upply Chain Design and Optimization Resources · Supply Chain Design and Optimization Scoring Guide. · Writing Feedback Tool. For this assignment, use your coursepack to review the case of “Rapid-Fire Fulfillment” by Ferdows, Lewis, and Machu

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upply Chain Design and Optimization

Resources

·        Supply Chain Design and Optimization Scoring Guide.

·        Writing Feedback Tool.

For this assignment, use your coursepack to review the case of “Rapid-Fire Fulfillment” by Ferdows, Lewis, and Machuca. In 2–3 double-spaced pages, analyze and address the following issues:

·       What system design has Zara implemented to guarantee a new garment to its 600-plus stores worldwide in a mere 15 days from the design, production, and delivery?

·       What the advantages to manufacturing and distributing products in small batches rather than pushing its factories to maximize outputs?

·       Unlike so many of its peers, which rush to outsource, Zara keeps almost half of its production in-house. How does Zara do this?

·       Would you run your factories just during the day shift as Zara did? Is this any way to run an efficient supply chain? Why?

 

 

Implementation of Global Sourcing Strategy

Resources

·        Implementation of Global Sourcing Strategy Scoring Guide.

·        Writing Feedback Tool.

For this assignment, use your coursepack to review the case of “Wal-Mart in China” by Farhoomand. In 2–3 double-spaced pages, analyze and address the following issues:

·       Has Wal-Mart learned from its failures in South Korea, Germany, and Russia? Is such a failure likely in China?

·       With China’s middle and upper classes so brand-conscious, how will an EDLP strategy be received?

·       What are Wal-Mart’s sourcing and logistics strategies in China market?

·       Describe how the political and business environment in China is both conducive and detrimental to large Western companies like Wal-Mart.

repare an eight to ten (8-10) slide presentation (PowerPoint) in which you: Fully explain emotional intelligence, and give two (2) examples of the concept. Next, examine the concept of “emotional quotient” compared to traditional “intelligence quotient.”

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repare an eight to ten (8-10) slide presentation (PowerPoint) in which you:

  1. Fully explain emotional intelligence, and give two (2) examples of the concept. Next, examine the concept of “emotional quotient” compared to traditional “intelligence quotient.”
  2. Suggest two to three (2-3) reasons why leaders’ need emotional intelligence to manage today’s workforce. Speculate on at least two (2) possible consequences should a leader not possess emotional intelligence.
  3. Explore the elements of emotional intelligence that leaders must be aware of to increase leadership effectiveness.
  4. Recommend a strategy that the organization could undertake in order to improve the social skills of leaders within the organization and thereby positively influence their emotional intelligence. Support your recommendation with specific examples that illustrate why the strategy would be effective.
  5. Include speaker’s notes for each slide to indicate what you would say as you were delivering the presentation to the Board of Directors.
  6. Use at least two (2) quality academic resources you have located using the Strayer Learning Resource Center (LRC) resources / databases in this assignment. Academic references for this assignment should be formatted using APA guidelines for Annotated Bibliography. You can find helpful APA resources in the Strayer LRC. Review the Scavenger Hunt video located here for instructions on how to locate the APA resources. Note: Wikipedia does not qualify as an academic resource, neither do Web-based blogs.
  7. Format your assignment according to the following formatting requirements:
    1. Include a title slide containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The title slide is not included in the required page length.
    2. Include a reference slide. Citations and references must follow APA Annotated Bibliography format. The referenc

HISTORY extra#1

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HIST 1483                  

 

This is a brief list of books from which you can write a book review for extra credit.   Please see me after class if you need any information about them.   Reviews should be three or four double-spaced pages, typed, and provide BOTH a nice synopsis of the book and a general critique.   Students will receive up to 50 points for each book review they complete.  

Colonial Era

 

 

Nick Bunker, Making Haste from Babylon: The Mayflower Pilgrims and their World, a

            New History

 

Alberto Galindo, In Search of the Inca: Destiny and Utopia in the Andes

 

Alison Games, Witchcraft in Early North America

 

Robert Goodwin, Crossing the Continent, 1527-1540: The Story of the First African-

            American Explorer of the American South

 

Ramon Gutierrez, ‘When Jesus Came the Corn Mothers Went Away’: Marriage,

            Sexuality, and Power in New Mexico, 1500-1846

 

David Hall, A Reforming People: Puritanism and the Transformation of Public Life in

            New England

 

James Horn, A Kingdom Strange: The Brief and Tragic History of the Lost Colony of

            Roanoke

 

Richard Ligon, A True and Exact History of the Island of Barbados

 

Daniel Mandell, King Philip’s War: Colonial Expansion, Native Resistance, and the End

            of Indian Sovereignty

 

Edmund Morgan, The Puritan Dilemma

 

Edmund Morgan, American Slavery, American Freedom

 

Mary Beth Norton, In the Devil’s Snare

 

Owen Stanwood, The Empire Reformed: English America in the Age of the Glorious

            Revolution

 

Harry Stout, The New England Soul

 

Barry Levy, Quakers and the American Family

Revolutionary America

 

Catherine Adams, Love of Freedom: Black Women in Colonial and Revolutionary

            America

 

John Alexander, Samuel Adams: The Life of an American Revolutionary

 

Bernard Bailyn, The Ideological Origins of the American Revolution

 

Edwin Burrows, Forgotten Patriots: The Untold Story of American Prisoners during the

            Revolutionary War

 

Joseph Ellis, Founding Brothers: The Revolutionary Generation

 

Julie Flavell, When London was Capital of America

 

Richard Godbeer, Sexual Revolution in Early America

 

Susan Klepp, Revolutionary Conceptions: Women, Fertility, and Family Limitation in

            America, 1760-1820

 

Pauline Maier, Ratification: the People Debate the Constitution, 1787-88

 

Pauline Maier, American Scripture: Making the Declaration of Independence

 

Mary Beth Norton, Liberty’s Daughters:

 

Jack Rakove, Revolutionaries: A New History of the Invention of America

 

Gordon Wood, The Radicalism of the America Revolution

 

 

Jeffersonian Era

 

Stephen Ambrose, Undaunted Courage

 

Joseph Ellis, After the Revolution: Profiles of Early American Culture

 

Edward Larson, A Magnificent Catastrophe: The Tumultuous Election of 1800,

            America’s First Presidential Campaign

 

John C. Miller, The Federalist Era

 

Robert M. Owens, Mr. Jefferson’s Hammer: William Henry Harrison and the Origins of

            American Indian Policy

 

Ben Rose, Mother of Freedom: Mum Bett and the Roots of Abolition

 

Robert Tucker, Empire of Liberty: The Statecraft of Thomas Jefferson

 

 

Early National and Jacksonian Periods

 

 

Will Bagley, Overland West: Blazing the Trails to Oregon and California, 1812-1848

 

Paul Johnson, A Shopkeepers’ Millennium: Society and Revivals in Rochester, New York,

            1815-1837

 

Paul Johnson and Sean Wilentz, The Kingdom of Matthias: A Story of Sex and Salvation

            in 19th-Century America

 

Lawrence Kohl, The Politics of Individualism: Parties and the American Character in the

            Jacksonian Era

 

Peter Kolchin, American Slavery

 

Walter Nugent, Habits of Empire: A History of American Expansion

 

James Parins, Elias Cornelius Boudinot: A Life on the Cherokee Border

 

Michael Paul Rogin, Fathers and Children

 

Jay Sexton, The Monroe Doctrine: Empire and Nation in Nineteenth-Century America

 

Charles Sellers, The Market Revolution

 

 

Mid-19th Century Social, Political, Economic, and Cultural

 

Stuart Blumin, The Emergence of the Middle Class: Social Experience in the American

            City, 1760-1900

 

Bertram Wyatt-Brown, Honor and Violence in the Old South

 

Alfred Chandler, The Visible Hand

 

Carol Faulkner, Lucretia Mott’s Heresy: Abolition and Women’s rights in 19th century

            America

 

Eric Foner, Free Soil, Free Labor, Free Men: The Ideology of the Republican Party

            Before the Civil War

 

Lori Ginzberg, Elizabeth Cady Stanton: An American Life

 

Leo Marx, The Machine in the Garden

 

Robert McGlone, John Brown’s War Against Slavery

 

Sally McMillen, Seneca Falls and the Origins of the Women’s Rights Movement

 

William Moran, The Belles of New England

 

James Oakes, The Ruling Race: A History of American Slaveholders

 

Robert Remini, At the Edge of the Precipice: Henry Clay and the Compromise that Saved

the Union

 

Christine Stansell, City of Women: Sex and Class in New York, 1789-1860

 

Edgar Thompson, The Plantation

 

Peter Wood, Black Majority: Negroes in Colonial South Carolina from 1670 through the

            Stono Rebellion

 

Civil War and Reconstruction

 

Michael Les Benedict, The Impeachment and Trial of Andrew Johnson

 

Edward Bonekemper, Grant and Lee: Victorious American and Vanquished Virginian

 

Victoria Bynum, The Long Shadow of the Civil War: Southern Dissent and Its Legacies

 

David Eicher, Dixie Betrayed: How the South Really Lost the Civil War

 

Drew Faust, This Republic of Suffering: Death and the American Civil War

 

Eric Foner, Reconstruction, 1863-1877: America’s Unfinished Revolution

 

Eric Foner, The Fiery Trial: Abraham Lincoln and American Slavery

 

Michael Green, Politics and America in Crisis: The Coming of the Civil War

 

James McPherson, Battle Cry Freedom: The Civil War Era

 

Phillip Paludan, The Presidency of Abraham Lincoln

 

Joan Waugh, U.S. Grant: American Hero, American Myth

 

 

C. Vann Woodward, Reunion and Reaction

American National Government

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The Constitution states, “The House of Representatives shall be composed of Members chosen every second Year by the People of the several States…” (Art. I, Sec. 2). Contrast this with the original constitutional language for the other house of Congress, “The Senate of the United States shall be composed of two Senators from each State, chosen by the Legislature thereof for six Years…” (Art. I, Sec. 3). The phrase “chosen by the Legislature” was changed to “elected by the people” by the 17th Amendment, but not until 1912. In other words, from the beginning the House of Representatives was intended to be exactly what its name suggests –representative of the people. (Note that in 2010 the Tea Party, and some Republican politicians, called for repeal of the 17th Amendment, eliminating the popular vote for Senators. While most Republican politicians have backed away from that view, many Tea Party chapters continue to demand its repeal.)    

Textbook models suggest how members of the House of Representatives may fulfill their constitutional duty to “represent” – the delegate model, the trustee model, the oversight model, and the service model. A weakness of these models is that they ignore the pervasive influence of interest groups, partisanship, and political money (campaign contributions) on the behavior of congressional reps. To what extent do these factors interfere with effective representation? 

Before writing your initial post, review the assigned resources. To easily access the resources from the Ashford University Library, please see the table located in the Course Materials section.

After researching your representative by using the assigned resources, identify one important issue directly related to your rep’s committee or subcommittee work in Congress. Summarize your representative’s position on this focus issue as described on his or her website or illustrated by legislation sponsored by your rep.  Be concrete and specific.  Avoid vague generalities like “my representative is for jobs” or “my Congressman is for national security.”

With respect to this focus issue, evaluate your representative’s performance as a representative of the people in your legislative district. Justify your assessment from two perspectives:

  • How well does your rep’s position on that issue reflect your district’s likely preferences or broad interests on the issue? Support your inferences about the district with fact-based evidence – not just your opinion about the district or your rep’s position on the focus issue. Demonstrate how your rep does or does not reflect his or her constituency on this issue. Consider your rep’s committee memberships and seniority.
  • Discuss fact-based evidence about how interest groups, political party loyalty, or campaign money may influence your representative. Can these influences weaken his or her effectiveness as a true “representative” of the district? Consider whether the district is considered a “safe” seat or a competitive district. Put on your critical thinking cap to respond to this aspect of the question.

Fully respond to all parts of the question. Write in your own words. Your initial must be at least 200-250 words.

BOOK CRITIQUE AND POLICY REVIEW PAPER INSTRUCTIONS You are required to write a book review on the book title: The Sovereignty Solution by Anna Simons, Joe McGraw, & Duane Lauchengco.

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Book Critique and Policy Review Paper Instructions

You are required to write a book review on the book title: The Sovereignty Solution by Anna Simons, Joe McGraw, & Duane Lauchengco.

Simons, Anna, Joe McGraw, and Diane Lauchengco. The Sovereignty Solution: A Common Sense Approach to Global Security. Annapolis, MD: Naval Institute Press, 2011. ISBN: 9781612510507.  

 

The Book Critique and Policy Review Paper must be 6–7 pages, not including the title and reference page. Format the body of your review in 4 main sections: summary, critique, application, and policy review. Do not summarize or critique the chapters chronologically. Consider the book as a whole. Avoid excessive quotations. State the authors’ viewpoints in your own words and give specific page references when paraphrasing.

·         Summary

Summarize the main theme of the book. What is the overall perspective, purpose, or argument of the book? If the author wanted you to get one idea from the book, what would it be?

·         Critique

This section needs to balance the book’s strengths and weaknesses in order to unify your evaluation. What strikes you as noteworthy? What has the book accomplished? In what ways was the book effective or persuasive? Challenge assumptions, approaches, or arguments made by the author. Does the argument make sense? You can offer agreement or disagreement and identify where you find the work exemplary or deficient in its knowledge, judgments, or organization. Provide concrete evidence for your assertions. Support judgments with references from the textbook reading in this course and other scholarly resources. All citations must be in current Turabian. Be sure that your evaluation is balanced, respectful, and fair. Control the tone of your critique.

·         Application

This section must demonstrate how the book has enhanced your understanding of current public policy issues. Why is this topic important today? How can this information be used in forming and maintaining a strong foreign policy?

·         Policy Review

Identify and assess a current public policy issue in current events in light of the theories presented in this material. Do not merely state what the policy is. Explain the policy and provide a short but detailed briefing on the policy. Additionally, state if the policy is good or bad based on the perspective you gained in reading this book. You must also introduce new ideas that go beyond the book if they complement ideas you have gleaned from reading in the book. Support judgments by referencing the book. But you must indicate specific page number(s) for easy cross-checking. If you use other books or sources to support your policy review, you must also indicate specific page number(s) for easy cross-checking. Falsification is 100% prohibited.

 

Note: if your book review is identical, reflect others’s review, and/or is  parallel to any book review related to this book, your review will not be accepted. Check your work in Turnit In for similarity or plagiarism.

Due by 9:00 a.m. (ET) on Friday March 24, 2017

Humanities

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Week 10 Assignment 3 – Submit Here

Students, please view the “Submit a Clickable Rubric Assignment” in the Student Center.
Instructors, training on how to grade is within the Instructor Center.

Assignment 3: Cultural Activity Report

Due Week 10 and worth 100 points

As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience. Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 111 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance. Note: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 112. For instance, one might go to the same museum as done for HUM 112, but this HUM 111 report will focus on entirely different works and displays.

  1. Visit a museum or gallery exhibition or attend a theater or musical performance before the end of Week 10. The activity (museum or performance) should have content that fits our course well. Have fun doing this.
  2. Write a two to three (2-3) page report (500-750 words) that describes your experience.
    • Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
    • Provide specific information and a description of at least two (2) pieces (e.g., art, exhibits, music, etc.).
    • Provide a summary of the event and describe your overall reaction after attending the event.
    • Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text.

Note: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town/state or zip code) for a good activity in your general area.

 

Visiting a Museum

  • It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what there is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
  • If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
  • Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 111 class and book. Since HUM 111 covers from ancient times to the 1500s AD, it makes more sense to focus on items from that time frame. In general, museums with artistic cultural artifacts and fine arts work better than history museums.
  • Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Generally, we do not expect students to travel over an hour to get to an approved activity.
  • Take notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
  • The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two (2) or three (3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums even have benches where you can sit and study a particular piece.
  • If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?

 

Attending a Performance

  • Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less. However, performances of high school level or lower will not meet this requirement.
  • A performance that is relevant to a HUM 111 course is more difficult to find than a performance that would be relevant to HUM 112 (which covers from 1600 to the present). However, our course does cover Shakespeare and Greek tragedy and drama, so any performances of those will work. Note: One can sometimes find music performances of music from the Renaissance or Reformation period, or even earlier.  
  • Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Generally, we do not expect students to travel over an hour to get to an approved activity.
  • Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to “dress up” a bit.
  • Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to take notes on it during or after the performance.
  • Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off.
  • Most long musical performances have at least one (1) intermission. If the lights start blinking, it is a sign that the performance is about to begin.
  • Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to take notes of the things which you find enjoyable as well as the things which are not enjoyable.

 

If a student is unable to attend a cultural event in person due to circumstances beyond the student’s control, then the instructor will recommend an alternate event / activity for the student to “attend” online. The “virtual” event / activity is usually only for students who, due to their physical location, cannot possibly attend an event / activity in person; typically, these students are stationed overseas or have no means of transportation. Experience shows most museums and activities are modest in cost and manageable for students, and you will often see students from other universities there on similar course projects. If you are facing financial hardship, keep in mind that many museums have a free day each week and performance discounts are often available for students and veterans, among others. Feel free to ask your instructor to help with finding low-cost options. If you believe that you have a legitimate reason for attending a “virtual” activity, you must contact the instructor no later than Week 5 for your request to be considered.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the course shell for reference).
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.

The specific course learning outcomes associated with this assignment are:

  • Explain the importance of situating a society’s cultural and artistic expressions within a historical context.
  • Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions
  • Use technology and information resources to research issues in the study of world cultures.
  • Write clearly and concisely about world cultures using proper writing mechanics.

Click here to view the grading rubric.

Summarizing a film

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read carefully

 

Film is a powerful medium through which societies express concerns and aspirations, providing us an opportunity to explore visually some of the topics of the course. You will receive a list of films from which you will select one. Your review should include a very brief summary (maximum two pages double-spaced) and your reaction (minimum two pages double-spaced) to the piece. What is the film’s argument? What are the writer and director trying to say to the viewer? Also include any questions you still have of the film.

 

FILMS LIST:

 

Group One:  Conquest and Colonization

Cabeza de Vaca (Mexico): Story of a 16th century explorer in present-day Mexico and United States

The Mission (US): On the 18th century Jesuit missions in present day Argentina, Brazil and Paraguay

Aguirre, Wrath of God (Germany): On failed expedition to El Dorado, greed and madness in the 16th century Amazon

Fitzcarraldo (Germany): An early- 20th century rubber baron in the Peruvian Amazon

I, The Worst of All (Argentina): On the life of Sor Juana Ines de la Cruz, brilliant 17th c. Mexican intellectual, poet and nun.

The Other Conquest (Mexico): On the conquest of the Aztec Empire

La monja alférez (Spain): About Catalina de Erauso, a transgendered lieutenant-nun living in 17th c. Peru

 

Group Two:  Early-to mid 20th Century

La Patagonia Rebelde (Argentina): On worker/anarchist rebellion in 1920s Southern Argentina

Black Orpheus (France/Brazil): A Greek-style tragedy unfolds in a 1950’s Rio favela during Carnival

Machuca (Chile): On the 1973 coup against Salvador Allende

Missing (US): On Pinochet’s coup in Chile

Romero (US): On the assassination of Bishop Romero in 1980s El Salvador

The Official Story (Argentina): On the aftermath of the military Junta

La Cautiva (Argentina): On the children of the desaparecidos

The Panama Deception (US): Documentary on US invasion of Panama in 1989

Innocent Voices (El Salvador): Violence in 1980s El Salvador

Ché (Spain, France, US): Two part film on Ernesto Guevara (Part One: Cuba; Part Two: Bolivia)

Motorcycle Diaries (Argentina, Brazil, US, etc.): On the journeys and memoir of Ernesto (Che) Guevara

The Mothers of the Plaza de Mayo (Argentina): On the struggles of a group who opposed the military regime

El Norte (US-Guatemala): The story of two undocumented immigrants from Guatemala

Fitzcarraldo (Germany/Peru): About greed and madness in early 20th century Amazon

Paper Dove (Peru): About a young man in Peru’s civil war

 

Group Three:  Modern Social Issues and Movements

Bolivia (Argentina): The story of a Bolivian migrant in Argentina

Wetback – The Undocumented Documentary (US): On the struggle to cross the US border

The Revolution will not be Televised (Venezuela/Ireland): Coup attempt on Venezuela’s  Hugo Chavez

Cocalero (Argentina/Bolivia): Documentary on Evo Morales’ rise to President of Bolivia

City of God (Brazil): An extremely violent view of life in the favelas

Madeinusa (Peru): On the complexities of intercultural relations in Peru

The Milk of Sorrow (Peru): On the lingering effects of Peru’s violence

The Maid (Chile/Mexico): A realistic portrayal of a Chilean family, through the eyes of its maid

The Gift of Pachamama (Bolivia/Japan): A child coming of age in a salt-harvesting family of Bolivia

The Pinochet Case (France/Chile): What was hoped to be the long-awaited justice for Pinochet

La dictadura perfecta (Mexico): On the media, society and politics

Siete soles (Mexico): The story of undocumented immigrants making their way to the US

César Chávez (México/US): Follows the life of the 1960s-70s Mexican-American labor leader

Sins of my Father (Colombia): The life and death of drug lord Pablo Escobar, as told by his son

The Devil’s Miner (US/Germany): A documentary on Bolivian silver miners

Even the Rain (Spain/Bolivia): Fictional account of a film crew making a documentary about Columbus in Bolivia

mcs

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Discovering Philosophy, Portfolio Edition

2nd Edition, 2008

ISBN 13: 9780132302128

Thomas I. White 

Prentice Hall

Multiple Choice Questions

1. Philosophical questions are conceptual in nature; ________________ deal in probability and plausibility rather than absolute truth and falsehood.

  1. Philosophical uncertainties 

    B. Philosophical answers

C. Philosophical doubts

D. Philosophical statements

 

2. A major philosophical concept, ________________, deals with basic human characteristics and similar traits in other beings like chimpanzees and dolphins.

A. Personhood

B. Selfhood

C. Self-being

D. Primitive self

 

3. “A square has four sides” is a necessary and sufficient condition for defining a square.

A. True

B. False

 

4. The potions riddle in “Harry Potter and the Sorcerer’s Stone” is an excellent example of logical thinking.

A. True

B. False

 

5. If someone is a student at Hogwart’s, then he or she is studying witchcraft and wizardry. Neville Longbottom is a student at Hogwart’s. Therefore, Neville Longbottom is studying witchcraft and wizardry. This is an excellent example of Modus Ponens, or the Asserting Rule.

A. True

B. False

 

6. Analytical thinking is the philosophical application of psychoanalysis.

A. True

B. False

 

7. Crossing the finish line first in a race in which you competed fairly and without cheating is a necessary and sufficient condition for you to be the winner.

A. True

B. False

 

8. B.F. Skinner believes that human freedom is impossible.

A. True

A. True

B. False

 

9. The theory of free will implies about responsibility that because our actions result from our own choices, we are fully responsible for them.

A. True

B. False

 

10. Aristotle agrees with the following statement: The more we understand people, the more we know how little responsibility they have for their actions.

A. True

B. False

 

25. According to Ellis, irrational beliefs prove that determinism is correct.

A. True

B. False

 

11. In a religious approach to ethics, faith and the authority of sacred texts have the final word.

A. True

B. False

 

12. If an action is legal, it is also morally right.

A. True

B. False

 

13. Jeremy Bentham writes, “Nature has placed mankind under the governance of two sovereign masters, pain and pleasure. It is for them alone to point out what we ought to do.”

A. True

B. False

 

14. As Bentham and Mill are classic representatives of act-oriented ethics, so Immanuel Kant created the model for results-oriented ethics.

A. True

B. False

 

15. Kant argues that a morally good action must have intrinsic worth.

A. True

B. False

 

16. Plato thinks that we are made up of three parts, physical, ________, and intellectual.

A. Spirited

B. Emotional

C. Truthful

D. Consciousnesses

 

17. Plato believes that in the unhealthy soul there is an inappropriate balance among the three parts.

A. True

B. False

 

18. Socrates thinks that wrongdoing “is in every way harmful and shameful to the wrong- doer.”

A. True

B. False

 

19. Socrates thinks that unethical actions have no effect on our ability to act virtuously.

A. True

B. False

 

20. When Socrates says that, “the unexamined life is not worth living,” he is recommending one way to avoid the harm that can come from acting unethically.

A. True

B. False

 

21. Socrates probably sees the non-cognitive effects of vice as involving loss of the mind’s ability to argue forcefully for the value of the ethical life.

A. True

B. False

 

22. Skinner’s society, Walden Two, is primarily an agricultural community.

A. True

B. False

 

23. The kind of government that Plato recommends in his ideal society is a religious government.

A. True

B. False

 ———————————-end———————

Week 9 Assignment 3 Students, please view the “Submit a Clickable Rubric Assignment” in the Student Center. Instructors, training on how to grade is within the Instructor Center. Assignment 3: A New Strategy for Kodak Due Week 9 and worth 300 points R

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Week 9 Assignment 3

 

Students, please view the “Submit a Clickable Rubric Assignment” in the Student Center.

Instructors, training on how to grade is within the Instructor Center.

 

Assignment 3: A New Strategy for Kodak

 

Due Week 9 and worth 300 points

 

Review Case 28 “The rise and fall of Eastman Kodak: Will it survive beyond 2012?” located in the textbook. Assume that you have been hired by Kodak as a business consultant to recommend a new corporate-level strategy for the company to improve declining sales, increase profitability, and expand the company to the Cloud service industry.

 

Write a five to seven (5-7) page paper in which you:

 

1. Establish five (5) key objectives for Eastman Kodak that encompasses the operational, financial, human resource aspects of the business. Next, argue that each of the established objectives is essential to the success of the company within the Cloud service industry.

 

2. Analyze Kodak’s horizontal and vertical integration strategy and determine the corporate level strategy that is more appropriate for the company to establish a competitive advantage in the Cloud service industry. Provide a rationale for the determination.

 

3. Determine five (5) ways in which pursuing a multi-business model based on diversification may increase profitability for the company. Provide at least two (2) examples of such use of a multi-business model from industry to support the rationale.

 

4. Recommend one (1) implementation strategy for Eastman Kodak that considers organizational design, strategic control systems, structure, and the type of organizational culture fitting for the organization and its new industry. Justify the recommendation.

 

5. Speculate on the way in which both the corporate-level strategy and the implementation strategy you recommended in Question 2 and Question 4 would support ethical business behaviors. Analyze the significant manner in which ethics, corporate social responsibility, and environmental sustainability impact the implementation of the strategies that you have recommended.

 

6. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and similar type Websites do not qualify as academic resources.

 

 

Your assignment must follow these formatting requirements:

 

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations andreferences must follow APA or school-specific format. Check with your professor for any additional instructions.

 

• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

 

Complete the Performance Management Plan task as described in the Email from Traci on the Atwood and Allen Consulting page. From: Traci Goldeman To: You Subject: Welcome! Welcome! It is with great pleasure that I welcome you to our team. Atwood and Al

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Complete the Performance Management Plan task as described in the Email from Traci on the Atwood and Allen Consulting page.

 

 

From: Traci Goldeman
To: You
Subject: Welcome!

Welcome!

It is with great pleasure that I welcome you to our team. Atwood and Allen consulting is one of the leaders in business development and innovation and we are successful because of our team. It is with your help that we will continue to be a leader in our field, and I am excited to work with you.

Over the next several weeks, you will be given various tasks that you must complete for our clients. I have assigned you to three particular clients. Each of these clients is in a unique situation and, to give you a variety to work with, I have chosen a small-, medium-, and large-sized business. All of the businesses you will be working with are venturing into new territory and they need help with their HR policies and procedures.

I will be in communication with each of these clients and I will save my communications with them for you to use as a reference. Most, if not all, of the information you need to complete the tasks should be available in the communications, so make sure you check them carefully for any relevant and useful information.

Each week, you will be required to work with only one of the clients, although you may choose which client to work with. In the following weeks, you can either continue to work with the same client, or you can choose to work with the other clients. In some instances, however, you will need to work with a group to complete the task. Your team, however, will still have the freedom to choose which client to work with. I want you to have the freedom to work with the size and type of business that interests you, but I also want you to have the opportunity to be challenged by working with business sizes or types that may be more unfamiliar to you.

The choice is yours. No matter what, though, you’re going to gain some valuable experience and I’m happy you’re a part of our team. Now, let’s get to work!

Sincerely,

Traci Goldeman
Manager
Atwood and Allen Consulting

Phone Conversation with Bradley Stonefield

Traci: Hi, this is Traci.

Bradley: Hey, Traci, this is Bradley Stonefield returning your call.

Traci: Hey, Bradley, did you get the recommendations for the pay and benefits strategies I sent over?

Bradley: Yes, I got them and I’m still looking them over, but they look really good so far.

Traci: Great! While you review those, I’d like to have my employees start working on some recommendations for a performance management plan for you. Is that all right?

Bradley: That would be great. What information do you need from me?

Traci: I think I have everything I need, but let me just run through it with you to make sure our information is current. Let me pull up my list. OK…type of business?

Bradley: Limousine service.

Traci: New location?

Bradley: Austin, Texas.

Traci: Current location?

Bradley: Same place.

Traci: Number of employees?

Bradley: Plan for 25.

Traci: Annual Net Revenue?

Bradley: I expect -$50,000 annual net revenue this year.

Traci: Revenue growth?

Bradley: 5%, for a couple of years.

Traci: OK, that’s the information I have on file, so we’re good to go there. We’ll also need to know your turnover rate.

Bradley: Sure. I’m going to predict an annual employee turnover rate of 10%.

Traci: All right. That should be all the information we need right now to come up with some recommendations for you. We’ll get them over to you within the next week or two.

Bradley: That sounds great!

Traci: OK, have a great week.

Bradley: You too.