Tag: Paper Writing

1 U-v’vl 3. Read an essay that is posted on meysayjhlgg?m. a. Is the writer agreeing, disagreeing, or both? Where do you see the writer doing this? Point to a particular sentence or passage. b. How connected is the writer’s argument (“I say”) to the larger conversation (“they say”)? c. If the writer is disagreeing, how considerate is the writer to the views being rebutted? Why do you think being considerate while disagreeing is important in academic writing?

1 . Briefly explain the following approaches to service delivery:
?      strengths-based
?      rights-based
?      person-centred
?      needs-based
2 .  It is commonly accepted that behaviour change occurs in stages or steps. What are the five stages?
3.What are the goals of privacy legislation and principles?
4.What do formal meetings involve? What are the characteristics of successful meetings?
5.Your clients require information about their rights of appeal and avenues of complaint. What information do you need to give them
6.Provide five examples of legislation that might apply to your work.
7 .Within the community services sector there are diverse client populations who require special considerations due to their history and needs. List and describe at least five client populations who are likely to have specialised considerations, protocols, history, and needs.
8.List at least five pieces of information you might need from the families of clients
9.You need to be able to question your clients effectively. What questioning techniques could you use?
10.When a case is being transferred to another agency, what documentation needs to be completed by the receiving agency? What documentation needs to be transferred to the receiving agency? How quickly should this be done? Discuss  and list at least five types of document or records that might be included.
11.List five areas that can be evaluated as part of monitoring and reviewing case management practices.
12.How do you find out what services are available to your clients?
13.What are the rights, roles and responsibilities of case managers?
14.What is the impact of values systems of worker, client and key stakeholder on outcomes?
15.Why are performance evaluations important to organisations with a role in the case management process?

Hard-Won Liberty Name: Date: Unit Test Read the passage and choose the best answer to each question. from Letter to Lincoln by James Henry Gooding Morris Island, S.C. September 28, 1863 Your Excellency, Abraham Lincoln: 1 Your Excellency will pardon the presumption ofan humble individual like myself, in addressing you, but the earnest solicitation1 of my comrades in arms besides the genuine interest felt by myself in the matter is my excuse, for placing before the Executive head of the Nation our Common Grievance. 2 On the 6th of the last Month, the Paymaster of the Department informed us, that if we would decide to receive the sum ofSlO (ten dollars) per month, he would come and pay us that sum, but that, on the sitting2 of Congress, the Regt. [regiment] would, in his opinion, be allowed the other 3 (three). He did not give us any guarantee that this would be, as he hoped; certainly he had no authority for making any such guarantee, and we cannot suppose him acting in any way interested. 3 Now the main question is, are we Soldiers, or are we Laborers? We are fully armed, and equipped, have done all the various duties pertaining to a Soldier’s life, have conducted ourselves to the complete satisfaction ofGeneral Officers, who were, if anything, prejudiced against us, but who now accord us all the encouragement and honors due us; have shared the perils and labor of reducing the first stronghold that flaunted a Traitor Flag; and more, Mr. President, today the Anglo Saxon Mother, Wife, or Sister are not alone in tears for departed Sons, Husbands, and Brothers. The patient, trusting descendant of Africa’s Clime have dyed the ground with blood, in defence of the Union, and Democracy. Men, too, your Excellency, who know in a measure the cruelties of the iron heel of oppression, which in years gone by, the very power their blood is now being spilled to maintain, ever ground them in the dust. 4 But when the war trumpet sounded o’er the land, when men knew not the Friend from the Traitor, the black man laid his life at the altar of the Nation, and he was refused. When the arms of the Union were beaten, in the first year of the war, and the Executive called for more food for its ravenous maw,3 again the black man begged the privilege ofaiding his country in her need, to be again refused. 5 And now he is in the War, and how has he conducted himself? Let their dusky forms rise up, out of the mires of James Island, and give the answer. Let the rich mould around Wagner’s parapet” be upturned, and there will be found an eloquentanswer. Obedient and patient and solid as a wall are they. All we lack is a paler hue and a better acquaintance with the alphabet. 6 Now your Excellency, we have done a Soldier’s duty. Why can’t we have a Soldier’s pay? You caution the Rebel Chieftain, that the United States knows no distinction in her soldiers. She insists on having all her soldiers of whatever creed or color, to be treated according to the usages of War. Now if the United States exacts uniformig of treatment of her soldiers from the insurgents, would it not be well and consistent to set the example herself by paying all her soldiers alike? 7 We of this Regt. were not enlisted under any “contra ba nd” act. But we do not wish to be understood as rating our service of more value to the Government than the service of the ex—slave. Their service is undoubtedly worth much to the Nation, but Congress made express provision touching their case, as slaves freed by military necessity, and assuming the Government to be their temporary Guardian. Not so with us. Freemen by birth and consequently having the advantage of thinking and acting for ourselves so far as the Laws would allow us, we do not consider ourselves fit subjects for the Contraband act. 1solicitation: repeated request Isitting: legislative session Emaw: the mouth or jaws ofa hungry animal dWagner’s parapet: Fort Wagner, located on Morris Island, protected South Carolina’s Charleston harbor. In July 1863, Gooding’sregiment attacked the fort. A parapet is an earthen or stone embankment that protects soldiers from enemy ?re. Grade 10 1 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 8 We appeal to you, Sir, as the Executive of the Nation, to have us justly dealt with. The Regt. do pray that they be assured their service will be fairly appreciated by paying them as American Soldiers, not as menial hirelings. Black men, you may well know, are poor; three dollars per month, for a year, will supply their needy wives and little ones with fuel. Ifyou, as Chief Magistrate of the Nation, will assure us of our whole pay, we are content. Our Patriotism, our enthusiasm will have a new impetus,5 to exert our energy more and more to aid our Country. Not that our hearts ever flagged in devotion, spite the evident apathy displayed in our behalf, but we feel as though our country spurned us, now we are sworn to serve her. Please give this a moment’s attention. James Henry Good ing 5impetus: something thatincites or urges on,’ a stimulus 1 What is the author’s purpose for writing the letter? to report on the battle at Fort Wagner to describe the patriotism of the Black soldiers to tell President Lincoln how much he is respected to request that Black soldiers have the same pay as white soldiers 2 In which two excerpts does the author use parallelism to advance his purpose? Your Excellency will pardon the presumption of an humble individual like myself, . . . (paragraph 1) He did not give us any guarantee that this would be, as he hoped; . . . (paragraph 2) We are fully armed, and equipped, have done all the various duties pertaining to a Soldier’s life, . . . (paragraph 3) Let their dusky forms rise up. . . . Let the rich mould around Wagner’s parapet be upturned, . . . (paragraph 5) Our patriotism, our enthusiasm, will have a new impetus, . . . (paragraph 8) Grade 10 2 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 8 We appeal to you, Sir, as the Executive of the Nation, to have us justly dealt with. The Regt. do pray that they be assured their service will be fairly appreciated by paying them as American Soldiers, not as menial hirelings. Black men, you may well know, are poor; three dollars per month, for a year, will supply their needy wives and little ones with fuel. Ifyou, as Chief Magistrate of the Nation, will assure us of our whole pay, we are content. Our Patriotism, our enthusiasm will have a new impetus,5 to exert our energy more and more to aid our Country. Not that our hearts ever flagged in devotion, spite the evident apathy displayed in our behalf, but we feel as though our country spurned us, now we are sworn to serve her. Please give this a moment’s attention. James Henry Good ing 5impetus: something thatincites or urges on,’ a stimulus 1 What is the author’s purpose for writing the letter? to report on the battle at Fort Wagner to describe the patriotism of the Black soldiers to tell President Lincoln how much he is respected to request that Black soldiers have the same pay as white soldiers 2 In which two excerpts does the author use parallelism to advance his purpose? Your Excellency will pardon the presumption of an humble individual like myself, . . . (paragraph 1) He did not give us any guarantee that this would be, as he hoped; . . . (paragraph 2) We are fully armed, and equipped, have done all the various duties pertaining to a Soldier’s life, . . . (paragraph 3) Let their dusky forms rise up. . . . Let the rich mould around Wagner’s parapet be upturned, . . . (paragraph 5) Our patriotism, our enthusiasm, will have a new impetus, . . . (paragraph 8) Grade 10 2 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 3 This question has two parts. First, answer Part A. Then, answer Part B. Part A Read the excerpt from paragraph 3. . . . General Officers, who were, if anything, prejudiced against us, but who now accord us all the encouragement and honors due us; have shared the perils and labor of reducing the first stronghold that flaunted a Traitor Flag; . . . What is the denotative meaning of the word flaunted in paragraph 3? signaled with set fire to waved grandly secretly hid Part B What is the connotative effect of using the word flaunted in paragraph 3? It shows no feeling toward the enemy flag. It shows contempt for the enemy flag. It shows jealousy of the enemy flag. It shows respect for the enemy flag. 4 This question has two parts. First, answer Part A. Then, answer Part B. Part A How does the author reveal his claim in paragraph 6? He asks a rhetorical question about getting paid as a soldier. He addresses the president with respect and reverence. He summarizes the soldierly actions of the Black regiment. He uses varied sentence structures for emphasis. Part B H” in the circle before the highlighted phrase that acts as the claim. Now your Excellency, we have done a Soldier’s duty. Why can’t we have a Soldier’s pay? You caution the Rebel Chieftain, that the United States knows no distinction in her soldiers. She insists on having all her soldiers of whatever creed or color, to be treated according to the usages of War. Now if the United States exacts uniformity of treatment of her soldiers from the insurgents, would it not be well and consistent to set the example herself by paying all her soldiers alike? Grade 10 3 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 3 This question has two parts. First, answer Part A. Then, answer Part B. Part A Read the excerpt from paragraph 3. . . . General Officers, who were, if anything, prejudiced against us, but who now accord us all the encouragement and honors due us; have shared the perils and labor of reducing the first stronghold that flaunted a Traitor Flag; . . . What is the denotative meaning of the word flaunted in paragraph 3? signaled with set fire to waved grandly secretly hid Part B What is the connotative effect of using the word flaunted in paragraph 3? It shows no feeling toward the enemy flag. It shows contempt for the enemy flag. It shows jealousy of the enemy flag. It shows respect for the enemy flag. 4 This question has two parts. First, answer Part A. Then, answer Part B. Part A How does the author reveal his claim in paragraph 6? He asks a rhetorical question about getting paid as a soldier. He addresses the president with respect and reverence. He summarizes the soldierly actions of the Black regiment. He uses varied sentence structures for emphasis. Part B H” in the circle before the highlighted phrase that acts as the claim. Now your Excellency, we have done a Soldier’s duty. Why can’t we have a Soldier’s pay? You caution the Rebel Chieftain, that the United States knows no distinction in her soldiers. She insists on having all her soldiers of whatever creed or color, to be treated according to the usages of War. Now if the United States exacts uniformity of treatment of her soldiers from the insurgents, would it not be well and consistent to set the example herself by paying all her soldiers alike? Grade 10 3 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 5 Fill in the circles before four highlighted words or phrases in paragraph 6 that provide context clues for the meaning of the word uniformity. Now your Excellency, we have done a Soldier’s duty. Why can’t we have a Soldier’s pay? You caution the Rebel chieftain, that the United States knows no distinction in her soldiers. She insists on having all her soldiers of whatever creed or color, to be treated according to the usages of War. Now if the United States exacts uniformity of treatment of her soldiers from the insurgents, would it not be well and consistent to set the example herself by paying all her soldiers alike? 6 How does the author’s use of the phrases iron heel of oppression in paragraph 3 and menial hirelings in paragraph 8 support the author’s persuasive tone? by reinforcing the injustices of slavery by indicating that performing menial labor is a form of oppression by implying that Black men will always be oppressed by performing unskilled labor by transferring emotions felt about slavery to injustices faced by free Black soldiers 7 To which column does each excerpt that illustrates a persuasive appeal belong? Write the letter of the excerpt under the appeal it illustrates. —”” But when the war trumpet sounded o’er the land, when men knew not the Friend from the Traitor. . . (paragraph 4) . . . would it not be well and consistent to set the example herself by paying all her soldiers alike? (paragraph 6) . . . to have usjustly dealt with. (paragraph 8) Black men, you may well know, are poor; three dollars per month, for a year, will supply their needy wives and little ones with fuel. (paragraph 8) Grade 10 4 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 8 What reason does the author give to support his main claim? Black soldiers should be paid to make up for forced labor. Black men were refused the right to fight for the Union. Black soldiers have fulfilled the requirements of a soldier’s duty. Black men were required to fight based on the Contraband Act. 9 What type of evidence does the author mostly use to produce a convincing argument? personal experiences and analogies statistical facts and information appeals to the president’s emotions references to authoritative sources 10 What can you infer about the time period when this letter was written, based on the information provided in this passage and your own background knowledge? Cite text evidence to support your answer. Grade 10 5 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test Read the passages and choose the best answer to each question. Passage 1: from Narrative of the Life of Frederick Douglass, an American Slave Autobiography by Frederick Douglass 1 Very soon after I went to live with Mr. and Mrs. Auld, she very kindly commenced to teach me the A, B, C. After I had learned this, she assisted me in learning to spell words of three or four letters. Just at this point of my progress, Mr. Auld found out what was going on, and at once forbade Mrs. Auld to instruct me further, telling her, among other things, that it was unlawful, as well as unsafe, to teach a slave to read. . .. 2 “Now,” said he, “if you teach [him] (speaking of myself) how to read, there would be no keeping him. It would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master. As to himself, it could do him no good, but a great deal of harm. It would make him discontented and unhappy.” These words sank deep into my heart, stirred up sentiments within that lay slum bering, and called into existence an entirely new train of thought. It was a new and special revelation, explaining dark and mysterious things, with which my youthful understanding had struggled, but struggled in vain. | now understood what had been to me a most perplexing difficulty—to wit, the white man’s power to enslave the black man. It was a grand achievement, and | prized it highly. From that moment, I understood the pathway from slavery to freedom. It wasjust what I wanted, and I got it at a time when l the least expected it. Whilst I was saddened by the thought of losing the aid of my kind mistress, l was gladdened by the invaluable instruction which, by the merest accident, I had gained from my master. Though conscious of the difficulty of learning without a teacher, I set out with high hope, and a fixed purpose, at whatever cost of trouble, to learn how to read. The very decided manner with which he spoke, and strove to impress his wife with the evil consequences of giving me instruction, served to convince me that he was deeply sensible of the truths he was uttering. It gave me the best assurance that I might rely with the utmost confidence on the results which, he said, would flow from teaching me to read. What he most dreaded, that | most desired. What he most loved, that | most hated. That which to him was a great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn. In learning to read, I owe almost as much to the bitter opposition of my master, as to the kindly aid of my mistress. I acknowledge the benefit of both. Passage 2: from Clotel; or, The President’s Daughter: A Narrative of Slave Life Fiction by William Wells Brown 1 We have seen Clotel sold to Mr. French in Vicksburgh, her hair cut short, and everything done to make her realise her position as a servant. Then we have seen her re-sold, because her owners feared she would die through grief. As yet her new purchaser treated her with respectful gentleness, and sought to win her favour by flattery and presents, knowing that whatever he gave her he could take back again. But she dreaded every moment lest the scene should change, and trembled at the sound of every footfall. At every interview with her new master Clotel stoutly maintained that she had left a husband in Virginia, and would never think of taking another. . . . In the same house with her was another servant, a man, who had from time to time hired himselffrom his master. William was his name. He could feel for Clotel, for he, like her, had been separated from near and dear relatives, and often tried to console the poor woman. One day the quadroon1 observed to him that her hair was growing out again. “Yes,” replied William, “you looka good deal like a man with your short hair.” “Oh,” rejoined she, “I have often been told that I would make a better looking man than a woman. |f| had the money,” continued she, “I would bid farewell to this place.” In a moment more she feared that she had said too much, and smilingly remarked, “I am always talking nonsense.” William was a tall, full-bodied negro, whose very countenance beamed with intelligence. quadroon: a person having white ancestors except for one Black grandparent. The term was u sed especially as a classi?cation under certain European colonial legal wstem s and is now considered offensive. Grade 10 6 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test Beinga mechanic, he had, by his own industry, made more than what he paid his owner; this he laid aside, with the hope that some day he might get enough to purchase his freedom. He had in his chest one hundred and fifty dollars. His was a heart that felt for others, and he had again and again wiped the tears from his eyes as he heard the story of Clotel as related by herself. “If she can get free with a little money, why not give her what I have?” thought he, and then he resolved to do it. An hour after, he came into the quadroon’s room, and laid the money in her lap, and said, “There, Miss Clotel, you said if you had the means you would leave this place; there is money enough to take you to England, where you will be free. You are much falrer than many of the white women of the South, and can easily pass for a free white lady.” At first Clotel feared that it was a plan by which the negro wished to try her fldelig to her owner; but she was soon convinced by his earnest manner, and the deep feeling with which he spoke, that he was honest. “I will take the money only on one condition,” said she; “and that lS, that l effect your escape as well as my own.” “How can that be done?” he inquired. “I will assume the disguise of a gentleman and you that ofa servant, and we will take passage on a steamboat and go to Cincinnati, and thence to Canada.” Here William put in several objections to the plan. He feared detection, and he well knew that, when a slave is once caught when attempting to escape, if returned is sure to be worse treated than before. However, Clotel satisfied him that the plan could be carried out if he would only play his part. 2 The resolution was taken, the clothes for her disguise procured, and before night everything was in readiness for their departure. That night Mr. Cooper, their master, was to attend a party, and this was their opportunity. William went to the wharf to look out for a boat, and had scarcely reached the landing ere he heard the puffing of a steamer. He returned and reported the fact. Clotel had already packed her trunk, and had only to dress and all was ready. In less than an hour they were on board the boat. Under the assumed name of “Mr. Johnson,” Clotel went to the clerk’s office and took a private state room for herself, and paid her own and servant’s fare. Besides being attired in a neat suit of black, she had a white sllk handkerchief tied round her chin, as if she was an invalid. A pair of green glasses covered her eyes; and fearing that she would be talked to too much and thus render her liable to be detected, she assumed to be very ill. On the other hand, William was playing his part well in the servants’ hall; he was talking loudly of his master’s wealth. Nothing appeared as good on the boat as in his master’s fine mansion. . . . After a passage of seven days they arrived at Louisville, and put up at Gough’s Hotel. Here they had to await the departure of another boat for the North. They were now in their most critical position. They were still in a slave state, and John C. Calhoun, a distinguished slave-owner, was a guest at this hotel. They feared, also, that trouble would attend their attempt to leave this place for the North, as all persons taking negroes with them have to give ball that such negroes are not runaway slaves. The law upon this point is very stringent: all steamboats and other public conveyances are liable to a fine for every slave that escapes by them, besides paying the full value for the slave… . The fugitives had now passed the Rublcon?and the next place at which they would land would be in a Free State. Clotel called William to her room, and said to him, “We are now free, you can go on your way to Canada, and I shall go to Virginia in search of my daughter.” The announcement that she was going to risk her liberty in a Slave State was unwelcome news to William. With all the eloquence he could command, he tried to persuade Clotel that she could not escape detection, and was only throwing her freedom away. But she had counted the cost, and made up her mind for the worst. In return for the money he had furnished, she had secured for him his liberty, and their engagement was at an end. 2passed the Rubicon: taken a step from which there was no turning back Grade 10 7 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test Passage 3: from Fugitive Slave Rescue in Troy News article from the Troy Whig 1 Yesterday afternoon, the streets of this city and West Troy were made the scenes of unexampled excitement. For the first time since the passage of the Fugitive Slave Law,1 an attempt was made here to carry its provisions into execution, and the result was a terrific encounter between the officers and the prisoner’s friends, the triumph of mob law, and the final rescue of the fugitive. Our city was thrown into a grand state of turmoil, and for a time every other topic was forgotten, to give place to this new excitement. People did not think last evening to ask who was nominated at Charleston, or whether the news of the Heenan and Sayers battle had arrived—everything was merged into the fugitive slave case, of which it seems the end is not yet. 2 Charles Nalle, the fugitive, who was the cause of all this excitement, was a slave on the plantation of B. W. Ha nsborough, in Culpepper County, Virginia, till the 19th of October, 1858, when he made his escape, and went to live in Columbia, Pennsylvania. A wife and five children are residing there now. Not long since he came to Sandlake, in this county, and resided in the family of Mr. Crosby until about three weeks ago. Since that time, he has been employed as coachman by Uri Gilbert, Esq., of this city. He is about thirty years ofage, tall, qulte light— complexioned, and good-looking. He is said to have been an excellent and faithful servant. 3 At Sandlake, we understand that Nalle was often seen by one H. F. Averill, formerly connected with one of the papers of this city, who communicated with his reputed owner in Virginia, and gave the information that led to a knowledge of the whereabouts of the fugitive. Averill wrote letters for him, and thus obtained an acquaintance with his history. Mr. Hansborough sent on an agent, Henry J. Wall, by whom the necessary papers were got out to arrest the fugitive. 4 Yesterday morning about 11 o’clock, Charles Nalle was sent to procure some bread for the family by whom he was employed. He failed to return. At the baker’s, he was arrested by Deputy United States Marshal J. W. Holmes, and immediately taken before United States Commissioner Miles Beach. The son of Mr. Gilbert, thinking it strange that he did not come back, sent to the house of William Henry, on Division Street, where he boarded, and his whereabouts was discovered. 5 The examination before Commissioner Beach was quite brief. The evidence of Averill and the agent was taken, and the Commissioner decided to remand Nalle to Virginia. The necessary papers were made out and given to the Marshal. 1Fugitive Slave Law: a law passed in 1850 that required the United States federal government to assist slaveholders in recapturing enslaved persons who had escaped 1 Read the sentence from paragraph 2 of Passage 1. From that moment, I understood the pathway from slavery to freedom. How does this excerpt reveal the overall structure of the text? It reveals the outcome from an earlier event, indicating a ca use-a nd-effect structure. It makes a comparison, indicating a compare-and-contrast structure. It identifies a solution to a problem, indicating a problem/solution structure. It describes the author’s thoughts, indicating a description structure. Grade 10 8 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 12 Read the two excerpts from paragraph 2 of Passage 1. “Now,” said he, “if you teach [him ] (speaking of myself) how to read, there would be no keeping him. ” i now understood what had been to me a most perplexing dif?culty—t0 wit, the white man’s power to enslave the black man. it was a grand achievement, and l prized it highly. Which three ideas connected in these excerpts develop the author’s idea that white people’s power over Black people depended on keeping them illiterate? reading, freedom, and power reading, achievement, and power problem solving, reading, and achievement problem solving, achievement, and slavery 13 This question has two parts. First, answer Part A. Then, answer Part B. Part A Read the excerpt from paragraph 2 in Passage 1. . . . lset out with high hope, and afixed purpose, at whatever cost of trouble, to learn how to read. The very decided manner with which he spoke, and strove to impress his wife with the evil consequences of giving me instruction, served to convince me that he was deeply sensible of the truths he was uttering. it gave me the best assurance thatl might rely with the utmost confidence on the results which, he said, would flow from teaching me to read. What he most dreaded, thatl most desired. What he most loved, that I most hated. That which to him was a great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn. Which word best describes the tone of the excerpt? arrogant compliant grateful determined Grade 10 9 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test Part B Which two phrases from paragraph 2 of Passage 1 convey the tone identified in Part A? set out with high hope cost of trouble utmost confidence on the results he so warmly urged carefully shunned 14 What is the author indirectly alluding to by using the phrase the pathwayfrom slavery tofreedom in paragraph 2 of Passage 1? the ability to read going to school buying freedom defiance of slaveholders 15 Read this excerpt from paragraph 2 of Passage 1. “Now,” said he, “if you teach [him] (speaking of myself) how to read, there would be no keeping him. it would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master. As to himself, it could do him no good, but a great deal of harm. it would make him discontented and unhappy. ” These words sank deep into my heart, stirred up sentiments within that lay slumbering, and called into existence an entirely new train of thought. it was a new and special revelation, explaining dark and mysterious things, with which my youthful understanding had struggled, but struggled in vain. How does the author structure ideas in this excerpt? by relating an elaborate sequence of events and then suggesting a theme by describing a problem caused by literacy and then explaining the solution by presenting a claim made by Mr. Auld and then stating evidence that supports it by stating words spoken by Mr. Auld and then explaining the effect they had on him Grade 10 10 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 16 Read this excerpt from paragraph 2 of Passage 1. What he most dreaded, that l most desired. What he most loved, that I most hated. That which to him was a great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn. How does the author use rhetorical devices to convey his meaning? Antithesis emphasizes the contrast between Douglass’s and Auld’s perspectives. Parallel structures imply common ground between Douglass’s and Auld’s ideas. An appeal to emotions helps Douglass persuade readers that slavery is wrong. A shift in tone helps readers see that Douglass actually values freedom. 17 Fill in the circle before the highlighted phrase in paragraph 1 of Passage 2 that creates a defiant tone. We have seen Clotel sold to Mr. French in Vicksburgh, her hair cut short, and everything done to make her realise her position as a servant. Then we have seen her re-sold, because her owners feared she would die through grief. As yet her new purchaser treated her with respectful gentleness, and sought to win her favour by flattery and presents, knowing that whatever he gave her he could take back again. But she dreaded every moment lest the scene should change, and trembled at the sound of every footfall. At every interview with her new master Clotel stoutly maintained that she had left a husband in Virginia, and would never think of taking another. Grade 10 11 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 18 Read this excerpt from paragraph 1 of Passage 2. William was his name. He could feel for Clotel, for he, like her, had been separated from near and dear relatives, and often tried to console the poor woman. One day the quadroon observed to him that her hair was growing out again. “Yes,” replied William, “you look a good deal like a man with your short hair.” “Oh,” rejoined she, “l have often been told that I would make a better looking man than a woman. If I had the money,” continued she, “l would bid farewell to this place.” in a moment more she feared that she had said too much, and smilingly remarked, “i am always talking nonsense. ” William was a tall, full—bodied negro, whose very countenance beamed with intelligence. Being a mechanic, he had, by his own industry, made more than what he paid his owner; this he laid aside, with the hope that some day he might get enough to purchase his freedom. He had in his chest one hundred and fifty dollars. His was a heart that felt for others, and he had again and again wiped the tears from his eyes as he heard the story of Clotel as related by herself. How does this excerpt fit into the whole of the narrative? It transitions the characters from one place to another. It provides information about how enslaved people earned money. It develops the characters and introduces the problem to be resolved. It provides historical background that makes the setting feel more realistic. 19 Study the dictionary entry. fidelity f’i-dél’i-té n 1. faithfulness to obligations, duties, or observances 2. the condition or behavior of faithfulness in a marriage or committed relationship 3. exact correspondence with fact or with a given quality, condition, or event; accuracy 4. the degree to which an electronic system accurately reproduces the sound or image of its input signal Which definition best matches the meaning of the word fidelity as it is used in paragraph 1 of Passage 2? Definition 1 Definition 2 Definition 3 Definition 4 Grade 10 12 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 20 Which two excerpts from paragraph 2 of Passage 2 show why William is motivated to help Clotel? He could feel for Clotel, for he, like her, had been separated from near and dear relatives . . . William was a tall, full—bodied negro, whose very countenance beamed with intelligence. His was a heart that fel t for others, and he had again and again wiped the tears from his eyes as he heard the story of Clotel as related by herself. “You are much fairer than many of the white women of the South, and can easily pass for a free white lady. ” . . . she was soon convinced by his earnest manner, and the deep feeling with which he spoke, that he was honest. 21 Read the following excerpts from Passage 2. “There, Miss Clotel, you said if you had the means you would leave this place; there is money enough to take you to England, where you will be free. You are much fairer than many of the white women of the South, and can easily pass for a free white lady. “At first Clotel feared that it was a plan by which the negro wished to try herfidelity to her owner. . . (paragraph 1) They feared, also, that trouble would attend their attempt to leave this place for the North, as all persons taking negroes with them have to give bail that such negroes are not runaway slaves. (paragraph 2) Which two statements about the cultural context are supported by the excerpts? People fleeing slavery needed help from sympathetic white people. Escaping from slavery required both courage and careful strategizing. The nature of slavery promoted trust and honesty between enslaved persons. Saving money allowed enslaved persons to pay their masters for their freedom. Having a light skin tone could be advantageous for people trying to escape slavery. Grade 10 13 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 22 Read the excerpt from paragraph 2 of Passage 2. After a passage of seven days they arrived at Louisville, and put up at Gough’s Hotel. Here they had to await the departure of another boat for the North. They were now in their most critical position. What is the most likely purpose ofjumping the setting forward one week? to imply that the characters had no problems during the trip to Louisville to avoid needing to research historical background about steamboat travel to allow readers to imagine the details of the characters’ trip on the steamer to keep readers engaged by advancing to the most dangerous part of the trip 23 This question has two parts. First, answer Part A. Then, answer Part B. Part A Which character behavior does Clotel display in Passage 2? She stubbornly clings to what she knows. She makes meticulous long—term plans. She selfishly puts others in danger. She learns to accept challenging circumstances. Part B Which detail from the passage supports the answer in Part A? Clotel tells William her true destination after they are safely in a free state. Clotel cries and blurts to William that if she had money, she would escape. Clotel uses money she has saved to pay for William’s passage on the steamer ship. Clotel rejects William’s offer to help her flee from slavery. 24 What is the author’s purpose in Passage 3? to argue for the freedom of an enslaved person to analyze the reasons the fugitive wanted to escape to inform readers about an important event in the town to entertain readers with a lively true story Grade 10 14 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 25 This question has two parts. First, answer Part A. Then, answer Part B. Part A What can the reader infer about Charles Nalle based on the information in Passage 3? He was a hard worker. He abandoned his family. He drew attention to himself. He was content to serve others. Part B Fill in the circle before the highlighted sentence in paragraph 2 that best supports the answer to Part A. Charles Nalle, the fugitive, who was the cause of all this excitement, was a slave on the plantation of B. W. Hansborough, in Culpepper County, Virginia, till the 19th of October, 1858, when he made his escape, and went to live in Columbia, Pennsylvania. A wife and five children are residing there now. Not long since he came to Sandlake, in this county, and resided in the family of Mr. Crosby until about three weeks ago. Since that time, he has been employed as coachman by Uri Gilbert, Esq., of this city. He is about thirty yea rs of age, tall, quite light—complexioned, and good—looking. He is said to have been an excellent and faithful servant. 26 Which sentence best describes how the information in Passage 3 is organized? The author presents details of Nalle’s escape and capture in chronological order. The author compares Nalle’s situation with that of other individuals mentioned in the article. The author describes the problems caused by the Fugitive Slave Law and suggests an alternative. The author explains why Nalle wanted to escape and how he was arrested as a result of his actions. Grade 10 15 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 27 To which column does each description of structure or purpose belong? Write the letter of the description below the passage it aligns to. Passage 1 Passage 2 first-person point of view third—person point of view reflect on an important experience entertain with an engaging story 28 Which description is true of both Passage 2 and Passage 3? provides an account of how a fugitive would typically be captured explains how an enslaved person was often able to escape explains how someone who had escaped slavery might survive as a fugitive provides details about the relationship between slaveholder and enslaved person 29 Compare the central ideas of all three passages. Cite evidence from the text in your response. Grade 10 16 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test Language & Style Read the passage and choose the best answer to each question. There are six underlined words or phrases in the passage to show which words or phrases may be incorrect. The United States of America, throughout its relatively short history as a country, has faced several periods of unrest. This has resulted in 27 amendments to the Constitution. Several of these amendments represent the struggle of the country to stave off the civil injustices of pre’udice and discriminating based on gender and race. Today, another civil liberty is being challenged, the right to privacy. A citizen’s right to privacy concerns the concept that one’s personal information is protected from government or public scrutiny. Although it can be inferred in several amendments, the right to privacy is not explicitly stated in the U.S. Constitution. Advocates say that the responsibility ofensuring public safety and improving the quality of life often provides the latitude needed for the government to encroach on your privacy. It does so by collecting private information, records conversations and even behavior. After the attack on the World Trade Center in 2001 the government passed laws to collect data on private individuals, specifically on foreign terror suspects. It was discovered later that the National Security Agency had amassed an immeasurable amount of personal data on private United States citizens. Just recently, Congress renewed and even expanded the government’s surveillance ability to include American citizens on U.S. soil Without a court warrant. Yet, as a general rule, government surveillance seems to be accepted. Perhaps people need to understand how much personal data is readily available, they would be more alarmed. Travel by air has been invasive to privacy, security cameras exist in most public places, and citizens’ whereabouts are tracked via GPS technology and cellphone towers. Smart cars can report driving habits to insurance companies. Future technology may even include coding packaging so that recycling policies are followed. With technological advances happening on a daily basis, the average citizen cannot keep up with software updates, especially those that protect personal data. Enough! As long as citizens believe the government will not use the data collected to threaten their other civil liberties, surveillance canjust be considered a necessary evil. 30 Choose the phrase that uses effective parallel structure in the underlined section of the sentence below. Several of these amendments represent the struggle of the country to stave off the civil injustices of prejudice and discriminating based on gender and race. prejudicing and discriminating prejudice and discrimination prejudicing and discrimination correct as is Grade 10 17 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 31 Choose the phrase that uses effective repetition in the underlined section of the sentence below. It does so by collecting private information, records conversations and even behavior. —*I— classified records, confidential conversations, and even secretive behavior personal records, personal conversations, and even private behavior private records, private conversations, and even private behavior correct as is 32 Choose the phrase that uses an adjectival phrase effectively in the underlined section of the sentence below. After the attack on the World Trade Center in 2001, the government passed laws to collect data on private individuals, specifically on foreign terror suspects. World Trade Center attack, World Trade Center was attacked in 2001, attack involving the World Trade Center that happened in 2001, correct as is 33 Choose the phrase that uses an adverbial phrase effectively in the underlined section of the sentence below. Yet, as a general rule, government surveillance seems to be accepted. to be accepted and even expected to be accepted unquestioningly to be accepted without question correct as is Grade 10 18 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company
Hard-Won Liberty Name: Date: Unit Test 34 Choose the phrase that uses an adverbial phrase effectively in the underlined section of the sentence below. Perhaps people need to understand how much personal data is readily available they would be more alarmed. Perhaps with a greater understanding of the availability of personal data, people would be Perhaps if people understood how much personal data is readily available, they would be Perhaps people need to understand how much personal data is readily available; then they would be correct as is 35 What is the effect of the underlined sentence fragment in the sentences below? With technological advances happening on a daily basis, the average citizen cannot keep up with software updates, especially those that protect personal data. Enough! to emphasize that technology changes too fast to begin a thought for readers to complete to create a unique and colloquial voice to shift the tone for effect Grade 10 19 Hard-Won Liberty Unit Test © Houghton Mifflin Harcourt Publishing Company

Publix Super Markets would be classified as _______.
A. a marketing intermediary
B. manufacturing establishments
C. perfect competition
D. service businesses
E. sole proprietorships

Case Questions
1. The launch of the Nike Tattoo Tech Tights offended people from various geographic regions. Explain why they experienced similar reactions.
2. Explain this situation from an ethnocentric point of view.
3. Why do these instances (e.g., Adidas example of the shackles) keep happening? Through the lens of culture (attitudinal) what is happening below the waterline?
4. What might be some of your attitudes resting below the water line?
5. Was it enough to acknowledge that the tights were “inspired by tattoo graphics,” or should the company have communicated the use of the design more directly? What would Nike have accomplished by directly communicating their use of the design?
6. How can Nike improve their product-vetting process to reveal the potential for errors caused by cultural insensitivity? (List changes in how they perceive both cultures and internal process.)
7. Should a company the size of Nike be concerned with being culturally sensitive even if the negative implications don’t affect their bottom line? Why/why not?
Case 2 | Appropriating the Samoan Culture, Another Nike Cultural Faux Pas
Abstract
In late July of 2013, Nike released a new line of tattoo-like leg tights for women, not realizing the disastrous effect it would have on the culture of Fijian, Samoan, and New Zealand people who view it as a males-only sacred rite of passage. This cultural mistake isn’t the first for the world’s top athletic apparel and footwear company. Nike apologized and recalled all unsold tights, but how can the company make sure it doesn’t co-opt any more cultural traditions?
Introduction
The steel elevator doors closed tightly in front of Laurissa Wilson, Chief Marketing Officer at Nike, the world’s most well-known and successful sporting apparel company. Laurissa had visited the top floor before—but not on the terms she knew she would be facing today.
While driving to work earlier that morning, she received a phone call from her assistant and was quickly briefed that the Pro Tattoo Tech Tights product, launched last week, had just become an international nightmare for the company. Laurissa listened, acting as though she was shocked, but she had already anticipated the possibility of having brought to market a controversial product.
The elevator was packed and she knew she would have only a moment to reflect on what had led to this crisis. Soon, she would be on the top floor, having to justify her actions with Nike CEO, Harrison Smith.
Nike’s History
Nike, Inc. is currently the number one athletic apparel and footwear company in the world. Headquartered in Portland, Oregon, it began as a small start-up run by two men in the 1960s.
Bill Bowerman, a respected track and field coach at the University of Oregon, partnered with a track star on his team, Phil Knight, to build and sell a better running shoe. Together they formed Blue Ribbon Sports in 1964. Between Bowerman testing his prototype shoes with his track team and Knight selling shoes out of his car, Nike was established.
A few years later, one of Knight’s fellow Stanford graduates, Jeff Johnson, joined the pair to expedite the start-up. He developed the “swoosh” logo and marketing campaigns, thus establishing the brand of Nike that we know today. Nike revolutionized the athletic industry in the 1970s with its products. The team of three decided that they needed a brand endorser. Who better than Steve Prefontaine? (Prefontaine was a long-distance runner from the University of Oregon who competed in the 1972 Olympics.) His “fiery spirit” and remarkable career made Nike popular, taking it to a new level of growth (Nike, Inc., 2013).
That growth would continue throughout the decades. They were able to experience this resounding success through implementing successful marketing campaigns, adopting the tagline, “Just Do It,” and endorsing incredible athletes such as Bo Jackson and later on Eldrick “Tiger” Woods.
In 2002, Nike took a chance at the “Secret Tournament” campaign. It was Nike’s first integrated global marketing effort. It was different from their usual “big athlete, big ad, big product” campaigns, in that Nike set out to generate an experience for its consumers for the World Cup.
The use of many different advertisement channels had explosive results. Nike ads flooded all aspects of advertising: the Internet, public relations, and consumer events. In the end, it created excitement for Nike products. This marketing plan was pivotal in how Nike chose to go to market after the success of the “Secret Tournament” campaign and contributed to the company’s status as a marketing genius (Nike, Inc., 2013).
Nike continues to grow as it keeps focused on creative marketing campaigns, international growth, and performance-enhancing innovation for athletes. Nike was also named the official sponsor of the National Football League (NFL) in early 2012.
Nike’s Past Issues
Nike isn’t new to this type of scandal. In the last couple of years, Nike has committed numerous cultural gaffes, offending various segments of the global population. These incidents have created significant negative publicity and caused harm to Nike’s reputation, since apologies become weaker the more frequently they are given.
In June of 2011, Nike released a T-shirt line with phrases such as “Dope,” “Get High,” and “Ride Pipe” written across the front. These expressions are traditionally associated with drug use or the act of sex. One T-shirt displayed a medicine bottle with the word “DOPE” with skateboards and snowboards spilling out of the bottle instead of drugs. The issue in this case, according to then-Boston Mayor Thomas Menino, was the promotion of drug use by a major corporation whose main target market is the younger generation (Brettman, 2011). Despite the backlash, the shirts weren’t pulled, and Nike continued to sell them through the entirety of the campaign.
In March 2012, Nike launched the SB Dunk Low Black and Tan sneakers. Many people are familiar with the alcoholic beverage of the same name. Traditionally, a darker beer, usually Guinness, is mixed with a lighter beer.
However, the name Black and Tan also refers to a darker period of history for the people of Ireland. Black and Tan was also the name given to a British military group that was sent to Ireland to quell the Irish rebellion against the British in the 1920s. The Black and Tan regiment was the cause of many civilian deaths. Black and Tan, or Tan, is still used in Ireland as a derogatory term for the British. It’s been said that the use of Black and Tan for the sneakers is equivalent to naming them “Taliban” or “Nazi.” Nike was slow to respond to criticism, but eventually a representative for Nike apologized, stating that the company meant no offense. However, the name remained, and the shoe wasn’t pulled from stock (Misener, 2012).
After the London Summer Olympics in the summer of 2012, Nike released a shirt with the words “Gold Digging” and the signature Nike check mark to honor the 46 gold medals won by the U.S. women. In recent years, gold digging has come to refer to women who date wealthy men only for their money. The T-shirt caused additional tension because it was only available in women’s sizes. While Nike never apologized, it did issue the following statement:
Nike has consistently supported female athletes and the position they enjoy as positive role models. The T-shirt uses a phrase in an ironic way that is relevant given it was released just as the world focused on the success of female athletes.
(Nazworth, 2012)
In contrast, Nike was quick to act in April 2013. Following the tragic attacks at the Boston Marathon, Nike immediately pulled its Boston Massacre T-shirt from the shelves. The design on the T-shirt referred to a four-game sweep of the Red Sox by the Yankees in 1978. The shirt is blue and white, Yankee colors, and has the words “Boston Massacre” with bloodstains on the letters (CNN Wires Staff, 2013).
The Source of the Problem
On July 30, 2013, Nike Tight of the Moment (an online source for Nike Inc.’s news and company information) announced the release of its new Pro Tattoo Tech Tights on its blog. The company posted that the new tights were inspired by the tattoos of the Fijian, Samoan, and New Zealand people. They were black with white lines that created the image of tattoos, resembling the tattoos of the indigenous people of Fiji, Samoa, and New Zealand (Ehrbar, 2013).
Immediately, the public responded. Comments posted just hours after the announcement of the new tight design lamented Nike’s cultural faux pas in its choice to use the tattoos of Fijian, Samoan, and New Zealand people on its apparel. On August 2, John Masina initiated a petition on Change.org asking Nike to cease production of its Pro Tattoo Tech Tights. Change.org is a petition platform providing a vehicle through which individuals can come together and campaign for change. Mr. Masina referenced the United Nations Declaration on the Rights of Indigenous Peoples in support of his claim (Masina, 2013).
What Is the Pe’a?
The pe’a is a traditional tattoo that covers the body from the waist to the knees. The tatau process for the pe’a is extremely painful and is done using handmade instruments that are made of bone and wood and other natural materials. In Samoan custom, a pe’a is only done in the traditional way using only indigenous utensils or practices. The family members of the person getting the tattoo attend the ceremony to provide support during the painful process but stand at a distance from the ceremony (Pacific Islanders in Communications, n.d.).
The pe’a is for males only, a rite of passage and a symbol of courage. It’s also seen as a commitment to culture and traditions. In Polynesia, the origins of the tattoo are varied. Samoans believe that the Fijians are the originators of the tatau, the Fijians credit the Samoans, and the Maori of New Zealand think it comes from the underworld (DeMello, 2007).
The pe’a designs are done in black ink. The tattoo starts on the back and finishes on the belly button. Overall, the design is symmetrical, comprised primarily of straight lines and larger blocks which are traditionally found on the legs. This traditional tattoo isn’t something entered into lightly as it’s a long, painful process. It can take several weeks to complete the pe’a, and the skin could take up to a year to completely heal.
In addition to using the symbolism behind the pe’a, Nike’s use of the design on the clothing line also blatantly affronted gender norms within the Samoan culture. As previously mentioned, the pe’a was only given to men. Women have their own version, which is called the malu, and consists of a different design. By using the pe’a on women’s sheer leggings and giving the impression that a woman is wearing the pe’a tattoo on her body, Nike co-opted the rite of passage and commitment to cultural tradition symbolized by the practice of receiving the pe’a. New Zealand Parliament member Su’a William Sio, who received his pe’a in 1988 stated, “It’s disturbing. This treasure is held dear to the Samoan community. The patterns have a spiritual meaning that come from one’s family and ancestors. This just cheapens and belittles all of that. It’s a total disregard of cultural protocol” (The Curatorial, 2013).
The Public’s Response to Nike’s Mistake
As a result of Nike using traditional, indigenous pe’a patterns that symbolize the commitment to the cultural tradition and values, several groups vocalized their disapproval of the clothing line and Nike’s cultural insensitivity. The clothing line was offensive due to its use of indigenous cultural values and gender norms as fashion statements.
A flurry of articles and editorials emerged in countries with large Samoan populations. “To the outside world it’s just a design. But to my Polynesian people, it’s sacred,” one individual wrote in the Otago Daily Times (Radford, 2013). Another commented on the Nike blog, “Every one of those curves, lines, and details has meaning. They signify our beliefs, our ancestry, our history. It is sad to have these things exploited and diluted” (Ehrbar, 2013). On Facebook and Twitter, the public demanded that Nike recall the product and pull all stock.
Only three days after the soft launch of the leggings, the petition to have the designs removed from the product line was authored on Change.org. Within four weeks of the announcement of the clothing line, roughly 1,000 individuals had supported the movement.
As stated by the Change.org petition, Nike’s actions violate Article 31 of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), which states:
Indigenous peoples have the right to maintain, control, protect and develop their cultural heritage, traditional knowledge and traditional cultural expressions, as well as the manifestations of their sciences, technologies and cultures, including human and genetic resources, seeds, medicines, knowledge of the properties of fauna and flora, oral traditions, literatures, designs, sports and traditional games and visual and performing arts. They also have the right to maintain, control, protect and develop their intellectual property over such cultural heritage, traditional knowledge, and traditional cultural expressions.
In conjunction with indigenous peoples, States shall take effective measures to recognize and protect the exercise of these rights.
(Wiessner, 2013)
According to the UNDRIP, subtle but sustained political and societal actions have “pushed indigenous peoples and their cultures to the brink of extinction.” Indigenous people have reclaimed their rights and identities as contributors to the cultural diversity on this planet, most notably, in the formation of the UNDRIP in 2007 (Wiessner, 2013).
In response to the Change.org petition, one Samoan Nike customer found “Nike’s blatant disrespect and profit over [the Samoan culture] shameless and irreverent.” The individual went on to write “the tatau is thousands of years old with a tradition of honor” and that “Nike has reduced it to $80 Spanx” (Notte, 2013).
Nike’s Response
Immediately after the launch of the new Nike Pro Tattoo Tech tights, Wilson and her team knew the corporation had committed a significant cultural error. Not only had Nike produced pants that were directly inspired by the Samoan pe’a pattern, but it was also using the design, which carried deep masculine significance, on women’s clothing.
On August 14, 2013, only one week following the official launch of the product, Nike pulled the product from their shelves, eliminated online sales, and released the following apology:
The Nike Tattoo Tech Tights were inspired by tattoo graphics. We apologize to anyone who views this design as insensitive to any specific culture. No offense was intended. The tights were of a limited run and no additional tights will be sold.
(Notte, 2013)
Though Nike rapidly dealt with this error, those invested were left without a proper explanation or steps as to how Nike would ensure their cultural sensitivity would improve. In the case of the Pro Tech Tights, stakeholders include members of the Indigenous People of the Pacific, New Zealand, and Australian Parliament members, athletes around the world, Nike customers, suppliers, distributors, Nike, Inc., and Nike’s shareholders.
Cases of Cultural Insensitivity at Nike’s Competitors
Nike isn’t alone in making poor, culturally insensitive decisions. In late 2011, Puma launched a shoe that provoked sharp criticism from Emirati nationals (George, 2011). The limited-edition shoes were released to mark the 40th U.A.E. National Day and bore colors that closely resembled those of the U.A.E. national flag. Puma was blamed for their lack of cultural sensitivity. U.A.E. consumers found great offense in the colors of their flag represented on a product worn on an individual’s feet. Upon hearing of the backlash, Puma ordered the removal of the shoes and released an apology to their customers.
In June 2012, Adidas announced release of a line of sneakers, the JS Roundhouse Mid, a high-top lace-up with a Velcro strap across the middle with a “handcuff” that attached to the customers’ ankles. A public outcry ensued immediately following the announcement of the new product. Thousands in the blogosphere took “issue with the ankle shackle, interpreting it as a historical symbol of African slavery” (The Huffington Post, 2012). Though Adidas initially rebuffed the comments, the athletic apparel conglomerate canceled plans to sell the shoe and apologized for any offense taken.
Next Steps
Though Nike moved quickly to respond to the public outcry, and had recalled the Pro Tech Tights, Laurissa Wilson must now assess how the egregious error was made, and ensure that Nike takes proper steps to understand their customer base while maintaining a high level of cultural sensitivity. Recognizing that the company has made several cultural mistakes in the recent past, Wilson must overhaul the process through which Nike products are developed with respect to cultural identities.

In a classic example of segmentation strategy, Lush transformed soap into bath “bombs”. In doing so, the company
Multiple Choice
?      streamlined its delivery process.
?      created a new class of micromarketing.
?      differentiated its product.
?      redefined mass customization.
?      defined consumers’ basic needs.
referent to  the book of marketing of mc graw hill

Based on Annie Matheson’s “Sleep”.
What is the mood of this poem? How does this poem make you feel? Refer to text in your response.
What is the subject of this poem? What is it about? Explain your response.
What is the tone of this poem? How does the speaker treat the subject of the poem? Refer to text.

What is the importance of festival dance? Why do you think festival dance is important to our lives as Filipino citizens?
As a student, How will you promote Festival Dance during Pandemic?

Many global companies operate in the Philippines. These companies have Filipino counterparts which compete with them. An example of a global company is McDonalds, its Filipino competition is Jollibee.
Choose a global company and a Filipino counterpart that you have visited as a customer. Reflect about your experience as a customer of these companies. What are the similarities and differences between the two? Did you have a good experience with either of the two? Which company provided better services and products for you?
Decide if each statement is true or false. Write T on the blank if the statement is true, and F if it is false. If the statement is false, re-write or revise it  to make it true.
1. Globalization began after the Internet was invented. *
2. All globalization processes are economic in nature. *
3. Because of globalization, modes and forms of communication have changed. *
4. One effect of globalization is deepening poverty.
5. One effect of globalization is the rising cost of information technology
Anyone who is a proficient speaker of a language will find communicating across cultures easy. *
2. Our emotions do not matter whenever we communicate with others. *
3. There is no such thing as a wrong culture and a wrong culture. *
4. All cultures have the same way of thinking about time? *
5. Communicating across cultures happen in one’s own country because of the diverse domestic workforce of many companies today. *
slogan about the impact of globalization on communication. Then explain your work in one or two paragraphs.
Because of globalization, news travel faster than before. However, some news are false and misleading. Look for an example of a false and misleading news report that has been circulated in social media. Then find out how the public reacted or acted on it.
How does each of the items in the following contrasting pairs differ from the other?
a. high context vs. low context *
b. sequential vs, synchronic *
c. affective vs. neutral *
What does the author recommend that we do to be successful in cross-cultural communication?

In English, reading the Dickinson poems “Come slowly – Eden!”, “I dwell in Possibility”, “A Bird, came down the Walk”, the hymn “Puritan Hymn All Glory Be to Thee, Most High”, and one Coldplay lyrics “Viva La Vida- Coldplay”. Explore the concept of confessional poetry. What does it look like? What does it sound like? From reading the Puritan hymns, how are Dickinson’s poems similar? What is she “tapping” into with her poetry from her religion? Then, Picking one of the three intriguing definitions listed below. What would be a stanza, Emily style, using the definition. Definitions taken from Webster’s 1982 Dictionary. Extend: To Stretch out or draw out 2. To enlarge in area, scope, influence 3. To stretch forth; hold out Louse: A small wingless parasitic insect that infests the hair or skin 2. Any thropods that suck blood from other animals 3. A person regarded as mean Puerperal: of or connected with childbirth twine-A strong thread 2.to twist together; intertwine; to form this way 3. To enfold, embrace;