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Information Literacy – Lets Learn how to SURVEY the Chapter

What is the title of the chapter?

Is there a chapter summary at the beginning or end of the chapter?

On what page(s) is the summary located?

List the main headings in this chapter. You may have more or less than ten and these are usually bold.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

STUDY TIP – When you are ready to study turn the headings that you listed above into questions. Use who, what, where, when, why, and how when writing your questions. This will help you recall the information when studying later.

Are there any graphs, charts, or pictures?

If so, describe one or two of the following:

Graphs:

Charts:

Pictures:

Are there study questions listed at the end of the chapter?

Are there key vocabulary words listed at the end of the chapter?

Describe in two paragraphs (4-5 sentences for each paragraph) what the chapter is about. Consider the main points of the chapter and what will be the reader’s “take way” after summarizing.

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Part 2 Essays 3, 4, 5, 6

3. Lee argues that the new Asian immigrants were seen as a threat to the United States because of their race and their labor. How were Asians perceived by nativists, and why were they seen as racially threatening? How do the ideas behind this threat persist today, according to Angelo Ancheta’s essay “Neither Black nor White”?

pgs 57-62

4. The third selection in Part Two is titled “how white people became white.” At least on first reading, this title appears puzzling. Explain the title.

Pg 65-69

5. How does Karen Brodkin support her claim that educational and occupational GI benefits provided after World War II really constituted an affirmative action program for white males? Would George Lipsitz, whose article also appears in Part Two, agree or disagree with this claim? How about you? Do you agree or disagree-and why?

Pg 71-80

6. Drawing on the essays by Brodkin and Lipsitz, construct the most powerful argument you can in support of the claim that white privilege has been institutionalized and protected by US government policy over the years; then go on to agree or disagree with the argument you have made.

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CASE STUDY 8: Habitat for Humanity of Medina: Confronting the Changing Times

Linking Case Study to Chapter Materials: In this case, students identify the internal and external pressures for change and then consider how they would lead an organizational change effort in a nonprofit organization. The case questions also link to Chapter 13 frameworks for change.

Julie Young is the executive director of the Habitat for Humanity affiliate located in Medina, Wisconsin. She oversees forty employees who work in various administrative, fundraising, and operations capacities to build fifty new homes per year in Medina and the surrounding areas. Twenty-three board members govern Habitat of Medina, including local business owners, city officials, major donors, and two Habitat homeowners.

Medina is characterized by high concentrations of poverty in the southern part of the city, and middle class and wealthy neighborhoods in the northern part. In an attempt to lessen high concentrations of low-income housing, Habitat’s board of directors developed a new strategic plan a few years ago that focused on building low-income homes in mixed-income developments. This mission shift came at a time when Medina’s housing market was booming, and private developers were pushing new neighborhood zoning approvals through the city council as fast as they could. With the support of donors, volunteers, and key city officials who served on its board of directors, Habitat lobbied for a requirement that new subdivisions include affordable housing. However, property values had fallen sharply nationwide over the past year, and Medina, like many other cities, was facing a high rate of foreclosures and a decrease in new home construction.

The foreclosure crisis prompted many private and government agency grant-makers to offer short-term loans for families in danger of defaulting, instead of providing funding to affordable housing organizations such as Habitat. In addition, banks were no longer buying Habitat mortgages, ending what had been a reliable income stream for Habitat over the past few years. Two for-profit home developers that had supported Habitat with financial and in-kind donations and volunteer labor had to lay off hundreds of employees and could no longer justify charitable donations.

An economic downturn caused a one-third decrease in individual donations to Habitat of Medina compared to the previous year. Habitat usually receives a large grant from the local United Way, but this year United Way decreased funding for community development organizations such as Habitat in order to give more funds to food banks and homeless shelters that were facing increased demand for services as the economic situation in the city worsened.

Julie reviewed the organization’s financials and realized they would have to cut back the planned fifty new homes for this year to just fifteen. Even with these cuts, she didn’t know if the organization could meet its payroll. Grant money was contingent on the completion of new homes; therefore, cutting back construction meant even fewer dollars would be coming in. The board advocated for staff reductions and salary cuts, but Julie knew firing and reducing pay would result in increased burnout for the employees who did remain on staff. Her staff and volunteers, meanwhile, were pushing to keep home construction at the organization’s original target of fifty because the wait list of families in need of homes was growing.

In response to public pressure for home foreclosure help, the city council asked Habitat to begin rehabbing homes for families who couldn’t afford repairs and to use grant money and donations to help families facing foreclosures. While the organization had rehabbed homes in the past, they had never offered foreclosure assistance in the form of loans or counseling, as their mission was to build homes in partnership with families in need. Neither of the city council’s recommendations aligned with the organization’s five-year strategic plan, and staff members were not trained in foreclosure assistance.

Facing resource shortfalls and a pressure to change the organization’s mission, Julie knows the organization needs to make some changes, but isn’t sure how to retain the support of the organization’s various stakeholders.

Discussion Questions

1. What are the external and internal pressures for change facing Habitat of Medina?

1. What are the possible ways in which this organization could change? How would the organization make these changes successfully?

1. What resistance to change should Julie expect?

1. What steps would Quinn and Cameron recommend Julie follow as she leads the organization in change?

1. How should Julie proceed if she wants to follow Greiner’s steps for successful organizational change?

1. How should Julie proceed if she wants to follow Kotter’s steps for successful organizational change?

1. In what ways does this case align with or differ from the distinct challenges that public organizations face when they change?

Source: This case was written by Sarah Schaefer, School of Public and Environmental Affairs, Indiana University Purdue University-Indianapolis.

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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 page paper 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

O’Leary, R. (2014). The ethics of dissent: Managing guerrilla government (2nd ed.). Washington, DC: CQ Press.

•Chapter 3, “Guerrilla Government in EPA’s Seattle Regional Office” •“Second Interlude: More Stories of Guerrilla Government”

https://bookshelf.vitalsource.com/books/9781483315461/epubcfi/6/20[;vnd.vst.idref=ch03]!/4/2@0:0

•Chapter 6, “Managing Guerrilla Government: Ethical Crusaders or Insubordinate Renegades?”

https://bookshelf.vitalsource.com/books/9781483315461/epubcfi/6/26[;vnd.vst.idref=ch06]!/4/2@0:0

United States Office of Government Ethics

https://www2.oge.gov/web/oge.nsf

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Ashford 2: – Week 1 – Assignment

Initial Argument Paper

This assignment is not an essay but an exercise that helps build toward your Final Paper for the course. Your task in this assignment is to construct the best argument you can for a position on a controversial topic. Your argument should be your own creation. You may take inspiration from other arguments, but the formulation of the argument you present should be original to you.

Prepare:

• Begin by choosing a topic from the PHI103 Final Paper      Options list.
• Construct an argument for a position on the topic. This      is the position that you will defend in your Final Paper. Make your      argument as high quality as possible: In particular, make sure that all of      your premises are true and that the truth of the conclusion is      demonstrated by your premises.
• Consider possible objections to your argument, and      revise it several times until you have an argument that is as strong as      possible.
• Search in the Ashford University Library for quality      academic sources that support some aspect of your argument.
• Constructing quality arguments is harder than it      sounds; you may find that your first few attempts have problems and that      it takes quite a bit of time and effort to revise an argument to a point      that the premises adequately support the conclusion. You will be revising      this argument for each of the remaining assignments in this course.

Write: In your paper,

• Present a main argument in standard form with each      premise and the conclusion on a separate line. Here is an example of what      it means for an argument to be presented in standard form:

All men are mortal.
Socrates is a man.
Therefore, Socrates is mortal.

• Provide support for each premise of your argument.      Explain the meaning of the premise, and provide supporting evidence for      the premise. [One paragraph for each premise]
  • Pay special attention to those premises that could be       seen as controversial. Evidence may include academic research       sources, supporting arguments, or other ways of demonstrating the truth       of the premise (for more ideas about how to support the truth of premises       take a look at the instructor guidance for this week). This section       should include at least one scholarly research source. For further       information about discovering and including high-quality research take a       look at the FindIt@AU Tutorial.
• Explain how your conclusion follows from your premises.
  • For an example of how to complete this paper, take a       look at the Week One Annotated Example The Ethics of       Elephants in Circuses. Let       your instructor know if you have any remaining questions about how to       complete this paper.

   

In this class, you have three   tutoring services available: Paper Review, Live Chat, and Tutor E-mail.   Click on the Ashford Writing Center (AWC) tab in the left-navigation menu to   learn more about these tutoring options and how to get help with your   writing.

For guidance about how to paraphrase sources visit the Ashford Writing Center Guidelines for Paraphrasing Sources webpage.  For guidance about how to quote sources visit the Ashford Writing Center Integrating Quotes Into Your Essay webpage. For guidance about summarizing visit the Ashford Writing Center Guidelines for Summarizing Sources webpage.

The Initial Argument Paper

• Must be 400 to 600 words in length (not including the      title and references pages) and formatted according to APA style as      outlined in the Ashford Writing Center (for more information about using      APA style, take a look at the APA Essay Checklist for Students.
• Must include a separate title page with the following:
• Title of paper
• Student’s name
• Course name and number
• Instructor’s name
• Date submitted
• Must use at least one scholarly source in addition to      the course text.
• 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 all sources in APA style as outlined in      the Ashford Writing Center (for more information about how to create an      APA reference list, take a look at the APA References List webpage.
• Must include a separate references page that is      formatted according to APA style as outlined in the Ashford Writing      Center.

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

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