Use the People/Planets/Profits model to identify what is within your sphere of influence in each of those different areas and how can you work towards improving your own performance in those areas. Present a model which breaks down things in your control regarding each of those three areas.
Choose one specific thing in each of those three areas that you can do to improve. What is that thing for each option?
Develop a more developed implementation strategy for one of those three things. What are some immediate steps you can take? What are more long-term actions that you could take?

Medium Essays:
Answer the following questions completely using material from class and the text. Be sure to address each part of each question. (25 points each)
In civil liberties law it often is important to determine whether a challenged practice involves governmental or private (that is, non-governmental) action. In terms of constitutional principles, why is the distinction between governmental and private action important? Use cases from class to support your answer and describe the significance of following cases in terms of governmental-private distinction. Rely on (at least) the following three cases in crafting your answer: (a) Shelley v. Kraemer; (b) Burton v Wilmington Parking Authority; (c) Moose Lodge v. Irvis.
What did the Supreme Court rule in Swann v. Charlotte-Mecklenburg (1971), the case involving the desegregation of schools in Charlotte, N.C.? What implications did the Court’s decision have for its treatment of school segregation in the North? Why?
Long Essay:
Read the following instructions carefully before beginning this portion of the exam.
The following is the memo your intern has drawn up detailing all the background, facts and some of the arguments in a case that has come before the Supreme Court. You have been assigned the opinion in this case. Your opinion should follow the example of previous court rulings; the most important and relevant facts should be identified, the issue(s) should be explicitly stated and each issue should be addressed in the body of the opinion.
Be sure to address all constitutional issues or problems presented by the hypothetical. Any attempt to circumvent substantive constitutional issues by using justiciability requirements to dismiss the case will result in a failing grade on this portion of the exam. If you find that this case fails a justiciability requirement, explain that issue and rule on that requirement, as well as the other substantive issues.
You may rule in which ever direction you wish–you are the justice and you carry a majority. But, you are expected to show knowledge of the issues, case law, and legal approaches. If you are not using recent precedents as the controlling precedents, then you should note those precedents and explain why this case is different–distinguish this case from older cases. If you are overturning precedent, then state what the precedent is and why this case calls for the reversal of Court doctrine. If you are following precedent, again state what the previous doctrine is, what parts are applicable and which are not. Basically, although you can be creative, you are expected to display your knowledge of the class material in a well-organized and well-argued essay. (50 points.)
Lennon v. McCartney
Scenario:
Mac McCartney, recently re-elected Superintendent of Public Instruction for the State of West Carolina has implemented an aggressive new admissions policy for all state funded community colleges, technical schools, junior colleges, and state universities. The stated goal of the policy is to address inequalities in higher education access for poor and minority communities across the state, though McCartney has publicly insisted that this is a “race-neutral” policy. West Carolina’s Constitution grants all authority over admissions policies in higher education to the Superintendent. The state’s population mirrors many other states, with sharp disparities between whites and minorities in income, wealth, and educational attainment. The state’s school districts are also among the most highly segregated in the nation, due in large part to a population that has remained quite residentially segregated among white, black, and latino communities.
Using a metric based on a combination of data – test scores, per pupil spending amounts, percent non-native English speaking, percent of households qualifying for state or federal assistance, percent of single parent households, and a composite of teacher evaluation scores – the policy requires that each year the state create a list of the 15 most “disadvantaged” school districts (which have typically been a few poor rural districts that vary in terms of racial composition, and several poor inner city districts that are overwhelmingly African American and Latino), and the rest are classified as “standard” districts (most typically suburban districts, which are also predominantly white). Similar to a program in Texas, if you graduate from any state high school in the top 10% of your class (based on grade point average), you are guaranteed admission to any state institution of higher education you choose to attend, so long as you meet the minimum SAT or ACT test score requirements for entrance to the school. However, if you graduate from a school on the “disadvantaged” district list anywhere in the top 20% of your class (again, based on grade point average) you have access to a scholarship to attend either a junior college, community college, or technical college of your choosing. The scholarship covers 80% of tuition and books, and provides a very small living stipend for two years. Students are expected to cover the remaining costs either with their own money, or through student loans. Those in the top 10% at “disadvantaged” schools can elect to take either the scholarship, or the guaranteed admission to a state university (without a scholarship, sufficient test scores permitting). Students can, of course, refuse to accept either. No state funded scholarship opportunity exists for students in schools in “standard” districts.
Over the first 3 years of the policy’s implementation, the program has seen a substantial drop in the admission of minority students to state universities applying directly out of high school. However, the number of minority students taking advantage of the scholarship and then transferring to state schools has actually led to a small but notable increase in the diversity of the student body at the universities. And there have been major increases in the diversity of the junior college, community college, and technical schools.
Though many white students from poor communities are also taking advantage of these scholarships, the vast majority of them are going to minorities – somewhere between 65-85% of those receiving scholarships have been minority students in each of the three years. It is also the case, however, that the remaining “seats” at all of these institutions have become more highly competitive and slightly more expensive (even at the technical colleges) as this program has added a lot of new pressures on enrollment and funding for schools. State universities and community colleges are free to create additional admissions requirements for their remaining seats as they see fit, within the legal requirements already outlined by the Supreme Court and consistent with the Superintendent’s policies. Most of the junior colleges and a few of the more rigorous technical schools use a “plus” system for admissions, giving some additional weight to qualified minority applicants in the name of increasing diversity on campus.
Leo Lennon is a white student from a lower-middle class family that graduated outside of the top 10% (but inside the top 20%) of his class in a “standard” school district. Thus, he was not guaranteed admission to a state school, nor was he eligible to receive any scholarships to attend junior college, community college, or technical school. He has also had his application rejected by the two top ranked state schools in the system. He has not applied for admission to any other state universities or colleges.
He has sued the Superintendent over the policy, claiming that 1) many students with lower G.P.A’s and test scores than him are being guaranteed admission to state schools, making this policy discriminatory; 2) that the scholarship system is also discriminatory, since he cannot have access to a state resource that other students (who may or may not actually be in greater disadvantage than he is) can access; and, 3) that the entire system is ultimately a disguised form of an unconstitutional race-based affirmative action system since it explicitly seeks to to single out and advantage minority students over white students by using “proxy” metrics. Further, Lennon argues that the impact of the policy has been to all but completely shut students like himself out of not only the state university, but even the junior and community colleges, which have raised their standards, costs, and continued to use “plus” systems for admitting racial minorities over white students. He claims that the entire impact has been to alter admissions policies in the state to all but exclude students like Leo who, using purely “neutral” categories of test scores and GPA, would have been easily able to attend one of the higher quality state schools, and would have had more affordable tuition without the impact of the scholarship program.
The State and the Superintended have continued to argue that this policy is not race-based, and is furthering a legitimate government interest in creating more equal access to higher education, and a more diverse student body. Though the data appears to show that the state has created a state-sponsored scholarship for minority students, this is simply an outcome of already-existing demographics. Further, the policy has actually produced some decrease in the number of 18 and 19 year old minority applicants to state universities. Finally, the use of the “plus” system in admissions for the remaining “seats” in schools is constitutionally defensible.
The State Supreme Court and Federal Appellate Courts have both ruled in favor of the of the state and the superintendents’ policy, claiming that this admissions policy, while quirky, is in fact neutral according to race and accomplishes a legitimate state interest. However, vociferous dissents have been written at each level claiming that the policy, both in design and in terms of the outcomes, does in fact discriminate on the basis of race (in addition to both where one happens to live and their socioeconomic economic standing). Thus, this policy requires strict scrutiny and, ultimately, to be declared an unconstitutional violation of Lennon’s rights, due to the arbitrary nature of the admissions and scholarship awarding processes. Both of these dissents have also taken aim at the continued use of the “plus” system itself for admissions for the remaining seats at the colleges, indicating these should also be declared unconstitutional.

Q1) What are the resources and capabilities required to compete in the street food market segment and why? (Word limit: 250; points= 8)
Q2) What are the core competencies of Wil’s Grill? (Word limit: 100; points= 4)
Q3) How do the necessary core competencies, resources, and capabilities compare between the street food and the catering market segment? When answering this question, specifically concentrate on the following questions:
a) What is required to effectively compete in the catering market segment?
b) Which ones are transferable from the street food to the catering segment?
c) What gaps exist if John decides to enter into the catering segment with his current core competencies, resources, and capabilities?
d) How will John acquire and develop the missing core competencies, resources, and capabilities if he enters the catering segment? (Word limit: 600 words. 4+4+5+5=18 points)

Leadership and Supervision Self-Reflection
Assignment Overview
As a professional social worker, you have many opportunities to
take leadership roles. Evaluating your own skills as a supervisor and
leader helps prepare you for future roles as supervisors and leaders in
the field of social work. This assignment gives you the opportunity to
evaluate some of your capacities as a leader and supervisor.
By successfully completing this assignment, you demonstrate your
proficiency in the following EPAS and advanced generalist specialized
behaviors:
Competency 1: Demonstrate Ethical and Professional Behavior.
C1.SP.A: Apply professional use of self and leadership skills with colleagues, clients, groups, organizations, and communities.
Related Assignment Criterion:
5. Reflect on personal strengths and challenges related to social work leadership and supervision best practices.
C1.SP.C: Integrate the ethical and effective use of technology
at all levels of practice in the specialization of advanced generalist
social work with individuals, families, groups, organizations, and
communities.
Related Assignment Criterion:
4. Apply collaborative leadership skills to train
supervisees in the effective use of technology in the delivery of social
services.
Competency 2: Engage Diversity and Difference in Practice.
C2.SP.A: Analyze dimensions and differentiation in diversity
and apply the influence of relationships and affective reactions to
intervention techniques and technologies with diverse clients, families,
groups, organizations, and communities.
C2.SP.B: Apply leadership skills, theoretical frameworks,
decision making and best-practice interventions with diverse
populations.
Related Assignment Criterion:
3. Create a summary of best practices in leadership
and supervision that integrates leadership theories including
transformational and either critical or conflict theory, and includes
culturally competent practice.
Competency 4: Engage in Practice-Informed Research and Research-Informed Practice.
C4.SP.A: Apply leadership skills, decision making, and the use
of technology to inform evidence-based research practice to develop,
implement, evaluate, and communicate interventions across the
specialization of advanced generalist practice settings.
C4.SP.B: Apply leadership skills, decision making, and the use
of technology to inform evidence-based program evaluation to develop,
implement, evaluate, and communicate interventions across the
specialization of advanced generalist practice settings.
Related Assignment Criterion:
2. Apply transformational leadership theory and other
leadership theories, such as critical or conflict theory, to inform
best practices.
Competency 5: Engage in Policy Practice.
C5.SP.A: Apply leadership skills and decision making as social
change agents to collaborate with clients, colleagues, and identified
stakeholders to advance social and economic well-being in the delivery
of effective and technology-assisted social work services to
individuals, families, groups, organizations, and communities.
Related Assignment Criterion:
4. Apply collaborative leadership to train supervisees
in the effective use of technology in the delivery of social work
services to individuals, families, groups, organizations, and
communities.
Competency 6: Engage With Individuals, Families, Groups, Organizations, and Communities.
C6.SP.B: Apply and integrate theories of human behavior and the
social environment in the specialization of advanced generalist
practice when engaging with individuals, families, groups,
organizations, and communities.
Related Assignment Criterion:
1. Identify qualities of a successful supervisor and leader based on theories of human behavior.
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities.
C7.SP.B: Apply and integrate theories of human behavior and the
social environment in the specialization of advanced generalist
practice when assessing individuals, families, groups, organizations,
and communities.
Related Assignment Criterion:
1. Identify qualities of a successful supervisor and leader based on theories of human behavior.
Competency 8: Intervene With Individuals, Families, Groups, Organizations, and Communities
C8.SP.B: Apply and integrate theories of human behavior and the
social environment in the specialization of advanced generalist
practice interventions with individuals, families, groups,
organizations, and communities.
Related Assignment Criterion:
1. Identify qualities of a successful supervisor and leader based on theories of human behavior.
Competency 9: Evaluate Practice With Individuals, Families, Groups, Organizations, and Communities.
C9.SP.B: Apply and integrate theories of human behavior and the
social environment in the specialization of advanced generalist
practice evaluation with individuals, families, groups, organizations,
and communities.
Related Assignment Criterion:
1. Identify qualities of a successful supervisor and leader based on theories of human behavior.
Assignment Description
For this assignment, synthesize theory, research, and best
practices to determine effective supervisor and leadership skills, then
evaluate yourself as a supervisor and leader.
Assignment Instructions
Be sure to familiarize yourself with all of the aspects of the
assignment. Complete the paper using the sections of content as
identified below. Use your text, previous readings in the course, and
additional scholarly articles. Also use the NASW Code of Ethics, the
NASW and ASWB Best Practice Standards in Social Work Supervision, and
the NASW Standards and Indicators for Cultural Competency in Social Work
Practice as you prepare the paper. Synthesize these resources into each
section, as needed, to formulate your construct of best practices in
leadership and supervision. The last section completes the paper with a
self-reflection of your current level of leadership and supervision
skills. Be sure to satisfy the additional requirements as you complete
the paper.
Section 1
Select the important aspects of leadership and supervision, from
your research, that you want to use in designing best practices in
supervision and leadership.
Identify qualities of a successful supervisor and leader based on theories of human behavior.
Research leadership and supervision skills and qualities based on
theories of human behavior. Think in terms of theoretical bases that
contribute to the success of social work supervisors. What are the
qualities and skills that help a supervisor with their day-to-day
duties? What are the qualities and skills that help with higher-level
planning for an organization? Identify the theory(ies) of human behavior
you select to align best with these supervisor and leader skills.
Apply transformational leadership theory
and other leadership theories, such as critical or conflict theory, to
inform best practice.
Identify the aspects of transformational leadership theory and
critical or conflict theory that you see as most important in
establishing in leadership and supervision best practices.
In this section, also identify the components from NASW Code of
Ethics, the NASW and ASWB Best Practice Standards in Social Work
Supervision, and the NASW Standards and Indicators for Cultural
Competency in Social Work Practice that you want to include in your
synthesis of best practices in supervision and leadership.
Section 2
Create a summary of best practices in
leadership and supervision that integrates leadership theories including
transformational and either critical or conflict theory, and includes
culturally competent practice.
Synthesize the research content that you identified in Section 1
into the categories below to inform the model of best practices that you
create.
Developing effective organizational and interpersonal communication skills.
Managing time and tasks effectively.
Managing different personalities and conflict, hiring, performance evaluation, disciplinary action, and termination.
Maintaining ethics, confidentiality, and liability.
Practicing professional development, self-care, personal reflection, and self-correction.
Developing and managing an effective culturally competent practice including organizational culture and environment.
Section 3
Identify collaborative leadership skills
to train supervisees in the effective use of technology in the delivery
of social services.
In Section 3, continue to use the research that you identified in
Section 1 to identify best practices of a collaborative leader in
training supervisees in the effective use of technology.
Section 4
Reflect on personal strengths and challenges related to social work leadership and supervision best practices.
Conduct a thorough yet concise self-reflection related to best
practices you designed in Section 3. What are your areas of strength?
What areas do you find challenging? Be specific in your analysis and use
examples.
Additional Requirements
The assignment you submit is expected to meet the following requirements:
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are
formatted according to current APA style and formatting standards.
Include a title page, reference page, headers, and appendices as
applicable. Reference any appendices as needed within your paper.
Cited resources: Minimum of five scholarly sources. All literature cited should be current, with publication dates within the past five years.
Length of paper: Minimum of 7 double-spaced pages.
Font and font size: Times New Roman, 12 point.
Resources
National Association of Social Workers and Association of Social Work Boards. (2013). Best practice standards in social work supervision [PDF]. Available from https://www.socialworkers.org
National Association of Social Workers. (2017). Code of Ethics. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
National Association of Social Workers. (2015). Standards and indicators for cultural competence in social work practice [PDF]. Available from https://www.socialworkers.org/

Prompts
Given what we know about governmental process, is it more common for public policy to stay the same or change quickly? Why? In your answer, make sure and lay out in which stages of the policy process these reasons arise, highlight some reasons for this under both divided and unified government, and whether we see differences in domestic versus foreign policy.
Highlight the types of benefits politicians and bureaucrats receive from interest groups. What is the pluralist defense of interest groups? What might undermine this perspective? Why might it not be so bad? Describe the difference between insider and outsider lobbying tactics. What types of interest groups generally use each? Under what circumstances will one by more impactful than the other?
Where does public opinion come from? Discuss its cognitive foundations and how socialization produces these. Why might aggregate public opinion be ok (that is, rational), even if people don’t know a lot about politics? Why not – what might undermine these mechanisms?
How do we best measure public opinion? Describe important differences between focus groups, nonscientific polling, and scientific polling, including their benefits and drawbacks. Which is best for accurately measuring public opinion? Why? How might this type still have problems of accuracy?
How is the US media unique from other countries? What impact have these differences had on the media’s interaction with politics? How has the media evolved over our nation’s history through the eras we discuss? How “good” is today’s media, in your opinion?
What factors influence how the media covers political issues? How do these standards influence the way the public thinks about policy problems, political events, and electoral contests? What could the media do to improve how Americans think about such important political problems? Make sure and describe the five impacts of the modern media. Which of these five is least likely to occur? Why?
Consider the four normative standards we discuss re: elections. In your opinion, does the US system of elections generally meet each of these? If so, why? If not, which ones are not met? Why? Make sure and engage with some of the debates we engage with over money in politics, electoral reforms, voter competency, etc.
What are the four goals/tactics of a campaign we discuss, and why do these matter? What types of factors explain an individual voter’s probability of turning out to vote? What could be done to increase voter turnout? Why, and under what conditions, would these strategies work? How do voters decide what/whom to vote for? Which factors are most important, and how does this vary across types of elections?
What makes a “good” answer to each prompt that would earn full credit?
Your answers should…
include all parts of the question, as applicable
include an appropriate set and number of examples, if required
clearly demonstrate an understanding of the concepts in the question
not include irrelevant information
be in your own words
not have any major factual errors
represent original work and is not copied from other sources, including other student answers
be written in sentence form
not have major grammatical or spelling errors
be organized and easy to follow
Note: Since I am an international student who just came to the US for two years, please avoid using specific examples from daily life. Using context in the textbook is OK.