change Report

Organizational Change Report Outline: DUE in “2 Days”

A one-page outline is to be submitted to the instructor outlining the topic you have chosen for your final paper and a minimum of three references that you have identified to begin your research on this topic.

Focus of the Organizational Change Report: DUE in “4 Days”

Submit an eight to ten page paper (excluding appendixes, cover page, abstract, and references). The report should focus on a topic or concept in the course that has proven to be especially interesting to you. An outline of the chosen topic will be presented to the instructor in Week Three for review and approval.

Writing the Organizational Change Report

The Organizational Change Report:

• Must be eight to ten double-spaced pages in length and formatted according to APA style as outlined in the approved style guide.
• Must include a cover page that includes:
  • Title of Paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• Must include an abstract after the title page according to APA style in the approved style guide.
• Must include an introductory paragraph with a succinct thesis statement.
• Must address the topic of the paper with critical thought.
• Must include citations to references that support the assertions made in the paper.
• Must conclude with a restatement of the thesis and a conclusion paragraph.
• Must use APA style as outlined in the approved style guide to document all sources.
• Must include, on the final page, a Reference List that is completed according to APA style as outlined in the approved style guide

Read the following article sponsored by Pew Research on U.S. income inequality, on the rise for decades, is now highest since 1928. Briefly summarize the article. Select one of the three major sociological perspectives. How would the chosen perspective 'view' or interpret the article? Please be specific and use Sociological terms and concepts in your analysis. Article: U.S. income inequality, on rising for decades, is now highest since 1928 By Drew DeSilver110 comments Credit: Dorsey Shaw; Source: Emmanuel Saez, UC Berkeley President Obama took on a topic yesterday that most Americans don't like to talk about much: inequality. There are a lot of ways to measure economic inequality (and we'll be discussing more on Fact Tank), but one basic approach is to look at how much income flows to groups at different steps on the economic ladder. Emmanuel Saez, an economics professor at UC-Berkeley, has been doing just that for years. And according to his research, U.S. income inequality has been increasing steadily since the 1970s, and now has reached levels not seen since 1928. (The GIF file at the top of this post, created by Dorsey Shaw of Buzzfeed, compares growth in average income of the top 1% of Americans with everyone else.) Using tax-return data from the IRS, Saez has built extensive income-distribution datasets going back 100 years. He defines "income" as pre-tax cash market income — wages and salaries; dividends, interest, rent and other returns on invested capital; business profits; and realized capital gains. He excludes Social Security payments, unemployment benefits and other government transfer payments, which are more substantial today than before the Great Depression. In 1928, the top 1% of families received 23.9% of all pretax income, while the bottom 90% received 50.7%. But the Depression and World War II dramatically reshaped the nation's income distribution: By 1944 the top 1%'s share was down to 11.3%, while the bottom 90% were receiving 67.5%, levels that would remain more or less constant for the next three decades. But starting in the mid- the to late 1970s, the uppermost tier's income share began rising dramatically, while that of the bottom 90% started to fall. The top 1% took heavy hits from the dot-com crash and the Great Recession but recovered fairly quickly: Saez's preliminary estimates for 2012 (which will be updated next month) have that group receiving nearly 22.5% of all pretax income, while the bottom 90%'s share is below 50% for the first time ever (49.6%, to be precise). A century ago, Saez notes that the highest earners derived much of their income from earnings on the accumulated wealth of past generations. By contrast, "[t]he evidence suggests that top incomes earners today are…" working rich," highly paid employees or new entrepreneurs who have not yet accumulated fortunes comparable to those accumulated during the Gilded Age." Americans aren't unaware of these trends. More than half (61%) of Americans said the U.S. economic system favors the wealthy, while just 35% said it's fair to most people, according to a Pew Research Center survey conducted in March. A similar share (66%) of Americans said the gap between rich and poor had increased in the past five years; nearly three-quarters of respondents said the rich-poor gap was either a "very big" (47%) or "moderately big" (27%) problem. As one might expect, low- and middle-income people were most likely to say the U.S. economic system favors the wealthy, but even 52% of high-income people agreed that it does. And while 54% of low-income people and 49% of middle-income people called the rich-poor gap a "very big" problem, only 36% of high-income people did so. A third of the high-income group said the rich-poor gap was either a small problem (19%) or not a problem at all (14%). More than half (55%) of Republicans said the economic system is fair to most people, but majorities of Democrats (75%) and independents (63%) said it favors the wealthy. And 61% of Democrats and 50% of independents said the gap was a very big problem, versus only 28% of Republicans. Four-in-ten Republicans termed the gap either a small problem (22%) or not a problem at all (18%

Senior Thesis Rough Draft The Electoral College is a unique institution of the presidential election in the United States. The Electoral College was first put forwarded in 1787 (Fagan, 2000).

Application: The Psychology of Attitudes

Most attempts to influence or persuade you focus on changing your attitudes toward an object, issue, or group of people. Why is this the case, and how do you know when an attempt to change your attitudes has succeeded or failed? The Learning Resources provide information from leading researchers in the study of attitudes. The material will help to define what an attitude is, why you develop and hold attitudes in the first place, the degree to which your attitudes are conscious or unconscious, and how researchers can measure attitudes in order to determine when an influence strategy changes the way you think and feel about something.

To prepare for this assignment:

Review Chapter 2 in the course text, Persuasion: Psychological Insights and Perspectives, the article titled “Sources of Implicit Attitudes,” and the course document, “Brief Historical Development of Influence and Persuasion,” focusing on the information on attitudes. Think about the following questions as you conduct your review.

What is an attitude? What is an attitude object? What is a strong attitude and what determines its strength? What types of information underlie most attitudes? What three functions are served by the attitudes you hold?

According to the article “Sources of Implicit Attitudes,” what are implicit attitudes, and how do they differ from explicit attitudes? How are implicit and explicit attitudes formed?

Why measure attitudes? How do we measure attitudes? Carefully consider the pros and cons to using the following methods of attitude measurement:

Single-item direct measures

Multiple-item direct measures

Indirect measures based on behavior

Indirect measures based on judgmental biases

Physiological measures of attitudes

The assignment (1–3 pages):

Answer the question: What is an attitude? After you define the concept, provide an example of an attitude toward a health topic, and describe the affective and cognitive components of that attitude.

Describe a single-item direct measure of the attitude toward the health topic in the example above.

Describe two limitations or potential problems with single-item direct measures of attitudes, and describe how each can be solved. Be sure you define the problem clearly before describing your solution

Describe a multiple item direct measure of the same health topic described above. Provide sufficient detail so the instructor can determine if the measure avoids the problems you described.