Today, you received an invitation from the president of the school board asking you to deliver an informative speech at Everytown High School. Because students at Everytown High School are currently studying Global Warming, the president of the school board would like for you to address this topic as well.Review the sources listed below and choose the one you would use in your informative speech. Explain why the source is a good choice.Option A: A book entitled The Guide to Global Warming (published in 2015)Option B: A pre-recorded interview with an employee at the Smithsonian Environmental Research CenterOption C: A documentary film explaining Global Warming

Choose a current social movement. You may choose your own or select one of the following: Occupy Wall Street movement, Black Lives Matter movement, the environmental movement, or the gender equality movement.  While you might have not heard of the specific organizations involved in the movements, you have likely heard of issues raised by participants in these movements. Answer the following questions about the movement you have selected in one to two sentences each. Which social movement did you choose, and what interests you about the movement? How have you learned about this social movement (news articles, social media, social commentary, conversation with others, television news)? What is the “big question” or inquiry that the movement is trying to answer? What do you think has caused the movement to gain or lose momentum? How does this movement either directly or indirectly impact your day-to-day life? For example, if you are looking at the environmental movement, maybe you were directly impacted by a tax break for purchasing a new Prius or putting new energy-efficient windows in your home. Video: Online Social Change: Easy to Organize, Hard to Win (16:14)This TED video examines the role of social media in social movements.Access this video by clicking the link above.OverviewThis overview summarizes a journal article related to social science theories and social movements. This overview will also draw meaningful connections between videos viewed in this learning block and the questions you have been asking about the advertisements from Project 1. Travaglino (2014) highlights old and new examples of social movements. He starts with June 5, 1832, in France when Parisian students rose up in rebellion against the king. If you have ever read or seen Les Misérables by Victor Hugo, then you know this tale. The students rebelled against the monarchy for unfair treatment of the poor. Next, he describes the waves of protest from the 1960s to the 1970s leading to important historical and political changes. Most recent is the example of 130,000 British students who protested against Parliament’s decision to increase university fees (Travaglino, 2014). These are all examples of social movements, and in most cases, those movements start with identification of a social problem or injustice and lead to some sort of change. Social scientists have been studying social movements for quite some time, and there are several theories and approaches to understanding social movements and protests. The fact that there are multiple theories out there about social movements highlights the complexity of this social phenomenon (Travaglino, 2014). Some of the earliest studies of social movements concluded that “challenging social norms was seen as a symptom of personal pathology” (Travaglino, 2014, p. 2). The belief that the revolutionary masses were violent and irrational continued into the years before World War II (Travaglino, 2014). Even Freud weighed in on the conversation with his belief that the masses were unable to engage in authentic political action because they lacked the rational thought of an individual (Travaglino, 2014). The idea that social movements should be viewed as the work of social outcasts and deviants started to be challenged with the struggle for black civil rights in the United States and student protests of the Vietnam War (Travaglino, 2014). Suddenly, the social movements could not be blamed on social deviants and outcasts, so the theories needed to change to fit the data. Social scientists began to look at the costs and benefits of joining a social movement, instead of just seeking to understand why they start. They started looking more into the individuals who do not join social movements but still benefit from the change the social movement brings about, also known as the “free-rider problem” (Olson, 1965). The theories of social movements continued to develop, and with each new theory, the complexity of the explanation grew. For example, when thinking about the individual weighing the costs and benefits of joining a social movement, we also must consider that each individual might weigh the costs and benefits differently depending on an array of variables, including cultural norms (Klandermans, 1948). The final phase in social movement theory has actually moved back toward looking at the role emotions may play in social movements (Jasper, 2007; van Zomeren, Spears, Fischer, & Leach, 2004). As you can see from the summary of Travaglino’s (2014) review on social movements, the explanation of where social movements come from is complicated and involves multiple theories and disciplines. There is no one answer as to why a social movement begins and who will join. The one thing that we can say is that in order for a social movement to start, there needs to be a perceived social injustice or reason for starting a new idea (or asking a question). As you saw in the video, social movements can start small and lead to big changes. Although the video gives a more humorous example of how change happens, it does highlight the importance of the first few people within a social movement and the importance of each individual weighing the costs and benefits of either joining in or sitting out. When you looked at the advertisements and began to ask questions, you thought about the assumptions the advertisers wanted you to draw from the ads. Many of the ads pull for us to go with the social norm, for example, “women are emotional,” “men are helpless,” or “overweight people are lazy.” Some of your questions may have challenged the social norm. Is it true that women are emotional? Think about how it felt to challenge the social norm. Would you be embarrassed to ask the questions in front of people who might strongly believe in gender roles (e.g., women are emotional and men are stoic)? Would it be easier to pose these questions to people who you knew shared similar views to your own? 

MGTU 301 **Signature AssignmentMy Utopia JobLength: 2-4 double-spaced pages (excluding title and references pages)Due: Week 8 by Thursday Midnight (Assignments folder)Value: 240 PointsILO: #5- Integrated LearningDescriptionThe purpose of this paper is for students to take management theories presented in this class and the text and apply them to themselves. Students are to identify their own management strengths and to consider two to three of specific management tools offered in this class. Students need to then apply that information and design and explain what they feel would be their ideal work role and environment. This is going to be a personal paper that is backed up by the data from this class.Based upon:What you have learned about yourself and your management strengths;Two to three of the most useful management techniques that have been offered in the text and in class discussions;What you have learned about the business marketplace.Using the above three criteria, design your ideal position. The purpose of this paper is for students to take management theories presented in this class and the text and apply them to themselves. Students are to identify their own particular management strengths and to consider two to three of specific management tools offered in this class. Students need to then apply that information and design and explain what they feel would be their ideal work role and environment. This is going to be a personal paper that is backed up by the data from this class.This paper is to address the following questions:What are the student’s strengths?What management concept best fits with the student’s strengths?How would the management concepts in this class be utilized to create the utopia job for the student?Why would the proposed role and environment best fit the student’s strengths?What would be two to three specific boundaries, authority, role and tasks that would be a part of the utopian job?How does this job fit in with the four responsibilities of management: Planning, Organizing, Controlling and Leading?Introduction (20%)Is there a clear “Purpose Statement”?Does the introduction explain what the paper is about – the main points of analysis?Does it give a quick overview of the three to five points of analysis?Analysis (60%)Does the paper have three to five main points of analyzing how the organization did or did not evolve as explained in the text on how the chosen organization did or did not follow the theories presented?Does each of the main points have a citation back to the text with a page number and a direct (short – 3 to 5 words) quote?Conclusion (10%)Is the conclusion a clear and concise recap of the analysis?The conclusion can not bring in any new ideas!Does the conclusion tie into the first two or three sentences in thought?Process, Punctuation and Grammar (20%)Are all of the words spelled correctly?Are the correct words used?Is the wording smooth to read?Is proper grammar used?Does the paper follow APA Guidelines?Is the paper interesting?(See rubric on following pages)LearningOutcomeCriteriaEXEMPLARYPROFICIENTDEVELOPINGEMERGINGILOConnections to Experience or Among Disciplines40Synthesizes relationships among experiences outside of the formal classroom to deepen understanding of multiple fields of study and to broaden own points of view. Or Synthesizes hypothetical examples, facts, or theories from more than one field of study or perspective in a clear easy to understand manner to deepen understanding of multiple fields of study and to broaden own points of view.30Analyzes examples of life experiences, drawn from a variety of contexts , to illuminate concepts/theories/frameworks of fields of study.Or Analyzes hypothetical examples, facts, or theories from more than one field of study or perspective in a clear easy to understand manner.20Applies life experiences and academic knowledge to infer differences, as well as similarities, and acknowledge perspectives other than own.Or Describes hypothetical examples, facts, or theories from more than one field of study or perspective that is somewhat unclear or confusing. 10Explains connections between life experiences and those academic texts and ideas perceived as similar and related to own interests.Or Identifies hypothetical examples, facts, or theories from one field of study or perspective.ILOTransfer 40Synthesizes and applies skills, abilities, theories, or methodologies gained in one situation to explore complex issues and problem solve in an innovative way in a new situation. 30Analyzes skills, abilities, theories, or methodologies gained in one situation to problem solve or make revisions in a new situation. 20Applies skills, abilities, theories, or methodologies gained in one situation to contribute to the understanding of problems or issues in a new situation. 10Explains skills, abilities, theories, or methodologies gained in one situation that can be used in a new situation.ILOReflection and Self-Assessment 40Synthesizes, envisions and designs a “future” self that builds on experiences and continued learning that occurs across multiple and diverse contexts. 30Analyzes changes in own learning over time, including strengths and challenges, recognizing complex contextual factors that include, but not limited to working with ambiguity and risk, dealing with frustration and considering ethical frameworks with increasing self-awareness. 20Apply strengths and challenges in learning experiences, recognizing contextual factors that include, but not limited to working with ambiguity and risk, dealing with frustration and considering ethical frameworks with increasing self-awareness.10 Explains own learning experiences with general descriptors of strengths and challenges.CLOComprehend and apply management concepts and theories.40Thoroughly applies management concepts and integrates management concepts in details and five personal examples.30Somewhat applies management concepts and integrates concepts in details and personal examples.30Somewhat applies management concepts and somewhat integrates management concepts with a few details or examples.10Does not explain or apply management concepts. Does not supply and personal examples.CLOKnow current issues in organizations from a systems perspective.40Thoroughly applies systems perspective in personal applications details and gives examples for an ideal organization. Explains how this organizational structure would meet “utopia” standards.30Somewhat applies systems perspective in personal applications details and gives examples for an ideal organization. Somewhat explains how this organizational structure would meet “utopia” standards.20Somewhat applies systems theory in somewhat unclear words and examples. Does not give enough detail about the ideal or utopia organization.10Does not explain systems theory and does not give examples of what would be a utopia job. Does not give enough detail about the ideal or utopia organization.CLOAnalyze management problems and opportunities and recommend solutions based upon knowledge of leadership, values and attitudes (both for self and others).40Thoroughly applies both opportunities and solutions for a specific situation. Clearly explains these opportunities for an organization as well as for self. Uses clear examples of leadership, values and attitudes.30Somewhat applies opportunities and solutions for a specific situation. With some detail explains these opportunities for an organization as well as for self. Uses somewhat clear examples of leadership, values and attitudes.20Somewhat applies either an opportunity or a solution for a somewhat unclear or very hypothetical situation. Uses somewhat clear examples of leadership, values and attitudes.10Does not explain an opportunity or a solution. Unclear or highly hypothetical situation. Uses unclear examples of leadership, values and attitudes.