Your journal includes reflections and observations on the reading. This is an opportunity to share your perspective on the topics you find most interesting. You may also want to share your insights on the type of questions historians address and how we attempt to understand societies.Starting with Chapter 2 you will notice a particular feature called “Sources from the Past”. Please use two or more of these sections each time you turn in your journal. Put the title of the document in bold so I will know which documents you read. For example, you might have read selections from the Epic of Gilgamesh or Hammurabi’s Laws. Relate the document to the events in the chapter.

Here are some prompts that you might want to use:

What did you find most interesting or surprising (in a particular section)? How does the material relate to what you learned earlier, perhaps in other classes?

What trends do you seen in this chapter that have shaped the world we live in today?

If you did a movie set in the time period of this chapter, what would be the key elements in your movie? Tell how you imagine some of the characters, and what challenges they would face.

Describe the time span covered in this chapter. How does the span relate to key events? Why do you think the authors chose this span of time? Would you arrange it differently?

How might we understand the history differently from someone living in the time period? Do you think people will react to this chapter differently, depending on their cultural background?

When examining a document: What is the historical context? What do we know about the source? How can the document help us understand the society in that time and place?

I also encourage you to write about pictures, maps, or other features you find in the reading.

You do not have to write about every chapter. Usually you get the best results if you take on one or two topics each time you turn in the journal. It helps if you label the topics. You may use any style, but please divide your writing into paragraphs.

This paper will be 3 or 3.5 page long, and the book that needs to be used is Bentley, Traditions and Encounters: A Global Perspective on the Past, Volume I, Sixth Edition. If you do not have an access to this book, this is my account for the ebook, so you can be able to take the information from it.

username:jomana.altamimi@yahoo.com

Password:Love1234

ISBN: 978-0-07-750490-8

hi everyone i need help in this one and make every chapter in different folder pleas so the total going to be six search winch is mean 6 folder the capers are 4,6,7,8,9 and 10

Chapter 4

Portfolio Activity: Ethics in Sport Organizations

Consider the following situations (repeated from chapter 4). Choose one situation to respond to, and then use the table below it to answer the questions outlined in the guidelines for making ethical decisions from chapter 1.

Situation 1:

In recent years, several ethical issues have surfaced in the context of sport. For example, incidents involving drugs and cheating in sport; violence in sport; questionable behaviors from athletes, coaches, and referees on and off the court or field; overtraining of children involved in high-performance sport; eating disorders among athletes; recruitment violations within intercollegiate athletics programs; corruption in decision making; and athlete hazing have all had an effect on sport and sport organizations. As mentioned in the section on organizational culture, the Milton-Smith (2002) study of unethical practices by the members of the IOC and OCOG led to serious negative repercussions for both organizations. Although rules, procedures, and codes of ethics were developed within these organizations, the individuals responsible for upholding the standards of the organizations did not respect them. Managers and leaders of sport organizations are constantly facing situations, events, and issues that challenge their ability to make ethical decisions.

Making Decisions

In what ways might the guidelines for making ethical decisions, as outlined in chapter 1, have deterred unethical behavior by the IOC and OCOG managers who behaved unethically?

Recognize an ethical issue

1. Could this decision or situation be damaging to someone or to some group? Does this decision involve a choice between a good and bad alternative, or perhaps between two “goods” or between two “bads”?

2. Is this issue about more than what is legal or what is most efficient? If so, how?

Get the facts

3. What are the relevant facts of the case? What facts are not known? Can I learn more about the situation? Do I know enough to make a decision?

4. What individuals and groups have an important stake in the outcome? Are some concerns more important than others? Why?

5. What are the options for acting? Have all the relevant persons and groups been consulted? Have I identified creative options?

Evaluate alternative actions

6. Evaluate the options by asking the following questions: Which option will produce the most good and do the least harm (the utilitarian approach)? Which option best respects the rights of all who have a stake (the rights approach)? Which option treats people equally or proportionately (the justice approach)? Which option best serves the community as a whole, not just some members (the common good approach)? Which option leads me to act as the sort of person I want to be (the virtue approach)?

Make a decision and test it

7. Considering all these approaches, which option best addresses the situation?

8. If I told someone whom I respect—or told a television audience—which option I have chosen, what would they say?

Act and reflect on the outcome Now that you have looked in-depth at this ethical dilemma, write an extended action plan (#9) and personal response (#10) based on questions 9 and 10 in the Guidelines for Making Ethical Decisions.

9. How can my decision be implemented with the greatest care and attention to the concerns of all stakeholders?

10. How did my decision turn out, and what have I learned from this specific situation?

Situation 2:

An extension of ethical considerations in sport organizations is the broader framing of corporate social responsibility (CSR). Carroll (1999) identified four dimensions of CSR; economic, legal, ethical, and discretionary. His view was that in being socially responsible, organizations should engage in behaviors that serve the organization financially, but that are also within the boundaries of the law, morally ethical (an obligation to do what is right and fair), as well as being a good corporate citizen by contributing to the community and improving the quality of life of those impacted by the organization’s activities. Porter and Kramer (2006) extended these concepts to consider the role of social responsibility as being a source of competitive advantage for organizations and that the capacity exists for companies to maximize their social agendas and, at the same time, advance their business agendas. In this way, ethics and social responsibility are now being woven into the fabric and strategy of many organizational activities. In sport, these efforts are being examined by several authors from many different perspectives including environmental responsibility (cf. Pfahl, 2011; Polite, Waller, Spearman & Trendafilova, 2012), community involvement and relations (Babiak & Wolfe, 2009), fan and customer perspectives (Walker & Kent, 2009), and philanthropy (Babiak & Tainsky, 2011).

Making Decisions

If you were a sport manager of a team or league how could you use the guidelines for making ethical decisions from chapter 1, to create a corporate social responsibility (CSR) initiative for your team or league? What would be the focus of your CSR initiative?

Recognize an ethical issue

1. Could this decision or situation be damaging to someone or to some group? Does this decision involve a choice between a good and bad alternative, or perhaps between two “goods” or between two “bads”?

2. Is this issue about more than what is legal or what is most efficient? If so, how?

Get the facts

3. What are the relevant facts of the case? What facts are not known? Can I learn more about the situation? Do I know enough to make a decision?

4. What individuals and groups have an important stake in the outcome? Are some concerns more important than others? Why?

5. What are the options for acting? Have all the relevant persons and groups been consulted? Have I identified creative options?

Evaluate alternative actions

6. Evaluate the options by asking the following questions: Which option will produce the most good and do the least harm (the utilitarian approach)? Which option best respects the rights of all who have a stake (the rights approach)? Which option treats people equally or proportionately (the justice approach)? Which option best serves the community as a whole, not just some members (the common good approach)? Which option leads me to act as the sort of person I want to be (the virtue approach)?

Make a decision and test it

7. Considering all these approaches, which option best addresses the situation?

8. If I told someone whom I respect—or told a television audience—which option I have chosen, what would they say?

Act and reflect on the outcome Now that you have looked in-depth at this ethical dilemma, write an extended action plan (#9) and personal response (#10) based on questions 9 and 10 in the Guidelines for Making Ethical Decisions.

9. How can my decision be implemented with the greatest care and attention to the concerns of all stakeholders?

10. How did my decision turn out, and what have I learned from this specific situation?

Chapter 6

Portfolio Activity: Ethics in Community and Youth Sport

Consider the following scenario (repeated from chapter 6). Then use the table below to answer the questions outlined in the guidelines for making ethical decisions from chapter 1.

The Situation

One issue that has become increasingly difficult for sport managers to control is that of positive sportsmanship among participants, parents, and fans during and after athletic contests. Consider the case of a recent basketball game between Jefferson High School and Washington High School. The students of Jefferson High School come predominately from wealthy, white families. Students at Washington High School come mostly from middle or lower socio-economic class, non-white families. The two high schools are separated geographically only by ten miles. These factors contribute to the rivalry between the two schools. In the most recent varsity basketball game between the two schools, Jefferson High School had a commanding lead going into the final minutes of the game. Upon realizing the ensuing victory, the fans from Jefferson High School began yelling derogatory names at the Washington High School players based on their perceived race, ethnicity, and socio economic status. The Washington High School players were frustrated. They knew they had tried their hardest and were proud of their effort on the court, even though it resulted in a loss. However, they also felt embarrassed, discouraged, and ashamed as a result of the fans’ comments.

Making Decisions

Consider this situation from the viewpoint of the Jefferson High School athletic director. Should the athletic director create a sportsmanship policy for parents and fans who attend Jefferson High School athletic contests? If so, what steps could the athletic director take to create and implement this sportsmanship policy? Use the following table to help you evaluate this situation and illustrate your decision-making process.

Recognize an ethical issue

1. Could this decision or situation be damaging to someone or to some group? Does this decision involve a choice between a good and bad alternative, or perhaps between two “goods” or between two “bads”?

2. Is this issue about more than what is legal or what is most efficient? If so, how?

Get the facts

3. What are the relevant facts of the case? What facts are not known? Can I learn more about the situation? Do I know enough to make a decision?

4. What individuals and groups have an important stake in the outcome? Are some concerns more important than others? Why?

5. What are the options for acting? Have all the relevant persons and groups been consulted? Have I identified creative options?

Evaluate alternative actions

6. Evaluate the options by asking the following questions: Which option will produce the most good and do the least harm (the utilitarian approach)? Which option best respects the rights of all who have a stake (the rights approach)? Which option treats people equally or proportionately (the justice approach)? Which option best serves the community as a whole, not just some members (the common good approach)? Which option leads me to act as the sort of person I want to be (the virtue approach)?

Make a decision and test it

7. Considering all these approaches, which option best addresses the situation?

8. If I told someone whom I respect—or told a television audience—which option I have chosen, what would they say?

Act and reflect on the outcome Now that you have looked in-depth at this ethical dilemma, write an extended action plan (#9) and personal response (#10) based on questions 9 and 10 in the Guidelines for Making Ethical Decisions.

9. How can my decision be implemented with the greatest care and attention to the concerns of all stakeholders?

10. How did my decision turn out, and what have I learned from this specific situation?

Chapter 7

Portfolio Activity: Critical Thinking in Interscholastic Athletics

Consider the following information (repeated from chapter 7). Use the table to identify which of the eight critical thinking questions from chapter 1 are relevant for evaluating the argument stated below, and provide a short statement describing why each question is relevant or not. Then answer each of the relevant critical thinking questions.

Proponents of high school sport stress the importance of athletics as an extension of the classroom learning experience. As covered earlier in this chapter, sport offers some unique benefits that are certainly laudable. For example, many argue that participation in sport builds character, teaches teamwork, and encourages fair play. Participants learn the rewards of hard work, self-discipline, and self-confidence. Participation often improves social adaptability. Students involved in extracurricular activities often have lower dropout rates, higher attendance rates, higher grade-point averages, and fewer discipline problems in school. Furthermore, students engaged in extracurricular activities are often less likely to use drugs or become teen parents.

The Argument

Through the benefits offered by participation, athletics is often viewed as an extension of the classroom learning experience.

Critical thinking questions	Applicable to this situation?
1. What are the issues and the conclusion?	Y / N Rationale:
2. What are the reasons?	Y / N Rationale:
3. What words or phrases are ambiguous?	Y / N Rationale:
4. What are the value conflicts and assumptions?	Y / N Rationale:
5. What are the descriptive assumptions?	Y / N Rationale:
6. Does the reasoning contain fallacies?	Y / N Rationale:
7. How good is the evidence?	Y / N Rationale:
8. What significant information is omitted?	Y / N Rationale:

Chapter 8

Web Search: Athletics and Gender Equity

Look up your school using the Equity in Athletics Data Analysis Cutting Tool (http://ope.ed.gov/athletics). Then review Dr. Christine Grant’s article “Football Bowl Subdivision Athletics Budgets Increase at Alarming Rate” at www.sportsmanagementresources.com/node/207, and consider her discussion of how an athletics administrator needs to allocate resources in a tiered structure, where some sports are designated as major sports while others are designated as minor sports.

Based on what you have found, would you conclude that your institution is spending equitably on men’s and women’s athletics programs? Provide an explanation for your conclusion.

Chapter 9

Web Search 2: Emerging Technology

Using the Internet, locate the schedules of the following teams, and determine how you can view or listen to their next game.

Team	How you can view or listen to their next game
Los Angeles Sparks (WNBA)
Denver Nuggets (NBA)
Dayton Dragons (Minor League Baseball)
Houston Texans (NFL)
Hartford Wolfpack (Minor League Hockey)

Chapter 10

Web Search: Sport Management and Marketing Agency Internships

Visit the Web sites of the top sport management and marketing agencies listed in table 10.2 of your book. Compile a list of those agencies that have current or upcoming internship or part-time employment opportunities. What do the various agencies look for in an entry-level person?

Agencies	Qualifications for an entry-level position

For this assignment, you will construct a paper that contains eight reflective essays pertaining to what you learned from the Leader’s Self-Insight activities in Chapters 3 and 4 (i.e., Chapter 3 contains three Leader’s Self-Insight activities, and Chapter 4 has five of them). Each reflective essay should be a well-thought-out paragraph of at least 200 words, focusing on how the leader’s self-sight contributes to the learner’s leadership development. In addition, each reflective essay should expand upon a concept that pertains to the subject matter contained in the corresponding Leader’s Self-Insight activity. Explain how you will use that concept in your own leadership development. Format your assignment according to APA style as outlined in the Ashford Writing Center and utilize your textbook to support each reflective essay.

Details:

Research on the nervous system is controversial. In this assignment, you will explore nervous system research and the controversies surrounding it.

General Requirements:

Use the following information to ensure successful completion of the assignment:
•Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
•Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
•This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
•You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.

Directions:

Write a paper of 1,000-1,250 words that summarizes the current research on the nervous system and the controversies surrounding this research. Include the following in your paper:
1.A brief review of the current empirical research regarding the construction of the nervous system and its role in shaping behavior.
2.A discussion of the controversies surrounding research on the nervous system.