Create your own cult ! As this is a very different discussion board, we shall have to play some of it by ear. However, think  what you have learned about cults from the book reading, the power point lecture, and the supplemental videos. When describing your cult to the class, here are some areas that you may wish to include and talk about: What was the original intention of a particular organization later labeled a cult? What did it offer? What were its practices? Who joined and why? What does it tell us about spirituality and culture in America?

 
Create your own cult !
As this is a very different discussion board, we shall have to play some of it by ear. However, think  what you have learned about cults from the book reading, the power point lecture, and the supplemental videos. When describing your cult to the class, here are some areas that you may wish to include and talk about: What was the original intention of a particular organization later labeled a cult? What did it offer? What were its practices? Who joined and why? What does it tell us about spirituality and culture in America?
Some elements to consider as well are:
 – An item/person/object/etc. of “worship”
 – A hierarchical or power structure
 – Rituals
 – Costumes, uniforms, outfits, garb
 – Symbols
 – Foods
 – Mascot

This lawsuit was filed by two women, Jane Doe 1 and Jane Doe 2, who were sexually assaulted by Uber drivers. As the court notes, Doe 1 and Doe 2 sued Uber for various tort claims, including battery, assault, false imprisonment, and intentional infliction of emotional distress. Obviously, Uber itself (the corporate entity) cannot commit certain torts like battery, but its employees can. What theory of liability (the Latin phrase) did Doe 1 and Doe 2 present as the basis for holding Uber, rather than the actual perpetrators, liable for the Uber drivers’ torts?

Read Case 5.1 and answer the following questions:1) This lawsuit was filed by two women, Jane Doe 1 and Jane Doe 2, who were sexually assaulted by Uber drivers. As the court notes, Doe 1 and Doe 2 sued Uber for various tort claims, including battery, assault, false imprisonment, and intentional infliction of emotional distress. Obviously, Uber itself (the corporate entity) cannot commit certain torts like battery, but its employees can. What theory of liability (the Latin phrase) did Doe 1 and Doe 2 present as the basis for holding Uber, rather than the actual perpetrators, liable for the Uber drivers’ torts?2) This case presented two legal issues for the court. The first legal issue is whether Uber drivers are employees or independent contractors. In this lawsuit, Uber’s lawyers argued that its drivers were independent contractors. Why did Uber make this argument? In other words, what is the legal significance of being an independent contractor, rather than an employee, in a case like this where the worker at issue has committed various torts while performing their work for the employer?3) An important aspect of this case is its procedural context, specifically, a motion to dismiss where the defendant argues that the plaintiffs’ complaint fails to state a claim on which relief can be granted or that the allegations of the complaint are simply insufficient to rule in the plaintiffs’ favor. When ruling on a motion to dismiss, the court will seek to determine whether the plaintiff’s complaint “contain[s] sufficient factual matter, accepted as true, to state a claim . . . that is plausible on its face.” With this standard in mind, why did the court find the factual allegations of the plaintiffs’ complaint sufficient to claim that these drivers were employees, rather than independent contractors? In other words, why were the facts as alleged sufficient to withstand the defendant’s motion to dismiss on this first legal issue of employee versus independent contractor?4) At the top of page 123 (Ch. 5-2c), Bagley states that “[w]hether a person is an independent contractor or an employee depends on what he or she does, not on how the relationship is characterized by the parties.” In other words, simply labeling a worker an independent contractor does not make them so if the realities of the employment situation suggest that worker is actually an employee. Why do you think that courts do not allow employers to decide for themselves a worker’s proper classification? Hint: Review Chapter 5-2c.5) In the “Comments” section at the end of this case, the author notes that Uber has faced numerous lawsuits in various states regarding the proper classification of its drivers, and that different courts have come to different conclusions on that issue. Does it make sense to you that an injured customer could hold an employer like Uber vicariously liable for an employee’s sexual assault (or other tortious conduct) in one state, but not in another? Why or why not?6) As noted, this case presented two legal issues for the court. The second issue is whether “sudden sexual assaults” by Uber drivers are outside the scope of an Uber driver’s duties under California law. How did the court rule on that issue and what was the court’s reasoning to support that decision?7) In the end, the court denied Uber’s motion to dismiss the claims against Uber because the plaintiffs had sufficiently alleged facts (1) to suggest the Uber drivers were employees, rather than independent contractors; and (2) to support the claim that the drivers were acting within the scope of employment when they assaulted the plaintiffs. As would be expected, Uber then settled the case with Doe 1 and Doe 2 (but the settlement terms were not made public). In your opinion, what was the most interesting or surprising aspect of this case?8) Overall, this case shows how critical it is for employers and courts to properly distinguish between employees and independent contractors. In your opinion, if you were the judge in this case, would you find that Uber drivers are employees or independent contractors? What would be the basis for your opinion?

Managerial skills and time management are essential elements a productive athletic administrator (e.g., coach) must demonstrate when completing their employment responsibilities. Explain the importance of acquiring effective managerial skills and time management in order to successfully complete a sports administrators assigned responsibilities.

Managerial skills (e.g., technical, interpersonal, conceptual, and communication skills) and time management are essential elements a productive athletic administrator (e.g., coach) must demonstrate when completing their employment responsibilities. Explain the importance of acquiring effective managerial skills and time management in order to successfully complete a sports administrator’s assigned responsibilities. Finally, please provide specific examples to support your explanation.

We’ve all made a purchase we either immediately or eventually regretted. Called “buyer’s remorse,” this phenomenon is a factor in marketing. Consider the following scenario and address it in this week’s discussion. A college student has just purchased a new expensive computer.Discuss the concepts, principles, and theories from your textbook. Cite your textbooks and cite any other sources if appropriate.

We’ve all made a purchase we either immediately or eventually regretted. Called “buyer’s remorse,” this phenomenon is a factor in marketing. Consider the following scenario and address it in this week’s discussion. A college student has just purchased a new expensive computer. Discuss the concepts, principles, and theories from your textbook. Cite your textbooks and cite any other sources if appropriate. 

Describe how your strengths can promote a positive culture in a global environment, providing examples.

Summarize findings of your strengths and weaknesses in the conceptual, human, and technical skills areas, providing a clear rationale.

Explain why you think you scored the way you did in each of the skills.

Identify at least one resource to improve each skill area—conceptual, human, technical—for a minimum of three resources.

Describe how your strengths can promote a positive culture in a global environment, providing examples.
Use at least three sources to support your writing. Choose sources that are credible, relevant, and appropriate. Cite each source listed on your source page at least one time within your assignment. For help with research, writing, and citation, access the library or review library guides.

This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all support. Check with your professor for any additional instructions.
The specific course learning outcome associated with this assignment is:

Analyze the conceptual, human, and technical skills necessary for promoting a positive culture in a global environment.

i scored 23 conceptual
human 22 and technical skills 14

Consider your current stage of psychosocial development according to Erik Erikson, and offer advice on adjusting to life challenges to someone in an earlier stage. How might your advice be based on what you have learned?

onsider your current stage of psychosocial development according to Erik Erikson, and offer advice on adjusting to life challenges to someone in an earlier stage. How might your advice be based on what you have learned? If you are not overly familiar with Erikson’s stages, you may need to do additional reading in order to offer your best techniques for adjustment.

Identify and analyse the role of play in learning and examine the challenges pertaining to play and pedagogies

Academic Integrity
GenAI May Not be Used
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to
demonstrate if you have developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your
assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic
Misconduct Rules, Section 3.
Submission 1 word document with reference list uploaded to the Assessment Tasks and Submission area of the unit site.

Unit Learning Outcomes This assessment task maps to the following ULOs:
ULO1: identify and analyse the role of play in learning and examine the challenges pertaining to play and pedagogies
ULO2: discuss the diversity of approaches to pedagogies utilised in early childhood education and care, and how they position children,
teachers and parents/carers
ULO3: analyse the relationships between the philosophy, theory and pedagogy to learning environment for all young children (birth – 5
years)
ULO4: critically reflect on personal philosophy to play and pedagogies for learning and teaching as an early childhood professional

2
Rationale
Part of your role as an Early Childhood Teacher is to plan and implement learning environments and experiences that support children’s learning and
development through play. These decisions must be underpinned by relevant early childhood research, theory and policy documents.
Task Description
This task requires students to reflect upon key issues presented in Modules 1-6 and design a play space and learning experience for children 0-5 years,
supported by a written statement.
Task Instructions
1. You are to design an indoor and/or outdoor play space for an age group of your choice. You can choose from birth-2 years, 2-3 years or 3-5 years.

Your design may be created using any computer program you wish, or it can be hand drawn. Consider the layout of and resources in your play

space. Your design must be inserted into the template (word document) provided and it must be clearly labelled. Your play space design will need

to demonstrate the knowledge and understanding you have gained throughout the unit. Your design choices must be supported by the theories,

curriculum and policy documents, and unit content we have explored.

2. Using the learning experience template provided, you are to plan a small group play-based learning experience for your chosen age group that

could take place in your designed play space (approximately. 500 words). Your learning experience will need to demonstrate the knowledge and

understanding you have gained throughout the unit. It must be underpinned by the theories, curriculum and policy documents, and unit content

we have explored.

3. Your play space design and your play-based learning experience must be supported by a written statement (1500 words), justifying your choices for

the design and learning experience. You must make clear links to the Early Years Learning Framework (AGDE, 2022) and relevant early childhood

theories, research and literature, including the unit textbook.

3

Follow the steps to complete the task:
• Open the Design Task Template on the unit site and save it with your surname and initials and the assessment task’s name. E.g:
MillsA_assessment2_designtask

• Edit the cover page with the following details:
o Student name and Student ID
o Unit code and name
o Unit Assessor and Tutor names
o Date submitted

• Insert your play space design, learning experience and written statement into the template.

• Complete one reference list on word document

• Once complete, submit task via the Turnitin link in the Assessment and Submission section of the unit site.

Referencing
APA7th referencing format is required with a minimum of 5 references. Sources should include relevant early childhood policy and peer-reviewed
literature. Students must use the unit textbook.

Resources

• Australian Government Department of Education. (2022) Belonging, being and becoming: The early years learning framework for Australia (V2.0).

• Australian Children’s Education & Care Quality Authority (n.d.). Developmental milestones and the Early Years Learning Framework and the National

Quality Standards.

• Robinson, C., Treasure, T.,O’Connor, D., Neylon, G., Harrison, C., Wynne, S. (2018). Learning through play. Oxford University Press.

Task Submission
Assessments should be submitted using the Turnitin link on the Assessments Tasks & Submission section on the Blackboard site. Only Microsoft Word
documents submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission with your surname and initials and the
assessment task’s name.

4
Academic Integrity
At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect
in relation to academic work.

The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic
integrity across the entire University. For more information see the SCU Academic Integrity Framework
NOTE: Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling,
misrepresentation, collusion, cheating, contract cheating, fabricating information.

GenAI May Not be Used
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have
developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic
integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.

Special Consideration
Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via

their MyEnrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as

medical certificates.

Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140

Late Submissions & Penalties

Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be
incurred as soon as the deadline is reached.

• a penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date
• a further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark

reaches zero.”
Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255
Grades & Feedback
Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Grades and Feedback’ section

on the Blackboard unit site. Please allow 7-10 days for marks to be posted.

5
Assessment Rubric

Marking Criteria and %
allocation

High Distinction +
100%

High Distinction
(85–99%)

Distinction
(75–84%)

Credit
(65–74%)

Pass
(50–64%)

Marginal Fail

(35-49%)
Fail

(1-34%)

Not
Addresse

d
(0%)

Knowledge and
understanding of
theoretical perspectives
of play-based pedagogy.
20%

Achieves all
criteria for High
Distinction with
no errors.

Shows an outstanding
understanding of the theoretical
underpinnings of a play-based
pedagogy, drawing on a range of
theoretical perspectives. Includes
an element of critical reflection
when discussing theoretical
perspectives.

Shows an insightful understanding
of the theoretical underpinnings of
a play-based pedagogy, drawing on
a range of theoretical perspectives.

Shows a competent understanding
of the theoretical underpinnings of
a play-based pedagogy, drawing on
a minimum of two theoretical
perspectives.

Shows an adequate
understanding of the theoretical
underpinnings of play-based
pedagogy, drawing at least one
theoretical perspective.

Limited understanding of the
theoretical underpinnings of
play-based pedagogy.

No understanding
demonstrated of the
theoretical underpinnings
of play-based pedagogy.

Knowledge and
understanding of the
role of play in children’s
learning and
development.
20%

Achieves all
criteria for High
Distinction with
no errors.

Shows an outstanding knowledge
and understanding of the role of
play in children’s learning and
development in a number of
developmental domains. E.g.
physical, social and emotional,
cognitive etc.

Shows an insightful knowledge and
understanding of the role of play in
children’s learning and
development with reference to
number of developmental domains.
E.g. physical, social and emotional,
cognitive etc.

Shows a competent knowledge and
understanding of the role of play in
children’s learning and
development with reference to
developmental domains. E.g
physical, social and emotional,
cognitive etc.

Shows an adequate knowledge
and understanding of the role of
play in children’s learning and
development with reference to
developmental domains.

Little knowledge and
understanding of the role of
play in children’s learning and
development. No
developmental domains are
discussed.

No knowledge and
understanding of the role
of play in children’s
learning and
development. No
developmental domains
are discussed.

Knowledge and
understanding of the
link between the EYLF
(AGDE, 2022) and play.
20%

Achieves all
criteria for High
Distinction with
no errors.

Outstanding knowledge and
understanding of the links
between the EYLF and play.
Insightful links made throughout
pitch.

Very good knowledge and
understanding of the links between
the EYLF and play. Insightful links
made throughout pitch

Competent knowledge and
understanding of the links between
the EYLF and play.

Links made between the EYLF
and play.

Inconsistent links made
between the EYLF and play

No links made between
the EYLF and play.

Supporting evidence
includes a range of
relevant early childhood
policy, research and
literature.
20%

Achieves all
criteria for High
Distinction with
no errors.

Outstanding use of sources as
supporting evidence. Includes
outstanding use of readings from
the unit and academic sources
beyond those provided in the
unit.

Insightful use of sources as
supporting evidence. Includes use
of readings from the unit and
academic sources beyond those
provided in the unit.

A competent use of sources as
supporting evidence. Minimum:
reference to relevant unit readings
and some evidence of wider
academic reading.

An adequate use of sources as
supporting evidence. Minimum:
reference to relevant unit
readings. Sources from wider
reading are not relevant/
suitable.

Supporting sources are
inappropriate/ non-academic.

No academic sources
used as supporting
evidence.

Design of play space.
10%

Achieves all
criteria for High
Distinction with
no errors.

Design is of a professional
standard. It is clear, organized
and labelled effectively. Includes
title and key.

Design is of a professional standard.
It is clear, organized and labelled
effectively.

Design is neat, clear to read and
labelled.

Design is somewhat neat, clear
to read and labelled.
Design is not clear, some
labels added.
Design is not clear, no
labels added.

Academic writing
conventions, including
APA 7th referencing.
10%

Achieves all
criteria for High
Distinction with
no errors.

An outstanding level of academic
writing is present. No errors
noted with referencing, spelling,
punctuation or grammar.
Academic writing is cohesive and
shows clarity. No suggestions to
improve academic writing have
been made.

A high level of academic writing is
present. No errors noted with
referencing, spelling, punctuation
or grammar. Academic writing is
cohesive and shows clarity.

A good level of academic writing is
present. A few minor errors are
noted with referencing, spelling,
punctuation or grammar. Academic
writing is cohesive and shows
clarity.

A basic level of academic writing
is present. A few errors noted
with referencing, spelling,
punctuation and grammar.
Academic writing is relatively
cohesive and clear.

Poor academic writing,
including errors with
referencing, spelling,
punctuation and grammar.
Academic writing lacks
cohesion and clarity.

Academic writing is not
readable and includes
errors with, spelling,
punctuation and
grammar. No reference
list.

6
Description of SCU Grades
High Distinction:
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and

applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as

outstanding in relation to the learning requirements specified.

Distinction:
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and

applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described

as distinguished in relation to the learning requirements specified.

Credit:
The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying

relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified.

Pass:
The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area.

The student’s performance could be described as satisfactory in relation to the learning requirements specified.

Fail:
The student’s performance fails to satisfy the learning requirements specified.

Identify a for-profit business whom you admire. Scan the business’s environment. Be sure to: Use two pages of text to identify issues, trends, and concerns that could affect an organizations current and planned activities

 
Identify a for-profit business whom you admire. Scan the business’s environment.
Be sure to:

Use two pages of text to identify issues, trends, and concerns that could affect an organization’s current and planned activities (Cite 3 references that support your claims).

Make sure you also:

Double space and use complete sentences.
Submit the assignment by Sunday at 11:59 p.m. EST/EDT.

View the Environmental Scanning Rubric for more details. 

The Executive Director was able to get the board to approve seeking a grant for the new program. You will now need to determine what your specific needs are for the tutorial program. Why is it that at-risk youth in your community need tutoring? How does this program relate to your organizations mission, goals, and objectives?

 
Proposing the Grant
Good news! The Executive Director was able to get the board to approve seeking a grant for the new program. You will now need to determine what your specific needs are for the tutorial program.
The development of the problem/need statement is critically important, as this is the first impression the potential funder will have of your program and to determine its suitability for funding. The problem/need statement should answer the following questions:

Why is it that at-risk youth in your community need tutoring? How does this program relate to your organization’s mission, goals, and objectives?
What will happen if this program is not funded?
And what do you need the money for specifically?

Here is what you know so far about the program:

The program is specifically for high school students, grades 9–12.
There is currently no community-wide tutoring program for high school students.
The current drop-out rate has increased overall the last several years and currently sits at 30%.
Students will likely have other needs met by other organizations that may contribute to their success in school (ex: food security)
Ideally it will not only improve graduation rates but also the number of students that go on to pursue some kind of post-secondary opportunity.

Part 1
To develop your problem/need statement, use the table provided in Winning Grants Step by Step, Worksheet 3.1A. Fill out the table using information provided in this assignment as well as research you complete on your community. See Worksheet 3.1B for an example.
Worksheet 3.1A: Statement of Problem Questionnaire (Example)Who? Where? When?What? Why?Evidence of ProblemImpact If Problems ResolvedWho is in need (people, animals, land, and so forth)?What? Why? (Get specific)What evidence do you have to support your claim?Impact If Problems Resolved?Where are they? (General: city/state; and specific: neighborhood, geography)Why does this problem exist?When is the problem evident?How is the problem linked to your organization?
Part 2
Using the information gathered in your table, write a 2-3 paragraph problem/need statement. This statement should be succinct and grab the attention of the funder and compel them to want to assist with solving the problem.
When developing a problem/need statement it is important to utilize statistics that clearly document the unmet need or problem (i.e., lack of tutorial programs); provide citations of persons who have authority on the problem, document appropriately the resources utilized for the development of the statement, use compelling and anecdotal stories of people to provide examples, and provide a coherent sense of urgency of the request.
The written proposal should meet the following requirements:

The problem or need statement should fully but succinctly answer each of the four questions outlined in the assignment instructions and should include statistics, citations, anecdotal stories, and examples that emphasize the need and provide a sense of urgency.
The specific course learning outcome associated with this assignment is:

Write a proposal for a grant. 

The human condition is influenced biologically, psychologically, and socially.  Which multidimensional influence do you believe most impacts human functioning?  How can understanding these influences positively impact the social worker’s decision-making? 

 Unit 1.1 Discussion: Multidimensional Influences
The human condition is influenced biologically, psychologically, and socially.  Which multidimensional influence do you believe most impacts human functioning?  How can understanding these influences positively impact the social worker’s decision-making?