CMN 685 Academic Book Review

By
Responsive Centered Red Button

Need Help with this Question or something similar to this? We got you! Just fill out the order form (follow the link below), and your paper will be assigned to an expert to help you ASAP.

Order Form

I don’t understand this Communications question and need help to study.

For this assignment, please choose one of the 8 books listed below. Your written academic book review essay should be about

Please refer to these guidelines and suggestions for writing a book review from UNC’s Writing Center:

Book Reviews

When writing up your review, please follow this basic outline from the USC Library Resource Center:

For a critical, essay-length book review consider including the following elements, depending on their relevance to your assignment:

a. the bibliographic citation for the book;

b. an opening statement that ought to peak the reader’s interest in the book under review

c. a section that points to the author’s main intentions (including author’s purpose, objectives, argument, and main ideas);

d. a section that discusses the author’s ideas and the book’s thesis (argument) within a scholarly perspective (in this case communication, gender, social construction, gender equality);

e. if you found errors, omissions, or confusing aspects of the book, point the major ones and explain their significance. Explain whether they detract from the thesis and the arguments made in the book;

f. state the book’s place within a strand of scholarship and summarize its importance to the discipline–this should be a critical assessment of the book within the larger scholarly discourse–what contributions does this book make to our understanding of communication, the rhetorical saliency of gender, and/or gender equality?

g. include information about the author’s affiliation and authority

h. indicate the intended readership of the book and whether the author succeeds in engaging the audience on the appropriate level;

i. your name and affiliation.

Good examples of essay-length reviews may be found in the scholarly journals included in the JSTOR collection, in the New York Review of Books, and similar types of publications, and in cultural publications like the New Yorker magazine.

Submit your book review no later than Monday, February 17 at 8:00 AM.

If you have any questions, please let Professor Borda know.

Book Options:

(Links to an external site.)
(Links to an external site.)
(Links to an external site.)
The Mother of All Questions: Further Reports from the Feminist Revolutions (Links to an external site.) by Rebecca Solnit
Good and Mad: The Revolutionary Power of Women’s Anger (Links to an external site.) by Rebecca Traister
Rage Becomes Her: The Power of Women’s Anger (Links to an external site.) by Soraya Chemaly
Air Traffic: A Memoir of Ambition and Manhood in America (Links to an external site.) by Gregory Pardlo
Bad Feminist: Essays (Links to an external site.) by Roxane Gay
(Links to an external site.)
The Handmaid’s Tale (Links to an external site.) by Margaret Atwood
(Links to an external site.)
Heavy: An American Memoir (Links to an external site.) by Kiese Laymon
Know My Name: A Memoir (Links to an external site.) by Chanel MillerPublic Policy Problem Powerpoint Slides(4): 1. Data Analyst Highlight 2.GIS Analyst Highlight 3.Policy Analyst Highlight 4.Communications Analyst Highlight: nursing assignment help
I’m stuck on a Political Science question and need an explanation.

BACKGROUND

My public Policy Problem: Secure Internet Access for All (Net Neutrality)

My Stance to refer: The Internet is a basic service that all should have reliable access to. This is an important public problem to focus on because the internet is used for a variety of reasons, including work and education, and should be considered essential in modern society. A cause of this problem is that in a crisis, such as the COVID-19 outbreak, people must work from home if possible, and public schools must shift to online education. As a result, students who rely on public libraries for internet use are left struggling to educate themselves. Chrome-books are loaned out to students (usually only up to high school level), assuming they have some type of internet entry. For students at a college-level, they may not even have a computer of any type. As for those who must work from home, most workplaces provide a work laptop assuming their employees have internet access. One may argue that people are typically able to utilize public resources, such as libraries or public wifi; yet those resources are not available at all hours, and in this case not at all. An additional cause to this issue is that public television channels, which are generally used to keep the public informed, have restrictions, and are not very reliable or efficient to keep the public up-to-date. Newspapers are not a great source either, as they are not easily accessible. As a result, those who rely on sources such as television or newspapers are potentially left in the dark, while others who are better-informed engage in the world freely. The internet is an effective source to keep the public informed on matters at the touch of a finger. It is also a vital source in expanding knowledge; having internet access, without restrictions, leaves people free to research whatever makes them curious. I do not understand why the government does not provide such a source for low-income families, as it would help them broaden their minds, and possibly aid in taking them out of the circumstances they are in. Rather than being unknowledgeable or having to abide by hours of operation of a Starbucks, having public, unrestricted internet entry at homes of low-income families, is a solution. The internet is a whole entire world of itself, in which all should have means of entry.

helpful sources: http://www.cetfund.org

https://www.battleforthenet.com/

https://www.forbes.com/sites/carolpinchefsky/2012/03/15/4-public-interest-groups-who-are-fighting-for-your-digital-freedom-part-1/#4297cb2a6ead

https://www.theguardian.com/commentisfree/2020/mar/23/us-students-are-being-asked-to-work-remotely-but-22-of-homes-dont-have-internet

*** QUESTION****

I need help creating slides 5-8. The rest I can finish

*5: Create a Casual Model
Causes can also be known as “independent variables” or “treatments” Effects can also be known as “dependent variables” or “outcomes” Units of observation are the objects that are affected by the public problem, which can be people, school districts, cities, counties, states, or countries
*Source on casual models: 1. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2905793/

2. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2905797/

*6. GIS Analyst Highlight: Find 1 map related to my public problem

source: https://esripress.esri.com/storage/esripress/images/299/195_gtkapro_ed1p1_sample.pdf

*7. Policy Analyst Highlight:

include 1 local, 1 state, 1 federal, 1 international

1 law or rule for each and website link

Identify a specific Federal Law or Regulation or Judicial Ruling that needs to be amended or overruled to help solve the public problem
Search Federal laws database (Links to an external site.) Search Federal regulations database (Links to an external site.) Search Federal judicial rulings database (Links to an external site.)
Identify a specific State Law or Regulation or Judicial Ruling that needs to be amended or overruled to help solve the public problem
Search State laws database (Links to an external site.) Search State regulations database (Links to an external site.) Search State judicial rulings database (Links to an external site.)
Identify a specific Local Law or Regulation that needs to be amended to help solve the public problem. Below are examples of three localities, you only need 1 and you can find another one that is more relevant (for example you may want to look at the City of Lemon Grove, because that is your hometown)
City of El Cajon laws (Links to an external site.) City of San Diego laws (Links to an external site.) Grossmont-Cuyamaca Community College District policies
*8. Communications Analyst Highlight

Include 1 infographic

source: https://www.youtube.com/watch?v=jb1kY64ywBk

Your PowerPoint Presentation should consist of the following slides: (only need 5-8)

***PRESENTATION TEMPLATE: https://docs.google.com/presentation/d/12We-tv_HHkPkhNkoUhRW7wtxhoAQoeKlS_ROQtZUaZw/edit#slide=id.g5b1381975c_10_101

MY SLIDES THUS FAR: https://docs.google.com/presentation/d/1u-KXad2W4H…
Title Slide Public Problem Causes of Problem Effects of Problem Data Analyst Highlight GIS Analyst Highlight Policy Analyst Highlight Communications Analyst Highlight Solutions to Problem Three-Bullet Point Reflection Works CitedPJM410 MOD2 Critical Thinking 4 Page Essay APA format
I’m trying to learn for my Management class and I’m stuck. Can you help?

Module 2: Critical Thinking
Points 70 Submitting a file upload
Critical Thinking Assignment (70 Points)
Important! Read First

Choose one of the following two assignments to complete this week. Do not do both assignments. Identify your assignment choice in the title of your submission.
Option #1: Collaboration: Risk Breakdown Structure for a Food Bank Project
Identifying and managing project risks are critical tasks for project managers. From a project management perspective, risks must be managed from the start of a project until its completion; therefore, the Risk Breakdown Structure (RBS) is an important tool that project managers use to successfully complete projects. Assume that you are a project manager assigned a project to set up a food bank facility for your local community within a two-month period, starting from today. Develop a risk breakdown structure that identifies sources of project risks. Consider Figure 11-4 below and the tasks that might be associated with this project.

1. Identify the risks in the form of “cause-risk- effect,” as described below:

One of the most common risk-identification mistakes is considering things to be risks when they are not. One approach is to treat anything with a probability of greater than 80 percent as a certainty. “Lack of resources” is not a risk, nor is “not enough time to complete the project.” If it is known that the length of time required to complete a project is shorter than the time allocated, then this is not a risk—it’s a fact. Such facts should be addressed in the project management plan through crashing, fast tracking, re-estimating, removing scope, using other forms of schedule compression, and bringing the situation to management, but not as part of risk management.

“To differentiate risks from facts and to adequately define risks, use the ‘cause-risk- effect’ format for naming risks: As a result of (definitive cause), (uncertain event) may occur, which would/could/may lead to (effect). Such definition of risks provides enough information for the team to follow the rest of the project management process. See the following examples of risks in the cause-risk-effect format:
As a result of lack of clear direction for the scope of work for the XYZ component, there could be rework and wasted efforts, which could delay the project completion from two to four weeks. As a result of the amount of work the customer is trying to accomplish on many projects during this project’s completion, a delay in the response to our requests for approvals may occur, which could result in a two-week delay in project completion. Effects could relate to project objectives, project constraints, and risk tolerances.” (Mulcahy, 2003, p. 90)
2. Discuss and analyze the importance of each of the four types of risk identified in Figure 11-4 (technical, management, commercial, and external).

3. Create a risk breakdown structure and attach as an appendix (see attached sample and use the blank RBS linked under this assignment in Module 2).

4. Discuss the importance of creating an RBS.
RBS LEVEL 0 RBS LEVEL 1 RBS LEVEL 2
0. ALL SOURCES OFPROJECT RISK 1. TECHNICAL RISK 1.1 Scope definition
1.2 Requirements definition
1.3 Estimates, assumptions, and constraints
1.4 Technical processes
1.5 Technology
1.6 Technical interfaces
Etc.
2. MANAGEMENT RISK 2.1 Project management
2.2 Program/portfolio management
2.3 Operations management
2.4 Organization
2.5 Resourcing
2.6 Communication
Etc.
3. COMMERCIAL RISK 3.1 Contractual terms and conditions
3.2 Internal procurement
3.3 Supplies and vendors
3.4 Subcontracts
3.5 Client/customer stability
3.6 Partnerships and joint ventures
Etc.
4. EXTERNAL RISK 4.1 Legislation
4.2 Exchange rates
4.3 Site/facilities
4.4 Environmental/weather
4.5 Competition
4.6 Regulatory
Etc.
(Source: PMI, 2017, Figure 11-4)

5. Reach out to at least one other student and discuss your findings about project risk management, based on your review of the case study, to gain greater insight into the main considerations in managing projects. Include the name(s) of the other student(s) with whom you collaborated, and specify the value added by your collaboration with your classmate(s) and what new insights you gained. (Your collaborating colleagues do not need to choose the same Critical Thinking option as you do.)

Your well-written paper should meet the following requirements:
Be 3-4 pages (900-1200 words) in length, not including the cover page, references page, or appendix. (Remember that the appendix follows the references page.) Be formatted according to the CSU-Global Guide to Writing & APA. (Links to an external site.) Cite a minimum of three sources to support your responses, two of which should be current academic, peer-reviewed, scholarly sources. Note: Current research in this class means the most recent five-year period. Although research older than five years may be used, it will not count toward the assignment requirement. The CSU-Global library is a great place to find these resources. Additionally, in the Module 1 lecture material, you were reminded of what constitutes academic, peer-reviewed, scholarly sources and how to find them in the CSU-Global Library. Demonstrate thoughtful consideration of the ideas and concepts that are presented in the course, and provide new thoughts and insights related directly to this topic.
Refer to the Critical Thinking Assignment grading rubric below for more information on assignment expectations and grading.

References

Mulcahy, R. (2003). Risk management: Tricks of the trade for project managers: A course in a book. Minneapolis, MN: RMC Pub.

Project Management Institute. (2017). A guide to the project management body of knowledge: (PMBOK® guide) (6th ed.). Newtown Square, PA, USA: Project Management Institute.
Option #2: Collaboration: Risk Breakdown Structure for an International Training Facility Project
Identifying and managing project risks are critical tasks for project managers. From a project management perspective, risks must be managed from the start of a project until its completion; therefore, a Risk Breakdown Structure (RBS) is an important tool that project managers use to successfully complete projects. Assume that you are a project manager who is to manage a project to set up a training facility in China to teach project management classes. This project is to be completed within a two- month period, starting from today.

1. Identify the risks in the form of “cause-risk-effect,” as described below:

One of the most common risk-identification mistakes is considering things to be risks when they are not. One approach is to treat anything with a probability of greater than 80 percent as a certainty. “Lack of resources” is not a risk, nor is “not enough time to complete the project.” If it is known that the length of time required to complete a project is shorter than the time allocated, then this is not a risk—it’s a fact. Such facts should be addressed in the project management plan through crashing, fast tracking, re-estimating, removing scope, using other forms of schedule compression, and bringing the situation to management, but not as part of risk management.

“To differentiate risks from facts and to adequately define risks, use the ‘cause-risk- effect’ format for naming risks: As a result of (definitive cause), (uncertain event) may occur, which would/could/may lead to (effect). Such definition of risks provides enough information for the team to follow the rest of the project management process. See the following examples of risks in the cause-risk-effect format:
As a result of lack of clear direction for the scope of work for the XYZ component, there could be rework and wasted efforts, which could delay the project completion from two to four weeks. As a result of the amount of work the customer is trying to accomplish on many projects during this project’s completion, a delay in the response to our requests for approvals may occur, which could result in a two-week delay in project completion. Effects could relate to project objectives, project constraints, and risk tolerances.” (Mulcahy, 2003, p. 90)
2. Discuss and analyze the importance of each of the four types of risk identified in Figure 11-4 (technical, management, commercial, and external).

3. Create a risk breakdown structure and attach as an appendix (see attached sample and use the blank RBS linked under this assignment in Module 2).

4. Discuss the importance of creating an RBS.
RBS LEVEL 0 RBS LEVEL 1 RBS LEVEL 2
0. ALL SOURCES OFPROJECT RISK 1. TECHNICAL RISK 1.1 Scope definition
1.2 Requirements definition
1.3 Estimates, assumptions, and constraints
1.4 Technical processes
1.5 Technology
1.6 Technical interfaces
Etc.
2. MANAGEMENT RISK 2.1 Project management
2.2 Program/portfolio management
2.3 Operations management
2.4 Organization
2.5 Resourcing
2.6 Communication
Etc.
3. COMMERCIAL RISK 3.1 Contractual terms and conditions
3.2 Internal procurement
3.3 Supplies and vendors
3.4 Subcontracts
3.5 Client/customer stability
3.6 Partnerships and joint ventures
Etc.
4. EXTERNAL RISK 4.1 Legislation
4.2 Exchange rates
4.3 Site/facilities
4.4 Environmental/weather
4.5 Competition
4.6 Regulatory
Etc.
(Source: PMBOK, 2017, Figure 11-4)

5. Reach out to at least one other student and discuss your findings about project risk management, based on your review of the case study, to gain greater insight into the main considerations in managing projects. Include the name(s) of the other student(s) with whom you collaborated, and specify the value added by your collaboration with your classmate(s) and what new insights you gained. (Your collaborating colleague(s) do not need to choose the same Critical Thinking option as you do.)

Your well-written paper should meet the following requirements:
Be 3-4 pages (900-1200 words) in length, not including the cover page, references page, or appendix. (Remember that the appendix follows the references page.) Be formatted according to the CSU-Global Guide to Writing & APA (Links to an external site.). Cite a minimum of three sources to support your responses, two of which should be current academic, peer-reviewed, scholarly sources. Note: Current research in this class means the most recent five-year period. Although research older than five years may be used, it will not count toward the assignment requirement. The CSU-Global library is a great place to find these resources. Additionally, in the Module 1 lecture material, you were reminded of what constitutes academic, peer-reviewed, scholarly sources and how to find them in the CSU-Global Library. Demonstrate thoughtful consideration of the ideas and concepts that are presented in the course, and provide new thoughts and insights related directly to this topic.
Refer to the Critical Thinking Assignment grading rubric below for more information on assignment expectations and grading.

References

Mulcahy, R. (2003). Risk management: Tricks of the trade for project managers: A course in a book. Minneapolis, MN: RMC Pub.

Project Management Institute. (2017). A guide to the project management body of knowledge: (PMBOK® guide) (6th ed.). Newtown Square, PA, USA: Project Management Institute.

How to create Testimonial Carousel using Bootstrap5

Clients' Reviews about Our Services