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[Solved] Part 3 Observation Project-Intervention Plan

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please see attached part 3 instructions, I've included part 1 and 2 documents **files (5)** – ## ObservationPlanForATargetBehavior2.docx – ## Baseline_Data_Collection_and_Graphing1.xlsx – ## Part3InterventionPlanInstructions.docx – PICNICSheet21.docx – Part2_Baseline_Data_Collection1.docx **#…

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Assignment Prompt & Instructions

please see attached part 3 instructions, I've included part 1 and 2 documents

**files (5)**

– ## ObservationPlanForATargetBehavior2.docx

– ## Baseline_Data_Collection_and_Graphing1.xlsx

– ## Part3InterventionPlanInstructions.docx

– PICNICSheet21.docx
– Part2_Baseline_Data_Collection1.docx

**## ObservationPlanForATargetBehavior2.docx**

7

**Observation Plan for A Target Behavior**

Name

Institution

Course

Instructor’s Name

Date

**Identify and define the target behavior/pinpoint.**

**Target Behavior**

This observation project is to observe the target behavior of employees greeting customers within five seconds of entering a retail store. This behavior was selected because greeting customers is an important customer service activity that can contribute to a positive environment and good customer and employee interaction. Quickly greeting the customer can enhance their experience and lead to higher satisfaction with the business. Positive employee-customer relationships have been shown to correlate with higher customer satisfaction, customer loyalty, and more positive views of service quality (Pham & Nguyen 2025). Thus, welcoming the customer with a timely entry is a concrete action that can have an impact on the customer and on the organization.

**Operational Definition**

The pinpoint behavior is defined as an employee verbally greeting a customer within five seconds of the customer entering the store. Some acceptable greetings are: “Hello”, “Welcome”, “Good morning”, or “How can I help you today?” The behavior starts when a customer steps through the entrance threshold of the store. The behavior is counted if the employee verbally greets the recipient within 5 seconds. If no greeting is given or a greeting is given after 5 seconds and only a nonverbal acknowledgement is given, then the behaviour is not recorded. This behaviour is observable, measurable, reliable, and passes the dead man's test, as it requires a response from the employee.

**Category of Performer**

The performers who will be observed are the retail store employees. These employees have the usual responsibility of communicating with customers and offering customer service during regular business hours.

**Data Collection Process**

**Observation Setting**

The observation will be conducted in a retail store setting where staff are in constant contact with customers. The business name will be anonymous, but the setting is a customer service area where customers enter the store and staff are available to serve them. In this environment, there are several chances to see if customers are welcomed at the door.

**Type of Data Collected**

The data collected will be frequency data. The observer will determine the number of customers entering the store and the number of customers who are verbally greeted in the first five seconds of entering the store. These data can then be used to help determine the percentage of customers greeted in each observation session.

**Observation Duration**

Each observation period will be 20 minutes. Consistency of observation time will facilitate data reliability and, over time, data that are comparable.

**Observation Schedule**

Observations will be made three times a week at different times of the day. Several observation sessions per week will allow for enough opportunities to observe the target behavior and assess patterns of employee performance. The observation schedule will also enable data collection to be completed in a timely manner during Part 2 of the project.

**Summary of PIC/NIC Analysis Results**

The PIC/NIC analysis suggests that employees may not consistently greet customers because the current consequences support the undesired behavior. Often, staff will be filling the shelves or tidying up the stock or doing other work rather than attending to customers. This effect will typically be immediate, beneficial and definitive, because the employee will work without interruption. However, there are not many immediate repercussions for not greeting the customers, which increases the likelihood of it continuing.

The analysis also reveals a number of factors that could enhance the desired behavior, greeting customers within five seconds of entering the store. Setting clear expectations, customer service training, reminder signs, feedback on performance and employee recognition programs can all act as antecedents and consequences to promote desired behavior. When a customer responds positively, and a supervisor gives praise, it may reinforce the employee to continue to greet customers in the same way.

Overall, the analysis of the PIC/NIC shows that making the environment conducive to the target behavior, and providing positive consequences for the target behavior, is more likely to lead to behavior change. An opportunity to be recognized, receive feedback and engage with customers in positive ways can help boost the chance of staff being able to greet customers promptly. The analysis results will be used as a basis for future observations and recommendations that will enable to enhance the performance of customer services.

**References**

Pham, D. N., & Nguyen, G. T. (2025). The relationship between employee satisfaction and customer loyalty: The mediating role of customer experience.
_Edelweiss Applied Science and Technology_,
_9_(3), 1531-1543. DOI: 10.55214/25768484.v9i3.5598

**## Baseline_Data_Collection_and_Graphing1.xlsx**

## Summary Data

| | | | | | | | | |
| — | — | — | — | — | — | — | — | — |
| Baseline Summary Data |

| Session | Date | Day | Time of Day | Customer Flow | Duration Minutes | Total Customers Entered | Total Greeted Within 5 Seconds | Percent Greeted |
| Session 1 | 07/01/2026 | Wednesday | Morning | Medium | 20 | 12 | 5 | 41.7% |
| Session 2 | 07/03/2026 | Friday | Afternoon | Medium | 20 | 15 | 7 | 46.7% |
| Session 3 | 07/05/2026 | Sunday | Evening | Busy | 20 | 19 | 8 | 42.1% |
| Session 4 | 07/06/2026 | Monday | Morning | Slow | 20 | 10 | 5 | 50.0% |
| Session 5 | 07/08/2026 | Wednesday | Afternoon | Busy | 20 | 21 | 9 | 42.9% |

| Metric | Value |
| Number of baseline sessions | 5 |
| Session length in minutes | 20 |
| Total customers entered | 77 |
| Total greeted within 5 seconds | 34 |
| Overall percentage greeted | 44.2% |

## Graph

| | | | | |
| — | — | — | — | — |
| Baseline Line Graph Data |

| Session | Percent Greeted | Goal Line | Phase | Duration |
| Session 1 | 41.7% | 80.0% | Baseline | 20 minutes |
| Session 2 | 46.7% | 80.0% | Baseline | 20 minutes |
| Session 3 | 42.1% | 80.0% | Baseline | 20 minutes |
| Session 4 | 50.0% | 80.0% | Baseline | 20 minutes |
| Session 5 | 42.9% | 80.0% | Baseline | 20 minutes |

| Phase Label: Baseline |

Baseline Line Graph Data

Percent greeted Session 1 Session 2 Session 3 Session 4 Session 5 0.41666666666666669 0.46666666666666667 0.42105263157894735 0.5 0.42857142857142855 Goal line Session 1 Session 2 Session 3 Session 4 Session 5 0.8 0.8 0.8 0.8 0.8

Observation Session

Percent Greeted Within 5 Seconds

**## Part3InterventionPlanInstructions.docx**

**Part 3: Intervention Plan-Final Paper**

The purpose of this assignment is to summarize the results and completion of your observation plan. In addition, you will be tasked with proposing interventions based on the collected data/assessment.

Within your paper, please address the following components:

**SUMMARY OF DATA COLLECTION PROCESS**

This section of your paper should address your data collection process. The following components should be addressed.

1. What was the target behavior and why was it selected (i.e., rationale)?

2. What was your pinpoint/operational definition?

3. How did you measure data (e.g., frequency, duration, etc.)

4. What were your data collection procedures (e.g., where did you collect data, how often did you collect data, what time of day, methodology, etc.)

5. Were your data collection procedures helpful in obtaining accurate data? Why or why not?

6. Discusses aspects of data collection that went well and adjustments that would be made if you were to collect data on this behavior again

**DATA ANALYSIS SUMMARY**

This section of your paper should provide a summary of the results of your data. The following components should be addressed.

1. Summarize the results of your data collection.

1. Describe the level of the target behavior(s) (e.g., high, moderate, low)

2. Describe the trend of the data (e.g., increasing, decreasing, no trend)

3. Describe the stability of the data (e.g., variable vs. stable)

2. Include the most up-to-date graph(s) of the data collected. This should be labeled as Figure # (e.g., Figure 1, Figure 2) and include a figure caption for each figure included (e.g.,
Percentage of days employee was tardy).

3. Were you successful in obtaining a good baseline sample of data? Why or why not?

4. Did the results of the data collect match with your hypothesis of the data collected

**INTERVENTION PROPOSAL**

This section of your paper should discuss possible interventions based on the observation/ assessments.

**
_This is just a proposal of an intervention-you do not need to actually implement the intervention. If you do want to implement the intervention, make sure you get appropriate approval/consent prior to implementation.**_

1. What environmental variables did you find to be the most influential on the target behavior occurring or not occurring through your observations? Did your observations correspond with your original PICNIC analyses? In what ways did they differ? In what ways were they similar?

2. Given your data and findings, what recommendations do you have for interventions that could potentially help change the target behavior? (or what would be a solution that you could hypothetically implement).
_Note: You_
_do not need to implement an intervention for the purposes of this assignment, you just need to propose intervention ideas. If you do decide to move forward within implementing an intervention, please make sure you have the appropriate approval process within your organization._

1. Propose at least
one antecedent-based intervention.

1. Why was this intervention selected to address this target behavior?

2. What would this realistically look like within the organization setting?

2. Propose at least
one consequence-based intervention.

1. Why was this intervention selected to address this target behavior?

2. What would this realistically look like within the organization setting?

**REFLECTION/SUMMARY OF LESSONS LEARNED**

This section should comment on your reflection of the observational project.

1. If the observational project had problems or confounds, what were they(e.g., a new employee was hired)? How would you address them? If no problems occurred, how would you conduct things differently if doing the project again? (e.g., replication of data collection with a different behavior/employee, etc.)

2. Discuss some of the successes found during your observations and data collection.

3. Discusses different ways that you can incorporate data collection and data analysis into your future practice in the workplace (can be different behaviors that are targeted, different ways to measure behavior, different ways to analyze behavior etc.).

4. Provides discussion about how managers/leaders could utilize behavior pinpoints, data collection, and data analysis into the workplace.

**PAPER LOGISTICS**

1. Paper utilizes APA formatting (Includes title page, page numbers, figure(s), figure caption, reference page (if applicable)).

2. Paper is free of grammatical errors.

3. Paper is 4-6 pages double-spaced (not including title page or reference page if references are used).

4. Paper utilizes 12-point Times New Roman font

5. Paper is written independently

_**When completing this assignment, please format this as a paper. Subheadings can be utilized to organize the paper.**_

**Final PM Observational Study Reflection/Paper**

| | | |
| — | — | — |
| Final PM Observational Study Reflection/Paper |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeData Collection Summary<br>Summary includes information of the: target behavior, pinpoint/operational definition, setting observation data collection method, how often visits were conducted, time of day the observations were conducted, and whether the activities were successful in obtaining accurate data | | 7.5 pts |
| This criterion is linked to a Learning OutcomeData Analysis Summary<br>Information includes the most up-to-date graph of the data collected and an explanation of the findings. Including the levels of target behavior overall, ranges, data trend. Discusses if data were representative of target behavior. | | 7.5 pts |
| This criterion is linked to a Learning OutcomeOverall Reflection/Lessons Learned<br>Summary includes if there were any confounds identified that could be impacting the target behavior. Problems faced during observations. Changes if student were to redo the observational project. Successes of the project. Lessons learned about collecting data as a hypothetical PM consultant in this setting. Discussion about how they personally could incorporate data collection and data analysis into their future practice. Discussion on how managers/leaders could utilize pinpointing, data collection, and data analysis. | | 15 pts |
| This criterion is linked to a Learning OutcomeIntervention Proposal<br>Discusses environmental variables that may impact target behavior based on observation/PICNIC analysis. Summary provides and describes recommendations for antecedent- and consequence-based interventions. Describes why each intervention was selected and how it would be implemented. | | 15 pts |
| This criterion is linked to a Learning OutcomeContent<br>Paper meets page requirements (4-6 pages). Paper utilizes APA formatting. Paper is free of grammatical errors. Paper is written independently. | | 5 pts |

Total Points: 50

**PICNICSheet21.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/picnicsheet21-docx)

**Part2_Baseline_Data_Collection1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/part2-baseline-data-collection1-docx)

**Part2_Baseline_Data_Collection1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/part2-baseline-data-collection1-docx)

**## ObservationPlanForATargetBehavior2.docx**

7

**Observation Plan for A Target Behavior**

Name

Institution

Course

Instructor’s Name

Date

**Identify and define the target behavior/pinpoint.**

**Target Behavior**

This observation project is to observe the target behavior of employees greeting customers within five seconds of entering a retail store. This behavior was selected because greeting customers is an important customer service activity that can contribute to a positive environment and good customer and employee interaction. Quickly greeting the customer can enhance their experience and lead to higher satisfaction with the business. Positive employee-customer relationships have been shown to correlate with higher customer satisfaction, customer loyalty, and more positive views of service quality (Pham & Nguyen 2025). Thus, welcoming the customer with a timely entry is a concrete action that can have an impact on the customer and on the organization.

**Operational Definition**

The pinpoint behavior is defined as an employee verbally greeting a customer within five seconds of the customer entering the store. Some acceptable greetings are: “Hello”, “Welcome”, “Good morning”, or “How can I help you today?” The behavior starts when a customer steps through the entrance threshold of the store. The behavior is counted if the employee verbally greets the recipient within 5 seconds. If no greeting is given or a greeting is given after 5 seconds and only a nonverbal acknowledgement is given, then the behaviour is not recorded. This behaviour is observable, measurable, reliable, and passes the dead man's test, as it requires a response from the employee.

**Category of Performer**

The performers who will be observed are the retail store employees. These employees have the usual responsibility of communicating with customers and offering customer service during regular business hours.

**Data Collection Process**

**Observation Setting**

The observation will be conducted in a retail store setting where staff are in constant contact with customers. The business name will be anonymous, but the setting is a customer service area where customers enter the store and staff are available to serve them. In this environment, there are several chances to see if customers are welcomed at the door.

**Type of Data Collected**

The data collected will be frequency data. The observer will determine the number of customers entering the store and the number of customers who are verbally greeted in the first five seconds of entering the store. These data can then be used to help determine the percentage of customers greeted in each observation session.

**Observation Duration**

Each observation period will be 20 minutes. Consistency of observation time will facilitate data reliability and, over time, data that are comparable.

**Observation Schedule**

Observations will be made three times a week at different times of the day. Several observation sessions per week will allow for enough opportunities to observe the target behavior and assess patterns of employee performance. The observation schedule will also enable data collection to be completed in a timely manner during Part 2 of the project.

**Summary of PIC/NIC Analysis Results**

The PIC/NIC analysis suggests that employees may not consistently greet customers because the current consequences support the undesired behavior. Often, staff will be filling the shelves or tidying up the stock or doing other work rather than attending to customers. This effect will typically be immediate, beneficial and definitive, because the employee will work without interruption. However, there are not many immediate repercussions for not greeting the customers, which increases the likelihood of it continuing.

The analysis also reveals a number of factors that could enhance the desired behavior, greeting customers within five seconds of entering the store. Setting clear expectations, customer service training, reminder signs, feedback on performance and employee recognition programs can all act as antecedents and consequences to promote desired behavior. When a customer responds positively, and a supervisor gives praise, it may reinforce the employee to continue to greet customers in the same way.

Overall, the analysis of the PIC/NIC shows that making the environment conducive to the target behavior, and providing positive consequences for the target behavior, is more likely to lead to behavior change. An opportunity to be recognized, receive feedback and engage with customers in positive ways can help boost the chance of staff being able to greet customers promptly. The analysis results will be used as a basis for future observations and recommendations that will enable to enhance the performance of customer services.

**References**

Pham, D. N., & Nguyen, G. T. (2025). The relationship between employee satisfaction and customer loyalty: The mediating role of customer experience.
_Edelweiss Applied Science and Technology_,
_9_(3), 1531-1543. DOI: 10.55214/25768484.v9i3.5598

**## Baseline_Data_Collection_and_Graphing1.xlsx**

## Summary Data

| | | | | | | | | |
| — | — | — | — | — | — | — | — | — |
| Baseline Summary Data |

| Session | Date | Day | Time of Day | Customer Flow | Duration Minutes | Total Customers Entered | Total Greeted Within 5 Seconds | Percent Greeted |
| Session 1 | 07/01/2026 | Wednesday | Morning | Medium | 20 | 12 | 5 | 41.7% |
| Session 2 | 07/03/2026 | Friday | Afternoon | Medium | 20 | 15 | 7 | 46.7% |
| Session 3 | 07/05/2026 | Sunday | Evening | Busy | 20 | 19 | 8 | 42.1% |
| Session 4 | 07/06/2026 | Monday | Morning | Slow | 20 | 10 | 5 | 50.0% |
| Session 5 | 07/08/2026 | Wednesday | Afternoon | Busy | 20 | 21 | 9 | 42.9% |

| Metric | Value |
| Number of baseline sessions | 5 |
| Session length in minutes | 20 |
| Total customers entered | 77 |
| Total greeted within 5 seconds | 34 |
| Overall percentage greeted | 44.2% |

## Graph

| | | | | |
| — | — | — | — | — |
| Baseline Line Graph Data |

| Session | Percent Greeted | Goal Line | Phase | Duration |
| Session 1 | 41.7% | 80.0% | Baseline | 20 minutes |
| Session 2 | 46.7% | 80.0% | Baseline | 20 minutes |
| Session 3 | 42.1% | 80.0% | Baseline | 20 minutes |
| Session 4 | 50.0% | 80.0% | Baseline | 20 minutes |
| Session 5 | 42.9% | 80.0% | Baseline | 20 minutes |

| Phase Label: Baseline |

Baseline Line Graph Data

Percent greeted Session 1 Session 2 Session 3 Session 4 Session 5 0.41666666666666669 0.46666666666666667 0.42105263157894735 0.5 0.42857142857142855 Goal line Session 1 Session 2 Session 3 Session 4 Session 5 0.8 0.8 0.8 0.8 0.8

Observation Session

Percent Greeted Within 5 Seconds

**## Part3InterventionPlanInstructions.docx**

**Part 3: Intervention Plan-Final Paper**

The purpose of this assignment is to summarize the results and completion of your observation plan. In addition, you will be tasked with proposing interventions based on the collected data/assessment.

Within your paper, please address the following components:

**SUMMARY OF DATA COLLECTION PROCESS**

This section of your paper should address your data collection process. The following components should be addressed.

1. What was the target behavior and why was it selected (i.e., rationale)?

2. What was your pinpoint/operational definition?

3. How did you measure data (e.g., frequency, duration, etc.)

4. What were your data collection procedures (e.g., where did you collect data, how often did you collect data, what time of day, methodology, etc.)

5. Were your data collection procedures helpful in obtaining accurate data? Why or why not?

6. Discusses aspects of data collection that went well and adjustments that would be made if you were to collect data on this behavior again

**DATA ANALYSIS SUMMARY**

This section of your paper should provide a summary of the results of your data. The following components should be addressed.

1. Summarize the results of your data collection.

1. Describe the level of the target behavior(s) (e.g., high, moderate, low)

2. Describe the trend of the data (e.g., increasing, decreasing, no trend)

3. Describe the stability of the data (e.g., variable vs. stable)

2. Include the most up-to-date graph(s) of the data collected. This should be labeled as Figure # (e.g., Figure 1, Figure 2) and include a figure caption for each figure included (e.g.,
Percentage of days employee was tardy).

3. Were you successful in obtaining a good baseline sample of data? Why or why not?

4. Did the results of the data collect match with your hypothesis of the data collected

**INTERVENTION PROPOSAL**

This section of your paper should discuss possible interventions based on the observation/ assessments.

**
_This is just a proposal of an intervention-you do not need to actually implement the intervention. If you do want to implement the intervention, make sure you get appropriate approval/consent prior to implementation.**_

1. What environmental variables did you find to be the most influential on the target behavior occurring or not occurring through your observations? Did your observations correspond with your original PICNIC analyses? In what ways did they differ? In what ways were they similar?

2. Given your data and findings, what recommendations do you have for interventions that could potentially help change the target behavior? (or what would be a solution that you could hypothetically implement).
_Note: You_
_do not need to implement an intervention for the purposes of this assignment, you just need to propose intervention ideas. If you do decide to move forward within implementing an intervention, please make sure you have the appropriate approval process within your organization._

1. Propose at least
one antecedent-based intervention.

1. Why was this intervention selected to address this target behavior?

2. What would this realistically look like within the organization setting?

2. Propose at least
one consequence-based intervention.

1. Why was this intervention selected to address this target behavior?

2. What would this realistically look like within the organization setting?

**REFLECTION/SUMMARY OF LESSONS LEARNED**

This section should comment on your reflection of the observational project.

1. If the observational project had problems or confounds, what were they(e.g., a new employee was hired)? How would you address them? If no problems occurred, how would you conduct things differently if doing the project again? (e.g., replication of data collection with a different behavior/employee, etc.)

2. Discuss some of the successes found during your observations and data collection.

3. Discusses different ways that you can incorporate data collection and data analysis into your future practice in the workplace (can be different behaviors that are targeted, different ways to measure behavior, different ways to analyze behavior etc.).

4. Provides discussion about how managers/leaders could utilize behavior pinpoints, data collection, and data analysis into the workplace.

**PAPER LOGISTICS**

1. Paper utilizes APA formatting (Includes title page, page numbers, figure(s), figure caption, reference page (if applicable)).

2. Paper is free of grammatical errors.

3. Paper is 4-6 pages double-spaced (not including title page or reference page if references are used).

4. Paper utilizes 12-point Times New Roman font

5. Paper is written independently

_**When completing this assignment, please format this as a paper. Subheadings can be utilized to organize the paper.**_

**Final PM Observational Study Reflection/Paper**

| | | |
| — | — | — |
| Final PM Observational Study Reflection/Paper |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeData Collection Summary<br>Summary includes information of the: target behavior, pinpoint/operational definition, setting observation data collection method, how often visits were conducted, time of day the observations were conducted, and whether the activities were successful in obtaining accurate data | | 7.5 pts |
| This criterion is linked to a Learning OutcomeData Analysis Summary<br>Information includes the most up-to-date graph of the data collected and an explanation of the findings. Including the levels of target behavior overall, ranges, data trend. Discusses if data were representative of target behavior. | | 7.5 pts |
| This criterion is linked to a Learning OutcomeOverall Reflection/Lessons Learned<br>Summary includes if there were any confounds identified that could be impacting the target behavior. Problems faced during observations. Changes if student were to redo the observational project. Successes of the project. Lessons learned about collecting data as a hypothetical PM consultant in this setting. Discussion about how they personally could incorporate data collection and data analysis into their future practice. Discussion on how managers/leaders could utilize pinpointing, data collection, and data analysis. | | 15 pts |
| This criterion is linked to a Learning OutcomeIntervention Proposal<br>Discusses environmental variables that may impact target behavior based on observation/PICNIC analysis. Summary provides and describes recommendations for antecedent- and consequence-based interventions. Describes why each intervention was selected and how it would be implemented. | | 15 pts |
| This criterion is linked to a Learning OutcomeContent<br>Paper meets page requirements (4-6 pages). Paper utilizes APA formatting. Paper is free of grammatical errors. Paper is written independently. | | 5 pts |

Total Points: 50

**PICNICSheet21.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/picnicsheet21-docx)

**Part2_Baseline_Data_Collection1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/part2-baseline-data-collection1-docx)

**## ObservationPlanForATargetBehavior2.docx**

7

**Observation Plan for A Target Behavior**

Name

Institution

Course

Instructor’s Name

Date

**Identify and define the target behavior/pinpoint.**

**Target Behavior**

This observation project is to observe the target behavior of employees greeting customers within five seconds of entering a retail store. This behavior was selected because greeting customers is an important customer service activity that can contribute to a positive environment and good customer and employee interaction. Quickly greeting the customer can enhance their experience and lead to higher satisfaction with the business. Positive employee-customer relationships have been shown to correlate with higher customer satisfaction, customer loyalty, and more positive views of service quality (Pham & Nguyen 2025). Thus, welcoming the customer with a timely entry is a concrete action that can have an impact on the customer and on the organization.

**Operational Definition**

The pinpoint behavior is defined as an employee verbally greeting a customer within five seconds of the customer entering the store. Some acceptable greetings are: “Hello”, “Welcome”, “Good morning”, or “How can I help you today?” The behavior starts when a customer steps through the entrance threshold of the store. The behavior is counted if the employee verbally greets the recipient within 5 seconds. If no greeting is given or a greeting is given after 5 seconds and only a nonverbal acknowledgement is given, then the behaviour is not recorded. This behaviour is observable, measurable, reliable, and passes the dead man's test, as it requires a response from the employee.

**Category of Performer**

The performers who will be observed are the retail store employees. These employees have the usual responsibility of communicating with customers and offering customer service during regular business hours.

**Data Collection Process**

**Observation Setting**

The observation will be conducted in a retail store setting where staff are in constant contact with customers. The business name will be anonymous, but the setting is a customer service area where customers enter the store and staff are available to serve them. In this environment, there are several chances to see if customers are welcomed at the door.

**Type of Data Collected**

The data collected will be frequency data. The observer will determine the number of customers entering the store and the number of customers who are verbally greeted in the first five seconds of entering the store. These data can then be used to help determine the percentage of customers greeted in each observation session.

**Observation Duration**

Each observation period will be 20 minutes. Consistency of observation time will facilitate data reliability and, over time, data that are comparable.

**Observation Schedule**

Observations will be made three times a week at different times of the day. Several observation sessions per week will allow for enough opportunities to observe the target behavior and assess patterns of employee performance. The observation schedule will also enable data collection to be completed in a timely manner during Part 2 of the project.

**Summary of PIC/NIC Analysis Results**

The PIC/NIC analysis suggests that employees may not consistently greet customers because the current consequences support the undesired behavior. Often, staff will be filling the shelves or tidying up the stock or doing other work rather than attending to customers. This effect will typically be immediate, beneficial and definitive, because the employee will work without interruption. However, there are not many immediate repercussions for not greeting the customers, which increases the likelihood of it continuing.

The analysis also reveals a number of factors that could enhance the desired behavior, greeting customers within five seconds of entering the store. Setting clear expectations, customer service training, reminder signs, feedback on performance and employee recognition programs can all act as antecedents and consequences to promote desired behavior. When a customer responds positively, and a supervisor gives praise, it may reinforce the employee to continue to greet customers in the same way.

Overall, the analysis of the PIC/NIC shows that making the environment conducive to the target behavior, and providing positive consequences for the target behavior, is more likely to lead to behavior change. An opportunity to be recognized, receive feedback and engage with customers in positive ways can help boost the chance of staff being able to greet customers promptly. The analysis results will be used as a basis for future observations and recommendations that will enable to enhance the performance of customer services.

**References**

Pham, D. N., & Nguyen, G. T. (2025). The relationship between employee satisfaction and customer loyalty: The mediating role of customer experience.
_Edelweiss Applied Science and Technology_,
_9_(3), 1531-1543. DOI: 10.55214/25768484.v9i3.5598

**## Baseline_Data_Collection_and_Graphing1.xlsx**

## Summary Data

| | | | | | | | | |
| — | — | — | — | — | — | — | — | — |
| Baseline Summary Data |

| Session | Date | Day | Time of Day | Customer Flow | Duration Minutes | Total Customers Entered | Total Greeted Within 5 Seconds | Percent Greeted |
| Session 1 | 07/01/2026 | Wednesday | Morning | Medium | 20 | 12 | 5 | 41.7% |
| Session 2 | 07/03/2026 | Friday | Afternoon | Medium | 20 | 15 | 7 | 46.7% |
| Session 3 | 07/05/2026 | Sunday | Evening | Busy | 20 | 19 | 8 | 42.1% |
| Session 4 | 07/06/2026 | Monday | Morning | Slow | 20 | 10 | 5 | 50.0% |
| Session 5 | 07/08/2026 | Wednesday | Afternoon | Busy | 20 | 21 | 9 | 42.9% |

| Metric | Value |
| Number of baseline sessions | 5 |
| Session length in minutes | 20 |
| Total customers entered | 77 |
| Total greeted within 5 seconds | 34 |
| Overall percentage greeted | 44.2% |

## Graph

| | | | | |
| — | — | — | — | — |
| Baseline Line Graph Data |

| Session | Percent Greeted | Goal Line | Phase | Duration |
| Session 1 | 41.7% | 80.0% | Baseline | 20 minutes |
| Session 2 | 46.7% | 80.0% | Baseline | 20 minutes |
| Session 3 | 42.1% | 80.0% | Baseline | 20 minutes |
| Session 4 | 50.0% | 80.0% | Baseline | 20 minutes |
| Session 5 | 42.9% | 80.0% | Baseline | 20 minutes |

| Phase Label: Baseline |

Baseline Line Graph Data

Percent greeted Session 1 Session 2 Session 3 Session 4 Session 5 0.41666666666666669 0.46666666666666667 0.42105263157894735 0.5 0.42857142857142855 Goal line Session 1 Session 2 Session 3 Session 4 Session 5 0.8 0.8 0.8 0.8 0.8

Observation Session

Percent Greeted Within 5 Seconds

**## Part3InterventionPlanInstructions.docx**

**Part 3: Intervention Plan-Final Paper**

The purpose of this assignment is to summarize the results and completion of your observation plan. In addition, you will be tasked with proposing interventions based on the collected data/assessment.

Within your paper, please address the following components:

**SUMMARY OF DATA COLLECTION PROCESS**

This section of your paper should address your data collection process. The following components should be addressed.

1. What was the target behavior and why was it selected (i.e., rationale)?

2. What was your pinpoint/operational definition?

3. How did you measure data (e.g., frequency, duration, etc.)

4. What were your data collection procedures (e.g., where did you collect data, how often did you collect data, what time of day, methodology, etc.)

5. Were your data collection procedures helpful in obtaining accurate data? Why or why not?

6. Discusses aspects of data collection that went well and adjustments that would be made if you were to collect data on this behavior again

**DATA ANALYSIS SUMMARY**

This section of your paper should provide a summary of the results of your data. The following components should be addressed.

1. Summarize the results of your data collection.

1. Describe the level of the target behavior(s) (e.g., high, moderate, low)

2. Describe the trend of the data (e.g., increasing, decreasing, no trend)

3. Describe the stability of the data (e.g., variable vs. stable)

2. Include the most up-to-date graph(s) of the data collected. This should be labeled as Figure # (e.g., Figure 1, Figure 2) and include a figure caption for each figure included (e.g.,
Percentage of days employee was tardy).

3. Were you successful in obtaining a good baseline sample of data? Why or why not?

4. Did the results of the data collect match with your hypothesis of the data collected

**INTERVENTION PROPOSAL**

This section of your paper should discuss possible interventions based on the observation/ assessments.

**
_This is just a proposal of an intervention-you do not need to actually implement the intervention. If you do want to implement the intervention, make sure you get appropriate approval/consent prior to implementation.**_

1. What environmental variables did you find to be the most influential on the target behavior occurring or not occurring through your observations? Did your observations correspond with your original PICNIC analyses? In what ways did they differ? In what ways were they similar?

2. Given your data and findings, what recommendations do you have for interventions that could potentially help change the target behavior? (or what would be a solution that you could hypothetically implement).
_Note: You_
_do not need to implement an intervention for the purposes of this assignment, you just need to propose intervention ideas. If you do decide to move forward within implementing an intervention, please make sure you have the appropriate approval process within your organization._

1. Propose at least
one antecedent-based intervention.

1. Why was this intervention selected to address this target behavior?

2. What would this realistically look like within the organization setting?

2. Propose at least
one consequence-based intervention.

1. Why was this intervention selected to address this target behavior?

2. What would this realistically look like within the organization setting?

**REFLECTION/SUMMARY OF LESSONS LEARNED**

This section should comment on your reflection of the observational project.

1. If the observational project had problems or confounds, what were they(e.g., a new employee was hired)? How would you address them? If no problems occurred, how would you conduct things differently if doing the project again? (e.g., replication of data collection with a different behavior/employee, etc.)

2. Discuss some of the successes found during your observations and data collection.

3. Discusses different ways that you can incorporate data collection and data analysis into your future practice in the workplace (can be different behaviors that are targeted, different ways to measure behavior, different ways to analyze behavior etc.).

4. Provides discussion about how managers/leaders could utilize behavior pinpoints, data collection, and data analysis into the workplace.

**PAPER LOGISTICS**

1. Paper utilizes APA formatting (Includes title page, page numbers, figure(s), figure caption, reference page (if applicable)).

2. Paper is free of grammatical errors.

3. Paper is 4-6 pages double-spaced (not including title page or reference page if references are used).

4. Paper utilizes 12-point Times New Roman font

5. Paper is written independently

_**When completing this assignment, please format this as a paper. Subheadings can be utilized to organize the paper.**_

**Final PM Observational Study Reflection/Paper**

| | | |
| — | — | — |
| Final PM Observational Study Reflection/Paper |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeData Collection Summary<br>Summary includes information of the: target behavior, pinpoint/operational definition, setting observation data collection method, how often visits were conducted, time of day the observations were conducted, and whether the activities were successful in obtaining accurate data | | 7.5 pts |
| This criterion is linked to a Learning OutcomeData Analysis Summary<br>Information includes the most up-to-date graph of the data collected and an explanation of the findings. Including the levels of target behavior overall, ranges, data trend. Discusses if data were representative of target behavior. | | 7.5 pts |
| This criterion is linked to a Learning OutcomeOverall Reflection/Lessons Learned<br>Summary includes if there were any confounds identified that could be impacting the target behavior. Problems faced during observations. Changes if student were to redo the observational project. Successes of the project. Lessons learned about collecting data as a hypothetical PM consultant in this setting. Discussion about how they personally could incorporate data collection and data analysis into their future practice. Discussion on how managers/leaders could utilize pinpointing, data collection, and data analysis. | | 15 pts |
| This criterion is linked to a Learning OutcomeIntervention Proposal<br>Discusses environmental variables that may impact target behavior based on observation/PICNIC analysis. Summary provides and describes recommendations for antecedent- and consequence-based interventions. Describes why each intervention was selected and how it would be implemented. | | 15 pts |
| This criterion is linked to a Learning OutcomeContent<br>Paper meets page requirements (4-6 pages). Paper utilizes APA formatting. Paper is free of grammatical errors. Paper is written independently. | | 5 pts |

Total Points: 50

**PICNICSheet21.docx**

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November 6, 2026
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NO PLAGIO, NO INTELIGENCIA ARTIFICIAL/ APA format 7th style **files (1)** – ## RC-week5app.docx **## RC-week5app.docx** This activity will allow you to apply the inference strategies presented in this week's videos and Chapter 8. Your grade will be based **only on your ability to identify and justif…

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NO PLAGIO, NO INTELIGENCIA ARTIFICIAL/ APA format 7th style

**files (1)**

– ## RC-week5app.docx

**## RC-week5app.docx**

This activity will allow you to apply the inference strategies presented in this week's videos and Chapter 8. Your grade will be based
**only on your ability to identify and justify logical inferences using evidence from the passage**, not on your medical or nursing knowledge. Every conclusion you make must be supported by clues found in the reading. This reflects the chapter's emphasis that logical inferences are evidence-based and derived from the author's words rather than the reader's assumptions.

**Step 1**

Watch both instructional videos:

·
**Inference Made Easy: How to Read Between Lines (YOUTUBE) NO SE PUEDE DESCARGAR**

As you watch, pay particular attention to:

· logical versus illogical inferences,

· bridging inferences,

· implied main ideas,

· using textual evidence to support conclusions.

**Step 2**

Read the healthcare case study provided below. As you read,

· underline important clues,

· identify repeated ideas,

· notice relationships between sentences,

· avoid making assumptions that are not supported by the passage.

Remember that your task is
**not to diagnose the patient** but to demonstrate your ability to make logical inferences from the author's clues.

**More Than a Stomachache**

At 7:15 a.m., the waiting room of Riverside Community Hospital was already crowded. Nurses moved quickly between patients while the registration staff called names from a growing list. Among the people waiting was Mr. Daniel Ortiz, a 58-year-old warehouse supervisor who told the triage nurse that he had been experiencing stomach discomfort since early that morning.

When the nurse asked him to rate his pain, Mr. Ortiz shrugged and replied, "It's only about a three out of ten. I probably just ate something that didn't agree with me." He explained that he had skipped breakfast because he felt slightly nauseated and had become unusually tired while walking from the parking lot. Although the waiting room felt cool, beads of perspiration covered his forehead.

The nurse noticed that Mr. Ortiz kept rubbing the center of his chest even though he continued describing his problem as indigestion. When asked whether he had experienced heartburn before, he answered that he occasionally had after eating spicy foods, but today's discomfort "felt different somehow." He also admitted that the discomfort seemed to spread toward his left shoulder and upper arm, although he insisted it was "nothing serious."

While reviewing his medical history, the nurse learned that Mr. Ortiz had high blood pressure and Type 2 diabetes. He had smoked for nearly thirty years before quitting five years earlier. His father had died unexpectedly in his early sixties after what family members described as "heart problems."

Instead of asking Mr. Ortiz to return to the waiting room, the nurse immediately notified the emergency physician. Within minutes, another nurse attached cardiac monitoring equipment while laboratory staff collected blood samples. An electrocardiogram was performed before any medication for indigestion was given.

Mr. Ortiz appeared surprised by the urgency. "I told you my stomach hurts," he said quietly. The emergency physician smiled reassuringly and explained, "Sometimes the body doesn't follow the textbook. Our job is to recognize patterns, even when the symptoms don't seem obvious."

About thirty minutes later, the physician returned with the test results. Mr. Ortiz was informed that he was experiencing an acute heart attack. Because the condition had been recognized quickly, the cardiology team was able to begin treatment before significant damage occurred to the heart muscle.

The following afternoon, Mr. Ortiz thanked the emergency department staff. He admitted that if the discomfort had started at home instead of work, he probably would have taken antacids and gone back to bed. The triage nurse replied, "Many people think heart attacks always begin with severe chest pain. That's why it's important to pay attention to all the clues instead of just one symptom."

As part of his discharge education, Mr. Ortiz learned how diabetes, hypertension, smoking history, age, and family history can increase a person's risk of cardiovascular disease. Before leaving the hospital, he scheduled follow-up appointments with his primary care provider and a cardiac rehabilitation program. He also promised his wife that he would never ignore unusual symptoms again.

| |
| — |
| |

**Part I – Logical or Illogical? (40 points)**

Read each statement below. For each one,

· indicate whether it is a
**logical** or
**illogical** inference, and

· explain why using evidence from the passage.

Example format:

| | | |
| — | — | — |
| **Statement** | **Logical or Illogical?** | **Evidence from the Passage** |
| Mr. Ortiz believed his symptoms were not serious. | | |
| The triage nurse became concerned because she noticed several clues that did not match a simple case of indigestion. | | |
| Mr. Ortiz had ignored his doctor's advice for many years. | | |
| The emergency physician recognized that patients do not always experience illnesses in the same way. | | |
| The hospital staff rushed Mr. Ortiz into treatment because the emergency department was almost empty. | | |
| The nurse considered more than one piece of information before deciding how urgently Mr. Ortiz needed care. | | |
| The nurse considered more than one piece of information before deciding how urgently Mr. Ortiz needed care. | | |
| Mr. Ortiz's family history contributed to the healthcare team's concern. | | |
| Mr. Ortiz frequently skipped his blood pressure medication. | | |
| Mr. Ortiz frequently skipped his blood pressure medication. | | |
| Before this experience, Mr. Ortiz underestimated the seriousness of his symptoms. | | |

| |
| — |
| |

| | | |
| — | — | — |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |

| |
| — |
| |

**Part II – Bridging Inferences (30 points)**

Readers often need to connect ideas between sentences to understand the author's message. These are called
**bridging inferences**.

Answer the following questions.

1. Why did the nurse immediately notify the physician instead of sending Mr. Ortiz back to the waiting room?

2. Why was an electrocardiogram performed before medication for indigestion was given?

3. Why did the physician say,
_"Sometimes the body doesn't follow the textbook"_?

For each answer,

· identify the clues,

· explain the relationship between the clues,

· explain the inference you made.

**Part III – Implied Main Idea (30 points)**

Write one sentence stating the implied main idea of the passage.

Then explain which three details from the passage led you to that conclusion.

**Submission Requirements**

Submit your assignment as an
**APA Student Paper** including:

· APA Title Page

· Responses to Parts I–III

· APA References Page (only if outside sources are used)

**## RC-week5app.docx**

This activity will allow you to apply the inference strategies presented in this week's videos and Chapter 8. Your grade will be based
**only on your ability to identify and justify logical inferences using evidence from the passage**, not on your medical or nursing knowledge. Every conclusion you make must be supported by clues found in the reading. This reflects the chapter's emphasis that logical inferences are evidence-based and derived from the author's words rather than the reader's assumptions.

**Step 1**

Watch both instructional videos:

·
**Inference Made Easy: How to Read Between Lines (YOUTUBE) NO SE PUEDE DESCARGAR**

As you watch, pay particular attention to:

· logical versus illogical inferences,

· bridging inferences,

· implied main ideas,

· using textual evidence to support conclusions.

**Step 2**

Read the healthcare case study provided below. As you read,

· underline important clues,

· identify repeated ideas,

· notice relationships between sentences,

· avoid making assumptions that are not supported by the passage.

Remember that your task is
**not to diagnose the patient** but to demonstrate your ability to make logical inferences from the author's clues.

**More Than a Stomachache**

At 7:15 a.m., the waiting room of Riverside Community Hospital was already crowded. Nurses moved quickly between patients while the registration staff called names from a growing list. Among the people waiting was Mr. Daniel Ortiz, a 58-year-old warehouse supervisor who told the triage nurse that he had been experiencing stomach discomfort since early that morning.

When the nurse asked him to rate his pain, Mr. Ortiz shrugged and replied, "It's only about a three out of ten. I probably just ate something that didn't agree with me." He explained that he had skipped breakfast because he felt slightly nauseated and had become unusually tired while walking from the parking lot. Although the waiting room felt cool, beads of perspiration covered his forehead.

The nurse noticed that Mr. Ortiz kept rubbing the center of his chest even though he continued describing his problem as indigestion. When asked whether he had experienced heartburn before, he answered that he occasionally had after eating spicy foods, but today's discomfort "felt different somehow." He also admitted that the discomfort seemed to spread toward his left shoulder and upper arm, although he insisted it was "nothing serious."

While reviewing his medical history, the nurse learned that Mr. Ortiz had high blood pressure and Type 2 diabetes. He had smoked for nearly thirty years before quitting five years earlier. His father had died unexpectedly in his early sixties after what family members described as "heart problems."

Instead of asking Mr. Ortiz to return to the waiting room, the nurse immediately notified the emergency physician. Within minutes, another nurse attached cardiac monitoring equipment while laboratory staff collected blood samples. An electrocardiogram was performed before any medication for indigestion was given.

Mr. Ortiz appeared surprised by the urgency. "I told you my stomach hurts," he said quietly. The emergency physician smiled reassuringly and explained, "Sometimes the body doesn't follow the textbook. Our job is to recognize patterns, even when the symptoms don't seem obvious."

About thirty minutes later, the physician returned with the test results. Mr. Ortiz was informed that he was experiencing an acute heart attack. Because the condition had been recognized quickly, the cardiology team was able to begin treatment before significant damage occurred to the heart muscle.

The following afternoon, Mr. Ortiz thanked the emergency department staff. He admitted that if the discomfort had started at home instead of work, he probably would have taken antacids and gone back to bed. The triage nurse replied, "Many people think heart attacks always begin with severe chest pain. That's why it's important to pay attention to all the clues instead of just one symptom."

As part of his discharge education, Mr. Ortiz learned how diabetes, hypertension, smoking history, age, and family history can increase a person's risk of cardiovascular disease. Before leaving the hospital, he scheduled follow-up appointments with his primary care provider and a cardiac rehabilitation program. He also promised his wife that he would never ignore unusual symptoms again.

| |
| — |
| |

**Part I – Logical or Illogical? (40 points)**

Read each statement below. For each one,

· indicate whether it is a
**logical** or
**illogical** inference, and

· explain why using evidence from the passage.

Example format:

| | | |
| — | — | — |
| **Statement** | **Logical or Illogical?** | **Evidence from the Passage** |
| Mr. Ortiz believed his symptoms were not serious. | | |
| The triage nurse became concerned because she noticed several clues that did not match a simple case of indigestion. | | |
| Mr. Ortiz had ignored his doctor's advice for many years. | | |
| The emergency physician recognized that patients do not always experience illnesses in the same way. | | |
| The hospital staff rushed Mr. Ortiz into treatment because the emergency department was almost empty. | | |
| The nurse considered more than one piece of information before deciding how urgently Mr. Ortiz needed care. | | |
| The nurse considered more than one piece of information before deciding how urgently Mr. Ortiz needed care. | | |
| Mr. Ortiz's family history contributed to the healthcare team's concern. | | |
| Mr. Ortiz frequently skipped his blood pressure medication. | | |
| Mr. Ortiz frequently skipped his blood pressure medication. | | |
| Before this experience, Mr. Ortiz underestimated the seriousness of his symptoms. | | |

| |
| — |
| |

| | | |
| — | — | — |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |

| |
| — |
| |

**Part II – Bridging Inferences (30 points)**

Readers often need to connect ideas between sentences to understand the author's message. These are called
**bridging inferences**.

Answer the following questions.

1. Why did the nurse immediately notify the physician instead of sending Mr. Ortiz back to the waiting room?

2. Why was an electrocardiogram performed before medication for indigestion was given?

3. Why did the physician say,
_"Sometimes the body doesn't follow the textbook"_?

For each answer,

· identify the clues,

· explain the relationship between the clues,

· explain the inference you made.

**Part III – Implied Main Idea (30 points)**

Write one sentence stating the implied main idea of the passage.

Then explain which three details from the passage led you to that conclusion.

**Submission Requirements**

Submit your assignment as an
**APA Student Paper** including:

· APA Title Page

· Responses to Parts I–III

· APA References Page (only if outside sources are used)

November 6, 2026
[Solved] EC II-week 5

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Executive Solution Overview

APA format 7th style, no plagio, no inteligencia artificial **files (2)** – ## Intruction1.docx – ## Smelling_the_Coffee.pdf **## Intruction1.docx** Instruction: Read the text, then write a five-paragraph **argumentative essay** on the prompt given in _Application_, which appears below the reading…

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Assignment Prompt & Instructions

APA format 7th style, no plagio, no inteligencia artificial

**files (2)**

– ## Intruction1.docx

– ## Smelling_the_Coffee.pdf

**## Intruction1.docx**

Instruction:

Read the text, then write a five-paragraph
**argumentative essay** on the prompt given in
_Application_, which appears below the reading. Make sure to use research when making your arguments and counterarguments. Be reminded that this is an argumentative essay, which means that in addition to your arguments, you also need to present the counterarguments. When presenting the counterarguments provide examples of logical fallacies commonly used; explain the type of logical fallacy. Do not forget to add the rebuttal after the counterargument. Do not quote; instead, paraphrase.

Please note that you can submit your essay only once.

Plagiarism is not tolerated;
_TurnItIn_ will be activated to avoid plagiarism.

You need to type the essay in a Word document and follow APA style.

2.
[Smelling the Coffee :](https://mri.mrooms.net/pluginfile.php/1233313/mod_assign/intro/Smelling_the_Coffee.pdf?time=1763946825268)

#### Application:

Cobb’s article appeared in 2018, two years prior to the unrest, protests, and riots of 2020. Part of the strategies Cobb mentions to mitigate these implicit biases against people of color includes formal training undertaken by Starbucks. Other attempts to draw attention to these implicit biases have occurred in 2020, with multiple scholars and activists encouraging us all to read a variety of texts on the issue and become more informed on these implicit biases and systemic racism. Do you think this is the best approach to fight implicit bias and racism? Develop a curriculum, including at least one book source, that could be used to increase awareness of these issues and perhaps help to solve them. Then write an essay defending your curriculum

**## Smelling_the_Coffee.pdf**

Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
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machine generated PDF functionality and any output derived therefrom.

Smelling the Coffee
Author: William Cobb
Date: June 4, 2018
From: The New Yorker(Vol. 94, Issue 16)
Publisher: Conde Nast Publications, Inc.
Document Type: Article
Length: 1,076 words

Full Text:
Byline: Jelani Cobb

Smelling the Coffee

tif Illustration by Tom Bachtell 31

Elijah Anderson, a professor of sociology and African-American studies at Yale, has spent much of his career exploring the dynamics
of African-American life in mostly black urban environments. Three years ago, however, he published a paper, titled "The White
Space," which looked at the racial complexities of mostly white urban environments. "The city's public spaces, workplaces and
neighborhoods may now be conceptualized as a mosaic of white spaces, black spaces and cosmopolitan spaces," Anderson wrote.
The white spaces are an environment in which blacks are "typically absent, not expected, or marginalized."

Academics are commonly dogged by questions of how their research applies to the real world. Anderson has faced the opposite: a
scroll of headlines and social-media posts that, like a mad data set liberated from its spreadsheet, seem intent on confirming the
validity of his argument. The most notable recent case in point occurred on April 12th, when a white employee of a Starbucks in
Philadelphia called the police on two young black men, Rashon Nelson and Donte Robinson, who asked to use the rest room before
they had ordered anything. They were arrested on suspicion of trespassing; it turned out that they had been waiting for a business
associate to join them.

The incident was both disturbing and disturbingly common. A few days later, an employee at a New Jersey gym called the police, on
the suspicion that two black men using the facility had not paid; they had. A couple of weeks after that, a woman in California called
the police on three black women who she thought were behaving suspiciously. They were actually carrying bags out of a house they
had rented on Airbnb. Earlier this month, a white student at Yale called the police on a black graduate student for exhibiting behavior
that struck her as suspicious: napping in a common area. Thousands of social-media users have since shared their experiences as
persons of color in a "white space."

Starbucks didn't press charges against the men, but protests followed, along with the requisite hashtag directive, in this case,
#boycottStarbucks. The men, though, settled with the city for a dollar apiece and a promise to invest in a program to assist young
entrepreneurs. They also negotiated a settlement with Starbucks that included an offer of a free college education. (And the company
announced that anyone can now use the rest rooms without buying anything.) In the tempest of race in America, the resolution was
marked by an impressive degree of good faith. Yet Starbucks' attempt to address the larger issue-the racial assumptions that lead to
such incidents-has met with skepticism.

The company's C.E.O., Kevin Johnson, announced that, on the afternoon of May 29th, Starbucks will close its eight thousand coffee
shops across the country, in order to conduct "racial-bias training" for its employees. This isn't its first foray into race concerns. In
2015, after the protests in Ferguson, Missouri, the company encouraged its employees to write the phrase "Race Together" on
takeout cups. The idea was widely ridiculed, but asking customers to contemplate the most consistently radioactive topic in American
society while savoring their preferred combinations of soy, mocha, and caramel was certainly noteworthy.

For the May 29th training, Starbucks has gone deeper, consulting with, among others, former Attorney General Eric Holder; Sherrilyn
Ifill, of the N.A.A.C.P. Legal Defense Fund; Bryan Stevenson, of the Equal Justice Initiative; Heather McGee, of the Demos Center;
and Jonathan Greenblatt, of the Anti-Defamation League. A video preview of the curriculum released last week featured messages
from the company's executive chairman, Howard Schultz, and from Common, and a film by the veteran documentary-maker Stanley
Nelson.

The concept of "implicit bias"-the subtle, unconscious responses that we're conditioned to display-has lately become familiar, for
reasons relating both to its valence among academics and to its ability to bridge a particular chasm in the dialogue about race. The
popular perception of racism as mostly the product of the kind of monstrous people who, say, would drive into a crowd of pedestrians
in Charlottesville, Virginia, makes it difficult to address the more pervasive daily practices of it. In fact, the bar for perceived bigotry
has been set so high that, last week, an attorney caught on video railing against Spanish-speaking employees at a restaurant in New
York, and threatening to have them deported, could release a statement earnestly declaring himself not to be a racist.

Implicit bias disassociates racism from overt villainy and, as a consequence, engenders less defensiveness in the dialogue. A series
of events in recent years sparked conversations about implicit bias among the police, but, as the Starbucks situation and others like it
have demonstrated, there is a companion issue: the ways in which the police can serve as a vector of the biases of individual
citizens. The question isn't simply whether an officer displays bias in carrying out his official duty but whether the call that led to his
presence in a given situation is itself the result of bias. The crucial aspect of the Starbucks story isn't whether a company can, in a
single training session, diminish bias among its employees. It's the implied acknowledgment that such attitudes are so pervasive in
America that a company has to shoulder the responsibility of mitigating them in its workforce.

It would be possible to see the recent incidents as a survivable pestering-racism as nuisance-were it not for the fact that the denial of
the unimpeded use of public space has been central to the battles over civil rights since Emancipation. In 1883, the Supreme Court
heard five cases, collectively known as the Civil Rights Cases, involving the harassment of African-Americans in theatres and hotels
and on trains. The Court ruled against the plaintiffs, finding that the Civil Rights Act of 1875 was an unconstitutional violation of the
rights of private businesses. In a famous dissent, Justice John Marshall Harlan noted that "today it is the colored race which is
denied, by corporations and individuals wielding public authority, rights fundamental in their freedom and citizenship." He added, "At
some future time, it may be that some other race will fall under the ban of race discrimination."

Not only was Justice Harlan prescient about the current treatment of other races; he also foresaw a Presidency that strives to make
the United States itself feel like a white space. Implicit biases often have a way of becoming explicit ones.

Copyright: COPYRIGHT 2018 All rights reserved. Reproduced by permission of The Condé Nast Publications, Inc.
http://www.newyorker.com/
Source Citation (MLA 9th Edition)
Cobb, William. "Smelling the Coffee." The New Yorker, vol. 94, no. 16, 4 June 2018, p. 31. Gale Academic OneFile Select,

link.gale.com/apps/doc/A542261285/EAIM?u=mia56118&sid=sru&xid=13a77697. Accessed 10 July 2022.
Gale Document Number: GALE|A542261285

[http://www.newyorker.com/](http://www.newyorker.com/)

**## Smelling_the_Coffee.pdf**

Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
Subscription and License Agreement and/or the Gale Academic OneFile Select Terms and Conditions and by using the machine
generated PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the
machine generated PDF functionality and any output derived therefrom.

Smelling the Coffee
Author: William Cobb
Date: June 4, 2018
From: The New Yorker(Vol. 94, Issue 16)
Publisher: Conde Nast Publications, Inc.
Document Type: Article
Length: 1,076 words

Full Text:
Byline: Jelani Cobb

Smelling the Coffee

tif Illustration by Tom Bachtell 31

Elijah Anderson, a professor of sociology and African-American studies at Yale, has spent much of his career exploring the dynamics
of African-American life in mostly black urban environments. Three years ago, however, he published a paper, titled "The White
Space," which looked at the racial complexities of mostly white urban environments. "The city's public spaces, workplaces and
neighborhoods may now be conceptualized as a mosaic of white spaces, black spaces and cosmopolitan spaces," Anderson wrote.
The white spaces are an environment in which blacks are "typically absent, not expected, or marginalized."

Academics are commonly dogged by questions of how their research applies to the real world. Anderson has faced the opposite: a
scroll of headlines and social-media posts that, like a mad data set liberated from its spreadsheet, seem intent on confirming the
validity of his argument. The most notable recent case in point occurred on April 12th, when a white employee of a Starbucks in
Philadelphia called the police on two young black men, Rashon Nelson and Donte Robinson, who asked to use the rest room before
they had ordered anything. They were arrested on suspicion of trespassing; it turned out that they had been waiting for a business
associate to join them.

The incident was both disturbing and disturbingly common. A few days later, an employee at a New Jersey gym called the police, on
the suspicion that two black men using the facility had not paid; they had. A couple of weeks after that, a woman in California called
the police on three black women who she thought were behaving suspiciously. They were actually carrying bags out of a house they
had rented on Airbnb. Earlier this month, a white student at Yale called the police on a black graduate student for exhibiting behavior
that struck her as suspicious: napping in a common area. Thousands of social-media users have since shared their experiences as
persons of color in a "white space."

Starbucks didn't press charges against the men, but protests followed, along with the requisite hashtag directive, in this case,
#boycottStarbucks. The men, though, settled with the city for a dollar apiece and a promise to invest in a program to assist young
entrepreneurs. They also negotiated a settlement with Starbucks that included an offer of a free college education. (And the company
announced that anyone can now use the rest rooms without buying anything.) In the tempest of race in America, the resolution was
marked by an impressive degree of good faith. Yet Starbucks' attempt to address the larger issue-the racial assumptions that lead to
such incidents-has met with skepticism.

The company's C.E.O., Kevin Johnson, announced that, on the afternoon of May 29th, Starbucks will close its eight thousand coffee
shops across the country, in order to conduct "racial-bias training" for its employees. This isn't its first foray into race concerns. In
2015, after the protests in Ferguson, Missouri, the company encouraged its employees to write the phrase "Race Together" on
takeout cups. The idea was widely ridiculed, but asking customers to contemplate the most consistently radioactive topic in American
society while savoring their preferred combinations of soy, mocha, and caramel was certainly noteworthy.

For the May 29th training, Starbucks has gone deeper, consulting with, among others, former Attorney General Eric Holder; Sherrilyn
Ifill, of the N.A.A.C.P. Legal Defense Fund; Bryan Stevenson, of the Equal Justice Initiative; Heather McGee, of the Demos Center;
and Jonathan Greenblatt, of the Anti-Defamation League. A video preview of the curriculum released last week featured messages
from the company's executive chairman, Howard Schultz, and from Common, and a film by the veteran documentary-maker Stanley
Nelson.

The concept of "implicit bias"-the subtle, unconscious responses that we're conditioned to display-has lately become familiar, for
reasons relating both to its valence among academics and to its ability to bridge a particular chasm in the dialogue about race. The
popular perception of racism as mostly the product of the kind of monstrous people who, say, would drive into a crowd of pedestrians
in Charlottesville, Virginia, makes it difficult to address the more pervasive daily practices of it. In fact, the bar for perceived bigotry
has been set so high that, last week, an attorney caught on video railing against Spanish-speaking employees at a restaurant in New
York, and threatening to have them deported, could release a statement earnestly declaring himself not to be a racist.

Implicit bias disassociates racism from overt villainy and, as a consequence, engenders less defensiveness in the dialogue. A series
of events in recent years sparked conversations about implicit bias among the police, but, as the Starbucks situation and others like it
have demonstrated, there is a companion issue: the ways in which the police can serve as a vector of the biases of individual
citizens. The question isn't simply whether an officer displays bias in carrying out his official duty but whether the call that led to his
presence in a given situation is itself the result of bias. The crucial aspect of the Starbucks story isn't whether a company can, in a
single training session, diminish bias among its employees. It's the implied acknowledgment that such attitudes are so pervasive in
America that a company has to shoulder the responsibility of mitigating them in its workforce.

It would be possible to see the recent incidents as a survivable pestering-racism as nuisance-were it not for the fact that the denial of
the unimpeded use of public space has been central to the battles over civil rights since Emancipation. In 1883, the Supreme Court
heard five cases, collectively known as the Civil Rights Cases, involving the harassment of African-Americans in theatres and hotels
and on trains. The Court ruled against the plaintiffs, finding that the Civil Rights Act of 1875 was an unconstitutional violation of the
rights of private businesses. In a famous dissent, Justice John Marshall Harlan noted that "today it is the colored race which is
denied, by corporations and individuals wielding public authority, rights fundamental in their freedom and citizenship." He added, "At
some future time, it may be that some other race will fall under the ban of race discrimination."

Not only was Justice Harlan prescient about the current treatment of other races; he also foresaw a Presidency that strives to make
the United States itself feel like a white space. Implicit biases often have a way of becoming explicit ones.

Copyright: COPYRIGHT 2018 All rights reserved. Reproduced by permission of The Condé Nast Publications, Inc.
http://www.newyorker.com/
Source Citation (MLA 9th Edition)
Cobb, William. "Smelling the Coffee." The New Yorker, vol. 94, no. 16, 4 June 2018, p. 31. Gale Academic OneFile Select,

link.gale.com/apps/doc/A542261285/EAIM?u=mia56118&sid=sru&xid=13a77697. Accessed 10 July 2022.
Gale Document Number: GALE|A542261285

[http://www.newyorker.com/](http://www.newyorker.com/)

**## Intruction1.docx**

Instruction:

Read the text, then write a five-paragraph
**argumentative essay** on the prompt given in
_Application_, which appears below the reading. Make sure to use research when making your arguments and counterarguments. Be reminded that this is an argumentative essay, which means that in addition to your arguments, you also need to present the counterarguments. When presenting the counterarguments provide examples of logical fallacies commonly used; explain the type of logical fallacy. Do not forget to add the rebuttal after the counterargument. Do not quote; instead, paraphrase.

Please note that you can submit your essay only once.

Plagiarism is not tolerated;
_TurnItIn_ will be activated to avoid plagiarism.

You need to type the essay in a Word document and follow APA style.

2.
[Smelling the Coffee :](https://mri.mrooms.net/pluginfile.php/1233313/mod_assign/intro/Smelling_the_Coffee.pdf?time=1763946825268)

#### Application:

Cobb’s article appeared in 2018, two years prior to the unrest, protests, and riots of 2020. Part of the strategies Cobb mentions to mitigate these implicit biases against people of color includes formal training undertaken by Starbucks. Other attempts to draw attention to these implicit biases have occurred in 2020, with multiple scholars and activists encouraging us all to read a variety of texts on the issue and become more informed on these implicit biases and systemic racism. Do you think this is the best approach to fight implicit bias and racism? Develop a curriculum, including at least one book source, that could be used to increase awareness of these issues and perhaps help to solve them. Then write an essay defending your curriculum

**## Smelling_the_Coffee.pdf**

Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
Subscription and License Agreement and/or the Gale Academic OneFile Select Terms and Conditions and by using the machine
generated PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the
machine generated PDF functionality and any output derived therefrom.

Smelling the Coffee
Author: William Cobb
Date: June 4, 2018
From: The New Yorker(Vol. 94, Issue 16)
Publisher: Conde Nast Publications, Inc.
Document Type: Article
Length: 1,076 words

Full Text:
Byline: Jelani Cobb

Smelling the Coffee

tif Illustration by Tom Bachtell 31

Elijah Anderson, a professor of sociology and African-American studies at Yale, has spent much of his career exploring the dynamics
of African-American life in mostly black urban environments. Three years ago, however, he published a paper, titled "The White
Space," which looked at the racial complexities of mostly white urban environments. "The city's public spaces, workplaces and
neighborhoods may now be conceptualized as a mosaic of white spaces, black spaces and cosmopolitan spaces," Anderson wrote.
The white spaces are an environment in which blacks are "typically absent, not expected, or marginalized."

Academics are commonly dogged by questions of how their research applies to the real world. Anderson has faced the opposite: a
scroll of headlines and social-media posts that, like a mad data set liberated from its spreadsheet, seem intent on confirming the
validity of his argument. The most notable recent case in point occurred on April 12th, when a white employee of a Starbucks in
Philadelphia called the police on two young black men, Rashon Nelson and Donte Robinson, who asked to use the rest room before
they had ordered anything. They were arrested on suspicion of trespassing; it turned out that they had been waiting for a business
associate to join them.

The incident was both disturbing and disturbingly common. A few days later, an employee at a New Jersey gym called the police, on
the suspicion that two black men using the facility had not paid; they had. A couple of weeks after that, a woman in California called
the police on three black women who she thought were behaving suspiciously. They were actually carrying bags out of a house they
had rented on Airbnb. Earlier this month, a white student at Yale called the police on a black graduate student for exhibiting behavior
that struck her as suspicious: napping in a common area. Thousands of social-media users have since shared their experiences as
persons of color in a "white space."

Starbucks didn't press charges against the men, but protests followed, along with the requisite hashtag directive, in this case,
#boycottStarbucks. The men, though, settled with the city for a dollar apiece and a promise to invest in a program to assist young
entrepreneurs. They also negotiated a settlement with Starbucks that included an offer of a free college education. (And the company
announced that anyone can now use the rest rooms without buying anything.) In the tempest of race in America, the resolution was
marked by an impressive degree of good faith. Yet Starbucks' attempt to address the larger issue-the racial assumptions that lead to
such incidents-has met with skepticism.

The company's C.E.O., Kevin Johnson, announced that, on the afternoon of May 29th, Starbucks will close its eight thousand coffee
shops across the country, in order to conduct "racial-bias training" for its employees. This isn't its first foray into race concerns. In
2015, after the protests in Ferguson, Missouri, the company encouraged its employees to write the phrase "Race Together" on
takeout cups. The idea was widely ridiculed, but asking customers to contemplate the most consistently radioactive topic in American
society while savoring their preferred combinations of soy, mocha, and caramel was certainly noteworthy.

For the May 29th training, Starbucks has gone deeper, consulting with, among others, former Attorney General Eric Holder; Sherrilyn
Ifill, of the N.A.A.C.P. Legal Defense Fund; Bryan Stevenson, of the Equal Justice Initiative; Heather McGee, of the Demos Center;
and Jonathan Greenblatt, of the Anti-Defamation League. A video preview of the curriculum released last week featured messages
from the company's executive chairman, Howard Schultz, and from Common, and a film by the veteran documentary-maker Stanley
Nelson.

The concept of "implicit bias"-the subtle, unconscious responses that we're conditioned to display-has lately become familiar, for
reasons relating both to its valence among academics and to its ability to bridge a particular chasm in the dialogue about race. The
popular perception of racism as mostly the product of the kind of monstrous people who, say, would drive into a crowd of pedestrians
in Charlottesville, Virginia, makes it difficult to address the more pervasive daily practices of it. In fact, the bar for perceived bigotry
has been set so high that, last week, an attorney caught on video railing against Spanish-speaking employees at a restaurant in New
York, and threatening to have them deported, could release a statement earnestly declaring himself not to be a racist.

Implicit bias disassociates racism from overt villainy and, as a consequence, engenders less defensiveness in the dialogue. A series
of events in recent years sparked conversations about implicit bias among the police, but, as the Starbucks situation and others like it
have demonstrated, there is a companion issue: the ways in which the police can serve as a vector of the biases of individual
citizens. The question isn't simply whether an officer displays bias in carrying out his official duty but whether the call that led to his
presence in a given situation is itself the result of bias. The crucial aspect of the Starbucks story isn't whether a company can, in a
single training session, diminish bias among its employees. It's the implied acknowledgment that such attitudes are so pervasive in
America that a company has to shoulder the responsibility of mitigating them in its workforce.

It would be possible to see the recent incidents as a survivable pestering-racism as nuisance-were it not for the fact that the denial of
the unimpeded use of public space has been central to the battles over civil rights since Emancipation. In 1883, the Supreme Court
heard five cases, collectively known as the Civil Rights Cases, involving the harassment of African-Americans in theatres and hotels
and on trains. The Court ruled against the plaintiffs, finding that the Civil Rights Act of 1875 was an unconstitutional violation of the
rights of private businesses. In a famous dissent, Justice John Marshall Harlan noted that "today it is the colored race which is
denied, by corporations and individuals wielding public authority, rights fundamental in their freedom and citizenship." He added, "At
some future time, it may be that some other race will fall under the ban of race discrimination."

Not only was Justice Harlan prescient about the current treatment of other races; he also foresaw a Presidency that strives to make
the United States itself feel like a white space. Implicit biases often have a way of becoming explicit ones.

Copyright: COPYRIGHT 2018 All rights reserved. Reproduced by permission of The Condé Nast Publications, Inc.
http://www.newyorker.com/
Source Citation (MLA 9th Edition)
Cobb, William. "Smelling the Coffee." The New Yorker, vol. 94, no. 16, 4 June 2018, p. 31. Gale Academic OneFile Select,

link.gale.com/apps/doc/A542261285/EAIM?u=mia56118&sid=sru&xid=13a77697. Accessed 10 July 2022.
Gale Document Number: GALE|A542261285

[http://www.newyorker.com/](http://www.newyorker.com/)

**## Intruction1.docx**

Instruction:

Read the text, then write a five-paragraph
**argumentative essay** on the prompt given in
_Application_, which appears below the reading. Make sure to use research when making your arguments and counterarguments. Be reminded that this is an argumentative essay, which means that in addition to your arguments, you also need to present the counterarguments. When presenting the counterarguments provide examples of logical fallacies commonly used; explain the type of logical fallacy. Do not forget to add the rebuttal after the counterargument. Do not quote; instead, paraphrase.

Please note that you can submit your essay only once.

Plagiarism is not tolerated;
_TurnItIn_ will be activated to avoid plagiarism.

You need to type the essay in a Word document and follow APA style.

2.
[Smelling the Coffee :](https://mri.mrooms.net/pluginfile.php/1233313/mod_assign/intro/Smelling_the_Coffee.pdf?time=1763946825268)

#### Application:

Cobb’s article appeared in 2018, two years prior to the unrest, protests, and riots of 2020. Part of the strategies Cobb mentions to mitigate these implicit biases against people of color includes formal training undertaken by Starbucks. Other attempts to draw attention to these implicit biases have occurred in 2020, with multiple scholars and activists encouraging us all to read a variety of texts on the issue and become more informed on these implicit biases and systemic racism. Do you think this is the best approach to fight implicit bias and racism? Develop a curriculum, including at least one book source, that could be used to increase awareness of these issues and perhaps help to solve them. Then write an essay defending your curriculum

**## Smelling_the_Coffee.pdf**

Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
Subscription and License Agreement and/or the Gale Academic OneFile Select Terms and Conditions and by using the machine
generated PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the
machine generated PDF functionality and any output derived therefrom.

Smelling the Coffee
Author: William Cobb
Date: June 4, 2018
From: The New Yorker(Vol. 94, Issue 16)
Publisher: Conde Nast Publications, Inc.
Document Type: Article
Length: 1,076 words

Full Text:
Byline: Jelani Cobb

Smelling the Coffee

tif Illustration by Tom Bachtell 31

Elijah Anderson, a professor of sociology and African-American studies at Yale, has spent much of his career exploring the dynamics
of African-American life in mostly black urban environments. Three years ago, however, he published a paper, titled "The White
Space," which looked at the racial complexities of mostly white urban environments. "The city's public spaces, workplaces and
neighborhoods may now be conceptualized as a mosaic of white spaces, black spaces and cosmopolitan spaces," Anderson wrote.
The white spaces are an environment in which blacks are "typically absent, not expected, or marginalized."

Academics are commonly dogged by questions of how their research applies to the real world. Anderson has faced the opposite: a
scroll of headlines and social-media posts that, like a mad data set liberated from its spreadsheet, seem intent on confirming the
validity of his argument. The most notable recent case in point occurred on April 12th, when a white employee of a Starbucks in
Philadelphia called the police on two young black men, Rashon Nelson and Donte Robinson, who asked to use the rest room before
they had ordered anything. They were arrested on suspicion of trespassing; it turned out that they had been waiting for a business
associate to join them.

The incident was both disturbing and disturbingly common. A few days later, an employee at a New Jersey gym called the police, on
the suspicion that two black men using the facility had not paid; they had. A couple of weeks after that, a woman in California called
the police on three black women who she thought were behaving suspiciously. They were actually carrying bags out of a house they
had rented on Airbnb. Earlier this month, a white student at Yale called the police on a black graduate student for exhibiting behavior
that struck her as suspicious: napping in a common area. Thousands of social-media users have since shared their experiences as
persons of color in a "white space."

Starbucks didn't press charges against the men, but protests followed, along with the requisite hashtag directive, in this case,
#boycottStarbucks. The men, though, settled with the city for a dollar apiece and a promise to invest in a program to assist young
entrepreneurs. They also negotiated a settlement with Starbucks that included an offer of a free college education. (And the company
announced that anyone can now use the rest rooms without buying anything.) In the tempest of race in America, the resolution was
marked by an impressive degree of good faith. Yet Starbucks' attempt to address the larger issue-the racial assumptions that lead to
such incidents-has met with skepticism.

The company's C.E.O., Kevin Johnson, announced that, on the afternoon of May 29th, Starbucks will close its eight thousand coffee
shops across the country, in order to conduct "racial-bias training" for its employees. This isn't its first foray into race concerns. In
2015, after the protests in Ferguson, Missouri, the company encouraged its employees to write the phrase "Race Together" on
takeout cups. The idea was widely ridiculed, but asking customers to contemplate the most consistently radioactive topic in American
society while savoring their preferred combinations of soy, mocha, and caramel was certainly noteworthy.

For the May 29th training, Starbucks has gone deeper, consulting with, among others, former Attorney General Eric Holder; Sherrilyn
Ifill, of the N.A.A.C.P. Legal Defense Fund; Bryan Stevenson, of the Equal Justice Initiative; Heather McGee, of the Demos Center;
and Jonathan Greenblatt, of the Anti-Defamation League. A video preview of the curriculum released last week featured messages
from the company's executive chairman, Howard Schultz, and from Common, and a film by the veteran documentary-maker Stanley
Nelson.

The concept of "implicit bias"-the subtle, unconscious responses that we're conditioned to display-has lately become familiar, for
reasons relating both to its valence among academics and to its ability to bridge a particular chasm in the dialogue about race. The
popular perception of racism as mostly the product of the kind of monstrous people who, say, would drive into a crowd of pedestrians
in Charlottesville, Virginia, makes it difficult to address the more pervasive daily practices of it. In fact, the bar for perceived bigotry
has been set so high that, last week, an attorney caught on video railing against Spanish-speaking employees at a restaurant in New
York, and threatening to have them deported, could release a statement earnestly declaring himself not to be a racist.

Implicit bias disassociates racism from overt villainy and, as a consequence, engenders less defensiveness in the dialogue. A series
of events in recent years sparked conversations about implicit bias among the police, but, as the Starbucks situation and others like it
have demonstrated, there is a companion issue: the ways in which the police can serve as a vector of the biases of individual
citizens. The question isn't simply whether an officer displays bias in carrying out his official duty but whether the call that led to his
presence in a given situation is itself the result of bias. The crucial aspect of the Starbucks story isn't whether a company can, in a
single training session, diminish bias among its employees. It's the implied acknowledgment that such attitudes are so pervasive in
America that a company has to shoulder the responsibility of mitigating them in its workforce.

It would be possible to see the recent incidents as a survivable pestering-racism as nuisance-were it not for the fact that the denial of
the unimpeded use of public space has been central to the battles over civil rights since Emancipation. In 1883, the Supreme Court
heard five cases, collectively known as the Civil Rights Cases, involving the harassment of African-Americans in theatres and hotels
and on trains. The Court ruled against the plaintiffs, finding that the Civil Rights Act of 1875 was an unconstitutional violation of the
rights of private businesses. In a famous dissent, Justice John Marshall Harlan noted that "today it is the colored race which is
denied, by corporations and individuals wielding public authority, rights fundamental in their freedom and citizenship." He added, "At
some future time, it may be that some other race will fall under the ban of race discrimination."

Not only was Justice Harlan prescient about the current treatment of other races; he also foresaw a Presidency that strives to make
the United States itself feel like a white space. Implicit biases often have a way of becoming explicit ones.

Copyright: COPYRIGHT 2018 All rights reserved. Reproduced by permission of The Condé Nast Publications, Inc.
http://www.newyorker.com/
Source Citation (MLA 9th Edition)
Cobb, William. "Smelling the Coffee." The New Yorker, vol. 94, no. 16, 4 June 2018, p. 31. Gale Academic OneFile Select,

link.gale.com/apps/doc/A542261285/EAIM?u=mia56118&sid=sru&xid=13a77697. Accessed 10 July 2022.
Gale Document Number: GALE|A542261285

[http://www.newyorker.com/](http://www.newyorker.com/)

November 6, 2026
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Include contact information so the designated agent can **files (3)** – ## week4.docx – ## Week4Assignment-ITMG371B001Summer2026-APEI.pdf – ## Week4Assignment-ITMG371B001Summer2026-APEI.pdf **## week4.docx** **Examine issues surrounding digital media and enforcing copyright protections on the Intern…

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Include contact information so the designated agent can

**files (3)**

– ## week4.docx

– ## Week4Assignment-ITMG371B001Summer2026-APEI.pdf

– ## Week4Assignment-ITMG371B001Summer2026-APEI.pdf

**## week4.docx**

**Examine issues surrounding digital media and enforcing copyright protections on the Internet.**

**Week 4 Practical Application Assignment**

**Topic:** After conducting independent research respond to the following:

**You have discovered that your copyright digital media has been infringed upon. You will manufacture an infringement in which a website of your choice h** as violated. Write a takedown notice to the violator.

Your notification must:

• Be in writing (this includes both hardcopy or digital);

• Be signed (whether in writing or via electronic signature) by the copyright owner or agent;

• Identify the original copyrighted work (or works if there are multiple) you claim has been infringed;

• Identify the material that is infringing your copyrighted work;

• Include contact information so the designated agent can reach you.

• Include a statement your complaint is in “good faith;”

• Include a statement the information in the notification is accurate; and

• Include a statement that under penalty of perjury you are authorized to act on behalf of the owner of an exclusive right that is allegedly infringed.

Refer to
[https://sarafhawkins.com/how-to-file-dmca-takedown/](https://sarafhawkins.com/how-to-file-dmca-takedown/) for an example.

**## Week4Assignment-ITMG371B001Summer2026-APEI.pdf**

ITMG371 Week 4 Assignment
Course: ITMG371 B001 Summer 2026

Criteria
Exemplary
10 points

Accomplished
8.5 points

Developing
7.5 points

Beginning
6.5 points

Did Not Attempt
0 points

Criterion Score

Create a take

down notice,

that was signed

(whether in

writing or via

electronic sig-

nature) by the

copyright owner

or agent

/ 10

Identify the vio-

lating website

/ 10

Notice is signed

(whether in

writing or via

electronic sig-

nature) by the

copyright owner

or agent

/ 10

Identify the

original copy-

righted work (or

works if there

are multiple)

you claim has

been infringed

/ 10

Identify the ma-

terial that is in-

fringing your

copyrighted

work

/ 10

Include contact

information so

the designated

agent can reach

you.

/ 10

Include a state-

ment that indi-

cates your com-

plaint is in

“good faith."

/ 10

The student effec-

tively created a

take down notice

that was signed by

the owner or agent.

The student cre-

ated a take down

notice that was not

signed by the

owner or agent.

The student par-

tially created a take

down notice that

was signed by the

owner or agent.

The student par-

tially created a take

down notice that

was not signed by

the owner or agent

Student failed to

address the

criterion.

The student effec-

tively identified the

violating website.

The student mostly

identified the vio-

lating website.

The student some-

what identified the

violating website.

The student pro-

vided limited and

meaningless sub-

stance addressing

the criterion.

Student failed to

address the

criterion.

The student effec-

tively provided a

signature on the

take down notice.

The student mostly

provided a signa-

ture on the take

down notice.

The student some-

what provided a

signature on the

take down notice.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively identified the

original copyrighted

work or works you

claimed was in-

fringed upon.

The student mostly

identified the origi-

nal copyrighted

work or works you

claimed was in-

fringed upon.

The student some-

what identified the

original copyrighted

work or works you

claimed was in-

fringed upon.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively identified the

material that is in-

fringing your copy-

righted work.

The student mostly

identified the mate-

rial that is infringing

your copyrighted

work.

The student some-

what identified the

material that is in-

fringing your copy-

righted work.

The student pro-

vided limited and

meaningless sub-

stance addressing

the criterion.

Student failed to

address the

criterion.

The student effec-

tively included con-

tact information so

the designated

agent can reach

you.

The student mostly

included contact in-

formation so the

designated agent

can reach you.

The student some-

what included con-

tact information so

the designated

agent can reach

you.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively included a

statement that the

complaint is in

“good faith."

The student mostly

included a state-

ment that the com-

plaint is in “good

faith."

The student some-

what included a

statement that the

complaint is in

“good faith."

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

Total / 100

Overall Score

Criteria
Exemplary
10 points

Accomplished
8.5 points

Developing
7.5 points

Beginning
6.5 points

Did Not Attempt
0 points

Criterion Score

Include a state-

ment the infor-

mation in the

notification is

accurate.

/ 10

Include a state-

ment that under

penalty of per-

jury you are au-

thorized to act

on behalf of the

owner of an ex-

clusive right

that is allegedly

infringed.

/ 10

The student effec-

tively included a

statement the in-

formation in the

notification is

accurate.

The student mostly

included a state-

ment the informa-

tion in the notifica-

tion is accurate.

The student some-

what included a

statement the in-

formation in the

notification is

accurate.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively included a

statement that un-

der penalty of per-

jury you are autho-

rized to act on be-

half of the owner of

an exclusive right

that is allegedly

infringed.

The student mostly

included a state-

ment that under

penalty of perjury

you are authorized

to act on behalf of

the owner of an ex-

clusive right that is

allegedly infringed.

The student some-

what included a

statement that un-

der penalty of per-

jury you are autho-

rized to act on be-

half of the owner of

an exclusive right

that is allegedly

infringed.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

Criteria
Exemplary
10 points

Did Not Attempt
0 points

Criterion Score

Timeliness / 10Submitted on time. All late submissions have a 10-

point (10%) deduction.

Exemplary
90 points minimum

Accomplished
80 points minimum

Developing
70 points minimum

Beginning
60 points minimum

Did Not Attempt
0 points minimum

**## Week4Assignment-ITMG371B001Summer2026-APEI.pdf**

ITMG371 Week 4 Assignment
Course: ITMG371 B001 Summer 2026

Criteria
Exemplary
10 points

Accomplished
8.5 points

Developing
7.5 points

Beginning
6.5 points

Did Not Attempt
0 points

Criterion Score

Create a take

down notice,

that was signed

(whether in

writing or via

electronic sig-

nature) by the

copyright owner

or agent

/ 10

Identify the vio-

lating website

/ 10

Notice is signed

(whether in

writing or via

electronic sig-

nature) by the

copyright owner

or agent

/ 10

Identify the

original copy-

righted work (or

works if there

are multiple)

you claim has

been infringed

/ 10

Identify the ma-

terial that is in-

fringing your

copyrighted

work

/ 10

Include contact

information so

the designated

agent can reach

you.

/ 10

Include a state-

ment that indi-

cates your com-

plaint is in

“good faith."

/ 10

The student effec-

tively created a

take down notice

that was signed by

the owner or agent.

The student cre-

ated a take down

notice that was not

signed by the

owner or agent.

The student par-

tially created a take

down notice that

was signed by the

owner or agent.

The student par-

tially created a take

down notice that

was not signed by

the owner or agent

Student failed to

address the

criterion.

The student effec-

tively identified the

violating website.

The student mostly

identified the vio-

lating website.

The student some-

what identified the

violating website.

The student pro-

vided limited and

meaningless sub-

stance addressing

the criterion.

Student failed to

address the

criterion.

The student effec-

tively provided a

signature on the

take down notice.

The student mostly

provided a signa-

ture on the take

down notice.

The student some-

what provided a

signature on the

take down notice.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively identified the

original copyrighted

work or works you

claimed was in-

fringed upon.

The student mostly

identified the origi-

nal copyrighted

work or works you

claimed was in-

fringed upon.

The student some-

what identified the

original copyrighted

work or works you

claimed was in-

fringed upon.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively identified the

material that is in-

fringing your copy-

righted work.

The student mostly

identified the mate-

rial that is infringing

your copyrighted

work.

The student some-

what identified the

material that is in-

fringing your copy-

righted work.

The student pro-

vided limited and

meaningless sub-

stance addressing

the criterion.

Student failed to

address the

criterion.

The student effec-

tively included con-

tact information so

the designated

agent can reach

you.

The student mostly

included contact in-

formation so the

designated agent

can reach you.

The student some-

what included con-

tact information so

the designated

agent can reach

you.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively included a

statement that the

complaint is in

“good faith."

The student mostly

included a state-

ment that the com-

plaint is in “good

faith."

The student some-

what included a

statement that the

complaint is in

“good faith."

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

Total / 100

Overall Score

Criteria
Exemplary
10 points

Accomplished
8.5 points

Developing
7.5 points

Beginning
6.5 points

Did Not Attempt
0 points

Criterion Score

Include a state-

ment the infor-

mation in the

notification is

accurate.

/ 10

Include a state-

ment that under

penalty of per-

jury you are au-

thorized to act

on behalf of the

owner of an ex-

clusive right

that is allegedly

infringed.

/ 10

The student effec-

tively included a

statement the in-

formation in the

notification is

accurate.

The student mostly

included a state-

ment the informa-

tion in the notifica-

tion is accurate.

The student some-

what included a

statement the in-

formation in the

notification is

accurate.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively included a

statement that un-

der penalty of per-

jury you are autho-

rized to act on be-

half of the owner of

an exclusive right

that is allegedly

infringed.

The student mostly

included a state-

ment that under

penalty of perjury

you are authorized

to act on behalf of

the owner of an ex-

clusive right that is

allegedly infringed.

The student some-

what included a

statement that un-

der penalty of per-

jury you are autho-

rized to act on be-

half of the owner of

an exclusive right

that is allegedly

infringed.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

Criteria
Exemplary
10 points

Did Not Attempt
0 points

Criterion Score

Timeliness / 10Submitted on time. All late submissions have a 10-

point (10%) deduction.

Exemplary
90 points minimum

Accomplished
80 points minimum

Developing
70 points minimum

Beginning
60 points minimum

Did Not Attempt
0 points minimum

**## Week4Assignment-ITMG371B001Summer2026-APEI.pdf**

ITMG371 Week 4 Assignment
Course: ITMG371 B001 Summer 2026

Criteria
Exemplary
10 points

Accomplished
8.5 points

Developing
7.5 points

Beginning
6.5 points

Did Not Attempt
0 points

Criterion Score

Create a take

down notice,

that was signed

(whether in

writing or via

electronic sig-

nature) by the

copyright owner

or agent

/ 10

Identify the vio-

lating website

/ 10

Notice is signed

(whether in

writing or via

electronic sig-

nature) by the

copyright owner

or agent

/ 10

Identify the

original copy-

righted work (or

works if there

are multiple)

you claim has

been infringed

/ 10

Identify the ma-

terial that is in-

fringing your

copyrighted

work

/ 10

Include contact

information so

the designated

agent can reach

you.

/ 10

Include a state-

ment that indi-

cates your com-

plaint is in

“good faith."

/ 10

The student effec-

tively created a

take down notice

that was signed by

the owner or agent.

The student cre-

ated a take down

notice that was not

signed by the

owner or agent.

The student par-

tially created a take

down notice that

was signed by the

owner or agent.

The student par-

tially created a take

down notice that

was not signed by

the owner or agent

Student failed to

address the

criterion.

The student effec-

tively identified the

violating website.

The student mostly

identified the vio-

lating website.

The student some-

what identified the

violating website.

The student pro-

vided limited and

meaningless sub-

stance addressing

the criterion.

Student failed to

address the

criterion.

The student effec-

tively provided a

signature on the

take down notice.

The student mostly

provided a signa-

ture on the take

down notice.

The student some-

what provided a

signature on the

take down notice.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively identified the

original copyrighted

work or works you

claimed was in-

fringed upon.

The student mostly

identified the origi-

nal copyrighted

work or works you

claimed was in-

fringed upon.

The student some-

what identified the

original copyrighted

work or works you

claimed was in-

fringed upon.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively identified the

material that is in-

fringing your copy-

righted work.

The student mostly

identified the mate-

rial that is infringing

your copyrighted

work.

The student some-

what identified the

material that is in-

fringing your copy-

righted work.

The student pro-

vided limited and

meaningless sub-

stance addressing

the criterion.

Student failed to

address the

criterion.

The student effec-

tively included con-

tact information so

the designated

agent can reach

you.

The student mostly

included contact in-

formation so the

designated agent

can reach you.

The student some-

what included con-

tact information so

the designated

agent can reach

you.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively included a

statement that the

complaint is in

“good faith."

The student mostly

included a state-

ment that the com-

plaint is in “good

faith."

The student some-

what included a

statement that the

complaint is in

“good faith."

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

Total / 100

Overall Score

Criteria
Exemplary
10 points

Accomplished
8.5 points

Developing
7.5 points

Beginning
6.5 points

Did Not Attempt
0 points

Criterion Score

Include a state-

ment the infor-

mation in the

notification is

accurate.

/ 10

Include a state-

ment that under

penalty of per-

jury you are au-

thorized to act

on behalf of the

owner of an ex-

clusive right

that is allegedly

infringed.

/ 10

The student effec-

tively included a

statement the in-

formation in the

notification is

accurate.

The student mostly

included a state-

ment the informa-

tion in the notifica-

tion is accurate.

The student some-

what included a

statement the in-

formation in the

notification is

accurate.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively included a

statement that un-

der penalty of per-

jury you are autho-

rized to act on be-

half of the owner of

an exclusive right

that is allegedly

infringed.

The student mostly

included a state-

ment that under

penalty of perjury

you are authorized

to act on behalf of

the owner of an ex-

clusive right that is

allegedly infringed.

The student some-

what included a

statement that un-

der penalty of per-

jury you are autho-

rized to act on be-

half of the owner of

an exclusive right

that is allegedly

infringed.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

Criteria
Exemplary
10 points

Did Not Attempt
0 points

Criterion Score

Timeliness / 10Submitted on time. All late submissions have a 10-

point (10%) deduction.

Exemplary
90 points minimum

Accomplished
80 points minimum

Developing
70 points minimum

Beginning
60 points minimum

Did Not Attempt
0 points minimum

**## week4.docx**

**Examine issues surrounding digital media and enforcing copyright protections on the Internet.**

**Week 4 Practical Application Assignment**

**Topic:** After conducting independent research respond to the following:

**You have discovered that your copyright digital media has been infringed upon. You will manufacture an infringement in which a website of your choice h** as violated. Write a takedown notice to the violator.

Your notification must:

• Be in writing (this includes both hardcopy or digital);

• Be signed (whether in writing or via electronic signature) by the copyright owner or agent;

• Identify the original copyrighted work (or works if there are multiple) you claim has been infringed;

• Identify the material that is infringing your copyrighted work;

• Include contact information so the designated agent can reach you.

• Include a statement your complaint is in “good faith;”

• Include a statement the information in the notification is accurate; and

• Include a statement that under penalty of perjury you are authorized to act on behalf of the owner of an exclusive right that is allegedly infringed.

Refer to
[https://sarafhawkins.com/how-to-file-dmca-takedown/](https://sarafhawkins.com/how-to-file-dmca-takedown/) for an example.

**## Week4Assignment-ITMG371B001Summer2026-APEI.pdf**

ITMG371 Week 4 Assignment
Course: ITMG371 B001 Summer 2026

Criteria
Exemplary
10 points

Accomplished
8.5 points

Developing
7.5 points

Beginning
6.5 points

Did Not Attempt
0 points

Criterion Score

Create a take

down notice,

that was signed

(whether in

writing or via

electronic sig-

nature) by the

copyright owner

or agent

/ 10

Identify the vio-

lating website

/ 10

Notice is signed

(whether in

writing or via

electronic sig-

nature) by the

copyright owner

or agent

/ 10

Identify the

original copy-

righted work (or

works if there

are multiple)

you claim has

been infringed

/ 10

Identify the ma-

terial that is in-

fringing your

copyrighted

work

/ 10

Include contact

information so

the designated

agent can reach

you.

/ 10

Include a state-

ment that indi-

cates your com-

plaint is in

“good faith."

/ 10

The student effec-

tively created a

take down notice

that was signed by

the owner or agent.

The student cre-

ated a take down

notice that was not

signed by the

owner or agent.

The student par-

tially created a take

down notice that

was signed by the

owner or agent.

The student par-

tially created a take

down notice that

was not signed by

the owner or agent

Student failed to

address the

criterion.

The student effec-

tively identified the

violating website.

The student mostly

identified the vio-

lating website.

The student some-

what identified the

violating website.

The student pro-

vided limited and

meaningless sub-

stance addressing

the criterion.

Student failed to

address the

criterion.

The student effec-

tively provided a

signature on the

take down notice.

The student mostly

provided a signa-

ture on the take

down notice.

The student some-

what provided a

signature on the

take down notice.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively identified the

original copyrighted

work or works you

claimed was in-

fringed upon.

The student mostly

identified the origi-

nal copyrighted

work or works you

claimed was in-

fringed upon.

The student some-

what identified the

original copyrighted

work or works you

claimed was in-

fringed upon.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively identified the

material that is in-

fringing your copy-

righted work.

The student mostly

identified the mate-

rial that is infringing

your copyrighted

work.

The student some-

what identified the

material that is in-

fringing your copy-

righted work.

The student pro-

vided limited and

meaningless sub-

stance addressing

the criterion.

Student failed to

address the

criterion.

The student effec-

tively included con-

tact information so

the designated

agent can reach

you.

The student mostly

included contact in-

formation so the

designated agent

can reach you.

The student some-

what included con-

tact information so

the designated

agent can reach

you.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively included a

statement that the

complaint is in

“good faith."

The student mostly

included a state-

ment that the com-

plaint is in “good

faith."

The student some-

what included a

statement that the

complaint is in

“good faith."

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

Total / 100

Overall Score

Criteria
Exemplary
10 points

Accomplished
8.5 points

Developing
7.5 points

Beginning
6.5 points

Did Not Attempt
0 points

Criterion Score

Include a state-

ment the infor-

mation in the

notification is

accurate.

/ 10

Include a state-

ment that under

penalty of per-

jury you are au-

thorized to act

on behalf of the

owner of an ex-

clusive right

that is allegedly

infringed.

/ 10

The student effec-

tively included a

statement the in-

formation in the

notification is

accurate.

The student mostly

included a state-

ment the informa-

tion in the notifica-

tion is accurate.

The student some-

what included a

statement the in-

formation in the

notification is

accurate.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively included a

statement that un-

der penalty of per-

jury you are autho-

rized to act on be-

half of the owner of

an exclusive right

that is allegedly

infringed.

The student mostly

included a state-

ment that under

penalty of perjury

you are authorized

to act on behalf of

the owner of an ex-

clusive right that is

allegedly infringed.

The student some-

what included a

statement that un-

der penalty of per-

jury you are autho-

rized to act on be-

half of the owner of

an exclusive right

that is allegedly

infringed.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

Criteria
Exemplary
10 points

Did Not Attempt
0 points

Criterion Score

Timeliness / 10Submitted on time. All late submissions have a 10-

point (10%) deduction.

Exemplary
90 points minimum

Accomplished
80 points minimum

Developing
70 points minimum

Beginning
60 points minimum

Did Not Attempt
0 points minimum

**## Week4Assignment-ITMG371B001Summer2026-APEI.pdf**

ITMG371 Week 4 Assignment
Course: ITMG371 B001 Summer 2026

Criteria
Exemplary
10 points

Accomplished
8.5 points

Developing
7.5 points

Beginning
6.5 points

Did Not Attempt
0 points

Criterion Score

Create a take

down notice,

that was signed

(whether in

writing or via

electronic sig-

nature) by the

copyright owner

or agent

/ 10

Identify the vio-

lating website

/ 10

Notice is signed

(whether in

writing or via

electronic sig-

nature) by the

copyright owner

or agent

/ 10

Identify the

original copy-

righted work (or

works if there

are multiple)

you claim has

been infringed

/ 10

Identify the ma-

terial that is in-

fringing your

copyrighted

work

/ 10

Include contact

information so

the designated

agent can reach

you.

/ 10

Include a state-

ment that indi-

cates your com-

plaint is in

“good faith."

/ 10

The student effec-

tively created a

take down notice

that was signed by

the owner or agent.

The student cre-

ated a take down

notice that was not

signed by the

owner or agent.

The student par-

tially created a take

down notice that

was signed by the

owner or agent.

The student par-

tially created a take

down notice that

was not signed by

the owner or agent

Student failed to

address the

criterion.

The student effec-

tively identified the

violating website.

The student mostly

identified the vio-

lating website.

The student some-

what identified the

violating website.

The student pro-

vided limited and

meaningless sub-

stance addressing

the criterion.

Student failed to

address the

criterion.

The student effec-

tively provided a

signature on the

take down notice.

The student mostly

provided a signa-

ture on the take

down notice.

The student some-

what provided a

signature on the

take down notice.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively identified the

original copyrighted

work or works you

claimed was in-

fringed upon.

The student mostly

identified the origi-

nal copyrighted

work or works you

claimed was in-

fringed upon.

The student some-

what identified the

original copyrighted

work or works you

claimed was in-

fringed upon.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively identified the

material that is in-

fringing your copy-

righted work.

The student mostly

identified the mate-

rial that is infringing

your copyrighted

work.

The student some-

what identified the

material that is in-

fringing your copy-

righted work.

The student pro-

vided limited and

meaningless sub-

stance addressing

the criterion.

Student failed to

address the

criterion.

The student effec-

tively included con-

tact information so

the designated

agent can reach

you.

The student mostly

included contact in-

formation so the

designated agent

can reach you.

The student some-

what included con-

tact information so

the designated

agent can reach

you.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively included a

statement that the

complaint is in

“good faith."

The student mostly

included a state-

ment that the com-

plaint is in “good

faith."

The student some-

what included a

statement that the

complaint is in

“good faith."

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

Total / 100

Overall Score

Criteria
Exemplary
10 points

Accomplished
8.5 points

Developing
7.5 points

Beginning
6.5 points

Did Not Attempt
0 points

Criterion Score

Include a state-

ment the infor-

mation in the

notification is

accurate.

/ 10

Include a state-

ment that under

penalty of per-

jury you are au-

thorized to act

on behalf of the

owner of an ex-

clusive right

that is allegedly

infringed.

/ 10

The student effec-

tively included a

statement the in-

formation in the

notification is

accurate.

The student mostly

included a state-

ment the informa-

tion in the notifica-

tion is accurate.

The student some-

what included a

statement the in-

formation in the

notification is

accurate.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively included a

statement that un-

der penalty of per-

jury you are autho-

rized to act on be-

half of the owner of

an exclusive right

that is allegedly

infringed.

The student mostly

included a state-

ment that under

penalty of perjury

you are authorized

to act on behalf of

the owner of an ex-

clusive right that is

allegedly infringed.

The student some-

what included a

statement that un-

der penalty of per-

jury you are autho-

rized to act on be-

half of the owner of

an exclusive right

that is allegedly

infringed.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

Criteria
Exemplary
10 points

Did Not Attempt
0 points

Criterion Score

Timeliness / 10Submitted on time. All late submissions have a 10-

point (10%) deduction.

Exemplary
90 points minimum

Accomplished
80 points minimum

Developing
70 points minimum

Beginning
60 points minimum

Did Not Attempt
0 points minimum

**## week4.docx**

**Examine issues surrounding digital media and enforcing copyright protections on the Internet.**

**Week 4 Practical Application Assignment**

**Topic:** After conducting independent research respond to the following:

**You have discovered that your copyright digital media has been infringed upon. You will manufacture an infringement in which a website of your choice h** as violated. Write a takedown notice to the violator.

Your notification must:

• Be in writing (this includes both hardcopy or digital);

• Be signed (whether in writing or via electronic signature) by the copyright owner or agent;

• Identify the original copyrighted work (or works if there are multiple) you claim has been infringed;

• Identify the material that is infringing your copyrighted work;

• Include contact information so the designated agent can reach you.

• Include a statement your complaint is in “good faith;”

• Include a statement the information in the notification is accurate; and

• Include a statement that under penalty of perjury you are authorized to act on behalf of the owner of an exclusive right that is allegedly infringed.

Refer to
[https://sarafhawkins.com/how-to-file-dmca-takedown/](https://sarafhawkins.com/how-to-file-dmca-takedown/) for an example.

**## Week4Assignment-ITMG371B001Summer2026-APEI.pdf**

ITMG371 Week 4 Assignment
Course: ITMG371 B001 Summer 2026

Criteria
Exemplary
10 points

Accomplished
8.5 points

Developing
7.5 points

Beginning
6.5 points

Did Not Attempt
0 points

Criterion Score

Create a take

down notice,

that was signed

(whether in

writing or via

electronic sig-

nature) by the

copyright owner

or agent

/ 10

Identify the vio-

lating website

/ 10

Notice is signed

(whether in

writing or via

electronic sig-

nature) by the

copyright owner

or agent

/ 10

Identify the

original copy-

righted work (or

works if there

are multiple)

you claim has

been infringed

/ 10

Identify the ma-

terial that is in-

fringing your

copyrighted

work

/ 10

Include contact

information so

the designated

agent can reach

you.

/ 10

Include a state-

ment that indi-

cates your com-

plaint is in

“good faith."

/ 10

The student effec-

tively created a

take down notice

that was signed by

the owner or agent.

The student cre-

ated a take down

notice that was not

signed by the

owner or agent.

The student par-

tially created a take

down notice that

was signed by the

owner or agent.

The student par-

tially created a take

down notice that

was not signed by

the owner or agent

Student failed to

address the

criterion.

The student effec-

tively identified the

violating website.

The student mostly

identified the vio-

lating website.

The student some-

what identified the

violating website.

The student pro-

vided limited and

meaningless sub-

stance addressing

the criterion.

Student failed to

address the

criterion.

The student effec-

tively provided a

signature on the

take down notice.

The student mostly

provided a signa-

ture on the take

down notice.

The student some-

what provided a

signature on the

take down notice.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively identified the

original copyrighted

work or works you

claimed was in-

fringed upon.

The student mostly

identified the origi-

nal copyrighted

work or works you

claimed was in-

fringed upon.

The student some-

what identified the

original copyrighted

work or works you

claimed was in-

fringed upon.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively identified the

material that is in-

fringing your copy-

righted work.

The student mostly

identified the mate-

rial that is infringing

your copyrighted

work.

The student some-

what identified the

material that is in-

fringing your copy-

righted work.

The student pro-

vided limited and

meaningless sub-

stance addressing

the criterion.

Student failed to

address the

criterion.

The student effec-

tively included con-

tact information so

the designated

agent can reach

you.

The student mostly

included contact in-

formation so the

designated agent

can reach you.

The student some-

what included con-

tact information so

the designated

agent can reach

you.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively included a

statement that the

complaint is in

“good faith."

The student mostly

included a state-

ment that the com-

plaint is in “good

faith."

The student some-

what included a

statement that the

complaint is in

“good faith."

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

Total / 100

Overall Score

Criteria
Exemplary
10 points

Accomplished
8.5 points

Developing
7.5 points

Beginning
6.5 points

Did Not Attempt
0 points

Criterion Score

Include a state-

ment the infor-

mation in the

notification is

accurate.

/ 10

Include a state-

ment that under

penalty of per-

jury you are au-

thorized to act

on behalf of the

owner of an ex-

clusive right

that is allegedly

infringed.

/ 10

The student effec-

tively included a

statement the in-

formation in the

notification is

accurate.

The student mostly

included a state-

ment the informa-

tion in the notifica-

tion is accurate.

The student some-

what included a

statement the in-

formation in the

notification is

accurate.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively included a

statement that un-

der penalty of per-

jury you are autho-

rized to act on be-

half of the owner of

an exclusive right

that is allegedly

infringed.

The student mostly

included a state-

ment that under

penalty of perjury

you are authorized

to act on behalf of

the owner of an ex-

clusive right that is

allegedly infringed.

The student some-

what included a

statement that un-

der penalty of per-

jury you are autho-

rized to act on be-

half of the owner of

an exclusive right

that is allegedly

infringed.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

Criteria
Exemplary
10 points

Did Not Attempt
0 points

Criterion Score

Timeliness / 10Submitted on time. All late submissions have a 10-

point (10%) deduction.

Exemplary
90 points minimum

Accomplished
80 points minimum

Developing
70 points minimum

Beginning
60 points minimum

Did Not Attempt
0 points minimum

**## Week4Assignment-ITMG371B001Summer2026-APEI.pdf**

ITMG371 Week 4 Assignment
Course: ITMG371 B001 Summer 2026

Criteria
Exemplary
10 points

Accomplished
8.5 points

Developing
7.5 points

Beginning
6.5 points

Did Not Attempt
0 points

Criterion Score

Create a take

down notice,

that was signed

(whether in

writing or via

electronic sig-

nature) by the

copyright owner

or agent

/ 10

Identify the vio-

lating website

/ 10

Notice is signed

(whether in

writing or via

electronic sig-

nature) by the

copyright owner

or agent

/ 10

Identify the

original copy-

righted work (or

works if there

are multiple)

you claim has

been infringed

/ 10

Identify the ma-

terial that is in-

fringing your

copyrighted

work

/ 10

Include contact

information so

the designated

agent can reach

you.

/ 10

Include a state-

ment that indi-

cates your com-

plaint is in

“good faith."

/ 10

The student effec-

tively created a

take down notice

that was signed by

the owner or agent.

The student cre-

ated a take down

notice that was not

signed by the

owner or agent.

The student par-

tially created a take

down notice that

was signed by the

owner or agent.

The student par-

tially created a take

down notice that

was not signed by

the owner or agent

Student failed to

address the

criterion.

The student effec-

tively identified the

violating website.

The student mostly

identified the vio-

lating website.

The student some-

what identified the

violating website.

The student pro-

vided limited and

meaningless sub-

stance addressing

the criterion.

Student failed to

address the

criterion.

The student effec-

tively provided a

signature on the

take down notice.

The student mostly

provided a signa-

ture on the take

down notice.

The student some-

what provided a

signature on the

take down notice.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively identified the

original copyrighted

work or works you

claimed was in-

fringed upon.

The student mostly

identified the origi-

nal copyrighted

work or works you

claimed was in-

fringed upon.

The student some-

what identified the

original copyrighted

work or works you

claimed was in-

fringed upon.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively identified the

material that is in-

fringing your copy-

righted work.

The student mostly

identified the mate-

rial that is infringing

your copyrighted

work.

The student some-

what identified the

material that is in-

fringing your copy-

righted work.

The student pro-

vided limited and

meaningless sub-

stance addressing

the criterion.

Student failed to

address the

criterion.

The student effec-

tively included con-

tact information so

the designated

agent can reach

you.

The student mostly

included contact in-

formation so the

designated agent

can reach you.

The student some-

what included con-

tact information so

the designated

agent can reach

you.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively included a

statement that the

complaint is in

“good faith."

The student mostly

included a state-

ment that the com-

plaint is in “good

faith."

The student some-

what included a

statement that the

complaint is in

“good faith."

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

Total / 100

Overall Score

Criteria
Exemplary
10 points

Accomplished
8.5 points

Developing
7.5 points

Beginning
6.5 points

Did Not Attempt
0 points

Criterion Score

Include a state-

ment the infor-

mation in the

notification is

accurate.

/ 10

Include a state-

ment that under

penalty of per-

jury you are au-

thorized to act

on behalf of the

owner of an ex-

clusive right

that is allegedly

infringed.

/ 10

The student effec-

tively included a

statement the in-

formation in the

notification is

accurate.

The student mostly

included a state-

ment the informa-

tion in the notifica-

tion is accurate.

The student some-

what included a

statement the in-

formation in the

notification is

accurate.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

The student effec-

tively included a

statement that un-

der penalty of per-

jury you are autho-

rized to act on be-

half of the owner of

an exclusive right

that is allegedly

infringed.

The student mostly

included a state-

ment that under

penalty of perjury

you are authorized

to act on behalf of

the owner of an ex-

clusive right that is

allegedly infringed.

The student some-

what included a

statement that un-

der penalty of per-

jury you are autho-

rized to act on be-

half of the owner of

an exclusive right

that is allegedly

infringed.

Information has lit-

tle or nothing to do

with the main topic.

Student failed to

address the

criterion.

Criteria
Exemplary
10 points

Did Not Attempt
0 points

Criterion Score

Timeliness / 10Submitted on time. All late submissions have a 10-

point (10%) deduction.

Exemplary
90 points minimum

Accomplished
80 points minimum

Developing
70 points minimum

Beginning
60 points minimum

Did Not Attempt
0 points minimum

November 6, 2026
[Solved] power ppoint with speaker notes

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Executive Solution Overview

During this activity and assignment, you will gather information about STD's and create a slide presentation that displays the information appropriate for students which would allow them to take personal responsibilty and make positive decisions in their sexual health. You will need to create a slid…

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Assignment Prompt & Instructions

During this activity and assignment, you will gather information about STD's and create a slide presentation that displays the information appropriate for students which would allow them to take personal responsibilty and make positive decisions in their sexual health.

You will need to create a slide presentation (google slides, powerpoint or canva) for Middle School or High School students Within this presentation, you will need to discuss the 7 most common STD's:

– syphilis
– pubic lice
– HIV/AIDS
– gonorrhea
– Chlamydia
– Herpes
– Genital Warts

Define what STD's are. Briefly explain, how each STD is transmitted, the side effects and treatments. Also, explain 2 or more prevention strategies and why they are important:

– Abstinence
– Open communication with your partner(s0
– Use of condoms
– Regular STD testing
– Avoiding alcohol or drugs, which impairs judgement
– Vaccinations

Credible sources to use and site:

[https://www.webmd.com/sexual-conditions/std-treatmentsLinks to an external site.](https://www.webmd.com/sexual-conditions/std-treatments)

[https://www.mayoclinic.org/diseases-conditions/sexually-transmitted-diseases-stds/symptoms-causes/syc-20351240Links to an external site.](https://www.mayoclinic.org/diseases-conditions/sexually-transmitted-diseases-stds/symptoms-causes/syc-20351240)

[https://www.healthline.com/health/sexually-transmitted-diseasesLinks to an external site.](https://www.healthline.com/health/sexually-transmitted-diseases)

[https://medlineplus.gov/sexuallytransmittedinfections.htmlLinks to an external site.](https://www.healthline.com/health/sexually-transmitted-diseases)

[https://www.cdc.gov/sti/about/index.htmlLinks to an external site.](https://www.cdc.gov/sti/about/index.html)

[https://hivinfo.nih.gov/understanding-hiv/fact-sheets/hiv-and-sexually-transmitted-infections-stisLinks to an external site.](https://hivinfo.nih.gov/understanding-hiv/fact-sheets/hiv-and-sexually-transmitted-infections-stis)

## Rubric

**STD Presentation** STD PresentationCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeContent Accuracy and Contains all Required Parts **5** **to >4.0** **ptsAdvancedThoroughly explains all 7 STDs with accurate details on transmission, symptoms, side effects, and treatments.4** **to >3.0** **ptsProficientCovers 6–7 STDs with mostly accurate information; minor errors or missing some information.3** **to >1.0** **ptsProgressingCovers 4–5 STDs; some inaccuracies or incomplete information.1** **to >0** **ptsNeeds ImprovementCovers fewer than 4 STDs; missing key information.** 5 pts

This criterion is linked to a Learning OutcomePrevention Strategies **5** **to >4.0** **ptsAdvancedClearly explains a variety of effective prevention methods (e.g., condoms, abstinence, testing, vaccines, communication). Emphasizes importance.4** **to >3.0** **ptsProficientIncludes prevention strategies, but lacks clarity, depth, or leaves out key information.3** **to >1.0** **ptsProgressingMinimal or unclear discussion of prevention. May be inaccurate or misleading.1** **to >0** **ptsNeeds ImprovementPrevention is vague, inaccurate, or presented inappropriately for audience** 5 pts

This criterion is linked to a Learning OutcomeOrganization & Clarity **5** **to >4.0** **ptsAdvancedPresentation is well-organized, clearly delivered, age appropriate, and engaging. Includes visuals or interactive elements that help explain concepts.4** **to >3.0** **ptsProficientClear delivery withn structure; some effort to engage audience.3** **to >1.0** **ptsProgressingStructure is mostly clear but may have some disorganized elements.1** **to >0** **ptsNeeds ImprovementPoorly organized. Hard to follow or lacks clear sections.** 5 pts

This criterion is linked to a Learning OutcomeSources **5** **to >4.0** **ptsAdvancedUses reliable, up-to-date sources (CDC, WHO, etc.). Cites information clearly in presentation.4** **to >3.0** **ptsProficientUses some credible sources but mostly relies on general information.3** **to >1.0** **ptsProgressingUses few or unclear sources; limited reference to credibility.1** **to >0** **ptsNeeds ImprovementSources are not credible, outdated, or not cited at all.** 5 pts

Total Po

November 6, 2026