As a leader, we need to be effective in instilling a change mindset in the culture of the organization. Identifying, promoting, and managing change should be an intrinsic attitude of every member of the organization. This assignment asks you to establish the contextual framework for identifying a need for and formulating a business case for change within your organization. This assignment requests designing a business case for change, which is the first stage of formulating a change management proposal

Instructions:
As a leader, we need to be effective in instilling a change mindset in the culture of the organization. Identifying, promoting, and managing change should be an intrinsic attitude of every member of the organization. This assignment asks you to establish the contextual framework for identifying a need for and formulating a business case for change within your organization. This assignment requests designing a business case for change, which is the first stage of formulating a change management proposal (i.e., Assignment 3). 
Content and Structure of the assignment:• Introduction (i.e., the introductory section explaining the topic, purpose, and content of the paper).
• Setting for the Change Project. Introduce the target business/organization. You may focus on your actual or a previous work setting, using a fictitious name. Discuss its essential characteristics (i.e., the field of operation, size, vision, change culture and patterns, and other information relevant to your, business case for change). You may also create a fictitious business/organization designing the characteristics listed previously.
• The case for Change. Discuss the business case for change, you may use the issue/problem discussed on assignment one, or a new one based on the team’s discussions. Should demonstrate the needs for change (i.e., relevance, magnitude, effects on the business/organization performance) supporting the information with evidence from the literature. This section should conclude with the vision of the change project (i.e., visualize the transformation expected with the change project).
• Change Model. Select the model for change, which best suits your project bearing in mind all the previous information (i.e., characteristics of the business/organization, the nature and vision of your case for change). Should introduce the model, with brief background information (i.e., who coined/developed it, and its characteristics). You should further explain why the selected model suits your change project. Classic change models are uploaded on the CANVAS module related to this
assignment.
• Change Resistors. Being consistent with the business/organization change culture and pattern; the nature and vision of the change project, you should identify potential resistors (i.e., who could feel affected by the change), demanding the change management team’s attention. Should then discuss your plan for addressing resistance (i.e., minimizing their opposition, or gaining their support) to your change project.
• Conclusion. (i.e., conclusive section) summarizing the information discussed within the paper.
Page Requirement: 8-10 pages
Students may present their papers in the first person. Students are to use the attached template for the assignment.

Explain the concept of material requirements planning (MRP) and link this concept to inventory holding costs. Explain how each inventory holding cost is affected by MRP and how this analysis can mitigate supply chain risk.

QualityManagementinLean.docx

In a Word document, answer the questions below in APA paper format (double space, 12 pt font, title page, references, and headers).  These questions require extensive research. You may use graphics and charts to assist in explaining the answer.  
Each question
MUST be a full page
, and double Spaced.

1. Explain the make-to-stock process. Link this concept to an understanding of customer lead time and inventory investment. Use a specific example to support your answer to this question.
2. Relative to the platform service business model and service failsafe, explain how the concepts can be utilized to provide proper service while mitigating any potential risks to performance. Use a specific example to support your answer to this question.
3. Explain the concept of material requirements planning (MRP) and link this concept to inventory holding costs. Explain how each inventory holding cost is affected by MRP and how this analysis can mitigate supply chain risk.
4. When selecting location areas, what are six areas that require consideration. In your answer, define these areas. Then, how do these areas affect the effective operation of the total supply chain management process?
 

What are the pros and cons for Internal Recruitment as a resource for recruitment.

 For each of the following advertising resources for recruitment answer the following questions. Advertising Resources: 

Internal Recruitment
Print Advertising (Local media, National publications)
Social Media (LinkedIn, Twitter, Facebook, Instagram, etc.)
Job Fairs
Professional Conferences
Internet Sources (monster, indeed, careerbuilder, etc.)
Universities & Colleges
Search Firm

Answer the following questions for each resource:

What are the pros and cons for Internal Recruitment as a resource for recruitment.
As the recruitment officer, what do you need to do to prepare for each resource? (ie. For a job fair you would need a table presentation, information pieces – what are those?, swag)
Do you feel you would yield the needed results from this resource? Would this resource provide an ROI?
In the current industry that you work which of these resources are most often used or seems to be the most beneficial?

The paper should be at least 1.5 – 2 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to human resource management. The textbook should also be utilized. Do not insert excess line spacing. APA formatting and citation should be used. 

Log weather factors for 10 days starting in the week of Unit 6 from the Weather Channel web site. The completed PP charts with definitions, observations, conclusions and comments should be submitted as directed. Choose a city in a different part of the world for comparison with your home city.  The purpose of the experiment is for the students to:  1. compare the weather patterns of their home city in IL to a city in another part of the world and  2. make conclusions about the similarities or differences they observe.

Log weather factors for 10 days starting in the week of Unit 6 from the Weather Channel web site. The completed PP charts with definitions, observations, conclusions and comments should be submitted as directed.
Choose a city in a different part of the world for comparison with your home city. 
The purpose of the experiment is for the students to: 
1. compare the weather patterns of their home city in IL to a city in another part of the world and 
2. make conclusions about the similarities or differences they observe.
?
Use the 10-day forecast of the weather factors in the city chosen and your home city on the Weather Channel website. The weather factors to be logged are: temperature (high and low or average temp of day and night), air pressure, precipitation, humidity and/or relative humidity, clouds, sunrise and sunset times, winds, uv index and any other relevant information that affects the weather pattern of the citieschosen. Make charts/ graphs on each of the weather factorsusing the Excel program.  The graphs should have titles, labels with proper units of measurement for the variables. Color code the two graphs of the same weather factor of the two cities for comparison on the same sheet.
Include the definitions of the weather factors and their related variables (ex. wind-chill factor, heat index etc.), the units, and the instruments used to measure them in the PowerPoint.  The pattern of weather change observed and its rationale should be clearly explained in the conclusion. In the PowerPoint slides, comparison of the weather pattern of the two cities should be clearly explained. Use information from class notes, textbook readings and web search for correct information about the cities, their climate regions and their weather patterns. Watch for sudden changes in weather during the 10 days you are observing and explain that also in your conclusion comparing it with the forecast that you logged. This must be treated as an inquiry lab. Connect the observations to the big picture such as climate conditions and seasons. The Weather log assignment must be submitted on Elearn with all the required items as a PowerPoint Presentation in Unit 8. 
In case this lab is done as a Learning Team Project (your professor will let you know at the start of the class if you will be working in teams, which will be a possibility only if the class size is large), you must provide
A statement describing the work contract among the team members and each member’s contribution to the project, signed by each group member.
Please use Excel charts for the data and graphs. The log created from the weather channel for your project should also be included as your lab data. 

Computer science follow the instructions to complete the assignment

10/15/23, 10:14 PM Excel 2021 In Practice – Ch 4 Independent Project 4-4 – SIMnet

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Excel 2021 In Practice – Ch 4 Independent
Project 4-4

COURSE NAME Fine BCIS 1305 6003 Fall 2023 | Fine BCIS 1305 6003 Fall 2023

Independent Project 4-4
Eller Systems has received contract data in a text file. You transform and import, sort, and filter the data. You also create a
PivotTable, prepare a worksheet with subtotals, and format related data as an Excel table.

[Student Learning Outcomes 4.1, 4.3, 4.5, 4.6, 4.8]

File Needed: Eller-04.xlsx (Available from the Start File link.) and EllerText-04.txt (Available from the Resources link.)

Completed Project File Name: [your name]-Eller-04.xlsx

Skills Covered in This Project
Format data in an Excel table.

Sort data in an Excel table.

Import a text file.

Transform data in Power Query.

Sort data by multiple columns.

Add a calculated field in a table.

Create a PivotTable.

Format fields in a PivotTable.

Use the Subtotal command.

Steps to complete This Project
Mark the steps as checked when you complete them.

1. Open the Eller-04 start file. If the workbook opens in Protected View, click the Enable Editing button so you can modify
it. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your
instructor, and save it.

2. Click the Billable Hours sheet tab and select cell A4.

3. Click the Format as Table button [Home tab, Styles group], use Light Gray, Table Style Medium 11.

4. Select cell C6 and type the formula =C5+1 to add one to the date in the previous cell.

5. AutoFill the formula to copy it to row 51.

6. Type .5 Add On in cell E4 and press Enter.

7. Build a formula in cell E5 to add .5 to cell D5 and press Enter to copy the formula. Format results to display two decimal
places and apply All Borders.

8. Copy dates as values.

a. Select cell C5. Cell C5 is a reference to the TODAY function in cell F2.

b. Sort the column by date in newest to oldest order. Because the dates are calculated, the formulas are wrong. The
date that was originally in cell C5 sorted to row 51 and now has a relative reference to cell F48. (Figure 4-113).

Start Date:08/28/202312:00 AMUS/Central Due Date:10/15/202311:59 PMUS/Central End Date:10/15/202311:59 PMUS/Central

Print Info

Student Name: Mohiuddin, Syed

Student
ID:

[email protected]

Username: [email protected]

10/15/23, 10:14 PM Excel 2021 In Practice – Ch 4 Independent Project 4-4 – SIMnet

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Figure 4-113 Errors result when
calculated dates are sorted

Figure 4-114 Dates are copied and pasted as values

c. Click the Undo button [Undo group, Home tab] and select cell C5.
The formulas are restored.

d. Select cells C5:C51. You can copy and paste to replace the
formulas with the actual dates.

e. Press Ctrl+C to copy the range to the Clipboard.

f. Select cell C5 and click the arrow with the Paste button [Home tab,
Clipboard group].

g. Choose Values (Figure 4-114).

h. Press Esc to remove the moving border and click cell C5. Formulas
are replaced with the date. Your dates will be different from figures in
this text.

9. Sort the table by date in newest to oldest order. Then sort by
product/service in ascending order.

10. Use Power Query to transform data.

a. Select the Contracts sheet tab and select cell A4.

b. Use the From Text/CSV command to preview the
EllerText-04.txt file downloaded from the Resources link in
the Import Data window.

c. Click Transform Data in the preview window to open
Power Query.

d. Click the Address column label, press Ctrl, and click the
Phone Number label.

e. Click the Remove Columns button [Home tab, Manage
Columns group].

f. Select and remove these columns: Zip, ID, and First
Contact (Figure 4-115).

Figure 4-115 Columns removed in Power Query

g. Scroll the window as needed to see rows 28:43. There are 16 blank rows incorporated in the data. The null text
string in the Hours to Date column is a clue.

h. Click the arrow with the Remove Rows button [Home tab, Reduce Rows group] and choose Remove Bottom
Rows.

i. Type 16 in the Number of rows box and click OK. There are now 27 rows.

j. Click the arrow with the Close & Load button [Home tab, Close group] and load the data to cell A4 in the existing
worksheet.

11. Place a fomula in a table.

a. Select cell F4, type Fees as the header, and press Enter.

b. Select cell F5 and build a formula to multiply the value in cell E5 by 225.

c. Format the values in column F as Currency with zero decimal places.

d. Close the Queries & Connections pane.

12. Sort the data by Fees and then by City, both in ascending order.

10/15/23, 10:14 PM Excel 2021 In Practice – Ch 4 Independent Project 4-4 – SIMnet

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Figure 4-116 Completed PivotTable

13. Change the font size for cells A1:A2 to 20 pt. and set the font style to bold.

14. Select cells A1:F2 and center them across the selection.

15. Copy the Billable Hours sheet to the end and name the copy Data.

16. Create a PivotTable.

a. Select cell A5 and click the Table Name box [Table Design tab, Properties group].

b. Name the table tblHours.

c. Click the Summarize with PivotTable button [Table Design tab, Tools group]. The range is identified as tblHours.

d. Verify that New Worksheet is selected and click OK.

e. Name the sheet PivotTable.

17. Manage fields in a PivotTable.

a. Show the Product/Service and Billable fields in the PivotTable.

b. Drag the Billable field from the Choose fields to add to report area below the Sum of Billable field in the Values
area so that it appears twice in the report layout and the pane.

c. Select cell C4 and open the Value Field Settings dialog box.

d. Type Average Hours as the Custom Name, choose Average as the calculation, and set the Number Format to
Number with two decimal places.

e. Open the Value Field Settings dialog box for cell B4 and set its Custom Name to Total Hours and the number
format to Number with two decimal places.

f. Apply Dark Gray, Pivot Style Dark 11 with banded rows and columns.

18. Select the Data sheet tab and copy cells A1:A2 to cell A1 on the PivotTable sheet. Left align cells A1:A2 on the
PivotTable sheet (Figure 4-116).

19. Create subtotals.

a. Copy the Data sheet to the end
and name the copy Subtotals.

b. Select cell A5 and convert the
table to a range. You cannot use
the Subtotal command in a table.

c. Select cells A5:E51 and apply
No Fill [Home tab, Font group].

d. Select cells A4:E4 and change
the font color to Black, Text 1.

e. Use the Subtotal command to
show a SUM for billable and add
on amounts for each
product/service.

f. Apply All Borders to cells
A56:E57.

g. Display only the product/service and grand totals.

20. Save and close the workbook (Figure 4-117).

Figure 4-117 Excel 4-4 completed

21. Upload and save your project file.

22. Submit file for grading.

Think about the ways in which a politician, celebrity, educator, or professional speaker prepares for their public speaking performance

Think about the ways in which a politician, celebrity, educator, or professional speaker prepares for their public speaking performance. Which one of the strategies listed below do you believe will best help you prepare to deliver your upcoming speeches in an online environment? Thoroughly explain how your chosen strategy will benefit you as you prepare to deliver your recorded online speech.

Ask your family and friends to listen and provide constructive criticism.
Consider (analyze) your audience.
Time your speech and be certain it meets the assignment’s guidelines.

Provides insights on the existence of privileges for the white population in academes. Daily effects of white privilege; Factors that shape white privilege; Types of privileges; Association of strength and power with privilege.

SOURCES WEEK 2

Intersectionality

https://openstax.org/books/college-success/pages/9-2-categories-of-diversity

White privilege: Unpacking the invisible knapsack.

Authors:

McIntosh, Peggy

Source:

Independent School
. Winter90, Vol. 49 Issue 2, p31. 5p.

Document Type:

Article

Subjects:

WHITE people

DISCRIMINATION in education

RACISM

UNIVERSITIES & colleges

Abstract:

Provides insights on the existence of privileges for the white population in academes. Daily effects of white privilege; Factors that shape white privilege; Types of privileges; Association of strength and power with privilege.

Lexile:

1310

Full Text Word Count:

2573

ISSN:

0145-9635

Accession Number:

9604164115

Database:

MasterFILE Premier
Translate Full Text:

  

WHITE PRIVILEGE: UNPACKING THE INVISIBLE KNAPSACK 
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✖

Contents

1.

Daily effects of white privilege

2.

Elusive and fugitive

3.

Earned strength, unearned power

Full Text

Listen

I was taught to see racism only in individual
acts of meanness, not in invisible systems
conferring dominance on my group.
Through work to bring materials from women’s studies into the rest of the curriculum, I have often noticed men’s unwillingness to grant that they are overprivileged, even though they may grant that women are disadvantaged. They may say they will work to improve women’s status, in the society, the university, or the curriculum, but they can’t or won’t support the idea of lessening men’s. Denials that amount to taboos surround the subject of advantages that men gain from women’s disadvantages. These denials protect male privilege from being fully acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that, since hierarchies in our society are interlocking, there was most likely a phenomenon of white privilege that was similarly denied and protected. As a white person, I realized I had been taught about racism as something that puts others at a disadvantage, but had been taught not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize male privilege. So I have begun in an untutored way to ask what it is like to have white privilege. I have come to see white privilege as an invisible package of unearned assets that I can count on cashing in each day, but about which I was “meant” to remain oblivious. White privilege is like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes, tools, and blank checks.
Describing white privilege makes one newly accountable. As we in women’s studies work to reveal male privilege and ask men to give up some of their power, so one who writes about having white privilege must ask, “Having described it, what will I do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I understood that much of their oppressiveness was unconscious. Then I remembered the frequent charges from women of color that white women whom they encounter are oppressive. I began to understand why we are justly seen as oppressive, even when we don’t see ourselves that way. I began to count the ways in which I enjoy unearned skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an unfairly advantaged person, or as a participant in a damaged culture. I was taught to see myself as an individual whose moral state depended on her individual moral will. My schooling followed the pattern my colleague Elizabeth Minnich has pointed out: whites are taught to think of their lives as morally neutral, normative, and average, and also ideal, so that when we work to benefit others, this is seen as work that will allow “them” to be more like “us.”

Daily effects of white privilege

I decided to try to work on myself at least by identifying some of the daily effects of white privilege in my life. I have chosen those conditions that I think in my case attach somewhat more to skin-color privilege than to class, religion, ethnic status, or geographic location, though of course all these other factors are intricately intertwined. As far as I can tell, my African American coworkers, friends, and acquaintances with whom I come into daily or frequent contact in this particular time, place, and line of work cannot count on most of these conditions.
1. I can, if I wish, arrange to be in the company of people of my race most of the time.
· 2. If I should need to move, I can be pretty sure of renting or purchasing housing in an area that I can afford and in which I would want to live.
· 3. I can be pretty sure that my neighbors in such a location will be neutral or pleasant to me.
· 4. I can go shopping alone most of the time, pretty well assured that I will not be followed or harassed.
· 5. I can turn on the television or open to the front page of the paper and see people of my race widely represented.
· 6. When I am told about our national heritage or about “civilization,” I am shown that people of my color made it what it is.
· 7. I can be sure that my children will be given curricular materials that testify to the existence of their race.
· 8. If I want to, I can be pretty sure of finding a publisher for this piece on white privilege.
· 9. I can go into a music shop and count on finding the music of my race represented, into a supermarket and find the staple foods that fit with my cultural traditions, into a hairdresser’s shop and find someone who can deal with my hair.
· 10. Whether I use checks, credit cards, or cash, I can count on my skin color not to work against the appearance of financial reliability.
· 11. I can arrange to protect my children most of the time from people who might not like them.
· 12. I can swear, or dress in second-hand clothes, or not answer letters without having people attribute these choices to the bad morals, the poverty, or the illiteracy of my race.
· 13. I can speak in public to a powerful male group without putting my race on trial.
· 14. I can do well in a challenging situation without being called a credit to my race.
· 15. I am never asked to speak for all the people of my racial group.
· 16. I can remain oblivious of the language and customs of persons of color, who constitute the world’s majority, without feeling in my culture any penalty for such oblivion.
· 17. I can criticize our government and talk about how much I fear its policies and behavior without being seen as a cultural outsider. 18. I can be pretty sure that if I ask to talk to “the person in charge” I will be facing a person of my race.
· 19. If a traffic cop pulls me over, or if the IRS audits my tax return, I can be sure I haven’t been singled out because of my race.
· 20. I can easily buy posters, postcards, picture books, greeting cards, dolls, toys, and children’s magazines featuring people of my race.
· 21. I can go home from most meetings of organizations I belong to feeling somewhat tied in rather than isolated, out of place, outnumbered, unheard, held at a distance, or feared.
· 22. I can take a job with an affirmative action employer without having coworkers on the job suspect that I got it because of race.
· 23. I can choose public accommodation without fearing that people of my race cannot get in or will be mistreated in the places I have chosen.
· 24. I can be sure that if I need legal or medical help my race will not work against me.
· 25. If my day, week, or year is going badly, I need not ask of each negative episode or situation whether it has racial overtones.
· 26. I can choose blemish cover or bandages in “flesh” color that more or less match my skin.

Elusive and fugitive

I repeatedly forgot each of the realizations on this list until I wrote it down. For me white privilege has turned out to be an elusive and fugitive subject. The pressure to avoid it is great, for in facing it I must give up the myth of meritocracy. If these things are true, this is not such a free country; one’s life is not what one makes it; many doors open for certain people through no virtues of their own.
In unpacking this invisible knapsack of white privilege, I have listed conditions of daily experience that I once took for granted. Nor did I think of any of these perquisites as bad for the holder. I now think that we need a more finely differentiated taxonomy of privilege, for some of these varieties are only what one would want for everyone in a just society, and others give license to be ignorant, oblivious, arrogant, and destructive.
I see a pattern running through the matrix of white privilege, a pattern of assumptions that were passed on to me as a white person. There was one main piece of cultural turf; it was my own turf, and I was among those who could control the turf. My skin color was an asset for any more I was educated to want to make. I could think of myself as belonging in major ways and of making social systems work for me. I could freely disparage, fear, neglect, or be oblivious to anything outside of the dominant cultural forms. Being of the main culture, I could also criticize it fairly freely.
In proportion as my racial group was being made confident, comfortable, and oblivious, other groups were likely being made unconfident, uncomfortable, and alienated. Whiteness protected me from many kinds of hostility, distress, and violence, which I was being subtly trained to visit, in turn, upon people of color.
For this reason, the word “privilege” now seems to me misleading. We usually think of privilege as being a favored state, whether earned or conferred by birth or luck. Yet some of the conditions I have described here work systematically to overempower certain groups. Such privilege simply confers dominance because of one’s race or sex.

Earned strength, unearned power

I want, then, to distinguish between earned strength and unearned power conferred systemically. Power from unearned privilege can look like strength when it is in fact permission to escape or to dominate. But not all of the privileges on my list are inevitably damaging. Some, like the expectation that neighbors will be decent to you, or that your race will not count against you in court, should be the norm in a just society. others, like the privilege to ignore less powerful people, distort the humanity of the holders as well as the ignored groups.
We might at least start by distinguishing between positive advantages, which we can work to spread, and negative types of advantage, which unless rejected will always reinforce our present hierarchies. For example, the feeling that one belongs within the human circle, as Native Americans say, should not be seen as privilege for a few. Ideally it is an unearned entitlement. At present, since only a few have it, it is an unearned advantage for them. This paper results from a process of coming to see that some of the power that I originally saw as attendant on being a human being in the United States consisted in unearned advantage and conferred dominance.
I have met very few men who are truly distressed about systemic, unearned male advantage and conferred dominance. And so one question for me and others like me is whether we will be like them, or whether we will get truly distressed, even outraged, about unearned race advantage and conferred dominance, and, if so, what we will do to lessen them. In any case, we need to do more work in identifying how they actually affect our daily lives. Many, perhaps most, of our white students in the United States think that racism doesn’t affect them because they are not people of color; they do not see “whiteness” as a racial identity. In addition, since race and sex are not the only advantaging systems at work, we need similarly to examine the daily experience of having age advantage, or ethnic advantage, or physical ability, or advantage related to nationality, religion, or sexual orientation.
Difficulties and dangers surrounding the task of finding parallels are many. Since racism, sexism, and heterosexism are not the same, the advantages associated with them should not be seen as the same. In addition, it is hard to disentangle aspects of unearned advantage that rest more on social class, economic class, race, religion, sex, and ethnic identity than on other factors. Still, all of the oppressions are interlocking, as the members of the Combahee River Collective pointed out in their “Black Feminist Statement” of 1977.
One factor seems clear about all of the interlocking oppressions. They take both active forms, which we can see, and embedded forms, which as a member of the dominant group one is taught not to see. In my class and place, I did not see myself as a racist because I was taught to recognize racism only in individual acts of meanness by members of my group, never in invisible systems conferring unsought racial dominance on my group from birth.
Disapproving of the systems won’t be enough to change them. I was taught to think that racism could end if white individuals changed their attitudes. But a “white” skin in the United States opens many doors for whites whether or not we approve of the way dominance has been conferred on us. Individual acts can palliate, but cannot end, these problems.
To redesign social systems we need first to acknowledge their colossal unseen dimensions. The silences and denials surrounding privilege are the key political tool here. They keep the thinking about equality or equity incomplete, protecting unearned advantage and conferred dominance by making these subjects taboo. Most talk by whites about equal opportunity seems to me now to be about equal opportunity to try to get into a position of dominance while denying that systems of dominance exist.
It seems to me that obliviousness about white advantage, like obliviousness about male advantage, is kept strongly inculturated in the United States so as to maintain the myth of meritocracy, the myth that democratic choice is equally available to all. Keeping most people unaware that freedom of confident action is there for just a small number of people props up those in power and serves to keep power in the hands of the same groups that have most of it already.
Although systemic change takes many decades, there are pressing questions for me and, I imagine, for some others like me if we raise our daily consciousness on the perquisites of being light-skinned. What will we do with such knowledge? As we know from watching men, it is an open question whether we will choose to use unearned advantage to weaken hidden systems of advantage, and whether we will use any of our arbitrarily awarded power to try to reconstruct power systems on a broader base.
Permission to reprint this excerpt must be obtained from Peggy McIntosh at the address above or by calling her at 617-431-1453.
This excerpted essay is reprinted here from the July/August 1989 issue of Peace and Freedom, the bimonthly journal of the Women’s International League for Peace and Freedom, based at 1213 Race St., Philadelphia PA 19107.
~~~~~~~~
By Peggy McIntosh
Peggy McIntosh is associate director of the Wellesley College Center for Research on Women. This essay is exerpted from Working Paper 189, “White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences through Work in Women’s Studies” (1988), by Peggy McIntosh; available for $4.00 from the Wellesley College Center for Research on Women, Wellesley MA 02181. The working paper contains a longer list of privileges.
Copyright of Independent School is the property of National Association of Independent Schools and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use.
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Choose a country other than the United States and analyze the change in inequality between 1980 and 2014.For country data, go to the Choose the country that you would like to compare and filter the data so only the values for 1980 and 2014 are visible.

Choose a country other than the United States and analyze the change in inequality between 1980 and 2014.For country data, go to the Choose the country that you would like to compare and filter the data so only the values for 1980 and 2014 are visible. You will be using this data as the basis for your Lorenz curves. Copy and paste the filtered data (all columns) into a new tab in your spreadsheet.Analyze how the distribution has changed over time:Drawing the two Lorenz curves. Has inequality increased or decreased?

Based on your knowledge of healthcare contracts in Saudi Arabia, discuss the benefits of different parties contracting for healthcare in Saudi Arabia.

Based on your knowledge of healthcare contracts in Saudi Arabia, discuss the benefits of different parties contracting for healthcare in Saudi Arabia. Discuss the parties to a contract and how they are affected. Be sure to distinguish between employer, employee, and resident requirements.

You are a medical professor in charge of creating college assignments and answers for medical college students. You design and conduct lectures, evaluate student performance and provide feedback through examinations and assignments. Answer each question separately. Include and Introduction. Provide an answer to this content

Based on your knowledge of healthcare contracts in Saudi Arabia, discuss the benefits of different parties contracting for healthcare in Saudi Arabia. Discuss the parties to a contract and how they are affected. Be sure to distinguish between employer, employee, and resident requirements.

. Do not write who you are in the answer.