Modern America Matrix Week 1HIS145 Version 71University o.docx

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Modern America Matrix Week 1 HIS/145 Version 7 1 University of Phoenix Material Modern America Matrix Week 1 Week 1: 1950s The Korean War From the following list, choose five events from the Korean War. Identify the basic facts, dates, and purpose of the event in 2 to 3 sentences in the Identify column. Include why the event is significant in the Significance column, and add a reference for your material in the Reference column. · Japanese occupation · Soviet position after war · 38th parallel · Truman · Syngman Rhee · NSC-68 · Soviet support of North · UN position · Chinese involvement · Inchon · Talks at Panmunjom · Martin Letter · General MacArthur · Stalemate · POWs · Armistice agreement Event Identify Significance Reference The Fabulous Fifties From the following list, choose five events from the 1950s. Identify the basic facts, dates, and purpose of the event in 2 to 3 sentences in the Identify column. Include why the event is significant in the Significance column, and add a reference for your material in the Reference column. · The Hula Hoop · Disneyland · The Mickey Mouse Club · Interstate Highways · Dishwashers · Hi-fis and Stereos · Poodle Skirts · McDonalds · Drive-in Theaters · Levittown · Dr. Spock · Ozzie and Harriett · Leave it to Beaver · I Love Lucy · Father Knows Best · The Honeymooners · Amos ‘n Andy · My Little Margie · Echo Park · Persistent Poverty · Black Urban Migration · Urban Renewal · Massive Resistance · Beats · American Bandstand · Elvis Presley · James Dean Event Identify Significance Reference Copyright © 2013 by University of Phoenix. All rights reserved. ...

Identify
Significance
Reference
The Fabulous Fifties
From the following list, choose five events from the 1950s.
Identify the basic facts, dates, and purpose of the event in 2 to 3
sentences in the Identify column. Include why the event is
significant in the Significance column, and add a reference for
your material in the Reference column.
· The Hula Hoop
· Disneyland
· The Mickey Mouse Club
· Interstate Highways
· Dishwashers
· Hi-fis and Stereos

· Poodle Skirts
· McDonalds
· Drive-in Theaters
· Levittown
· Dr. Spock
· Ozzie and Harriett
· Leave it to Beaver
· I Love Lucy
· Father Knows Best
· The Honeymooners
· Amos ‘n Andy
· My Little Margie
· Echo Park
· Persistent Poverty
· Black Urban Migration
· Urban Renewal
· Massive Resistance
· Beats
· American Bandstand
· Elvis Presley
· James Dean
Event
Identify
Significance
Reference

Copyright © 2013 by University of Phoenix. All rights reserved.

Modern America Matrix Week 1 Week 1: 1950s The Korean War From the following list, choose five events from the Korean War. I dentify the basic facts, dates, and purpose of the event in 2 to 3 sentences in the Identify column. Include why the event is significant in the Significance column, and add a reference for your material in the Reference column. · Japanese occupation · Soviet position after war · 38th parallel · Truman · Syngman Rhee · NSC-68 · Soviet support of North · UN position · Chinese involvement · Inchon · Talks at Panmunjom · Martin Letter · General MacArthur · Stalemate · POWs · Armistice agreement Event Identify Significance Reference The Fabulous Fifties From the following list, choose five events from the 1950s. I dentify the basic facts, dates, and purpose of the event in 2 to 3 sentences in the Identify column. Include why the event is significant in the Significance column, and add a reference for your material in the Reference column. · The Hula Hoop · Disneyland · The Mickey Mouse Club · Interstate Highways · Dishwashers · Hi-fis and Stereos · Poodle Skirts · McDonalds · Drive-in Theaters · Levittown · Dr. Spock · Ozzie and Harriett · Leave it to Beaver · I Love Lucy · Father Knows Best · The Honeymooners · Amos ‘n Andy · My Little Margie · Echo Park · Persistent Poverty · Black Urban Migration · Urban Renewal · Massive Resistance · Beats · American Bandstand · Elvis Presley · James Dean Event Identify Significance Reference .

Modern America Matrix HIS145 Version 5Kimberly M. Johnson2.docx

annandleola

Modern America Matrix HIS/145 Version 5 Kimberly M. Johnson 2 University of Phoenix Material Modern America Matrix Week One: 1950s The Korean War From the following list, choose five and identify their significance during the Korean War. Japanese occupation; Soviet position after war; 38th parallel, Truman; Syngman Rhee, NSC-68; Soviet support of North; UN position; Chinese involvement; Inchon; Talks at Panmunjom; Martin Letter; General MacArthur; Stalemate; POWs, Armistice agreement Event Significance in Korean War Soviet position after war; 38th parallel Truman; Syngman Rhee Soviet support of North Talks at Panmunjom; General MacArthur Stalemate; POWs The Fabulous Fifties From the following list, choose five and identify their significance during the 1950s. The Hula Hoop, Disneyland, The Mickey Mouse Club, Interstate Highways, Dishwashers, Hi-fis and Stereos, Poodle Skirts, McDonald’s, Drive-in Theaters, Levittown, Dr. Spock, Ozzie and Harriett, Leave it to Beaver, I Love Lucy, Father Knows Best, The Honeymooners, Amos ‘n Andy, My Little Margie, Echo Park, Persistent Poverty, Black Urban Migration, Urban Renewal, Massive Resistance, Beats; American Bandstand; Elvis Presley; James Dean Event Significance The Hula Hoop Poodle Skirts The Mickey Mouse Club Drive-in Theaters American Bandstand Week Two: 1960s Kennedy’s Presidency From the following list, choose five and identify their significance during the 1960s. Domestic Reforms, Tariff Reductions, Tax Cuts to Spur Growth, The Age of Camelot, The Peace Corps, Space Exploration, The Alliance for Progress, The Fair Labor Standards Act, The Equal Pay Act, Marilyn Monroe, Jacqueline Kennedy, JFK’s Assassination Event Significance Johnson’s Presidency From the following list, choose five and identify their significance during the 1960s. Medicare, Medicaid, The War on Poverty, The Apollo Program, The Department of Housing and Urban Development, The Civil Rights Act of 1964, Tax Cuts for Economic Growth, Job Corps; National Endowment for the Arts and Humanities; National School Lunch Act; Wilderness Act; Food Stamp Act of 1964; The Voting Rights Act of 1965, The Immigration Act of 1965; the Rolling Stones; the Beatles; Flower Children; Abbie Hoffman and the Chicago Seven; Kent State killings Event Significance Week Three: 1970s Watergate From the following list, choose five and identify their significance in relation to the Watergate scandal. CREEP; Dirty tricks; Break-in; Erwin Committee; Archibald Cox; The Washington Post; Woodward and Bernstein; Mark Felt; John Dean; Phone tapings; Saturday Night Massacre; Spiro Agnew; Supreme Court and tapes; Smoking Gun; Resignation; Ford pardons Nixon Event Significance Post-Watergate Presidencies From the following list, choose five and identify their significance during the 1970s. Post-Watergate Public Opinion, The Arab Oil Embargo, Stagflation, High Interest Rates, The Crisis of Confide ...

Modern America Matrix HIS145 Version 5Kimberly M. Johnson2.docx

raju957290

The Cold War

afrancksjrcs

The document provides an overview of the Cold War between the United States and Soviet Union from 1945 to 1991. It discusses key events and policies that defined the escalating tensions and arms race between the two superpowers, including Winston Churchill's "Iron Curtain" speech in 1946 marking the beginning of the Cold War; the Truman Doctrine and Marshall Plan establishing policies of containment and economic assistance for democratic nations; the formation of NATO in 1949; the Korean War from 1950 to 1953; McCarthyism and the Second Red Scare in the 1950s; and the Eisenhower administration's policies towards the Cold War in the 1950s.

Balancing the Dragon

Steven Smith

The document provides background on the key political players that shaped U.S. policy toward China during World War II, including the Roosevelt and Truman administrations in Washington and Chiang Kai-shek's Nationalist government in China. It discusses how Roosevelt took a personal approach to foreign policy that kept the State Department separated from his decision making and how he appointed special representatives to China. This laid the groundwork for intrigues that complicated the war effort and made the postwar environment in China untenable.

wk-8-lesson-plan-fog-of-war-flowcab

Debra Broemer

The document discusses several topics related to World War II and the Cold War: 1) A rap song that asks whether the US should have dropped atomic bombs on Hiroshima and Nagasaki, weighing the advantages and disadvantages. 2) A quote from Harry Truman's diary expressing his anguish over the discovery of the atomic bomb and his efforts to ensure it was used responsibly against military targets. 3) A discussion of the documentary "The Fog of War" and values during wartime. 4) An examination of a map of Russia and a timeline of events as it transitioned from a communist command economy to a capitalist market economy.

The Korean War Web

Danny Root

The document provides background information on the origins and early stages of the Korean War. It explains that after World War 2, Korea was divided along the 38th parallel, with the Soviet Union occupying the north and the US occupying the south. Both sides established governments of their ideology in their respective zones. Tensions rose as the Cold War escalated, and in June 1950, North Korea invaded South Korea, prompting the UN to authorize countries like the US to provide military support for South Korea. The initial North Korean invasion was successful in pushing South Korean forces back, but a US-led counterattack reversed these gains.

Korean War 1950-1953

YCIS Beijing

The document provides information about the Korean War from 1950-1953. It discusses the division of Korea along the 38th parallel by the US and USSR following World War 2. This division and tensions between capitalism and communism led to the countries trying to unify Korea under their respective ideologies, resulting in the Korean War. The war involved limited warfare between the US and USSR by proxy through South Korea and North Korea. It also impacted civilians through millions of casualties and economic and political changes in South Korea.

The document discusses the effects of the Korean War, Vietnam War, and the Cold War between 1950-1973. It led to rising tensions between the US and Soviet Union, as well as the US involvement in Korea and Vietnam to stop the spread of communism, following the Domino Theory. This period saw the emergence of anti-war sentiment in the US as the human costs of the wars grew. The Vietnam War ended with the 1973 Paris Peace Accords.

Hist1302 Week 10

Michael Dobe, Ph.D.

The document is a series of lecture slides about how the US was transformed during World War 2 from 1939-1946. It covers the shift from isolationism to involvement in the war, including fighting in both the Pacific and Europe. It also discusses how the war effort mobilized the home front through the government-business partnership and industrial boom, as well as the entrance of more women and minorities into the workforce. Finally, it addresses the end of the war with victory in Europe and Japan's surrender, followed by the conversion to a peacetime economy.

Unit plan presentation

brandwil1

This unit plan focuses on teaching 11th grade students about the Korean War. It includes 5 learning objectives related to assessing atomic weapons, tracing Soviet and Chinese expansion, exploring the Truman Doctrine and containment policy, outlining major US-Soviet confrontations and fears of communism, and analyzing causes and consequences of US involvement in Korea and Vietnam. The unit will last one week, using class discussions, speeches, documentaries, and an excerpt to teach students about the war's origins, stages, realities, and ongoing impacts. Presentations, videos, and archives will be used through a projector and computer.

Cold war webquest

thefanu

This document provides an introduction to a webquest on the Cold War between 1945-1990. It outlines several major events of the Cold War including the Korean War, Vietnam War, Bay of Pigs Invasion, Cuban Missile Crisis, Berlin Wall, Berlin Airlift, and the Space/Arms Race. For each event, it lists 5 questions to guide students' research into the reasons for conflict, countries involved, outcomes, and key historical figures. Students are directed to specific online resources to find the answers to each question.

Seegmuller Capstone

Jake Seegmuller

The document discusses the end of WWII and the resumption of civil war in China between the Kuomintang (KMT) led by Chiang Kai-shek and the Communist Party of China (CPC) led by Mao Zedong. It provides background on the Chinese Civil War and analyzes factors that led to the KMT's defeat despite receiving significant resources and foreign aid from the US. These factors included the KMT's inability to address peasant concerns, corruption weakening its legitimacy, and the CPC's ability to garner popular support by altering its ideology under Mao's direction.

Liberty university hius 222 content quiz 6 complete solutions correct answers...

Kelley King

There are seven questions below. You need to pick any FOUR. Yo.docx

rorye

The document provides seven questions related to historical events and asks the reader to pick four questions to answer in detail in 300-500 words each. The questions cover a range of topics including Alfred Thayer Mahan's philosophy of sea power in the late 1800s, aircraft and tactics in World War I, the rivalry between Admiral Nimitz and General MacArthur in the Pacific theater of World War II, key events of D-Day and the Normandy landings, the Inchon landings in the Korean War, the Tet Offensive in the Vietnam War, and Operations Desert Shield and Desert Storm against Iraq in 1990-1991.

Discussion Instructions· Due 1110· Please make sure ALL ques.docx

madlynplamondon

Discussion Instructions: · Due 11/10 · Please make sure ALL questions are answered · Minimum of 2 sources cited for EACH discussion · APA format for in-text citations and list of references Discussion 3: Failure of Democracy and the Rise of Totalitarianism Initial Post Instructions During the 1930s, much of the world seemed to give up on their hope for a democratic solution to their problems and instead turned to totalitarianism, both in Europe and in Asia. For the initial post, select and address one of the following: · Germany/Hitler · USSR/Stalin · Japan/Tojo Address the following questions for your selection: · What effects did the history, politics, and economies of those areas play in their decisions to turn to totalitarianism? · What role did the Great Depression in the United States play in their plight? Discussion 4: World War II Initial Post Instructions For the initial post, select and respond to one of the following options: · Option 1: Examine one or more major battles, including both the Axis and Allies strategies, the outcome of the battles, and the subsequent effects of the victory/defeat. Include an examination of the technologies that were crucial factors in the battle. · Option 2: Examine the Nazi ideology in wiping out an entire ethnic group. · How could any modern and so-called advanced and evolved nation like Germany go along so willingly with the mass murder of at least 11 million civilians? · How were the Germans able to construct the facilities they built for their "Final Solution to the Jewish Question" so as to commit genocide on an industrial scale? Discussion 5: The Cold War Instructions Select one of the following smaller nations: · Korea · Vietnam · Cambodia · Cuba · Another smaller nation of your choice with instructor approval For the initial post, address the following in relation to your selection: · Examine how Cold War policy by the main players affected the smaller nation. · Examine why democracy was not successful in that nation. · Describe the loss of personal liberties that were a result of democracy failing. · Has the nation's political system changed since the Cold War? Explain. Discussion 6: Epic changes in Africa, Asia, and the Middle East InstructionsFor the initial post, address one of the following: Option 1: Middle EastExamine the origins of the Arab-Israeli conflict from its beginnings some 4000 years ago and how it has evolved/devolved over the centuries to the current time? Analyze the role of the Balfour Declaration on Israel's rebirth in 1948 and its effectiveness in helping Jewish people in their quest to reclaim their ancient homeland. Option 2: African Nation State DevelopmentExamine some of the main (internal or external) reasons why the African people were to develop into nation states later than most experts feel was appropriate/normal. Examine the role of European imperial powers and the role of tribal chieftans in the international slave trade and African nation state developme ...

There are four sections in this exam, with four questions each .You .docx

croftsshanon

There are four sections in this exam, with four questions each .You are required to answer only one question in each section. Be sure to include as much information as possible to support your answer. Each answer should be 3-5 paragraphs in length. Be sure to cite your sources. Section 1 1. Compare and contrast racial conflict in the South and the West. 2. How successful were business people in overcoming the problems that confronted them in the last third of the nineteenth century? 3. How did some urban housing reforms of the late nineteenth century eventually add to urban blight? 4. Why was it so difficult to resolve such issues as the spoils system, the tariff, and bimetallism, which consumed congressional energies in the late nineteenth century? Section 2 1. Evaluate the strengths and weaknesses of progressivism. 2. In what ways were mobilization and the war effort a fulfillment of the progressive legacy? In what ways did the war deny the basic tenets of progressivism? 3. How did popular culture—whether in the form of best-selling novels, games, films, or radio programs—reflect and respond to the ravages of the Great Depression? 4. Compare and contrast the Depression experiences of Mexican- and African-Americans. In your opinion, which group fared better? Section 3 1. Describe the major war aims of the Allied Powers. 2. How did the war change the attitudes of women and minorities toward their status in American society? 3. Many historians feel that Harry Truman as much as Joe McCarthy gave force to the postwar “Red Scare.” Explain why you agree or disagree. 4. Compare the quality of life in the suburbs with the quality of life either on farms or in cities. Section 4 1. Compare the achievements and shortcomings of President Lyndon Johnson’s Great Society with Franklin Roosevelt’s New Deal. 2. Defend or attack the use of civil disobedience as a strategy in the civil rights movement, using Martin Luther King’s early career as an example of the technique. 3. Both Indians and Hispanics were hardly “monolithic” ethnic groups in American life. Explain how that led to a variety of responses to the activist currents of the 1960s and 1970s, among both Hispanics and Indians. 4. Describe the Supreme Court’s decision in Roe v. Wade; then defend or criticize it. ...

U.S. History 2nd semester final study guide

guestb9696d

This study guide provides students with 50 concepts and terms to review for the 2nd semester U.S. History final exam. The guide lists key ideas and events from chapters 14-25 of the textbook, including the Great Depression, New Deal, WWII, Cold War, Civil Rights Movement, and Nixon presidency. Students are instructed to use their textbook, class notes, and previous study guides. They will be asked to write a 1.5 page essay answering one of two prompts about historical events impacting democracy or tracing domestic policy changes.

A. World War II2What were the causes of World War II Expla.docx

josephinepaterson7611

A. World War II: 2 What were the causes of World War II? Explain how and why the United States got involved in the war. Discuss the U.S. home front. How did women and minorities respond to the war? Explain the war in North Africa and Europe. Discuss the Allied invasion of Normandy on June 6, 1944. What was Adolf Hitler’s “final solution,” and what were the consequences of the Holocaust? How did the Allies end the war in Europe? Discuss the war in the Pacific. What proved to be an effective U.S. strategy in the Pacific? Analyze Harry Truman’s controversial decision to drop the atomic bombs on Japan. What were the consequences of World War II? B. Early Cold War: Analyze the early Cold War years and explain the emergence of the two major superpowers, the United States and Soviet Union. What was the Truman Doctrine? Analyze the Cold War in Europe. How was Germany and the rest of Europe divided? What was the Berlin Airlift? Analyze the proxy wars between Communist and anti-Communist forces in Latin America. What was the Cuban Missiles Crisis, and how was it resolved? Explain the Cold War in Asia. How did U.S policymakers respond to the Communist victory in China? How did the United States become involve in the Korean War, and what were the consequences? C. Civil Rights Movement: Analyze the Civil Rights Movement of the 1950s and 1960s. What progress did the movement make in the U.S. Supreme Court? How did southern segregationists react to the Court’s decisions? Who was Emmett Till, and what happened to him? Explain the Montgomery Bus Boycott and its impact. What style of protest did Martin Luther King, Jr. (MLK) and the civil rights activists practice? How did college students become engage in the movement? Who were the Freedom Riders? How did Civil Rights activists advocate for voting rights and address social and economic inequities in the United States? What is the legacy of the Civil Rights Movement? D. Vietnam War: Explain the rise of Ho Chi Minh and the Vietnamese Communists. Why did the U.S. support French colonialism in Southeast Asia? How were the French defeated? Discuss the 1954 Geneva Accords. Why did U.S. policymakers support Ngo Dinh Diem and South Vietnam? What was the Gulf of Tonkin Resolution? Analyze Lyndon B. Johnson’s Policy of Escalation. What was the historical significance behind the Tet Offensive? What was Richard Nixon’s Vietnamization Policy? How did the United States expand the war? What was “peace with honor?” What were the consequences of the Vietnam War? .

American Society in the Cold War EraHST175 Version 21Univ.docx

nettletondevon

American Society in the Cold War Era HST/175 Version 2 1 University of Phoenix Material American Society in the Cold War Era Complete both parts of this assignment. Part A: American Culture and Society in the 50s From the following two lists, choose five events from each column. Identify the basic facts, dates, and purpose of the event in two to three sentences in the Identify column. Include why the event is significant in the significance column, and add a reference for your material in the reference column. Fabulous 50s Culture The Hula Hoop Disneyland McDonalds The Mickey Mouse Club Interstate Highways Dishwashers Drive-in Theaters Levittown Leave it to Beaver I Love Lucy American Bandstand Elvis Presley Chuck Berry James Dean Beats Reverand Billy Graham Cold War Society Red Scare House Committee on Un-American Activities (HUAC) Ronald Reagan (President of the Screen Actors Guild, not as the future U.S. president) Senator Joseph McCarthy Fallout Shelter Duck and Cover Drill CIA Sputnik Cuba and Fidel Castro Cold War Propaganda Alger Hiss The Korean War Julius and Ethel Rosenberg Event Identify Significance Reference Part B: Select and complete one of the following: Option 1: Cold War Soviet Spy Option 2: Red Scare and McCarthyism Option 1: Cold War Soviet Spy For this assignment, imagine you are a Soviet (USSR) spy during the 1950s Cold War-era. You have been instructed to write an encrypted letter to your Soviet contact explaining the recent past and current U.S. Cold War policies, events, and practices. Once you have completed this letter, you will mail it to your contact in Paris, so he or she, in turn, will forward the message to a KGB agent in Moscow. Resource: University of Phoenix Material: Historical and Scholarly Sources Review the Historical and Scholarly document in this week’s reading. Complete a thorough investigation on actual Soviet Spies in the 1950s. You may use your textbook, primary and secondary sources, scholarly sources, and newspapers/magazines. Create a letter of 700- to 1,050 words. You may use the letter template below. Include at least five of the following events/policies: · NATO · The Marshall Plan · Warsaw Pact · The Truman Doctrine · National Security Council Document Number 68 (NSC-68) · Korean War · The Office of Strategic Services (OSS) · Central Intelligence Agency (CIA) · Containment · Eisenhower Doctrine · Hungarian Revolution · American U-2 Spy plan (1960) Include one source for this assignment. Format the text of your letter consistent with appropriate course-level APA guidelines. Submit your assignment to the Assignment Files tab.Option 2: Red Scare and McCarthyism In this scenario, you are a set designer for a Hollywood movie production company in 1952. You decide to write a letter to the editor of the Los Angeles Times against Senator Joseph’s McCarthy’s anti-communist pursuit of the entertainment industry in Hollywood. .

His 145 his 145

GOODCourseHelp

This document provides instructions and assignments for students enrolled in the HIS 145 course on the American experience since 1945. It includes assignments on analyzing films from the Cold War era, comparing the threat of nuclear war to terrorism, and completing matrices on historical events from the 1950s-1980s relating to topics like the Korean War, civil rights movement, Watergate scandal, and Reagan presidency. Students are also tasked with creating presentations in a learning team on themes like the Cold War and America's involvement in Vietnam and presenting on Ronald Reagan's economic and foreign policies.

Korea presentation

Lillian Hoodes

The Korean War began in 1950 when North Korea invaded South Korea, seeking reunification under communist rule. The US intervened under President Truman to contain communism and uphold the UN Security Council's call to defend South Korea. However, China also entered the war when US forces approached its border, leading to a bloody stalemate. The war heightened tensions in the Cold War and prompted a massive arms race between the US and USSR with proxy wars between their allies globally. An armistice in 1953 temporarily halted fighting on the Korean peninsula.

Koreanwar

ccone

The Korean War began in 1950 when North Korea invaded South Korea, seeking reunification under communist rule. The US and UN forces defended South Korea and pushed back the North Koreans near the border of China. However, China then entered the war and pushed UN forces back below the 38th parallel border between North and South Korea. An armistice was eventually signed in 1953, leaving Korea divided along the previous border.

The Korean War

lennyambrosini

The document discusses President Truman's decision to get the US involved in the Korean War in 1950. It provides background on the significance of the Korean War as the first major conflict of the Cold War outside of Europe and the first real test for the UN. It then lists reasons why Truman decided on military action: to back his Truman Doctrine against communism, prevent further communist expansion per his Domino Theory, and on the advice of General MacArthur who assured victory. The document prompts considering reasons Truman's decision could be seen as a bad idea and profiles key figures in the war.

Minimum word count of150per question – each question should includ.docx

ARIV4

Minimum word count of150per question – each question should include in-text citations andat least oneinternet reference as well as a reference from the attached History textbookChapters 24 - 25, pages 429 - see picture of the textbook cover on page 2 for the correct textbook. Direct quotes are not permitted. 1. Explain the Civil Rights Act of 1964. Why was it created? 2. Explain the causes of the Cold War between the United States and the Soviet Union, and discuss some of the more serious incidents between the two superpowers. 3. Describe American life as it developed during the 1950s, including social, economic, and political issues, and evaluate the significance of the Cold War in these changes. 4. Explain the rise and effects of McCarthyism in American life. 5. Describe the events that made the build up to the civil rights movement possible. 6. Describe the white South's reaction to the initial stages of the civil rights movements. Was it all uniform? 7. Explain the differences between Martin Luther King, Jr.'s vision of America and that of Malcolm X. 8. What were some of the major accomplishments of the civil rights movement? What were some of its failures? 9. Discuss Lyndon Johnson's desire to build a "Great Society" and evaluate the relative success of his programs. 10. Describe the breakthroughs forged by African Americans in the 1950s and the retaliatory movement that came to be called "massive resistance." 11. Discuss the growth of the "counterculture" in American society during the 1960s, and describe the various movements that began to gather strength as Americans with an agenda sought to have their voices heard. See page 2 for textbook cover. ...

CHAPTER ONE THE COURSE OF THE WAR On the very day th.docx

jeffsrosalyn

This document provides an overview of the start of the Korean War on June 25, 1950. It describes the military forces and positions on both sides of the 38th parallel in the days and weeks prior to the invasion by North Korean forces. While the exact events that sparked the beginning of fighting are still unclear, the North launched a full-scale invasion across the 38th parallel, even if there is some evidence that South Korean forces may have initiated a small assault or occupied a town briefly north of the border. The document aims to analyze the context and opening moves of the Korean War.

CHAPTER ONE THE COURSE OF THE WAR On the very day th

TawnaDelatorrejs

CHAPTER ONE THE COURSE OF THE WAR On the very day that President Barack Obama fielded a student’s question in Moscow about whether a new Korean War was in the offing (July 7, 2009), the papers were filled with commentary on the death of Robert Strange McNamara. The editors of The New York Times and one of its best columnists, Bob Herbert, condemned McNamara for knowing the Vietnam War was un-winnable yet sending tens of thousands of young Americans to their deaths anyway: “How in God’s name did he ever look at himself in the mirror?” Herbert wrote. They all assumed that the war itself was a colossal error. But if McNamara had been able to stabilize South Vietnam and divide the country permanently (say with his “electronic fence”), thousands of our troops would still be there along a DMZ and evil would still reside in Hanoi. McNamara also had a minor planning role in the firebombing of Japanese cities in World War II: “What makes it immoral if you lose and not immoral if you win?” he asked; people like himself and Curtis LeMay, the commander of the air attacks, “were behaving as war criminals.” McNamara derived these lessons from losing the Vietnam War: we did not know the enemy, we lacked “empathy” (we should have “put ourselves inside their skin and look[ed] at us through their eyes,” but we did not); we were blind prisoners of our own assumptions. 1 In Korea we still are. Korea is an ancient nation, and one of the very few places in the world where territorial boundaries, ethnicity, and language have been consistent for well over a millennium. It sits next to China and was deeply influenced by the Middle Kingdom, but it has always had an independent civilization. Few understand this, but the most observant journalist in the war, Reginald Thompson, put the point exactly: “the thought and law of China is woven into the very texture of Korea … as the law of Rome is woven into Britain.” The distinction is between the stereotypical judgment that Korea is just “Little China,” or nothing more than a transmission belt for Buddhist and Confucian culture flowing into Japan, and a nation and culture as different from Japan or China as Italy or France is from Germany. Korea also had a social structure that persisted for centuries: during the five hundred years of the last dynasty the vast majority of Koreans were peasants, most of them tenants working land held by one of the world’s most tenacious aristocracies. Many were also slaves, a hereditary status from generation to generation. The state squelched merchant activity, so that commerce, and anything resembling the green shoots of a middle class, barely developed. This fundamental condition—a privileged landed class, a mass of peasants, and little leavening in between—lasted through twentieth-century colonialism, too, because after their rule began in 1910 the Japanese found it useful to operate through local landed power. So, amid the crisis of nat ...

Truman Powerpoint

Nathan Tengowski

Harry Truman served as President from 1945 to 1953. He took office after FDR's death and faced many challenges both domestic and foreign. Domestically, he worked to transition the economy from wartime to peacetime and passed policies like the GI Bill and civil rights initiatives. Internationally, his administration dropped atomic bombs on Japan, established the UN and NATO, pursued containment of communism through the Truman Doctrine and Marshall Plan, and engaged in the Korean War.

CASE 6B – CHESTER & WAYNE Chester & Wayne is a regional .docx

annandleola

CASE 6B – CHESTER & WAYNE Chester & Wayne is a regional food distribution company. Mr. Chester, CEO, has asked your assistance in preparing cash-flow information for the last three months of this year. Selected accounts from an interim balance sheet dated September 30, have the following balances: Cash $142,100 Accounts payable $354,155 Marketable securities 200,000 Other payables 53,200 Accounts receivable $1,012,500 Inventories 150,388 Mr. Wayne, CFO, provides you with the following information based on experience and management policy. All sales are credit sales and are billed the last day of the month of sale. Customers paying within 10 days of the billing date may take a 2 percent cash discount. Forty percent of the sales is paid within the discount period in the month following billing. An additional 25 percent pays in the same month but does not receive the cash discount. Thirty percent is collected in the second month after billing; the remainder is uncollectible. Additional cash of $24,000 is expected in October from renting unused warehouse space. Sixty percent of all purchases, selling and administrative expenses, and advertising expenses is paid in the month incurred. The remainder is paid in the following month. Ending inventory is set at 25 percent of the next month's budgeted cost of goods sold. The company's gross profit averages 30 percent of sales for the month. Selling and administrative expenses follow the formula of 5 percent of the current month's sales plus $75,000, which includes depreciation of $5,000. Advertising expenses are budgeted at 3 percent of sales. Actual and budgeted sales information is as follows: Actual: Budgeted: August $750,000 October $826,800 September 787,500 November 868,200 December 911,600 January 930,000 The company will acquire equipment costing $250,000 cash in November. Dividends of $45,000 will be paid in December. The company would like to maintain a minimum cash balance at the end of each month of $120,000. Any excess amounts go first to repayment of short-term borrowings and then to investment in marketable securities. When cash is needed to reach the minimum balance, the company policy is to sell marketable securities before borrowing. The company will acquire equipment costing $250,000 cash in November. Dividends of $45,000 will be paid in December. The company would like to maintain a minimum cash balance at the end of each month of $120,000. Any excess amounts go first to repayment of short-term borrowings and then to investment in marketable securities. When cash is needed to reach the minimum balance, the company policy is to sell marketable securities before borrowing. Questions (use of spreadsheet software is recommended): 1. Prepare a cash budget for each month of the fourth quarter and for the quarter in total. Prepare supporting schedules as needed. (Round all budge.

CASE 9 Bulimia Nervosa Table 9-1 Dx Checklist Bulimia Nervos.docx

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"CASE 9 Bulimia Nervosa Table 9-1 Dx Checklist Bulimia Nervosa 1. Repeated binge-eating episodes. 2. Repeated performance of ill-advised compensatory behaviors (e.g., forced vomiting) to prevent weight gain. 3. Symptoms take place at least weekly for a period of 3 months. 4. Inappropriate influence of weight and shape on appraisal of oneself. (Based on APA, 2013.) Rita was a 26-year-old manager of a local Italian restaurant and lived in the same city as her parents. Her childhood was not a happy one. Her parents divorced when she was about 5 years of age. She and her three older brothers remained with their mother, who often seemed overwhelmed with her situation and unable to run the household effectively. Rita would often refer to her childhood as utterly chaotic, as if no one were in charge. Within a 12-month period, 1 percent to 1.5 percent of individuals will meet the diagnostic criteria for bulimia nervosa; at least 90 percent of cases occur in females (APA, 2013). She nevertheless muddled through. When her brothers were finally all off to college or beyond, Rita entered high school, and the household seemed more manageable. Ultimately, she developed a close relationship with her mother, indeed too close, Rita suspected. Her mother seemed like her closest friend, at times the entire focus of her social life. They were both women alone, so to speak, and relied heavily on one another for comfort and support, preventing Rita from developing serious friendships. The two often went shopping together. Rita would give her mother an update on the most recent fashion trends, and her mother would talk to Rita about “how important it is to look good and be put together in this day and age.” Rita didn’t mind the advice, but sometimes she did wonder if her mother kept saying that as a way of telling her that she didn’t think she looked good. Rita later attended a local public college, majoring in business. However, she quit after 3 years to take a job at the restaurant. She had begun working in the restaurant part-time while a sophomore and after 2 years was offered the position of daytime manager. It was a well-paying job, and since her interest was business anyway, Rita figured it made sense to seize an attractive business opportunity. Her mother was not very supportive of her decision to leave college, but Rita reassured her that she intended to go back and finish up after she had worked for a while and saved some money. Just before leaving college, Rita began a serious relationship with a man whom she met at school. Their interest in each other grew, and they eventually got engaged. Everything seemed to be going well when out of the blue, her fiancé’s mental state began to deteriorate. Ultimately he manifested a pattern of schizophrenia and had to be hospitalized. As his impairment extended from days to months and then to more than a year, Rita finally had to end the engagement; she had to pick up the pieces and go on without him. She felt .

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CASE 6B – CHESTER & WAYNE Chester & Wayne is a regional .docx

annandleola

CASE 9 Bulimia Nervosa Table 9-1 Dx Checklist Bulimia Nervos.docx

annandleola

Case 9 Bulimia Nervosa in Gorenstein and Comer (2014)Rita was a.docx

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Rita is a 26-year-old woman who struggles with bulimia nervosa. She engages in binge eating episodes 2-3 times per week, consuming over 4,000 calories in a single sitting. After binges, she purges through vomiting to avoid weight gain. Rita is preoccupied with her weight and body image. Though her weight is in the normal range, she is highly critical of her body and engages in frequent weighing, clothing comparisons, and mirror checking. Her disordered eating patterns have become more severe over time, further compromising her physical and mental health.

Case 8.1 Pros and Cons of Balkan Intervention59Must the a.docx

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Case 8.1 Pros and Cons of Balkan Intervention59 “Must the agony of Bosnia-Herzegovina be regarded, with whatever regrets, as somebody else’s trouble? We don’t think so, but the arguments on behalf of that view deserve an answer. Among them are the following: The Balkan conflict is a civil war and unlikely to spread beyond the borders of the former Yugoslavia. Wrong. Belgrade has missiles trained on Vienna. Tito’s Yugoslavia claimed, by way of Macedonia, that northern Greece as far south as Thessaloniki belonged under its sovereignty. Those claims may return. ‘Civil’ war pitting non-Slavic Albanians against Serbs could spread to Albania, Turkey, Bulgaria, and Greece. The United States has no strategic interest in the Balkans. Wrong. No peace, no peace dividend. Unless the West can impose the view that ethnic purity can no longer be the basis for national sovereignty, then endless national wars will replace the Cold War. This threat has appeared in genocidal form in Bosnia. If it cannot be contained here, it will erupt elsewhere, and the Clinton administration’s domestic agenda will be an early casualty. If the West intervenes on behalf of the Bosnians, the Russians will do so on behalf of the Serbs, and the Cold War will be reborn. Wrong. The Russians have more to fear from ‘ethnic cleansing’ than any people on Earth. Nothing would reassure them better than a new, post-Cold War Western policy of massive, early response against the persecution of national minorities, including the Russian minorities found in every post-Soviet republic. The Russian right may favor the Serbs, but Russian self-interest lies elsewhere. The Serbs also have their grievances. Wrong. They do, but their way of responding to these grievances, according to the State Department’s annual human rights report, issued this past week, ‘dwarfs anything seen in Europe since Nazi times.’ Via the Genocide Convention, armed intervention is legal as well as justified. The UN peace plan is the only alternative. Wrong. Incredibly, the plan proposes the reorganization of Bosnia-Herzegovina followed by a cease-fire. A better first step would be a UN declaration that any nation or ethnic group proceeding to statehood on the principle of ethnic purity is an outlaw state and will be treated as such. As now drafted, the UN peace plan, with a map of provinces that not one party to the conflict accepts, is really a plan for continued ‘ethnic cleansing.’” Case 8.2 Images, Arguments, and the Second Persian Gulf Crisis, 1990– 1991 The analysis of policy arguments can be employed to investigate the ways that policymakers represent or structure problems (Chapter 3). We can thereby identify the images, or problem representations, that shape processes of making and justifying decisions. For example, during times of crisis, the images which United States policymakers have of another country affect deliberations about the use of peacekeeping and negotiation, the imposition of economic sanctions, o.

CASE 5Business Performance Evaluation Approaches for Thoughtf.docx

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CASE 5 Business Performance Evaluation: Approaches for Thoughtful Forecasting Every day, fortunes are won and lost on the backs of business performance assessments and forecasts. Because of the uncertainty surrounding business performance, the man-ager should appreciate that forecasting is not the same as fortune-telling; unanticipated events have a way of making certain that specific forecasts are never exactly correct. This note purports, however, that thoughtful forecasts greatly aid managers in under-standing the implications of various outcomes (including the most probable outcome) and identify the key bets associated with a forecast. Such forecasts provide the manager with an appreciation of the odds of business success. This note examines principles in the art and science of thoughtful financial fore-casting for the business manager. In particular, it reviews the importance of (1) under-standing the financial relationships of a business enterprise, (2) grounding business forecasts in the reality of the industry and macroenvironment, (3) modeling a forecast that embeds the implications of business strategy, and (4) recognizing the potential for cognitive bias in the forecasting process. The note closes with a detailed example of financial forecasting based on the example of the Swiss food and nutrition com-pany Nestle. Understanding the Financial Relationships of the Business Enterprise Financial statements provide information on the financial activities of an enterprise. Much like the performance statistics from an athletic contest, financial statements provide an array of identifying data on various historical strengths and weaknesses This technical note was prepared by Professor Michael J. Schill. Special thanks go to Vladimir Kolcin for data-collection assistance and to Lee Ann Long-Tyler and Ray Nedzel for technical assistance. Copyright © 2015 by the University of Virginia Darden School Foundation, Charlottesville, VA. All rights reserved. To order copies, send an e-mail to [email protected] No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the permission of the Darden School Foundation. Part TwoFinancial Analysis and Forecasting across a broad spectrum of business activities. The income statement (also known as the profit-and-loss statement) measures flows of costs, revenue, and profits over a defined period of time, such as a year. The balance sheet provides a snapshot of business invest-ment and financing at a particular point in time, such as the end of a year. Both state-ments combine to provide a rich picture of a business’s financial performance. The analysis of financial statements is one important way of understanding the mechanics of the systems that make up business operations. Interpreting Financial Ratios Financial ratios provide a useful way to id.

Case 6-2 Not Getting Face Time at Facebook—and Getting the Last La.docx

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Case 6-2 Not Getting Face Time at Facebook—and Getting the Last Laugh! In August 2009, Facebook turned down job applicant Brian Acton, an experienced engineer who had previously worked at Yahoo and Apple. More than 4 years later, Facebook paid him $3 billion to acquire his 20% stake of WhatsApp, a start-up he had cofounded immediately after Facebook rejected his job application.(1) WhatsApp Messenger is a proprietary, cross-platform, instant-messaging subscription service for smartphones and selected feature phones that use the Internet for communication. In addition to text messaging, users can send each other images, video, and audio media messages, as well as their location using integrated mapping features.(2) How could Facebook, a highly successful firm, have made such a drastic mistake? Back in 2009, Brian Acton was a software engineer who was out of work for what seemed like a very long time. He believed he had what it took to make a difference in the industry, but his career did not work out as planned. Even though he spent years at Apple and Yahoo, he got rejected many times by Twitter and Facebook.(3) Acton described the details of the interview process that he failed to do well in as follows: First of all, interviewing a person for a job that requires technical skills is difficult for both the interviewer and the interviewee. Facebook is a highly desirable firm to work for and requires the best skills and talents from all of their potential employees. It is therefore not surprising that the selection process rivals, if not tops, any company in the industry. The process starts with an email or a phone call from a recruiter in response to an online application or [to] a recommendation from a friend who may work for Facebook. Sometimes, in the initial chat online, timed software coding challenges are set to find the best performers. If this chat goes well, an applicant will go on to the next level—an initial in-person interview or phone screening.(4) In this next hurdle, the applicant will have a 45-minute chat with a fellow engineer/potential coworker, [with] whom he or she shares the same area of expertise. They will tell you about their job and what their role is in Facebook; then they ask about the applicant’s résumé, motivation, and interests. Additionally, the applicant will be tested about his or her technical skills, coding exercises, and programming abilities.(5) If successful, the applicant will be invited for back-to-back interviews. This part of the process is very grueling and stressful since all the interviews take place throughout a single day. The candidate will also be asked to manually write a program on a whiteboard to make sure that the applicant is knowledgeable about program writing. The goal in this final step is to see how one approaches a problem and comes up with a solution [that] is simple enough to solve in 10–30 minutes and can be easily explained.(6) As a potential coworker, the applicant will be te.

Case 6.4 The Case of the Poorly Performing SalespersonEd Markham.docx

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Case 6.4 The Case of the Poorly Performing Salesperson Ed Markham, the African American sales manager at WCTV, is considering how to handle a problem with one of his salespersons, Jane Folsom, who is White. Ed was promoted to sales manager three months ago after working at WCTV for 2 years. He earned his promotion by exceeding sales goals every month after his first on the job. He developed a research report using secondary data like MRI and the Lifestyle Market Analyst to analyze the market. His former boss praised the report, gave a copy to all salespersons, and included a summary of it in the rate card. When his former boss left for a new job in a larger market, he recommended Ed as his replacement. Jane has been a salesperson at WCTV for 2 years. For most of that time, she has exceeded sales quotas about as much as Ed had. For the past 3 months, she has not met sales quotas. After his second month as sales manager, Ed talked to Jane about her performance. She attributed her below-average performance to the closing of a major advertiser, Anthony’s Fashions. This local clothing store closed because several major retailers, including JC Penney and Dillard’s, had opened at the local mall. Ed listened to Jane’s explanation and then suggested ways to obtain new clients. He asked Jane whether she had set personal sales goals, set up a prospect file of new and inactive advertisers as well as existing businesses that were potential clients, come up with research and data on the market to use in presentations and reports to clients, come up with new ideas or opportunities to advertise for clients, or asked her clients about their needs and goals (Shaver, 1995). Jane said no, she simply telephoned or visited her clients regularly to see if they wanted to run ads. Ed also asked Jane why several of her clients had not paid their bills. He explained that a salesperson must check out a client’s ability to pay before running a schedule. Jane replied that she was not aware of that fact and that no one had ever trained her to sell. She had sold time for a radio station before, but that was all the training she had. Ed’s predecessor had just hired her and cut her loose. Ed gave Jane a memo after their first meeting a month ago asking her to focus on sales training for the next month. First, she should read Shaver’s (1995) Making the Sale! How to Sell Media With Marketing. He gave her a copy, told her to read it, and asked her to contact him if she had any questions. After reading the book, he told her that she should establish written personal sales goals, begin to develop a prospect file (with two new and two inactive clients), and develop three ideas for new advertising opportunities for existing clients. In the memo, Ed told Jane that he would not hold her to sales performance standards that month. He wanted Jane to focus on doing the background work he assigned to help her improve her future sales performance. At the meeting a month later, Ed discovered.

Case 5.6Kelo v City of New London545 U.S. 469 (2005)Ye.docx

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Case 5.6 Kelo v City of New London 545 U.S. 469 (2005) Yes, Actually, They Can Take That Away From You Facts In 1978, the city of New London, Connecticut, undertook a redevelopment plan for purposes of creating a redeveloped area in and around the existing park at Fort Trumbull. The plan sought to develop the related ambience a state park should have, including the absence of pink cottages and other architecturally eclectic homes. Part of the redevelopment plan was the city’s deal with Pfizer Corporation for the location of its research facility in the area. The preface to the city’s development plan included the following statement of goals and purpose: To create a development that would complement the facility that Pfizer was planning to build, create jobs, increase tax and other revenues, encourage public access to and use of the city’s waterfront, and eventually “build momentum” for the revitalization of the rest of the city, including its downtown area. The affected property owners, including Susette Kelo, live in homes and cottages (15 total) located in and around other existing structures that would be permitted to stay in the area designated for the proposed new structures (under the city’s economic development plan) that would be placed there primarily by private land developers and corporations. The city was assisted by a private, nonprofit corporation, the New London Development Corporation (NLDC), in the development of the economic plan and piloting it through the various governmental processes, including that of city council approval. The central focus of the plan was getting Pfizer to the Fort Trumbull area (where the homeowners and their properties were located) with the hope of a resulting economic boost that such a major corporate employer can bring to an area. Kelo and the other landowners whose homes would be razed to make room for Pfizer and the accompanying and resulting economic development plan filed suit challenging New London’s legal authority to take their homes. The trial court issued an injunction preventing New London from taking certain of the properties but allowing others to be taken. The appellate court found for New London on all the claims, and the landowners (petitioners) appealed. Judicial Opinion STEVENS, Justice Two polar propositions are perfectly clear. On the one hand, it has long been accepted that the sovereign may not take the property of A for the sole purpose of transferring it to another private party B, even though A is paid just compensation. On the other hand, it is equally clear that a State may transfer property from one private party to another if future “use by the public” is the purpose of the taking; the condemnation of land for a railroad with common-carrier duties is a familiar example. Neither of these propositions, however, determines the disposition of this case. The disposition of this case therefore turns on the question whether the City’s development plan serves a “public purpos.

CASE 5.10 FIBREBOARD PAPER PRODUCTS CORP. V. NLRB SUPREME COURT OF.docx

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CASE 5.10 FIBREBOARD PAPER PRODUCTS CORP. V. NLRB SUPREME COURT OF THE UNITED STATES, 379 U.S. 203 (1964). [After receiving union proposals for contract revisions for the benefit of the maintenance workers at the company’s Emeryville, California, plant, the company advised the union that negotiations for a new contract would be pointless because it had definitely decided to contract out the work performed by the employees covered by the agreement upon the expiration of the agreement. The company planned to replace these employees with an independent contractor’s employees and expected that substantial savings would be effected by this contracting-out of the work. The Board ordered the company to reinstate the maintenance operation with the union employees, reinstate the employees with back pay, and fulfill its statutory bargaining obligation. The court of appeals granted the Board’s enforcement petition, and the Supreme Court agreed to hear the case.] WARREN, C. J.... I. Section 8(a)(5) of the National Labor Relations Act provides that it shall be an unfair labor practice for an employer “to refuse to bargain collectively with the representatives of his employees.” Collective bargaining is defined in Section 8(d) as the performance of the mutual obligation of the employer and the representative of the employees to meet at reasonable times and confer in good faith with respect to wages, hours, and other terms and conditions of employment. “Read together, these provisions establish the obligation of the employer and the representative of its employees to bargain with each other in good faith with respect to ‘wages, hours, and other terms and conditions of employment....’ The duty is limited to those subjects, and within that area neither is legally obligated to yield. Labor Board v. American Ins. Co., 343 U.S. 395. As to other matters, however, each party is free to bargain or not to bargain....” Labor Board v. Wooster Div. of Borg-Warner Corp., 356 U.S. 342, 349. Because of the limited grant of certiorari, we are concerned here only with whether the subject upon which the employer allegedly refused to bargain— contracting out of plant maintenance work previously performed by employees in the bargaining unit, which the employees were capable of continuing to perform—is covered by the phrase “terms and conditions of employment” within the meaning of Section 8(d). The subject matter of the present dispute is well within the literal meaning of the phrase “terms and conditions of employment.” As the Court of Appeals pointed out, it is not necessary that it be likely or probable that the union will yield or supply a feasible solution but rather that the union be afforded an opportunity to meet management’s legitimate complaints that its maintenance was unduly costly. We are thus not expanding the scope of mandatory bargaining to hold, as we do now, that the type of “contracting out” involved in this case—the replacement of employees in the exi.

Case 4 The McDonald’s China Food Supplier Scandal1. What we.docx

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Case 4: The McDonald’s China Food Supplier Scandal 1. What were the root causes for Husi’s misbehavior? 2. What are the major challenges faced by the multinationals such as McDonald’s in supply chain management in China? 3. Should McDonald’s be held responsible for the scandal? How could McDonald’s avoid similar situations from happening again? 4. Should OSI be held responsible for the scandal? What should OSI do to prevent similar situations from happening again? .

Case 3 Neesha Wilson Phoenix Rising Risks, Protective Factors, and.docx

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Neesha Wilson, a 10-year-old African American girl, was referred for assessment by her school due to poor academic performance and behavioral issues. She lives with her mother and older brother, as her father left the family 3 years ago. Testing showed Neesha's intellectual abilities were likely underestimated and her academic skills were well above grade level, though she was repeating 4th grade. Neesha reported worries about school performance and family stressors, and showed signs of anxiety through somatic symptoms like fatigue. While most scores were normal, elevated scales indicated concerns with negative mood, physiological arousal, and somatic complaints.

Case 48 Sun Microsystems Done by Nour Abdulaziz Maryam .docx

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Case 48: Sun Microsystems Done by: Nour Abdulaziz Maryam Barifah Shrouq Al-Jaadi Balqees Mekhalfi Yara El-Feki Introduction •In 2009, Oracle was planning to acquire Sun Microsystems. •This acquisition would allow Oracle; •to further diversify their brand, customers and acquire various new platforms that would be added to their portfolio such as MySQL, Solaris and Java. •Oracle originally placed an offer of $9.50 per share price which is considerably higher than Sun Microsystem’s price that is $6.69. •This will cut the production costs and make the company more efficient throughout all the value chain. •Oracle aimed to capitalize on Sun Microsystem’s decline by getting particular assets or the whole company at the deflated price. Is Sun Microsystems a good strategic fit for Oracle? Should Oracle acquire Sun Microsystems? - as it will allow them to achieve their vision of becoming the Apple of the software industry. - it will allow the company to deliver high-quality customer products by combining both hardware and software components, hence reducing the consumer setup process. Continue It will provide Oracle with the needed expansion. -This acquisition fits Oracle’s overall strategy which is to improve through acquiring and effectively integrating other companies Worth of Sun Microsystems and Valuation Approaches To know how much Sun Microsystems worth, we must find the Stand Alone Value of the company. The Stand Alone value represents the present value of Sun Microsystem individually before factoring the synergy that would be created when Oracle acquires Sun. Another method is the value of Sun Microsystem with synergies, which after being acquired by Oracle, must be found. This is done to see whether or not the acquisition was a proper strategic decision or not Another method of valuing the Sun Microsystem is through the comparative company analysis (CCA). That is done through the thorough assessment of rival and peer businesses of similar size and industry. Finally, the acquisition price, which is the price that is paid to the target when it is first acquired, is also used as a separate method of valuation. The value of the acquisition price ranges between the values of the stand-alone and the synergies. USING THE DCF To be able to find the values of both, the Stand Alone and the synergies, we have decided the best way to do so is by calculating the discounted cash flow (DCF) by using the multiples and the perpetuity growth methods and finding the average of both. DCF Using Multiples MethodDCF Using Perpetuity Growth MethodIt does not consider long-term growth rate or the economics of business.This method seems inaccurate as the company assumes a certain growth rate will remains the same 2014 onwards (forever) which is unrealistic.It is considered a challenging method to use as it is very difficult to identify truly comparable companies. USING THE WACC The weig.

CASE 42 Myasthenia Gravis The immune response turns agai.docx

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CASE 42 Myasthenia Gravis The immune response turns against the host. The specific adaptive immune response can, in rare instances, be mounted against self antigens and cause autoimmune disease. Injury to body tissues can result from antibodies directed against cell-surface or extracellular-matrix molecules, from antibodies bound to circulating molecules that deposit as immune complexes, or from clones of T cells that react with self antigens. A special class of autoimmune disease is caused by autoantibodies against cell surface receptors (Fig. 42.1). Graves' disease and myasthenia gravis are two well-studied examples . Graves' disease is caused by autoantibodies against the receptor on thyroid cells for thyroid-stimulating hormone (TSH), secreted by the pituitary gland. In this disease, autoantibody binds to the TSH recep tor; like TSH, it stimulates the thyroid gland to produce thyroid hormones. In myasthenia gravis, the opposite effect is observed: antibodies against the acetylcholine receptor at the neuromuscular junction impede the binding of acetylcholine and stimulate internalization of the receptor, thereby block ing the t ransmission of nerve impulses by acetylcholine (Fig. 42.2). In addi tion, the presence of autoantibodies at the neuromuscular junction initiates complement-mediated lysis ofthe muscle endplate and damages the muscle membrane. Myasthenia gravis means severe (gravis) muscle (my) weakness (asthenia). This disease was first identified as an autoimmune disease when an immun ologist immunized rabbits with purified acetylcholine receptors to obtain antibodies against this receptor. He noticed that the rabbits developed floppy ears, like the droopy eyelids (ptosis) that are the most characteristic symptom of myasthenia gravis in humans. Subsequently, patients with this disease were found to have antibodies against the acetycholine receptor. In addition, pregnant women with myasthenia gravis transfer the disease to their newborn infants. As IgG is the only maternal serum protein that crosses the placenta fro m mother to fetus, neonatal myasthenia gravis is clear evidence that myasthenia gravis is caused by an anti-IgG antibody. More recently, patients with myasthenia gravis have been identified who have autoantibodies against muscle-specific kinase (MUSK) rather than the acetylcholine receptor. MUSK is a tyrosine kinase receptor involved in clustering acetylcholine receptors; therefore, these autoantibodies also inhibit signaling through the neuromuscular junction. Topics bearing on this case: Humoral autoimmunity Transfer of maternal antibodies Mechanisms for breaking tolerance This case was prepared by RaifGeha , MD, in collaboration with Janet Chou, MD. ~ Case 42: Myasthenia Gravis Fig. 42.1 Autoimmune diseases caused by antibody against surface or matrix antigens. These are known as type II autoimmune diseases. Damage by IgE-mediated responses (type I) does no.

Case 4 JetBlue Delighting Customers Through Happy JettingIn the.docx

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Case 4 JetBlue: Delighting Customers Through Happy Jetting In the early years, JetBlue was a thriving young airline with a strong reputation for outstanding service. In fact, the low-fare airline referred to itself as a customer service company that just happened to fly planes. But on a Valentine’s Day, JetBlue was hit by the perfect storm, literally, of events that led to an operational meltdown. One of the most severe storms of the decade covered JetBlue’s main hub at New York’s John F. Kennedy International Airport with a thick layer of snow and ice. JetBlue did not have the infrastructure to deal with such a crisis. The severity of the storm, coupled with a series of poor management decisions, left JetBlue passengers stranded in planes on the runway for up to 11 hours. Worse still, the ripple effect of the storm created major JetBlue flight disruptions for six more days. Understandably, customers were livid. JetBlue’s efforts to clean up the mess following the six-day Valentine’s Day nightmare cost over $30 million in overtime, flight refunds, vouchers for future travel, and other expenses. But the blow to the company’s previously stellar customer-service reputation stung far more than the financial fallout. JetBlue became the butt of jokes by late night talk show hosts. Some industry observers even predicted that this would be the end of JetBlue. But just three years later, the company is not only still flying, it is growing, profitable, and hotter than ever. During a serious economic downturn competing airlines were cut routes, retiring aircraft, laying off employees, and lost money. JetBlue added planes, expanded into new cities, hired thousands of new employees, and turning profits. Truly Customer Focused What’s the secret to JetBlue’s success? Quite simply, it’s an obsession with making sure that every customer experience lives up to the company slogan, “Happy Jetting.” Lots of companies say they focus on customers. But at JetBlue, customer well-being is ingrained in the culture. From the beginning, JetBlue set out to provide features that would delight customers. For example, most air travelers expect to be squashed when flying coach. But JetBlue has configured its seats with three more inches of legroom than the average airline seat. That may not sound like much. But those three inches allow six-foot three-inch Arianne Cohen, author of The Tall Book: A Celebration of Life from on High, to stretch out and even cross her legs. If that’s not enough, for as little as $10 per flight, travelers can reserve one of JetBlue’s “Even More Legroom” seats, which offer even more space and a flatter recline position. Add the fact that every JetBlue seat is well padded and covered in leather, and you already have an air travel experience that rivals first-class accommodations (something JetBlue doesn’t offer). Food and beverage is another perk that JetBlue customers enjoy. The airline doesn’t serve meals, but it offers the best selection of free.

Case 4-2 Hardee TransportationThe Assignment Answer the four .docx

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Case 4-2 Hardee Transportation The Assignment: Answer the four (4) questions at the end of Case 4-2 Resources: Course Textbook, Appendix 4B, Table 4B-1, Attached worksheet (Word or Excel format) Acceptable Length: Show your work for solution to questions 1 and 2 . Well-written responses to question 3 and 4. Formatting Requirements: Enter your name and date Provide well-structured solutions/answers- incomplete answers will receive partial credit Show your work 2. Answer case questions, using the attached word template or excel document . Complete assignment and submit as an attachment using the assignment link when finished. .

Case 3-8 Accountant takes on Halliburton and Wins!1. Descri.docx

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Case 3-8 Accountant takes on Halliburton and Wins! 1. Describe the inadequacies in the corporate governance system at Halliburton. 2. Consider the role of KPMG in the case with respect to the accounting and auditing issues. How did the firms’ actions relate to the ethical and professional expectations for CPAs by the accounting profession? 3. The Halliburton case took place before the Dodd-Frank Financial Reform Act was adopted by Congress. Assume Dodd-Frank had been in effect and Menendez decided to inform the SEC under Dodd-Frank rather than SOX because it had been more than 180 days since the accounting violation had occurred. Given the facts of the case would Menendez have qualified for whistleblower protection? Explain. 4. Some critics claim that while Menendez’s actions may have been courageous, he harmed others along the way. His family was in limbo for many years and had to deal with the agony of being labeled a whistleblower and disloyal to Halliburton. The company’s overall revenue did not change; a small amount was merely shifted to an earlier period. Halliburton didn't steal any money, they didn't cheat the IRS, they didn't cheat their customers or their employees. In fact, they lessened their cash flows by paying out taxes earlier than they should have under the rules. How do you respond to these criticisms? .

CASE 3.2 A Shift for Lieutenant Colonel AdamsEAM 751 Chapter.docx

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CASE 3.2 A Shift for Lieutenant Colonel Adams EAM 751 Chapter 3 Working with a partner complete CASE 3.2 Answer the 3 questions at the end of the chapter and submit. Marketing Management Fifteenth Edition Chapter 16 Developing Pricing Strategies and Programs Copyright © 2016, 2012, 2009 Pearson Education, Inc. All Rights Reserved Copyright © 2016, 2012, 2009 Pearson Education, Inc. All Rights Reserved Learning Objectives 16.1 How do consumers process and evaluate prices? 16.2 How should a company set prices initially for products or services? 16.3 How should a company adapt prices to meet varying circumstances and opportunities? 16.4 When and how should a company initiate a price change? 16.5 How should a company respond to a competitor’s price change? Copyright © 2016, 2012, 2009 Pearson Education, Inc. All Rights Reserved Setting the Price Table 16.2 Steps in Setting a Pricing Policy 1. Selecting the Pricing Objective 2. Determining Demand 3. Estimating Costs 4. Analyzing Competitors’ Costs, Prices, and Offers 5. Selecting a Pricing Method 6. Selecting the Final Price Copyright © 2016, 2012, 2009 Pearson Education, Inc. All Rights Reserved Step 1: Selecting the Pricing Objective • Survival • Maximum current profit • Other objectives • Maximum market share • Product-quality leadership • Maximum market skimming Copyright © 2016, 2012, 2009 Pearson Education, Inc. All Rights Reserved Step 2: Determining Demand • Price sensitivity • Estimating demand curves – Surveys, price experiments, & statistical analysis • Price elasticity of demand Copyright © 2016, 2012, 2009 Pearson Education, Inc. All Rights Reserved Figure 16.1 Inelastic And Elastic Demand Copyright © 2016, 2012, 2009 Pearson Education, Inc. All Rights Reserved Price Sensitivity Table 16.3 Factors That Reduce Price Sensitivity • The product is more distinctive. • Buyers are less aware of substitutes. • Buyers cannot easily compare the quality of substitutes. • The expenditure is a smaller part of the buyer’s total income. • The expenditure is small compared to the total cost of the end product. • Part of the cost is borne by another party. • The product is used in conjunction with assets previously bought. • The product is assumed to have more quality, prestige, or exclusiveness. • Buyers cannot store the product. Copyright © 2016, 2012, 2009 Pearson Education, Inc. All Rights Reserved Step 3: Estimating Costs (1 of 3) • Types of costs and levels of production – Fixed vs. variable costs – Total costs – Average cost Figure 16.2 Cost per Unit at Different Levels of Production per Period Copyright © 2016, 2012, 2009 Pearson Education, Inc. All Rights Reserved Step 3: Estimating Costs (2 of 3) • Accumulated production – Experience/learning curve Figure 16.3 Cost per Unit as a Function of Accumulated Production: The Experience Curve Copyright © 2016, 2012, 2009 Pearson Educati.

Case 3 Ford’s Pinto Fires The Retrospective View of Ford’s Fiel.docx

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Case 3 Ford’s Pinto Fires: The Retrospective View of Ford’s Field Recall Coordinator Brief Overview of the Ford Pinto Fires Determined to compete with fuel- efficient Volkswagen and Japanese imports, the Ford Motor Company introduced the subcompact Pinto in the 1971 model year. Lee Iacocca, Ford’s president at the time, insisted that the Pinto weigh no more than 2,000 pounds and cost no more than $2,000. Even with these restrictions, the Pinto met federal safety standards, although some people have argued that strict adherence to the restrictions led Ford engineers to compromise safety. Some 2 million units were sold during the 10- year life of the Pinto. The Pinto’s major design flaw— a fuel tank prone to rupturing with moderate speed rear- end collisions— surfaced not too long after the Pinto’s entrance to the market. In April 1974, the Center for Auto Safety petitioned the National Highway Traffic Safety Administration (NHTSA) to recall Ford Pintos due to the fuel tank design defect. The Center for Auto Safety’s petition was based on reports from attorneys of three deaths and four serious injuries in moderate- speed rear- end collisions involving Pintos. The NHTSA did not act on this petition until 1977. As a result of tests performed for the NHTSA, as well as the extraordinary amount of publicity generated by the problem, Ford agreed, on June 9, 1978, to recall 1.5 million 1971– 1976 Ford Pintos and 30,000 1975– 1976 Mercury Bobcat sedan and hatchback models for modifications to the fuel tank. Recall notices were mailed to the affected Pinto and Bobcat owners in September 1978. Repair parts were to be delivered to all dealers by September 15, 1978. Unfortunately, the recall was initiated too late for six people. Between June 9 and September 15, 1978, six people died in Pinto fires after a rear impact. Three of these people were teenage girls killed in Indiana in August 1978 when their 1973 Pinto burst into flames after being rear- ended by a van. The fiery deaths of the Indiana teenagers led to criminal prosecution of the Ford Motor Company on charges of reckless homicide, marking the first time that an American corporation was prosecuted on criminal charges. In the trial, which commenced on January 15, 1980, “Indiana state prosecutors alleged that Ford knew Pinto gasoline tanks were prone to catch fire during rear- end collisions but failed to warn the public or fix the problem out of concern for profits.” On March 13, 1980, a jury found Ford innocent of the charges. Production of the Pinto was discontinued in the fall of 1980. Enter Ford’s Field Recall Coordinator Dennis A. Gioia, currently a professor in the Department of Management and Organization at Pennsylvania State University, was the field recall coordinator at Ford Motor Company as the Pinto fuel tank defect began unfolding. Gioia’s responsibilities included the operational coordination of all the current recall 92 Business Ethics campaigns, tracking incoming information.

Case 3Competition in the Craft Brewing Industry in 2017John D. Var.docx

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Case 3Competition in the Craft Brewing Industry in 2017 John D. Varlaro Johnson & Wales University John E. Gamble Texas A&M University–Corpus Christi Locally produced or regional craft beers caused a seismic shift in the U.S. beer industry during the early 2010s with the gains of the small, regional newcomers coming at the expense of such well-known brands as Budweiser, Miller, Coors, and Bud Light. Craft breweries, which by definition sold fewer than 6 million barrels (bbls) per year, expanded rapidly with the deregulation of intrastate alcohol distribution and retail laws and a change in consumer preferences toward unique and high-quality beers. The growing popularity of craft beers allowed the total beer industry in the United States to increase by 6.7 percent annually between 2011 and 2016 to reach $39.5 billion. The production of U.S. craft breweries more than doubled from 11.5 million bbls per year to about 24.6 million bbls per year during that time. In addition, production by microbreweries and brewpubs accounted for 90 percent of craft brewer growth in 2016.1 The industry had begun to show signs of a slowdown going into 2017, with Boston Beer Company, the second largest craft brewery in the United States and known for its Samuel Adams brand, experiencing a 4 percent sales decline in 2016 that erased two years of of growth. The annual revenues of Anheuser-Busch InBev SA, whose portfolio included global brands Budweiser, Corona, and Stella Artois and numerous international and local brands, remained relatively consistent from 2014 to 2016. However, the sales volume of Anheuser-Busch’s flagship brands and its newly acquired and international brands such as Corona, Goose Island, Shock Top, Beck’s, and St. Pauli Girl allowed it to control 45.8 percent of the U.S. market for beer in 2016.2 Industry competition was increasing as grain price fluctuations affected cost structures and growing consolidation within the beer industry—led most notably by AB InBev’s acquisition of several craft breweries, Grupo Modelo, and its pending $104 billion acquisition of SABMiller—created a battle for market share. While the market for specialty beer was expected to gradually plateau by 2020, it appeared that the slowing growth had arrived by 2017. Nevertheless, craft breweries and microbreweries were expected to expand in number and in terms of market share as consumers sought out new pale ales, stouts, wheat beers, pilsners, and lagers with regional or local flairs.The Beer Market The total economic impact of the beer market was estimated to be 2.0 percent of the total U.S. GDP in 2016 when variables such as jobs within beer production, sales, and distribution were included.3Exhibit 1 presents annual beer production statistics for the United States between 2006 and 2016. Year Barrels Produced (in millions)* 2006 198 2007 200 2008 200 2009 197 2010 195 2011 193 2012 196 2013 192 2014 193 2015 191 2016 189 *Rounded to the nearest million. .

CASE 3.2 Ethics, Schmethics-Enrons Code of EthicsIn Jul.docx

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CASE 3.2 "Ethics, Schmethics"-Enron's Code of Ethics In July 2000, Enron Corporation published an internal code of ethics document that ran 64 pages in length (see the Appendix 1).Page 12 of the document proudly announced the company's position on business ethics: Employees of Enron Corp., its subsidiaries, and its affiliated companies (collectively the "Company") are charged with conducting their business affairs in accordance with the highest ethical standards. An employee shall not conduct himself or herself in a manner which directly or indi- rectly would be detrimental to the best interests of the Company or in a manner which would bring to the employee financial gain separately derived as a direct consequence of his or her employment with the Com- pany. Moral as well as legal obligations will be fulfilled openly, promptly, and in a manner which will reflect pride on the Company's name. Products and services of the Company will be of the highest quality and as represented. Advertising and promotion will be truthful, not exagger- ated or misleading. Agreements, whether contractual or verbal, will be honored. No bribes, bonuses, kickbacks, lavish entertainment, or gifts will be given or received . in exchange for special position, price or privilege . . . Relations with the Company's many publics-customers, stockholders, governments, employees, suppliers, press, and bankers-will be conducted in honesty, candor, and fairness." .- ~ ~ ~ - Subsequent investigations into the inner workings of Enron Corp. revealed that the only time this code of ethics received formal attention (other than, presum- ably,when it was created and formally accepted) was when the board of directors voted to waive key provisions of the code in order to allow the off-balance-sheet partnerships that Chief Financial Officer Andy Fastow ultimately used to hide over half a billion dollars of debt from analysts and investors. A more realistic picture of the apparent flexibility of Enron's ethical culture can be found in the extreme conflict of interest represented in its relationship with Arthur Andersen. Andersen provided both consulting and auditing services for fees running into millions of dollars-money that became so critical to Andersen's continued growth that its employees were encouraged to sign off on off-balance-sheet transactions-transactions that were not shown on Enron's publicly-reported balance sheet-that stretched the limits of generally accepted accounting principles (GAAP) to their furthest edges. In addition, Enron hired former Andersen employees to manage the affairs of their former colleagues, which further strengthened the conflict of interest in a relationship that was supposed, at the very least, to be at arm's length, and, at best, above reproach. 1. What is the purpose of a code of ethics? 2. Do you think the employees of Enron Corp. were told about the vote to put aside key elements of the code of ethics? If not, why not? If they had .

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