Written AssignmentWithin a 3 page essay, write a detailed disc.docx
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Written Assignment Within a 3 page essay, write a detailed discussion of your choice on one (1) of the following three (3) topics from Not On Our Watch: The Mission To End Genocide In Darfur And Beyond : 1. Give the year and tell what country from which Sudan was granted its independence. In your response, tell what actions the colonizer initiated in the year prior to granting Sudan independence, and discuss how these actions would have contributed to the historic rise of ethnic tensions in Sudan. 2. Discuss what is meant by Cheadle and Prendergast description of the Janjanweed as "...Sudan's...far deadlier version of Klu Klux Klan." (51) 3. Identify the acronyms SPLA, NIF and LRA. Give the major objective of these organizations, how they connect or disconnect with "North-South Peace Process." PLEASE specifically identify which ONE of the three topics you have chosen in the cover page/title to your essay. General Instruction for Written Assignments Your written assignment is intended to test your understanding of important concepts and discover how to sharpen your intellectual skills of analysis, synthesis, evaluation, and application. The intent of the written assignment is to provide an opportunity to more fully describe, explain, and analyze the books and other sources. When you submit your written assignment, you may want to submit it as an .RTF file attachment, as these usually retain your formatting. .
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In this discussion, you will consider how historical lenses can affe
In this discussion, you will consider how historical lenses can affect the study of a historical topic. Select one of the secondary source articles from your research. After reading that article, write a discussion post about which of the following lenses you believe the article is using: social, political, economic, or other. Use at least two quotes from your source to justify your choice of lens. Your post title should also indicate which topic you have selected.
When responding to your peers, compare and contrast the lens they identified with the lens you identified for your source. If you identified the same lens, how does the evidence you each found to justify that choice compare with each other? If you selected different lenses, discuss how your historical topic might look through the lens they identified
For your response posts (2), you must do the following:
Reply to at least two different classmates outside of your own initial post thread.
In Module One, complete the two response posts by Sunday at 11:59 p.m. Eastern Time.
In Modules Two through Eight, complete the two response posts by Sunday at 11:59 p.m. of your local time zone.
Demonstrate more depth and thought than simply stating that “I agree” or “You are wrong.”
Guidance is provided for you in each discussion prompt.
classmates Post #1:
I chose to study more about Nelson Mandela and his lifelong wish to end apartheid in South Africa. In my research I chose to narrow the timeline to his life to prison on Robben Island. I believe my article is seen through the political lens as well as a social lens. The writer focuses on Nelson Mandela and fellow prisoners who opposed the apartheid and wanted all South Africans to have equal rights. It concentrates on how the men tried to study and understand how to better change the laws of the country that they loved while they were incarcerated. The men studied and debated during any free time they had on the island. The political climate on the
island
was fractious and involved inter-organizational disputes and suspicions. Once the debate got underway, however, it allowed organizations and the individuals within them to clarify important social and historical questions for themselves. (Soudien, 2015)
During incarceration Nelson Mandela and his fellow inmates tried to study using books and publications. The prison guards made it very hard for them to do so. Prisoners still persevered debating to understand the world around them. Their dream was to reshape South Africa to make it a place where people of color were treated as equals under the law. Alexander a fellow prisoner explained, 'throughout this period, even when they took away our study privileges, when they really messed us around, we turned that prison into a university'. (Soudien, 2015)
Reference: Soudien, Crain. (April 2015) Nelson Mandela, Robben Island and the Imagination of a New South Africa. Journal of Southern African Studies.
...
Chapter 11. What is organizational behavior2. Define the fiel.docx
Chapter 1
1. What is organizational behavior?
2. Define the fields of psychology and sociology. How have the fields of psychology and sociology contributed to our understanding of organizational behavior?
3. What is withdrawal behavior? What are some of the forms of withdrawal behavior? What is the impact on organizations?
4. What is group cohesion? When is a group cohesive? When is a group not cohesive?
Chapter 2
1. What are the 2 major forms of workplace diversity? Define them and give at least 3 examples of each.
2. List and define 3 (of the 6) different kinds of workplace discrimination.
3. Discuss the effects of diversity within a group on group performance, both helpful and not helpful.
Chapter 3
1. What are the five major causes of job satisfaction? Discuss each of them.
2. List, compare and contrast the four ways that employees can express job dissatisfaction.
Chapter4
1. Explain how emotions and moods are different from each other. List the six basic emotions.
2. Explain the significance of emotions.
Chapter 12
1. What is leadership? How is it different from management?
2. What are the conclusions of trait theories of leadership?
3. What are the three key characteristics of charismatic leaders?
Chapter 13
1. Contrast leadership and power. What are at least 2 differences between them?
2. List and discuss the three (3) bases of formal power.
GESM 110 “Surrealism in France, Spain and Mexico”, Fall 2016
Material to be covered on the midterm:
Three short films:
La Coquille et le clergyman, Germaine Dulac, screenplay by Antonin Artaud,
1928.
Le Retour à la Raison, Man Ray, 1923.
L’Étoile de mer, Man Ray, 1928.
http://www.openculture.com/2011/07/the_seashell_and_the_clergyman_the_world
s_first_surrealist_film.html
http://www.openculture.com/2012/04/man_ray_and_the_icinema_puri_four_surrea
list_films_from_the_1920s.html
Breton, André. Manifesto of Surrealism, 1924.
Breton, André. Soluble Fish, 1924.
Nadeau, Maurice. The History of Surrealism through Part Three, p172.
Freud, Sigmund. The Interpretation of Dreams, Chapters 1 & 2, posted on Bb.
You will write two essays, choosing from 4 options. Please bring blue books to
the midterm. Plan to spend 30-35min per essay question, with 5-10min to read
over your work. Organize your essays into an introduction, body of your
argument and conclusion.
You will need to be able to define Surrealism, using your own words or quoting
from the readings. Be prepared to discuss when and where the Surrealist
movement took place, as well as the historical context. You may be asked to
incorporate information from your presentation in a reflection-type question.
(Which artist/writer did you study, why were they an important/significant part
of the movement, some specific pieces they created, and lasting effects of their
ideas/art/writing as well as the “limits” of Surrealism or Surrealist thought.)
http://www.openculture.com/2011/07/the ...
2-3 pages Assignment 3 My Cohort PaperThe concept of .docx
2-3 pages
Assignment 3: My Cohort Paper
The concept of a cohort or generation is central to understanding the life span perspective. People who are born during the same ten- to fifteen-year period share a historical context and are often categorized as similar along multiple dimensions. Understanding your own cohort, as well as other cohorts born during different periods, helps you understand how to most effectively provide human services to your population of interest.
Tasks:
Write a 2- to 3-page reflection paper and discuss the shared experiences of members of your cohort. Your paper should be based on your personal experiences as well as research on your generational cohort. Additionally, you may choose to include information and examples from other people who are members of your cohort (e.g., friends, roommates, and classmates). The goal is to present an accurate and well-rounded overview of your generational cohort. Some topics to consider in your paper are:
Major historical events that shaped your development
Attitudes toward diverse cultural groups
Attitudes toward gender roles
Ideas about music and artistic expression
Attitudes toward military service
Typical family constellation
Attitudes toward education and work
How does your cohort's worldview differ from the worldview of someone twenty years younger and twenty years older than you?
Submission Details:
By the due date assigned
, prepare a 2- to 3-page reflection paper. Your response should rely upon at least two sources from professional literature. This may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA format); and use accurate spelling, grammar, and punctuation.
.
2-3 pages Assignment 3 My Cohort PaperThe concept of a .docx
2-3 pages
Assignment 3: My Cohort Paper
The concept of a cohort or generation is central to understanding the life span perspective. People who are born during the same ten- to fifteen-year period share a historical context and are often categorized as similar along multiple dimensions. Understanding your own cohort, as well as other cohorts born during different periods, helps you understand how to most effectively provide human services to your population of interest.
Tasks:
Write a 2- to 3-page reflection paper and discuss the shared experiences of members of your cohort. Your paper should be based on your personal experiences as well as research on your generational cohort. Additionally, you may choose to include information and examples from other people who are members of your cohort (e.g., friends, roommates, and classmates). The goal is to present an accurate and well-rounded overview of your generational cohort. Some topics to consider in your paper are:
Major historical events that shaped your development
Attitudes toward diverse cultural groups
Attitudes toward gender roles
Ideas about music and artistic expression
Attitudes toward military service
Typical family constellation
Attitudes toward education and work
How does your cohort's worldview differ from the worldview of someone twenty years younger and twenty years older than you?
Submission Details:
By the due date assigned
, prepare a 2- to 3-page reflection paper. Your response should rely upon at least two sources from professional literature. This may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA format); and use accurate spelling, grammar, and punctuation.
.
Part 1Primary readings for this module deal with three cases of.docx
Part 1:
Primary readings for this module deal with three cases of NRMs that ended in violence: the People's Temple, the Branch Davidians, and the UFO cult, Heaven's Gate. As you read these documents, think about wether you can identify the factors that Dawson argues predispose an NRM to violence.
· In the three case studies (the People's Temple, the Branch Davidians, Heaven's Gate), what was the role of apocalyptic thinking in their violent end?
· In the three case studies (the People's Temple, the Branch Davidians, Heaven's Gate), what was the role of charismatic leadership in their violent end?
Part 2:
Write a brief (200 word essay) on only 2 of the following five essay topics:
1. What are some of the stereotypes about people who join NRMs? Why do you think such stereotypes develop?
2. In chapter three, Dawson reframes the problem of the rise of NRMs during the late 1960s and ‘70s using the admittedly highly abstract theories of sociologist Anthony Giddens. Summarize Dawson’s use of Giddens in your own words. How is this approach different from Dawson’s account of the importance of the social context for the rise of NRMs presented earlier in the chapter?
3. Based on the discussion in Dawson, briefly outline William McLoughlin’s theory of periodic religious revivals in the United States. What does McLoughlin think about the prospect of future revivals?
4. Pick three of the demographic categories that scholars have applied to NRMs and discuss and evaluate the theories scholars have given for their findings in each category (e.g. the youth of most NRM converts is due to the fact that this is a time when people lack real world responsibilities).
5. Are sociologists of religion justified in ignoring or discounting the reasons members give for joining an NRM in favor of unconscious motivations?
Part 3:
Write a brief (200 word essay) on only 2 of the following four ssay topics:
1. Pick three of Dawson’s arguments against the reality of brainwashing in NRMs, outline his claims, and based on what you know, evaluate his arguments.
2. Why do some NRMs focus on sex and the regulation of their members’ sexuality as important? How is this different than mainstream religious movements?
3. Should society at large be especially concerned with expressions of sexuality among consenting adults within new religious movements?
4. At the end of chapter six, Dawson presents the work of Angela Aidala and others that give another, perhaps more positive interpretation for why more women than men join NRMs. Outline Aidala et al. line of argument? How is this different from the other theory of gender disparity presented earlier in the chapter (and reproduced in the mini-lecture above).
.
AlRabah1Rashed AlRabahSusana MarceloEnglish 113A17.docx
AlRabah1
Rashed AlRabah
Susana Marcelo
English 113A
17 November, 2014
AlRabah2
Nicaraguan Civil War
The Nicaraguan civil war was a traumatizing experience both to the Citizens and the international world especially the United States of America. The war reminded people of the previous experience in the 1912 civil war. The war involved the US supported conservatives against the Mexico supported Liberals. Each party was seeking power with one faction agitating for respect to the constitutionality while the other faction is fighting to protect the interest of the United States implemented by the Somoza dynasty. This paper looks at the history or background of the war, the causes well as the aftermath of the war.
The Nicaraguan Civil war was a one-year affair beginning in 1962 and ended in 1927. The war came as a result of e coup d’état by Emiliano Chamorro a member of the Conservative party and former President of Nicaragua. According to the article “Sandino: The Testimony of a Nicaraguan Patriot” by Conrad, Robert Edgar, the author opines that Chamorro’s move was informed by his desire to take control of the nations. Chamorro would later force the then President and Vice president, Carols Solórzano and Juan Sacasa respectively to flee Nicaragua. Additionally, Chamorro got rid of all the Liberals in his government with hope that the United States would support him. However, the US government did not approve of his regime on grounds that he acquired power through the backdoor thus unconstitutional.
I agree with Thomas’ position about the war when he says that the war ensued after the liberals who were yearning for power were enticed with support by the US armed forces. Although the war was started as a result of the coup by Chamorro, (Morris et al, 1986) argues that advent of the war was the hardline stance by the Liberals under the control of Sandino Cesar. He did not subscribe to the leadership influenced by the United States. The Liberals were against the US interference with the local affairs in their country through their continued funding of the Conservative regimes.
This line of thought is supported by another article, "Celebrating the Demise of Solecism: Fifty Recent Sources on the Nicaraguan Revolution," by Booth (1982). The author indicated that the designated Sacasa Bautista supported liberals and the conservatives; Sacasa Diaz did win the voting process or election and was named as head on 1933Jan the 2nd.They add that in the United States, there was growing concern over the situation in Nicaragua. Although the Liberals opposed the invention of the US Marine’s in their political affairs, it is the latter that initiated the peace deal or the Peace of Tipitapa that in turn put an end to the war. It was after both eh Liberals and Conservatives handed in their ammunition of (31 machine guns and 3,704 rifles) and (308 machine guns and 10,445 rifles) respectively. The peace deal allowed Moncada to retain power until the next election.
Sample Critical Analysis Essay.pdf
How to Write Critical Analysis Essay with Examples. 4 Easy Ways to Write a Critical Analysis (with Pictures). How to write a critical analysis essay pdf - 7+ Critical Analysis ....
Recommended
In this discussion, you will consider how historical lenses can affe
In this discussion, you will consider how historical lenses can affect the study of a historical topic. Select one of the secondary source articles from your research. After reading that article, write a discussion post about which of the following lenses you believe the article is using: social, political, economic, or other. Use at least two quotes from your source to justify your choice of lens. Your post title should also indicate which topic you have selected.
When responding to your peers, compare and contrast the lens they identified with the lens you identified for your source. If you identified the same lens, how does the evidence you each found to justify that choice compare with each other? If you selected different lenses, discuss how your historical topic might look through the lens they identified
For your response posts (2), you must do the following:
Reply to at least two different classmates outside of your own initial post thread.
In Module One, complete the two response posts by Sunday at 11:59 p.m. Eastern Time.
In Modules Two through Eight, complete the two response posts by Sunday at 11:59 p.m. of your local time zone.
Demonstrate more depth and thought than simply stating that “I agree” or “You are wrong.”
Guidance is provided for you in each discussion prompt.
classmates Post #1:
I chose to study more about Nelson Mandela and his lifelong wish to end apartheid in South Africa. In my research I chose to narrow the timeline to his life to prison on Robben Island. I believe my article is seen through the political lens as well as a social lens. The writer focuses on Nelson Mandela and fellow prisoners who opposed the apartheid and wanted all South Africans to have equal rights. It concentrates on how the men tried to study and understand how to better change the laws of the country that they loved while they were incarcerated. The men studied and debated during any free time they had on the island. The political climate on the
island
was fractious and involved inter-organizational disputes and suspicions. Once the debate got underway, however, it allowed organizations and the individuals within them to clarify important social and historical questions for themselves. (Soudien, 2015)
During incarceration Nelson Mandela and his fellow inmates tried to study using books and publications. The prison guards made it very hard for them to do so. Prisoners still persevered debating to understand the world around them. Their dream was to reshape South Africa to make it a place where people of color were treated as equals under the law. Alexander a fellow prisoner explained, 'throughout this period, even when they took away our study privileges, when they really messed us around, we turned that prison into a university'. (Soudien, 2015)
Reference: Soudien, Crain. (April 2015) Nelson Mandela, Robben Island and the Imagination of a New South Africa. Journal of Southern African Studies.
...
Chapter 11. What is organizational behavior2. Define the fiel.docx
Chapter 1
1. What is organizational behavior?
2. Define the fields of psychology and sociology. How have the fields of psychology and sociology contributed to our understanding of organizational behavior?
3. What is withdrawal behavior? What are some of the forms of withdrawal behavior? What is the impact on organizations?
4. What is group cohesion? When is a group cohesive? When is a group not cohesive?
Chapter 2
1. What are the 2 major forms of workplace diversity? Define them and give at least 3 examples of each.
2. List and define 3 (of the 6) different kinds of workplace discrimination.
3. Discuss the effects of diversity within a group on group performance, both helpful and not helpful.
Chapter 3
1. What are the five major causes of job satisfaction? Discuss each of them.
2. List, compare and contrast the four ways that employees can express job dissatisfaction.
Chapter4
1. Explain how emotions and moods are different from each other. List the six basic emotions.
2. Explain the significance of emotions.
Chapter 12
1. What is leadership? How is it different from management?
2. What are the conclusions of trait theories of leadership?
3. What are the three key characteristics of charismatic leaders?
Chapter 13
1. Contrast leadership and power. What are at least 2 differences between them?
2. List and discuss the three (3) bases of formal power.
GESM 110 “Surrealism in France, Spain and Mexico”, Fall 2016
Material to be covered on the midterm:
Three short films:
La Coquille et le clergyman, Germaine Dulac, screenplay by Antonin Artaud,
1928.
Le Retour à la Raison, Man Ray, 1923.
L’Étoile de mer, Man Ray, 1928.
http://www.openculture.com/2011/07/the_seashell_and_the_clergyman_the_world
s_first_surrealist_film.html
http://www.openculture.com/2012/04/man_ray_and_the_icinema_puri_four_surrea
list_films_from_the_1920s.html
Breton, André. Manifesto of Surrealism, 1924.
Breton, André. Soluble Fish, 1924.
Nadeau, Maurice. The History of Surrealism through Part Three, p172.
Freud, Sigmund. The Interpretation of Dreams, Chapters 1 & 2, posted on Bb.
You will write two essays, choosing from 4 options. Please bring blue books to
the midterm. Plan to spend 30-35min per essay question, with 5-10min to read
over your work. Organize your essays into an introduction, body of your
argument and conclusion.
You will need to be able to define Surrealism, using your own words or quoting
from the readings. Be prepared to discuss when and where the Surrealist
movement took place, as well as the historical context. You may be asked to
incorporate information from your presentation in a reflection-type question.
(Which artist/writer did you study, why were they an important/significant part
of the movement, some specific pieces they created, and lasting effects of their
ideas/art/writing as well as the “limits” of Surrealism or Surrealist thought.)
http://www.openculture.com/2011/07/the ...
2-3 pages Assignment 3 My Cohort PaperThe concept of .docx
2-3 pages
Assignment 3: My Cohort Paper
The concept of a cohort or generation is central to understanding the life span perspective. People who are born during the same ten- to fifteen-year period share a historical context and are often categorized as similar along multiple dimensions. Understanding your own cohort, as well as other cohorts born during different periods, helps you understand how to most effectively provide human services to your population of interest.
Tasks:
Write a 2- to 3-page reflection paper and discuss the shared experiences of members of your cohort. Your paper should be based on your personal experiences as well as research on your generational cohort. Additionally, you may choose to include information and examples from other people who are members of your cohort (e.g., friends, roommates, and classmates). The goal is to present an accurate and well-rounded overview of your generational cohort. Some topics to consider in your paper are:
Major historical events that shaped your development
Attitudes toward diverse cultural groups
Attitudes toward gender roles
Ideas about music and artistic expression
Attitudes toward military service
Typical family constellation
Attitudes toward education and work
How does your cohort's worldview differ from the worldview of someone twenty years younger and twenty years older than you?
Submission Details:
By the due date assigned
, prepare a 2- to 3-page reflection paper. Your response should rely upon at least two sources from professional literature. This may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA format); and use accurate spelling, grammar, and punctuation.
.
2-3 pages Assignment 3 My Cohort PaperThe concept of a .docx
2-3 pages
Assignment 3: My Cohort Paper
The concept of a cohort or generation is central to understanding the life span perspective. People who are born during the same ten- to fifteen-year period share a historical context and are often categorized as similar along multiple dimensions. Understanding your own cohort, as well as other cohorts born during different periods, helps you understand how to most effectively provide human services to your population of interest.
Tasks:
Write a 2- to 3-page reflection paper and discuss the shared experiences of members of your cohort. Your paper should be based on your personal experiences as well as research on your generational cohort. Additionally, you may choose to include information and examples from other people who are members of your cohort (e.g., friends, roommates, and classmates). The goal is to present an accurate and well-rounded overview of your generational cohort. Some topics to consider in your paper are:
Major historical events that shaped your development
Attitudes toward diverse cultural groups
Attitudes toward gender roles
Ideas about music and artistic expression
Attitudes toward military service
Typical family constellation
Attitudes toward education and work
How does your cohort's worldview differ from the worldview of someone twenty years younger and twenty years older than you?
Submission Details:
By the due date assigned
, prepare a 2- to 3-page reflection paper. Your response should rely upon at least two sources from professional literature. This may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA format); and use accurate spelling, grammar, and punctuation.
.
Part 1Primary readings for this module deal with three cases of.docx
Part 1:
Primary readings for this module deal with three cases of NRMs that ended in violence: the People's Temple, the Branch Davidians, and the UFO cult, Heaven's Gate. As you read these documents, think about wether you can identify the factors that Dawson argues predispose an NRM to violence.
· In the three case studies (the People's Temple, the Branch Davidians, Heaven's Gate), what was the role of apocalyptic thinking in their violent end?
· In the three case studies (the People's Temple, the Branch Davidians, Heaven's Gate), what was the role of charismatic leadership in their violent end?
Part 2:
Write a brief (200 word essay) on only 2 of the following five essay topics:
1. What are some of the stereotypes about people who join NRMs? Why do you think such stereotypes develop?
2. In chapter three, Dawson reframes the problem of the rise of NRMs during the late 1960s and ‘70s using the admittedly highly abstract theories of sociologist Anthony Giddens. Summarize Dawson’s use of Giddens in your own words. How is this approach different from Dawson’s account of the importance of the social context for the rise of NRMs presented earlier in the chapter?
3. Based on the discussion in Dawson, briefly outline William McLoughlin’s theory of periodic religious revivals in the United States. What does McLoughlin think about the prospect of future revivals?
4. Pick three of the demographic categories that scholars have applied to NRMs and discuss and evaluate the theories scholars have given for their findings in each category (e.g. the youth of most NRM converts is due to the fact that this is a time when people lack real world responsibilities).
5. Are sociologists of religion justified in ignoring or discounting the reasons members give for joining an NRM in favor of unconscious motivations?
Part 3:
Write a brief (200 word essay) on only 2 of the following four ssay topics:
1. Pick three of Dawson’s arguments against the reality of brainwashing in NRMs, outline his claims, and based on what you know, evaluate his arguments.
2. Why do some NRMs focus on sex and the regulation of their members’ sexuality as important? How is this different than mainstream religious movements?
3. Should society at large be especially concerned with expressions of sexuality among consenting adults within new religious movements?
4. At the end of chapter six, Dawson presents the work of Angela Aidala and others that give another, perhaps more positive interpretation for why more women than men join NRMs. Outline Aidala et al. line of argument? How is this different from the other theory of gender disparity presented earlier in the chapter (and reproduced in the mini-lecture above).
.
AlRabah1Rashed AlRabahSusana MarceloEnglish 113A17.docx
AlRabah1
Rashed AlRabah
Susana Marcelo
English 113A
17 November, 2014
AlRabah2
Nicaraguan Civil War
The Nicaraguan civil war was a traumatizing experience both to the Citizens and the international world especially the United States of America. The war reminded people of the previous experience in the 1912 civil war. The war involved the US supported conservatives against the Mexico supported Liberals. Each party was seeking power with one faction agitating for respect to the constitutionality while the other faction is fighting to protect the interest of the United States implemented by the Somoza dynasty. This paper looks at the history or background of the war, the causes well as the aftermath of the war.
The Nicaraguan Civil war was a one-year affair beginning in 1962 and ended in 1927. The war came as a result of e coup d’état by Emiliano Chamorro a member of the Conservative party and former President of Nicaragua. According to the article “Sandino: The Testimony of a Nicaraguan Patriot” by Conrad, Robert Edgar, the author opines that Chamorro’s move was informed by his desire to take control of the nations. Chamorro would later force the then President and Vice president, Carols Solórzano and Juan Sacasa respectively to flee Nicaragua. Additionally, Chamorro got rid of all the Liberals in his government with hope that the United States would support him. However, the US government did not approve of his regime on grounds that he acquired power through the backdoor thus unconstitutional.
I agree with Thomas’ position about the war when he says that the war ensued after the liberals who were yearning for power were enticed with support by the US armed forces. Although the war was started as a result of the coup by Chamorro, (Morris et al, 1986) argues that advent of the war was the hardline stance by the Liberals under the control of Sandino Cesar. He did not subscribe to the leadership influenced by the United States. The Liberals were against the US interference with the local affairs in their country through their continued funding of the Conservative regimes.
This line of thought is supported by another article, "Celebrating the Demise of Solecism: Fifty Recent Sources on the Nicaraguan Revolution," by Booth (1982). The author indicated that the designated Sacasa Bautista supported liberals and the conservatives; Sacasa Diaz did win the voting process or election and was named as head on 1933Jan the 2nd.They add that in the United States, there was growing concern over the situation in Nicaragua. Although the Liberals opposed the invention of the US Marine’s in their political affairs, it is the latter that initiated the peace deal or the Peace of Tipitapa that in turn put an end to the war. It was after both eh Liberals and Conservatives handed in their ammunition of (31 machine guns and 3,704 rifles) and (308 machine guns and 10,445 rifles) respectively. The peace deal allowed Moncada to retain power until the next election.
Sample Critical Analysis Essay.pdf
How to Write Critical Analysis Essay with Examples. 4 Easy Ways to Write a Critical Analysis (with Pictures). How to write a critical analysis essay pdf - 7+ Critical Analysis ....
For EACH of the questions you must offer a 2-3 paragraph response.
For EACH of the questions you must offer a 2-3 paragraph response.
Be sure to include support for each of your answers from our text, readings page, and discussions.
Identify and briefly explain three of the imperatives for studying intercultural communication. Then discuss how each of the imperatives you explained affects our understanding of intercultural communication.
Explain at least two ways in which ethnocentrism, stereotyping, prejudice, and discrimination act as barriers to effective intercultural communication.
We all belong to various cultural groups. Identify two groups you belong to both voluntary and involuntary. Describe your membership to each group. Then explain how belonging to that group influences your perceptions of others within and outside of your cultural group.
Explain the importance of histories and their relationship to cultural identities. Why is it important to discover histories when studying intercultural communication?
List and explain the each of the stages in the Minority Identity Development Process.
...
M I D T E R M E X A M ENGL 447 SPRING 2015 This m.docx
M I D T E R M E X A M
ENGL 447
SPRING 2015
This midterm is designed to gage your skills at textual analysis and argumentation, as well as your
familiarity with the cultural and literary history of slavery we have explored in class thus far. Together,
the two parts of the exam challenge your abilities to critically assess the “big picture,” the “little
picture,” and their relation to each other – the little picture being your analysis and close readings of
particular passages or elements of the text(s), and the big picture being your larger claims about
slavery and slave narratives. Your exam should be typed, double-spaced, clearly labeled and stapled,
and is due at the start of class on T h u r s d a y , M a r c h 5 .
I. C L O S E R E A D I N G (35 points)
Select o n e o f t h e t h r e e passages below to analyze carefully. Your close reading should be between
1 ½ - 2 p a g e s typed, double-spaced. Identify the author and text quickly, and then explain its
significance to the text as a whole. first ID the author and text title, and quickly ID what is happening
in the passage. Then, provide a close reading that makes an argument about how the passage
functions, analyzing how and why this passage is important to the text as a whole. Your aim is to
demonstrate your familiarity with the particular text at hand and its relationship to slavery and
pertinent course concepts. contexts of the course, and your skills at close reading. Support your claim
about the relationship between passage and text by identifying and analyzing key elements of the
passage. How do specific features of the selected passage – language, rhetorical strategies, symbolism,
imagery, tone, irony, etc. – contribute to its meaning(s) and to the larger cause of abolition? Certainly,
you may (should, even) reference other parts of the text not quoted below, but your primary focus
should be on close reading of the passage you select.
1. The gentleman said my master could obtain the very best advice in Philadelphia. Which
turned out to be quite correct, though he did not receive it from physicians, but from kind
abolitionists who understood his case much better. The gentleman also said, “I reckon your
master’s father hasn’t any more such faithful and smart boys as you.” “O, yes, sir, he has,” I
replied, “lots on ’em.” Which was literally true. This seemed all he wished to know. He
thanked me, gave me a ten-cent piece, and requested me to be attentive to my good master. I
promised that I would do so, and have ever since endeavoured to keep my pledge.
2. “We all sympathize with you in your unfortunate condition, and are ready to do all in our
power to make you contented and happy. . . . You have it in your power to be reinstated in
our affections. . . . You know that . . . you were never treated as a slave. You were never put
to hard work, nor exposed to field labor. On the contrary, you were taken into th ...
Research Paper Assignment SheetFor your third paper assignment, .docx
Research Paper Assignment Sheet
For your third paper assignment, you will use a primary source in an introductory paragraph to introduce your topic and develop a thesis. Then, you will support and develop your thesis claim by using outside research (secondary sources) to expand, illustrate, and/or supplement that claim. Like the other two papers that you've written this semester, your research essay must be an academic paper that provides an analysis of texts and develops an argument regarding an assigned topic. You are not writing an informative report but must instead develop an argument to support your thesis.
In your research paper, you will need to discuss one of the topics that you'll find in the file that is attached below. The topics are taken from
Topics for Discussion: Unit 4
, so you should begin your exploration of them as you post responses for those discussion topics.
Follow the Paper Plan & Development Strategy from Writing Your Research Paper to develop and organize your essay into an introduction (one introductory paragraph), body (multiple body paragraphs), and conclusion (one concluding paragraph).
This essay should be 4-5 pages, not counting the Works Cited page (one-inch margins, typed and double-spaced). You will need to use MLA documentation (see MLA Documentation for Research Papers). Be sure to cite all quotations, paraphrases, and references to outside sources in proper MLA style. Include a Works Cited page as the final page of your paper (see pages 356-398 in your grammar handbook for tips and reminders).
You must use 3 secondary sources (found through your research) along with one primary source (from the assigned topics). Secondary sources can be found using TTC's online databases (Infotrac, Biography Resource Center, Literature Resource Center, etc.).
Topics
The following topics will give you ideas for getting started, but you will need to narrow them to develop your thesis because the topics are broad. You will need to decide what you think about the topic you choose and then develop an argument. Personal experience is not acceptable as evidence in this assignment.
Topic I
Individual Liberty VS Social Equality
What is the relationship between individual liberty and social equality? When-if ever-should one person's individual rights be denied for the social good? In your introductory paragraph, you should discuss
Democracy in America
to set up this topic. In the body of your paper, you will need to examine a current issue-smoker's rights, gun control, drug testing, or affirmative action, for example-to discuss this issue. Make sure, however, that your paper is not about that issue but instead relates that issue to the topic concerning individual rights and social equality.
Topic II
The Ideal America Vs the Real America
Discuss the relationship between the
ideal America
and the
real
America
. First, in your introductory paragraph, you should write about the
Declaration of Independence.
3Lesson 7 DiscussionTeam 3 United States Business Leader, (2).docx
3
Lesson 7 Discussion
Team 3: United States Business Leader, Laborer and Government Leader (president/legislative member)
Part 1: Although you are all responsible for your own posts, I randomly separated the class into three groups (teams) to focus our discussions and ensure deeper participation into the specific country's perspective on NAFTA. Please follow the sequence below to stay organized with your research and contributions. POST YOUR SUBMISSION IN THE DISCUSSION BOARD ASSIGNED TO LESSON 7 (Not your team's board). Title your post - Your Country and your name
Begin by reading chapters 14 and 15 of the textbook, and the
North American Free Trade Agreement (NAFTA)
Links to an external site..
Part 2:
Then each complete an analysis using the following facts pattern:
CONSIDER THE FOLLOWING: Free trade among these nations have both pros and cons. Imagine that you represent the country assigned to you by your professor, and then speculate about both the positive and negative effects that NAFTA may have on the country you are assigned from the perspectives of the individuals listed (business leader, laborer, government); share your speculations with the class. Be sure to include the following in your post:
1. Provide information about the benefits of free trade to ALL countries involved (this can be a table)
2. From the perspectives of the country and parties I assigned you to: Discuss what the drawbacks are of free trade – provide specific examples supported by researchable data,
3. Respond to 2 classmates (1 person from your same team AND another person from another team
From the perspective of the country and parties I assigned you to: Discuss what your predictions and recommendations are for the future of NAFTA.
When replying to your classmates' posts:
Read your classmate's post and reply to no less than two of your classmates and a question.
Your question should be one of the following three types:
· Clarification Based: This kind of question helps the writer by asking your peer to clarify points that you think could be more fully explained.
· Evidence question - When a writer states something as fact rather than personal opinion, your peers argument is stronger if they cite evidence that the fact is true. Facts can be evidenced, in approximate order of strongest evidence to weakest, (1) by citing trustworthy data, (2) by citing the opinions of experts, (3) by citing repeatable personal experience, or (4) by citing common opinion. This kind of question helps the writer by asking for evidence if the student states something as fact but doesn't cite evidence.
· Hypothetical question - This kind of question helps the writer by asking your peer to test their argument by applying it to a situation that you specify.
Please note that a discussion is an exchange. Participate regularly and solicit feedback from your peers.
Posts needing a response:
Student 1:
Stude.
Sample Cause And Effect Essays
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Career Plans Essay.pdf
(PDF) The Career Planning Essay. 008 Essay Example Future Career Plan Sample 617907 ~ Thatsnotus. 025 Career Plan Essay Example Year Development Template Ideas Of .... 020 Essay Example Career ~ Thatsnotus. Career and personal planning essay - articledatabase.web.fc2.com. When choosing a job, the salary is the most important consideration .... My Career Goals Essay Example Free Essay Example. Career Planning Essay - c. What is career planning? Describe how you .... Career plans essay sample by kaylawbyb - Issuu. How To Write A Career Plan Essay - Easy Tips on Writing a Successful .... Essay career plan | My career essays. 007 Career Development Essay Example Plans Template Plan Planni Outline .... My Career Plan Essay Sample - 616 Words - NerdySeal. Essay On Career | Career Essay for Students and Children in English - A .... How To Write A Career Development Essay - Ahern Scribble. Importance career planning essay. Career planning essay - ldsresources.web.fc2.com. What Are Your Career Goals Related To The Healthcare Field Essay .... Essay On My Career Plan. Career Plan Example Essay. Sample Career Plan | Academic Degree | Engineering. College Essay Career Goals - Educational and Career Goals Essay Examples. Essay about my career plans - writefiction581.web.fc2.com. Career Planner Archives » NursingStudy.Org. How to Write My Future Career Plans Essay: Example Included!. 019 Career Plan Essay Example ~ Thatsnotus. Future Career Plan Example Awesome the Impact Of A Career Development .... My Future Plan Essay | Doctor Of Philosophy | Free 30-day Trial | Scribd. Paragraph or short essay using future indefinite tense it could be your ... Career Plans Essay
Touchstone 1 Case Study Close ReadingASSIGNMENT For this Tou.docx
Touchstone 1: Case Study Close Reading
ASSIGNMENT: For this Touchstone, you will select a case study of a topic in U.S. history source to read like a historian. As you learned, doing a close reading means reading the text multiple times, with a different set of questions in mind each time. You will then write and submit answers to a set of close reading questions:
Origin and context: Who wrote this text? When did they write it? What do I know about the events being discussed?
Meaning: What is the author’s main idea? What is the text generally about?
Argument: What is the author’s point of view? Are they trying to convince the reader of something? What evidence do they use to support their argument?
Skills: Is there evidence in the text of agility or problem solving skills being used? In what way(s)?
This Touchstone provides an opportunity for you to delve more deeply into a topic in U.S. history and practice thinking like a historian. It will also prepare you for later Touchstones, which ask you to research a historical question and create a presentation to help others understand how historical events can be applied to current issues. Lastly, it will develop your problem solving skills, because being a critical reader helps you to obtain and evaluate the information you need to solve problems.
Use the Touchstone template below to write answers to the close reading questions as you read. When you have finished, you will submit this template to move onto the next unit.
Touchstone 1 Template
A. Directions
Select a case study from the list below:
Topic
Case Study Article
Agriculture and Social Change
Commercialization and Discontent on the American Farm: The Farmer's Movements of the Late-19th and Early-20th Centuries
Civil Rights and WWII
The Double Victory Campaign and the Black Press: A Conservative Approach to 'Victory' at Home and Abroad
Civil Rights and Women
Title IX and the Gender Binary: Trajectories of Equality
Media and Communications
The American Military and the Press: From Vietnam to Iraq
Read the case study in its entirety. To enhance your understanding, be sure to look up any terms or events in the text that you may be unfamiliar with. Re-read the text as you answer the close reading questions in the Touchstone template.
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Origin and context
❒ Have you identified who wrote the text and when? Is he or she qualified to speak on the topic?
❒ Have you identified the events being discussed?
2. Meaning
❒ Have you identified the author’s main idea?
❒ Have you described what the text is generally about?
3. Argument
❒ Have you identified the author’s point of view? Are they trying to convince the reader of something?
❒ Have you identified the evidence used to support the argument?
4. Skills
❒ Have you explained ways in which agility or problem solving skills are being used?
To Prepare.
Clinical Field Experience C Social Studies Mini-Lesson Plan.docx
Clinical Field Experience C: Social Studies Mini-Lesson Plan
Part 1: Social Studies Mini-Lesson Plan
Social studies standard:
Arts standard:
Grade level:
Learning objective:
1-2 learning objectives:
Instructional strategy:
Description of the learning activity that successfully integrates social studies and the arts (100-150 words):
Formative assessment:
Part 3: Reflection
Advance Questions for Exam #1 of Tuesday, October 30
1. American presidents by custom address the United Nations General Assembly during its annual opening session in NYC each September. Their speeches or addresses are oftentimes used as a way to frame a particular view of the world. They might offer a judgment on whether conflict or cooperation, realism or idealism, best describes the nature of political humankind.
View 48-minute “Watch President Obama Deliver His Final Speech at United Nations.” Offer an informed opinion. Was President Obama’s speech predominately one of realism or idealism? Cite two or more examples or excerpts from the speech to support your opinion.
1. Same question, different American president. Watch 41-minute “President Trump addresses U.N.” Offer an informed opinion. Was President Trump’s speech predominately one of realism or idealism? Cite two or more examples or excerpts from the speech to support your opinion.
1. A 10-question interactive quiz on recent Nobel Peace Prize recipients is stored on BlackBoard. Access and take “Quiz: How Much Do You Know About Nobel Peace Prize Winners?”
How you score on this online quiz is unimportant (and will be known only by you). This exercise is solely to introduce students to various “actors” in global politics, in this case actors who have been awarded a very prestigious prize.
I took the quiz and read of recent recipients of the Nobel Peace Prize. Yes or No (self-grading)
1. Read “The Arrow of History,” an op-ed by the Washington Post’s Charles Krauthammer. Explain how Krauthammer distinguishes between realists and idealists.
1. I read chapter 1 of the textbook or e-textbook, The Globalization of International Relations. Chapter 1 covers a broad swath of I.R. topics including globalization, state and non-state actors, global geography, and the evolving international system. Yes or No (self-grading)
1. Summarize David Brooks’ “All Politics is Thymos (Recognition).” In your response, offer a present-day example of how the human need for recognition is seen or plays out in global politics.
1. Section 1.3 of the course textbook introduces the framework of geography and of how world regions differ from each other. The global North – global South gap between the industrialized, relatively rich countries of the North and the relatively poor countries of the South is arguably the most salient or important factor at the system or global level of analysis. What percentage of the world’s population lives in the global North? What percentage lives in the glob.
College English WRT 105Dr. SmythDate Due Keep t.docx
College English WRT 105
Dr. Smyth
Date Due:
Keep track of Developmental Due Dates in Syllabus
Documented Argument Assignment
Cultural Resistance and Dissent
Both the culture we enjoy and the culture in which we live provide us with ideas of how things are and how they should be, frameworks through which to interpret reality and possibility. They help us account for the past, make sense of the present and dream of the future. Culture can be, and is, used as a means of social control. More effective than any army is a shared conception that the way things are is the way things should be. The powers-that-be don’t remain in power by convincing us that they are the answer, but rather that there is no other solution. But culture can be, and is, used as a means of resistance, a place to formulate other solutions. In order to strive for change, you have to first imagine it, and culture is the repository of imagination.
~Stephen Duncombe
It is the common failing of totalitarian regimes that they cannot really understand the nature of our democracy. They mistake dissent for disloyalty. They mistake restlessness for a rejection of policy. They mistake a few committees for a country. They misjudge individual speeches for public policy.
~Lyndon Baines Johnson
In his introduction to the Cultural Resistance Reader, Stephen Duncombe reluctantly defines “cultural resistance” as “culture that is used, consciously or unconsciously, effectively or not, to resist and /or change the dominant political, economic, and/or social structure” (5). He goes on to raise questions about how cultural resistance works, whether or not it can also be thought of as political resistance, and eventually whether or not cultural resistance is even possible. We’ll spend the next segment of WRT 105 entertaining these ideas; exploring, analyzing, questioning, critiquing and arguing about how and why (and if) culture is being used to resist or challenge the dominant ideologies, policies, and practices of the contemporary American landscape. During that time we’ll grapple with difficult questions: How is culture being used to demonstrate dissatisfaction with the status quo, with the dominant American culture? What are the cultural artifacts associated with resistance and dissent? What are various countercultures, subcultures, or cultures of resistance identifying as the social, economic and political problems of the day? What are their goals (to raise awareness, to change the way we think, to affect “real” social or political change, etc.)? Are they effective? How do the critiques offered by these groups connect with larger issues being debated by the greater public? And where do you stand on the issues, on the means of resistance or dissent?
Your first task will be to identify a form of cultural resistance (or attempted cultural resistance) and its connected controversies and then to spend some time listening in on and analyzing the arg ...
The Nicaraguan Literacy Crusade
an interactive DBQ by Scott Hearron explores the question: Education for political participation, or indoctrination for political power? A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
The goal of field observation is to obtain thick descriptions (a.docx
The goal of field observation is to obtain "thick descriptions" (as described by Clifford Geertz in
The Interpretation of Cultures
) of a setting or group from the perspective of the participants, and to explain what you observe using insights from the sociological perspective.
Observe the activities at a public place for two hours. Choose a place where you do not need to ask permission to stay and will not get in trouble for observing what is going on. This can be a coffee shop, a farmer’s market, a mall, a religious service, a train station, a courtroom, etc. Avoid schools, hospitals, anything on a military base, or any other restricted place. Make sure to go at a time when there will be a lot of activity. Take some notes about what is happening: What does this place look like? How is it organized spatially? Who comes here? What do they do? How do people interact with each other? What kind of conversations go on? Are there any subgroups? How do people handle unexpected or upsetting situations?
Write a narrative summary of your notes describing what you experienced.
Then, explain how each of the three sociological perspectives (structural-functionalism, symbolic interactionism, and social conflict) would analyze what you say
. Your description of your observation should represent about 50% of your paper and your analysis another 50%, divided evenly between the three perspectives. At the end of your paper, discuss which perspective you think is the best suited to analyze your observation and why you think so. Whenever appropriate, link the information you present to concepts, theories, facts, and core values of "community and social justice" from the course.
The paper will be a minimum of seven (7) pages in length and
include
a title page and a reference page, using a standard 12-point font. You may use additional resources, provided they are appropriately cited. You are required to use the American Sociological Association (ASA) formatting style to format your paper and sources. Information on ASA is available in the course under Resources.
.
1. In a paragraph, introduce your culture. Be sure to give the loca.docx
1. In a paragraph, introduce your culture. Be sure to give the location of the group, why you chose t he group, and
what you hope to learn.
2. In one to two paragraphs, describe three interesting aspects about this culture. Choose something about their
everyday life (folkway), something about their religion (value), and something about their biggest taboo (more).
3. Discuss the agents of socialization involved in the transmission of the three interesting aspects you chose.
4. Finally, how does each of these aspects affect the development of self for members of the group?
Be sure to think and write sociologically, using correct terminology and being objective. Your paper must be at least one
page in length, double-spaced, using Times New Roman 12-pt. font. Use the indicated rubric to guide your work. Use
appropriate APA in-text citations and provide a reference page
.
The U.S. Department of State publishes a list of foreign terrorist o.docx
The U.S. Department of State publishes a list of foreign terrorist organizations. Because of this label, many Americans lack the understanding of what these groups are trying to accomplish. You will hear broad, media-fed statements like, "They want us to live in the Stone Age," or "They are opposed to our (Western) way of life." Although these statements may contain some truth, they very often do not fully define what these groups are trying to accomplish. Without this information, how can the government effectively combat these groups' actions? The reality is that they cannot. The misconceptions are not limited to the general public; many in government are also guided in some cases by them.
Your company, as well as two others, have been contracted to provide a service for the U.S. Department of State. The list provided by the Department of State are the groups your company has been contracted to examine. From the list below, select 2 groups, and develop an information package for the Department of State.
Aum Shinrikyo
Basque Fatherland and Liberty (ETA)
Continuity Irish Republican Army
Hizbullah (Party of God)
Jaish-e-Mohammed (JEM) (Army of Mohammed)
Liberation Tigers of Tamil Eelam (LTTE)
National Liberation Army (ELN)
Revolutionary Armed Forces of Colombia (FARC)
Revolutionary People’s Liberation Party/Front (DHKP/C)
Shining Path (Sendero Luminoso, SL)
Assignment Guidelines
The U.S. Department of State has decided to review its list of foreign terrorist organizations and develop a comprehensive information package for each group.
In 900 words, address the following for the 2 organizations that you have selected:
A brief history of the organizations
Goals (defined between political and ideological)
Motivations
Leadership
Area of operation
Methods of engagement
Legitimate functions (political, social, etc.)
Psychological and cultural makeup
For this assignment, you must utilize at least 3 scholarly sources.
Compile your responses into your final paper, and submit the file to your instructor.
All sources must be referenced using APA style.
.
Examine a scenario that includes an inter-group conflict. In this sc.docx
Examine a scenario that includes an inter-group conflict. In this scenario, you are recognized as an authority in cross-cultural psychology and asked to serve as a consultant to help resolve the conflict. You will be asked to write up your recommendations in a 6-page paper not including your title and reference page.
Darley, J.M. & Latané, B. (1968). Bystander interview in emergencies: Diffusion of responsibility.
Journal of Personality and Social Psychology, 8
(4), 377-383.
Scenario: Culture, Psychology, and Community
Imagine an international organization has approached you to help resolve an inter-group conflict. You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups
.
Part 1: Developing an Understanding
(2 pages)
Based on the scenario, explain how you can help integrate the two diverse communities so that there is increased understanding and appreciation of each group by the other group. (
Note
: Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.)
Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole. In your suggestions make sure to include an explanation regarding group think and individualism vs. collectivism.
Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects
(2 pages)
Based on your explanations in Part 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why?
Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics
(2 pages)
Explain the impact of gender, cultural values and dimensions, and group dynamics in the scenario.
Further explain any implications that may arise from when working between and within groups.
Support your Assignment by citing all resources in APA style, including those in the Learning Resources.
.
www.hbrreprints.orgWomen and the Labyrinth of Leader.docx
www.hbrreprints.org
Women and the
Labyrinth of
Leadership
by Alice H. Eagly and Linda L. Carli
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
1
Article Summary
2
Women and the Labyrinth of Leadership
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
11
Further Reading
When you put all the pieces
together, a new picture
emerges for why women don’t
make it into the C-suite. It’s
not the glass ceiling, but the
sum of many obstacles along
the way.
Reprint R0709C
This document is authorized for use only in Prof. Paul Arntson's MSC 496-0 at Northwestern University from Sep 2017 to Mar 2018.
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http://www.hbrreprints.org
Women and the Labyrinth of Leadership
page 1
The Idea in Brief The Idea in Practice
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Women occupy 40% of all managerial posi-
tions in the United States. But only 6% of
the Fortune 500’s top executives are female.
And just 2% of those firms have women
CEOs.
We’ve long blamed such numbers on the
“glass ceiling,” the notion that women suc-
cessfully climb the corporate hierarchy until
they’re blocked just below the summit. But
the problem stems from discrimination op-
erating at all ranks, not just the top, say
Eagly and Carli.
Therefore, to move more women into your
company’s executive suite, you must attack
all barriers to advancement simulta-
neously. For example, prepare women for
line management with demanding assign-
ments. Use objective criteria to measure
performance. And give working mothers
additional time to prove themselves worthy
of promotion.
Women’s leadership style—characterized
by innovating, building trust and empower-
ing followers—is ideally suited to today’s
business challenges. Tackle the obstacles to
women’s progress, and you’ll increase your
firm’s competitive prowess.
Eagly and Carli recommend these strategies
for increasing the number of women in top
positions in your firm:
UNDERSTAND THE CAREER BARRIERS
WOMEN ENCOUNTER
Extensive academic and government research
studies identify these obstacles:
•
Prejudice:
Men are promoted more quickly
than women with equivalent qualifica-
tions, even in traditionally female settings
such as nursing and education.
• Resistance to women’s leadership: People
view successful female managers as more
deceitful, pushy, selfish, and abrasive than
successful male managers.
• Leadership style issues: Many female lead-
ers struggle to reconcile qualities people
prefer in women (compassion for others)
with qualities people think leaders need to
succeed (.
www.hbrreprints.orgThe Five Competitive Forces That Sh.docx
www.hbrreprints.org
The Five Competitive
Forces That Shape
Strategy
by Michael E. Porter
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
1
Article Summary
2
The Five Competitive Forces That Shape Strategy
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
18
Further Reading
Awareness of the five forces
can help a company
understand the structure of its
industry and stake out a
position that is more
profitable and less vulnerable
to attack.
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Walden University, 2020.
http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=itemdetail&referral=4320&id=R0801E
http://www.hbrreprints.org
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Strategy
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You know that to sustain long-term profit-
ability you must respond strategically to
competition. And you naturally keep tabs
on your
established rivals
. But as you scan
the competitive arena, are you also looking
beyond
your direct competitors? As Porter
explains in this update of his revolutionary
1979 HBR article, four additional competi-
tive forces can hurt your prospective profits:
•
Savvy
customers
can force down prices
by playing you and your rivals against
one another.
•
Powerful
suppliers
may constrain your
profits if they charge higher prices.
•
Aspiring
entrants
, armed with new ca-
pacity and hungry for market share, can
ratchet up the investment required for
you to stay in the game.
•
Substitute offerings
can lure customers
away.
Consider commercial aviation: It’s one of
the least profitable industries because all
five forces are strong.
Established rivals
compete intensely on price.
Customers
are
fickle, searching for the best deal regardless
of carrier.
Suppliers
—plane and engine
manufacturers, along with unionized labor
forces—bargain away the lion’s share of air-
lines’ profits.
New players
enter the indus-
try in a constant stream. And
substitutes
are readily available—such as train or car
travel.
By analyzing all five competitive forces, you
gain a complete picture of what’s influenc-
ing profitability in your industry. You iden-
tify game-changing trends early, so you can
swiftly exploit them. And you spot ways to
work around constraints on profitability—
or even reshape the forces in your favor.
By understanding how the five competitive forces influence profitability.
More Related Content
Similar to Written AssignmentWithin a 3 page essay, write a detailed disc.docx
For EACH of the questions you must offer a 2-3 paragraph response.
For EACH of the questions you must offer a 2-3 paragraph response.
Be sure to include support for each of your answers from our text, readings page, and discussions.
Identify and briefly explain three of the imperatives for studying intercultural communication. Then discuss how each of the imperatives you explained affects our understanding of intercultural communication.
Explain at least two ways in which ethnocentrism, stereotyping, prejudice, and discrimination act as barriers to effective intercultural communication.
We all belong to various cultural groups. Identify two groups you belong to both voluntary and involuntary. Describe your membership to each group. Then explain how belonging to that group influences your perceptions of others within and outside of your cultural group.
Explain the importance of histories and their relationship to cultural identities. Why is it important to discover histories when studying intercultural communication?
List and explain the each of the stages in the Minority Identity Development Process.
...
M I D T E R M E X A M ENGL 447 SPRING 2015 This m.docx
M I D T E R M E X A M
ENGL 447
SPRING 2015
This midterm is designed to gage your skills at textual analysis and argumentation, as well as your
familiarity with the cultural and literary history of slavery we have explored in class thus far. Together,
the two parts of the exam challenge your abilities to critically assess the “big picture,” the “little
picture,” and their relation to each other – the little picture being your analysis and close readings of
particular passages or elements of the text(s), and the big picture being your larger claims about
slavery and slave narratives. Your exam should be typed, double-spaced, clearly labeled and stapled,
and is due at the start of class on T h u r s d a y , M a r c h 5 .
I. C L O S E R E A D I N G (35 points)
Select o n e o f t h e t h r e e passages below to analyze carefully. Your close reading should be between
1 ½ - 2 p a g e s typed, double-spaced. Identify the author and text quickly, and then explain its
significance to the text as a whole. first ID the author and text title, and quickly ID what is happening
in the passage. Then, provide a close reading that makes an argument about how the passage
functions, analyzing how and why this passage is important to the text as a whole. Your aim is to
demonstrate your familiarity with the particular text at hand and its relationship to slavery and
pertinent course concepts. contexts of the course, and your skills at close reading. Support your claim
about the relationship between passage and text by identifying and analyzing key elements of the
passage. How do specific features of the selected passage – language, rhetorical strategies, symbolism,
imagery, tone, irony, etc. – contribute to its meaning(s) and to the larger cause of abolition? Certainly,
you may (should, even) reference other parts of the text not quoted below, but your primary focus
should be on close reading of the passage you select.
1. The gentleman said my master could obtain the very best advice in Philadelphia. Which
turned out to be quite correct, though he did not receive it from physicians, but from kind
abolitionists who understood his case much better. The gentleman also said, “I reckon your
master’s father hasn’t any more such faithful and smart boys as you.” “O, yes, sir, he has,” I
replied, “lots on ’em.” Which was literally true. This seemed all he wished to know. He
thanked me, gave me a ten-cent piece, and requested me to be attentive to my good master. I
promised that I would do so, and have ever since endeavoured to keep my pledge.
2. “We all sympathize with you in your unfortunate condition, and are ready to do all in our
power to make you contented and happy. . . . You have it in your power to be reinstated in
our affections. . . . You know that . . . you were never treated as a slave. You were never put
to hard work, nor exposed to field labor. On the contrary, you were taken into th ...
Research Paper Assignment SheetFor your third paper assignment, .docx
Research Paper Assignment Sheet
For your third paper assignment, you will use a primary source in an introductory paragraph to introduce your topic and develop a thesis. Then, you will support and develop your thesis claim by using outside research (secondary sources) to expand, illustrate, and/or supplement that claim. Like the other two papers that you've written this semester, your research essay must be an academic paper that provides an analysis of texts and develops an argument regarding an assigned topic. You are not writing an informative report but must instead develop an argument to support your thesis.
In your research paper, you will need to discuss one of the topics that you'll find in the file that is attached below. The topics are taken from
Topics for Discussion: Unit 4
, so you should begin your exploration of them as you post responses for those discussion topics.
Follow the Paper Plan & Development Strategy from Writing Your Research Paper to develop and organize your essay into an introduction (one introductory paragraph), body (multiple body paragraphs), and conclusion (one concluding paragraph).
This essay should be 4-5 pages, not counting the Works Cited page (one-inch margins, typed and double-spaced). You will need to use MLA documentation (see MLA Documentation for Research Papers). Be sure to cite all quotations, paraphrases, and references to outside sources in proper MLA style. Include a Works Cited page as the final page of your paper (see pages 356-398 in your grammar handbook for tips and reminders).
You must use 3 secondary sources (found through your research) along with one primary source (from the assigned topics). Secondary sources can be found using TTC's online databases (Infotrac, Biography Resource Center, Literature Resource Center, etc.).
Topics
The following topics will give you ideas for getting started, but you will need to narrow them to develop your thesis because the topics are broad. You will need to decide what you think about the topic you choose and then develop an argument. Personal experience is not acceptable as evidence in this assignment.
Topic I
Individual Liberty VS Social Equality
What is the relationship between individual liberty and social equality? When-if ever-should one person's individual rights be denied for the social good? In your introductory paragraph, you should discuss
Democracy in America
to set up this topic. In the body of your paper, you will need to examine a current issue-smoker's rights, gun control, drug testing, or affirmative action, for example-to discuss this issue. Make sure, however, that your paper is not about that issue but instead relates that issue to the topic concerning individual rights and social equality.
Topic II
The Ideal America Vs the Real America
Discuss the relationship between the
ideal America
and the
real
America
. First, in your introductory paragraph, you should write about the
Declaration of Independence.
3Lesson 7 DiscussionTeam 3 United States Business Leader, (2).docx
3
Lesson 7 Discussion
Team 3: United States Business Leader, Laborer and Government Leader (president/legislative member)
Part 1: Although you are all responsible for your own posts, I randomly separated the class into three groups (teams) to focus our discussions and ensure deeper participation into the specific country's perspective on NAFTA. Please follow the sequence below to stay organized with your research and contributions. POST YOUR SUBMISSION IN THE DISCUSSION BOARD ASSIGNED TO LESSON 7 (Not your team's board). Title your post - Your Country and your name
Begin by reading chapters 14 and 15 of the textbook, and the
North American Free Trade Agreement (NAFTA)
Links to an external site..
Part 2:
Then each complete an analysis using the following facts pattern:
CONSIDER THE FOLLOWING: Free trade among these nations have both pros and cons. Imagine that you represent the country assigned to you by your professor, and then speculate about both the positive and negative effects that NAFTA may have on the country you are assigned from the perspectives of the individuals listed (business leader, laborer, government); share your speculations with the class. Be sure to include the following in your post:
1. Provide information about the benefits of free trade to ALL countries involved (this can be a table)
2. From the perspectives of the country and parties I assigned you to: Discuss what the drawbacks are of free trade – provide specific examples supported by researchable data,
3. Respond to 2 classmates (1 person from your same team AND another person from another team
From the perspective of the country and parties I assigned you to: Discuss what your predictions and recommendations are for the future of NAFTA.
When replying to your classmates' posts:
Read your classmate's post and reply to no less than two of your classmates and a question.
Your question should be one of the following three types:
· Clarification Based: This kind of question helps the writer by asking your peer to clarify points that you think could be more fully explained.
· Evidence question - When a writer states something as fact rather than personal opinion, your peers argument is stronger if they cite evidence that the fact is true. Facts can be evidenced, in approximate order of strongest evidence to weakest, (1) by citing trustworthy data, (2) by citing the opinions of experts, (3) by citing repeatable personal experience, or (4) by citing common opinion. This kind of question helps the writer by asking for evidence if the student states something as fact but doesn't cite evidence.
· Hypothetical question - This kind of question helps the writer by asking your peer to test their argument by applying it to a situation that you specify.
Please note that a discussion is an exchange. Participate regularly and solicit feedback from your peers.
Posts needing a response:
Student 1:
Stude.
Sample Cause And Effect Essays
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Career Plans Essay.pdf
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Touchstone 1 Case Study Close ReadingASSIGNMENT For this Tou.docx
Touchstone 1: Case Study Close Reading
ASSIGNMENT: For this Touchstone, you will select a case study of a topic in U.S. history source to read like a historian. As you learned, doing a close reading means reading the text multiple times, with a different set of questions in mind each time. You will then write and submit answers to a set of close reading questions:
Origin and context: Who wrote this text? When did they write it? What do I know about the events being discussed?
Meaning: What is the author’s main idea? What is the text generally about?
Argument: What is the author’s point of view? Are they trying to convince the reader of something? What evidence do they use to support their argument?
Skills: Is there evidence in the text of agility or problem solving skills being used? In what way(s)?
This Touchstone provides an opportunity for you to delve more deeply into a topic in U.S. history and practice thinking like a historian. It will also prepare you for later Touchstones, which ask you to research a historical question and create a presentation to help others understand how historical events can be applied to current issues. Lastly, it will develop your problem solving skills, because being a critical reader helps you to obtain and evaluate the information you need to solve problems.
Use the Touchstone template below to write answers to the close reading questions as you read. When you have finished, you will submit this template to move onto the next unit.
Touchstone 1 Template
A. Directions
Select a case study from the list below:
Topic
Case Study Article
Agriculture and Social Change
Commercialization and Discontent on the American Farm: The Farmer's Movements of the Late-19th and Early-20th Centuries
Civil Rights and WWII
The Double Victory Campaign and the Black Press: A Conservative Approach to 'Victory' at Home and Abroad
Civil Rights and Women
Title IX and the Gender Binary: Trajectories of Equality
Media and Communications
The American Military and the Press: From Vietnam to Iraq
Read the case study in its entirety. To enhance your understanding, be sure to look up any terms or events in the text that you may be unfamiliar with. Re-read the text as you answer the close reading questions in the Touchstone template.
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Origin and context
❒ Have you identified who wrote the text and when? Is he or she qualified to speak on the topic?
❒ Have you identified the events being discussed?
2. Meaning
❒ Have you identified the author’s main idea?
❒ Have you described what the text is generally about?
3. Argument
❒ Have you identified the author’s point of view? Are they trying to convince the reader of something?
❒ Have you identified the evidence used to support the argument?
4. Skills
❒ Have you explained ways in which agility or problem solving skills are being used?
To Prepare.
Clinical Field Experience C Social Studies Mini-Lesson Plan.docx
Clinical Field Experience C: Social Studies Mini-Lesson Plan
Part 1: Social Studies Mini-Lesson Plan
Social studies standard:
Arts standard:
Grade level:
Learning objective:
1-2 learning objectives:
Instructional strategy:
Description of the learning activity that successfully integrates social studies and the arts (100-150 words):
Formative assessment:
Part 3: Reflection
Advance Questions for Exam #1 of Tuesday, October 30
1. American presidents by custom address the United Nations General Assembly during its annual opening session in NYC each September. Their speeches or addresses are oftentimes used as a way to frame a particular view of the world. They might offer a judgment on whether conflict or cooperation, realism or idealism, best describes the nature of political humankind.
View 48-minute “Watch President Obama Deliver His Final Speech at United Nations.” Offer an informed opinion. Was President Obama’s speech predominately one of realism or idealism? Cite two or more examples or excerpts from the speech to support your opinion.
1. Same question, different American president. Watch 41-minute “President Trump addresses U.N.” Offer an informed opinion. Was President Trump’s speech predominately one of realism or idealism? Cite two or more examples or excerpts from the speech to support your opinion.
1. A 10-question interactive quiz on recent Nobel Peace Prize recipients is stored on BlackBoard. Access and take “Quiz: How Much Do You Know About Nobel Peace Prize Winners?”
How you score on this online quiz is unimportant (and will be known only by you). This exercise is solely to introduce students to various “actors” in global politics, in this case actors who have been awarded a very prestigious prize.
I took the quiz and read of recent recipients of the Nobel Peace Prize. Yes or No (self-grading)
1. Read “The Arrow of History,” an op-ed by the Washington Post’s Charles Krauthammer. Explain how Krauthammer distinguishes between realists and idealists.
1. I read chapter 1 of the textbook or e-textbook, The Globalization of International Relations. Chapter 1 covers a broad swath of I.R. topics including globalization, state and non-state actors, global geography, and the evolving international system. Yes or No (self-grading)
1. Summarize David Brooks’ “All Politics is Thymos (Recognition).” In your response, offer a present-day example of how the human need for recognition is seen or plays out in global politics.
1. Section 1.3 of the course textbook introduces the framework of geography and of how world regions differ from each other. The global North – global South gap between the industrialized, relatively rich countries of the North and the relatively poor countries of the South is arguably the most salient or important factor at the system or global level of analysis. What percentage of the world’s population lives in the global North? What percentage lives in the glob.
College English WRT 105Dr. SmythDate Due Keep t.docx
College English WRT 105
Dr. Smyth
Date Due:
Keep track of Developmental Due Dates in Syllabus
Documented Argument Assignment
Cultural Resistance and Dissent
Both the culture we enjoy and the culture in which we live provide us with ideas of how things are and how they should be, frameworks through which to interpret reality and possibility. They help us account for the past, make sense of the present and dream of the future. Culture can be, and is, used as a means of social control. More effective than any army is a shared conception that the way things are is the way things should be. The powers-that-be don’t remain in power by convincing us that they are the answer, but rather that there is no other solution. But culture can be, and is, used as a means of resistance, a place to formulate other solutions. In order to strive for change, you have to first imagine it, and culture is the repository of imagination.
~Stephen Duncombe
It is the common failing of totalitarian regimes that they cannot really understand the nature of our democracy. They mistake dissent for disloyalty. They mistake restlessness for a rejection of policy. They mistake a few committees for a country. They misjudge individual speeches for public policy.
~Lyndon Baines Johnson
In his introduction to the Cultural Resistance Reader, Stephen Duncombe reluctantly defines “cultural resistance” as “culture that is used, consciously or unconsciously, effectively or not, to resist and /or change the dominant political, economic, and/or social structure” (5). He goes on to raise questions about how cultural resistance works, whether or not it can also be thought of as political resistance, and eventually whether or not cultural resistance is even possible. We’ll spend the next segment of WRT 105 entertaining these ideas; exploring, analyzing, questioning, critiquing and arguing about how and why (and if) culture is being used to resist or challenge the dominant ideologies, policies, and practices of the contemporary American landscape. During that time we’ll grapple with difficult questions: How is culture being used to demonstrate dissatisfaction with the status quo, with the dominant American culture? What are the cultural artifacts associated with resistance and dissent? What are various countercultures, subcultures, or cultures of resistance identifying as the social, economic and political problems of the day? What are their goals (to raise awareness, to change the way we think, to affect “real” social or political change, etc.)? Are they effective? How do the critiques offered by these groups connect with larger issues being debated by the greater public? And where do you stand on the issues, on the means of resistance or dissent?
Your first task will be to identify a form of cultural resistance (or attempted cultural resistance) and its connected controversies and then to spend some time listening in on and analyzing the arg ...
The Nicaraguan Literacy Crusade
an interactive DBQ by Scott Hearron explores the question: Education for political participation, or indoctrination for political power? A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
The goal of field observation is to obtain thick descriptions (a.docx
The goal of field observation is to obtain "thick descriptions" (as described by Clifford Geertz in
The Interpretation of Cultures
) of a setting or group from the perspective of the participants, and to explain what you observe using insights from the sociological perspective.
Observe the activities at a public place for two hours. Choose a place where you do not need to ask permission to stay and will not get in trouble for observing what is going on. This can be a coffee shop, a farmer’s market, a mall, a religious service, a train station, a courtroom, etc. Avoid schools, hospitals, anything on a military base, or any other restricted place. Make sure to go at a time when there will be a lot of activity. Take some notes about what is happening: What does this place look like? How is it organized spatially? Who comes here? What do they do? How do people interact with each other? What kind of conversations go on? Are there any subgroups? How do people handle unexpected or upsetting situations?
Write a narrative summary of your notes describing what you experienced.
Then, explain how each of the three sociological perspectives (structural-functionalism, symbolic interactionism, and social conflict) would analyze what you say
. Your description of your observation should represent about 50% of your paper and your analysis another 50%, divided evenly between the three perspectives. At the end of your paper, discuss which perspective you think is the best suited to analyze your observation and why you think so. Whenever appropriate, link the information you present to concepts, theories, facts, and core values of "community and social justice" from the course.
The paper will be a minimum of seven (7) pages in length and
include
a title page and a reference page, using a standard 12-point font. You may use additional resources, provided they are appropriately cited. You are required to use the American Sociological Association (ASA) formatting style to format your paper and sources. Information on ASA is available in the course under Resources.
.
1. In a paragraph, introduce your culture. Be sure to give the loca.docx
1. In a paragraph, introduce your culture. Be sure to give the location of the group, why you chose t he group, and
what you hope to learn.
2. In one to two paragraphs, describe three interesting aspects about this culture. Choose something about their
everyday life (folkway), something about their religion (value), and something about their biggest taboo (more).
3. Discuss the agents of socialization involved in the transmission of the three interesting aspects you chose.
4. Finally, how does each of these aspects affect the development of self for members of the group?
Be sure to think and write sociologically, using correct terminology and being objective. Your paper must be at least one
page in length, double-spaced, using Times New Roman 12-pt. font. Use the indicated rubric to guide your work. Use
appropriate APA in-text citations and provide a reference page
.
The U.S. Department of State publishes a list of foreign terrorist o.docx
The U.S. Department of State publishes a list of foreign terrorist organizations. Because of this label, many Americans lack the understanding of what these groups are trying to accomplish. You will hear broad, media-fed statements like, "They want us to live in the Stone Age," or "They are opposed to our (Western) way of life." Although these statements may contain some truth, they very often do not fully define what these groups are trying to accomplish. Without this information, how can the government effectively combat these groups' actions? The reality is that they cannot. The misconceptions are not limited to the general public; many in government are also guided in some cases by them.
Your company, as well as two others, have been contracted to provide a service for the U.S. Department of State. The list provided by the Department of State are the groups your company has been contracted to examine. From the list below, select 2 groups, and develop an information package for the Department of State.
Aum Shinrikyo
Basque Fatherland and Liberty (ETA)
Continuity Irish Republican Army
Hizbullah (Party of God)
Jaish-e-Mohammed (JEM) (Army of Mohammed)
Liberation Tigers of Tamil Eelam (LTTE)
National Liberation Army (ELN)
Revolutionary Armed Forces of Colombia (FARC)
Revolutionary People’s Liberation Party/Front (DHKP/C)
Shining Path (Sendero Luminoso, SL)
Assignment Guidelines
The U.S. Department of State has decided to review its list of foreign terrorist organizations and develop a comprehensive information package for each group.
In 900 words, address the following for the 2 organizations that you have selected:
A brief history of the organizations
Goals (defined between political and ideological)
Motivations
Leadership
Area of operation
Methods of engagement
Legitimate functions (political, social, etc.)
Psychological and cultural makeup
For this assignment, you must utilize at least 3 scholarly sources.
Compile your responses into your final paper, and submit the file to your instructor.
All sources must be referenced using APA style.
.
Examine a scenario that includes an inter-group conflict. In this sc.docx
Examine a scenario that includes an inter-group conflict. In this scenario, you are recognized as an authority in cross-cultural psychology and asked to serve as a consultant to help resolve the conflict. You will be asked to write up your recommendations in a 6-page paper not including your title and reference page.
Darley, J.M. & Latané, B. (1968). Bystander interview in emergencies: Diffusion of responsibility.
Journal of Personality and Social Psychology, 8
(4), 377-383.
Scenario: Culture, Psychology, and Community
Imagine an international organization has approached you to help resolve an inter-group conflict. You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups
.
Part 1: Developing an Understanding
(2 pages)
Based on the scenario, explain how you can help integrate the two diverse communities so that there is increased understanding and appreciation of each group by the other group. (
Note
: Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.)
Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole. In your suggestions make sure to include an explanation regarding group think and individualism vs. collectivism.
Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects
(2 pages)
Based on your explanations in Part 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why?
Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics
(2 pages)
Explain the impact of gender, cultural values and dimensions, and group dynamics in the scenario.
Further explain any implications that may arise from when working between and within groups.
Support your Assignment by citing all resources in APA style, including those in the Learning Resources.
.
Similar to Written AssignmentWithin a 3 page essay, write a detailed disc.docx (20)
For EACH of the questions you must offer a 2-3 paragraph response.
For EACH of the questions you must offer a 2-3 paragraph response.
M I D T E R M E X A M ENGL 447 SPRING 2015 This m.docx
M I D T E R M E X A M ENGL 447 SPRING 2015 This m.docx
Research Paper Assignment SheetFor your third paper assignment, .docx
Research Paper Assignment SheetFor your third paper assignment, .docx
3Lesson 7 DiscussionTeam 3 United States Business Leader, (2).docx
3Lesson 7 DiscussionTeam 3 United States Business Leader, (2).docx
Touchstone 1 Case Study Close ReadingASSIGNMENT For this Tou.docx
Touchstone 1 Case Study Close ReadingASSIGNMENT For this Tou.docx
Clinical Field Experience C Social Studies Mini-Lesson Plan.docx
Clinical Field Experience C Social Studies Mini-Lesson Plan.docx
College English WRT 105Dr. SmythDate Due Keep t.docx
College English WRT 105Dr. SmythDate Due Keep t.docx
The goal of field observation is to obtain thick descriptions (a.docx
The goal of field observation is to obtain thick descriptions (a.docx
1. In a paragraph, introduce your culture. Be sure to give the loca.docx
1. In a paragraph, introduce your culture. Be sure to give the loca.docx
The U.S. Department of State publishes a list of foreign terrorist o.docx
The U.S. Department of State publishes a list of foreign terrorist o.docx
Examine a scenario that includes an inter-group conflict. In this sc.docx
Examine a scenario that includes an inter-group conflict. In this sc.docx
More from jeffevans62972
www.hbrreprints.orgWomen and the Labyrinth of Leader.docx
www.hbrreprints.org
Women and the
Labyrinth of
Leadership
by Alice H. Eagly and Linda L. Carli
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
1
Article Summary
2
Women and the Labyrinth of Leadership
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
11
Further Reading
When you put all the pieces
together, a new picture
emerges for why women don’t
make it into the C-suite. It’s
not the glass ceiling, but the
sum of many obstacles along
the way.
Reprint R0709C
This document is authorized for use only in Prof. Paul Arntson's MSC 496-0 at Northwestern University from Sep 2017 to Mar 2018.
http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=itemdetail&referral=4320&id=R0709C
http://www.hbrreprints.org
Women and the Labyrinth of Leadership
page 1
The Idea in Brief The Idea in Practice
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Women occupy 40% of all managerial posi-
tions in the United States. But only 6% of
the Fortune 500’s top executives are female.
And just 2% of those firms have women
CEOs.
We’ve long blamed such numbers on the
“glass ceiling,” the notion that women suc-
cessfully climb the corporate hierarchy until
they’re blocked just below the summit. But
the problem stems from discrimination op-
erating at all ranks, not just the top, say
Eagly and Carli.
Therefore, to move more women into your
company’s executive suite, you must attack
all barriers to advancement simulta-
neously. For example, prepare women for
line management with demanding assign-
ments. Use objective criteria to measure
performance. And give working mothers
additional time to prove themselves worthy
of promotion.
Women’s leadership style—characterized
by innovating, building trust and empower-
ing followers—is ideally suited to today’s
business challenges. Tackle the obstacles to
women’s progress, and you’ll increase your
firm’s competitive prowess.
Eagly and Carli recommend these strategies
for increasing the number of women in top
positions in your firm:
UNDERSTAND THE CAREER BARRIERS
WOMEN ENCOUNTER
Extensive academic and government research
studies identify these obstacles:
•
Prejudice:
Men are promoted more quickly
than women with equivalent qualifica-
tions, even in traditionally female settings
such as nursing and education.
• Resistance to women’s leadership: People
view successful female managers as more
deceitful, pushy, selfish, and abrasive than
successful male managers.
• Leadership style issues: Many female lead-
ers struggle to reconcile qualities people
prefer in women (compassion for others)
with qualities people think leaders need to
succeed (.
www.hbrreprints.orgThe Five Competitive Forces That Sh.docx
www.hbrreprints.org
The Five Competitive
Forces That Shape
Strategy
by Michael E. Porter
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
1
Article Summary
2
The Five Competitive Forces That Shape Strategy
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
18
Further Reading
Awareness of the five forces
can help a company
understand the structure of its
industry and stake out a
position that is more
profitable and less vulnerable
to attack.
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Walden University, 2020.
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The Five Competitive Forces That Shape
Strategy
page 1
The Idea in Brief The Idea in Practice
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You know that to sustain long-term profit-
ability you must respond strategically to
competition. And you naturally keep tabs
on your
established rivals
. But as you scan
the competitive arena, are you also looking
beyond
your direct competitors? As Porter
explains in this update of his revolutionary
1979 HBR article, four additional competi-
tive forces can hurt your prospective profits:
•
Savvy
customers
can force down prices
by playing you and your rivals against
one another.
•
Powerful
suppliers
may constrain your
profits if they charge higher prices.
•
Aspiring
entrants
, armed with new ca-
pacity and hungry for market share, can
ratchet up the investment required for
you to stay in the game.
•
Substitute offerings
can lure customers
away.
Consider commercial aviation: It’s one of
the least profitable industries because all
five forces are strong.
Established rivals
compete intensely on price.
Customers
are
fickle, searching for the best deal regardless
of carrier.
Suppliers
—plane and engine
manufacturers, along with unionized labor
forces—bargain away the lion’s share of air-
lines’ profits.
New players
enter the indus-
try in a constant stream. And
substitutes
are readily available—such as train or car
travel.
By analyzing all five competitive forces, you
gain a complete picture of what’s influenc-
ing profitability in your industry. You iden-
tify game-changing trends early, so you can
swiftly exploit them. And you spot ways to
work around constraints on profitability—
or even reshape the forces in your favor.
By understanding how the five competitive forces influence profitability.
www.hbr.orgSP O T L I G H TO N I.docx
www.hbr.org
S
P O T L I G H T
O N
I
N N O V A T I O N
The Innovator’s DNA
by Jeffrey H. Dyer, Hal B. Gregersen, and
Clayton M. Christensen
•
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
1
Article Summary
2
The Innovator’s DNA
Five “discovery skills” separate
true innovators from the
rest of us.
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S
P O T L I G H T
O N
I
N N O V A T I O N
The Innovator’s DNA
page 1
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The habits of Steve Jobs, Jeff Bezos, and
other innovative CEOs reveal much about
the underpinnings of their creative think-
ing. Research shows that five discovery
skills distinguish the most innovative
entrepreneurs from other executives.
DOING
•
Questioning
allows innovators to break
out of the status quo and consider new
possibilities.
•
Through
observing
, innovators detect
small behavioral details—in the
activities of customers, suppliers, and
other companies—that suggest new
ways of doing things.
•
In
experimenting
, they relentlessly try on
new experiences and explore the world.
•
And through
networking
with individuals
from diverse backgrounds, they gain rad-
ically different perspectives.
THINKING
•
The four patterns of action together help
innovators
associate
to cultivate new
insights.
This document is authorized for use only by Phenekia Morgan in MGMT-6635-2/MMSL-6620-2/COMM-6505-2/WMBA-6020-2/WMBA-6020B-2-Foster a Culture of Innovation2020 Spring Sem
01/06-04/26-PT2 at Laureate Education - Walden University, 2020.
S
P O T L I G H T
O N
I
N N O V A T I O N
The Innovator’s DNA
by Jeffrey H. Dyer, Hal B. Gregersen, and
Clayton M. Christensen
harvard business review • december 2009 page 2
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Five “discovery skills” separate true innovators from the rest of us.
“How do I find innovative people for my
organization? And how can I become more
innovative myself ?”
These are questions that stump senior exec-
utives, who understand that the ability to
innovate is the “secret sauce” of business
success. Unfortunately, most of us know very
little about what makes one person more cre-
ative than another. Perhaps for this reason,
we st.
www.europeanchamber.com.cnPutting Industrial Policy Ahead .docx
www.europeanchamber.com.cn
Putting Industrial Policy Ahead of Market Forces
CHINA MANUFACTURING 2025
www.europeanchamber.com.cn
© 2017 by the European Union Chamber of Commerce in China, all rights reserved. This study may not be reproduced either in part
or in full without prior written consent of the European Union Chamber of Commerce in China.
Table of Contents
1. Executive Summary∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 1
2. Why China wants to change∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 2
2.1 China has been the world’s factory, and now it wants more∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 2
2.2 Climbing out of the ‘smile curve’ trough and
escaping the middle income trap∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 3
2.3 China’s race to get rich before it gets old∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙4
2.4 Feeling squeezed from both sides:
competition from developed and developing countries∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 4
2.5 A latecomer to manufacturing automation∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 5
3. CM2025 vs Industry 4.0∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 6
3.1 Fundamental differences to the EU’s approach remain∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 6
4. The CM2025 initiative∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7
4.1 So what is CM2025?∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7
4.2 Market share targets and ‘indigenous innovation’∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 11
4.3 Planning the Chinese economy’s future∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 12
4.4 Macro-level planning: the new thinking∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 13
4.5 Who’s in charge, masters or markets?∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 13
4.6 Old wine in new bottles? Yes and no∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 14
4.7 Industry-level planning: the old wine∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 15
5. Policy tools used in support of CM2025∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 15
5.1 Forced technology transfers in exchange for market access∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 16
5.2 Market access and government procurement restrictions for
foreign-invested enterprises (FIEs)∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 16
5.3 Standards∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙16
5.4 Subsidies∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙.
www.hbr.orgWant CollaborationAccept—and Actively .docx
www.hbr.org
Want Collaboration?
Accept—and Actively Manage—Conflict
by Jeff Weiss and Jonathan Hughes
The quest for harmony and
common goals can actually
obstruct teamwork. Managers
get truly effective
collaboration only when they
realize that conflict is natural
and necessary.
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Feb 2020.
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Want Collaboration?
Accept—and Actively Manage—Conflict
by Jeff Weiss and Jonathan Hughes
harvard business review • march 2005 page 1
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The quest for harmony and common goals can actually obstruct
teamwork. Managers get truly effective collaboration only when they
realize that conflict is natural and necessary.
The challenge is a long-standing one for senior
managers: How do you get people in your or-
ganization to work together across internal
boundaries? But the question has taken on ur-
gency in today’s global and fast-changing busi-
ness environment. To service multinational
accounts, you increasingly need seamless col-
laboration across geographic boundaries. To
improve customer satisfaction, you increas-
ingly need collaboration among functions
ranging from R&D to distribution. To offer so-
lutions tailored to customers’ needs, you in-
creasingly need collaboration between prod-
uct and service groups.
Meanwhile, as competitive pressures contin-
ually force companies to find ways to do more
with less, few managers have the luxury of re-
lying on their own dedicated staffs to accom-
plish their objectives. Instead, most must work
with and through people across the organiza-
tion, many of whom have different priorities,
incentives, and ways of doing things.
Getting collaboration right promises tre-
mendous benefits: a unified face to customers,
faster internal decision making, reduced costs
through shared resources, and the develop-
ment of more innovative products. But despite
the billions of dollars spent on initiatives to im-
prove collaboration, few companies are happy
with the results. Time and again we have seen
management teams employ the same few
strategies to boost internal cooperation. They
restructure their organizations and reengineer
their business processes. They create cross-unit
incentives. They offer teamwork training.
While such initiatives yield the occasional suc-
cess story, most of them have only limited im-
pact in dismantling organizational silos and
fostering collaboration—and many are total
failures. (See the sidebar “The Three Myths of
Collaboration.”)
So what’s the problem? Most companies re-
sp.
www.hbr.orgHow to Design Smart Business Experiments.docx
www.hbr.org
How to Design Smart
Business Experiments
by Thomas H. Davenport
Included with this full-text
Harvard Business Review
article:
Idea in Brief—the core idea
Idea in Practice—putting the idea to work
1
Article Summary
2
How to Design Smart Business Experiments
Managers now have the tools
to conduct small-scale tests
and gain real insight. But too
many “experiments” don’t
prove much of anything.
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How to Design Smart Business Experiments
page 1
Idea in Brief Idea in Practice
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•
Too many business innovations are
launched on a wing and a prayer—de-
spite the fact that it’s now reasonable to
expect truly valid tests.
•
With a small investment in training,
readily available software, and the right
encouragement, an organization can
build a “test and learn” capability.
•
Companies that equip managers to per-
form small-scale yet rigorous experi-
ments don’t only save themselves from
expensive mistakes—they also make it
more likely that great ideas will see the
light of day.
You or someone on your team is suggesting a change that just might work. But why act on a
hunch when you can hold out for evidence? According to the author, the best way to support
decision making on potential innovations is to...
•
Design an experiment.
Start with a hypothesis about how the change
will help the business. If it’s a good one, you’ll
learn as much by disproving it as you would
by proving it. Put it to the test by measuring
what happens in a test group versus a control
group. From the outset, be clear on what you
need to measure to produce a decisive re-
sult—and whether that’s a metric you even
have the capability to track.
•
Act on the facts.
Nothing but a success in a testing environ-
ment should be rolled out more broadly. But
neither should failures simply be scrapped.
Refine the hypothesis on the basis of the re-
sults, and consider testing a variation. Most
important, capture what’s been learned, and
make it available to others in the organization
through a “learning library,” so resources aren’t
wasted proving the same thing again.
Example:
Marketers at the Subway restaurant chain
wanted to drum up business by putting
foot-long subs on sale for only $5, but fran-
chise owners worried that the promotion
would lure existing customers away from
higher-priced menu items. An experiment
pitting test sites against control sites
proved that the promotion would pay off—
which it subsequently did.
•
Make testing the norm.
Create the training and infrastructure that will
enable nonexperts in statistics to .
www.hbr.orgA R T I C L EBE S T.docx
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A R T I C L E
B
E S T
O F
H B R 1 9 9 7
Value Innovation
The Strategic Logic of High Growth
by W. Chan Kim and Renée Mauborgne
•
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
1
Article Summary
2
Value Innovation: The Strategic Logic of High Growth
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
12
Further Reading
Product 7251
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B
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H B R 1 9 9 7
Value Innovation
The Strategic Logic of High Growth
page 1
The Idea in Brief The Idea in Practice
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Struggling to stay ahead of your rivals? No
need. Instead of trying to match or beat
them on cost or quality, make the other
players irrelevant—by staking out new
market space where competitors haven’t
ventured.
How? Become a
value innovator
: identify
radical ideas that make quantum leaps in
the value you provide customers.
Value innovators ask, “What if we started
fresh—and forgot everything we know
about our industry’s existing rules and tra-
ditions?” When CNN’s creators asked this
question, they replaced the traditional net-
works’ format with real-time news from
around the world, 24 hours a day.
Value innovators don’t set out to build com-
petitive advantage. But their innovative
practices lead them to achieve precisely
that. Virgin Atlantic, for example, cut first-
class airline service and channeled cost sav-
ings into greater value for business-class
passengers: more comfortable seats and
free transportation to and from airports. It
attracted not only business-class customers
but also full-economy-fare and first-class
passengers of other airlines.
To become a value innovator, consider the fol-
lowing strategies, as exemplified by French
hotelier Accor:
Assume that you
can
shape your industry’s
conditions.
In the mid-1980s, the budget
hotel industry in France had two markets: in-
expensive hotels that had poor beds and
noise, and pricier hotels that provided upscale
amenities and a decent night’s sleep. Accor
redefined the industry by providing inexpen-
sive
and
superior accommodations to cost-
conscious travelers.
Focus on what the majority of your buyers
value.
Accor identified what customers of all
budget hotels wanted: a good night’s sleep
for a low price.
Consider how you might chang.
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B
E S T
O F
H B R 2 0 0 1
Level 5 Leadership
The Triumph of Humility and Fierce Resolve
by Jim Collins
•
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
1
Article Summary
2
Level 5 Leadership: The Triumph of Humility and Fierce Resolve
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
12
Further Reading
What catapults a company
from merely good to truly
great? A five-year research
project searched for the
answer to that question, and
its discoveries ought to change
the way we think about
leadership.
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B
E S T
O F
H B R 2 0 0 1
Level 5 Leadership
The Triumph of Humility and Fierce Resolve
page 1
The Idea in Brief The Idea in Practice
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Out of 1,435
Fortune
500 companies that
renowned management researcher Jim
Collins studied, only 11 achieved and sus-
tained greatness—garnering stock returns
at least three times the market’s—for 15
years after a major transition period.
What did these 11 companies have in com-
mon? Each had a “Level 5” leader at the
helm.
Level 5 leaders blend the paradoxical com-
bination of
deep personal humility
with
intense professional will
. This rare combi-
nation also defies our assumptions about
what makes a great leader.
Celebrities like Lee Iacocca may make head-
lines. But mild-mannered, steely leaders like
Darwin Smith of Kimberly-Clark boost their
companies to greatness—and keep them
there.
Example:
Darwin Smith—CEO at paper-products
maker Kimberly-Clark from 1971 to
1991—epitomizes Level 5 leadership.
Shy, awkward, shunning attention, he
also showed iron will, determinedly rede-
fining the firm’s core business despite
Wall Street’s skepticism. The formerly
lackluster Kimberly-Clark became the
worldwide leader in its industry, generat-
ing stock returns 4.1 times greater than
the general market’s.
HUMILITY + WILL = LEVEL 5
How do Level 5 leaders manifest humility?
They routinely credit others, external factors,
and good luck for their companies’ success.
But when results are poor, they blame them-
selves. They also act quietly, calmly, and deter-
minedly—relying on inspired standards, not
inspiring charisma, to motivate.
Inspired standards demonstrate Level 5 lead-
ers’ unwavering will. Utterly intolerant of me-
diocrity,.
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depth into design goals, architecture, and implementation, including many pitfalls that he
teaches you how to avoid. If you’re serious about creating a high-performance, modern,
Ajax-based ASP.NET web site, Building a Web 2.0 Portal with ASP.NET 3.5 is for you.”
— Mike Pope, Microsoft User Education, Microsoft Corporation
“An outstanding overview of the technologies, techniques, and best practices involved in
working with today’s most popular web application model. Highly recommended for any
web developer who wants to stay relevant.”
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with ASP.NET 3.5
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Omar AL Zabir
Beijing • Cambridge • Farnham • Köln • Paris • Sebastopol • Taipei • Tokyo
Building a Web 2.0 Portal with ASP.NET 3.5
by Omar AL Zabir
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B
E S T
O F
H B R
The Work of
Leadership
by Ronald A. Heifetz and Donald L. Laurie
Included with this full-text
Harvard Business Review
article:
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
Article Summary
The Work of Leadership
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
Further Reading
Followers want comfort,
stability, and solutions from
their leaders. But that’s
babysitting. Real leaders ask
hard questions and knock
people out of their comfort
zones. Then they manage the
resulting distress.
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B
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H B R
The Work of Leadership
The Idea in Brief The Idea in Practice
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What presents your company with its
toughest challenges? Shifting markets?
Stiffening competition? Emerging tech-
nologies? When such challenges intensify,
you may need to reclarify corporate values,
redesign strategies, merge or dissolve busi-
nesses, or manage cross-functional strife.
These
adaptive challenges
are murky,
systemic problems with no easy answers.
Perhaps even more vexing, the solutions
to adaptive challenges
don’t
reside in the
executive suite. Solving them requires the
involvement of people
throughout
your
organization.
Adaptive work is tough on everyone. For
leaders
, it’s counterintuitive. Rather than
providing solutions, you must ask tough
questions and leverage employees’ collec-
tive intelligence. Instead of maintaining
norms, you must challenge the “way we do
business.” And rather than quelling conflict,
you need to draw issues out and let people
feel the sting of reality.
For your
employees
, adaptive work is painful—
requiring unfamiliar roles, responsibilities,
values, and ways of working. No wonder
employees often try to lob adaptive work
back to their leaders.
How to ensure that you
and
your employees
embrace the challenges of adaptive work?
Applying the following six principles will help.
1. Get on the balcony.
Don’t get swept up in
the field of play. Instead, move back and forth
between the “action” and the “balcony.” You’ll
spot emerging patterns, such as power strug-
gles or work avoidance. This high-level per-
spective helps you mobilize people to do
adaptive work.
2. Identify your adaptive challenge.
Example:
When British Airways’ passengers nick-
named it “Bloody Awful,” CEO Colin Marshall
knew he had to infuse the company with a
dedication to customers. He identified the
adaptive chall.
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B
E S T
P
R A C T I C E
Why It’s So Hard to Be
Fair
by Joel Brockner
•
Everyone knows that being
fair costs little and pays off
handsomely. Then why do so
few executives manage to
behave fairly, even though
most want to?
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B
E S T
P
R A C T I C E
Why It’s So Hard to Be
Fair
by Joel Brockner
harvard business review • march 2006 page 1
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Everyone knows that being fair costs little and pays off handsomely.
Then why do so few executives manage to behave fairly, even though
most want to?
When Company A had to downsize, it spent
considerable amounts of money providing a
safety net for its laid-off workers. The severance
package consisted of many weeks of pay, exten-
sive outplacement counseling, and the continu-
ation of health insurance for up to one year.
But senior managers never explained to their
staff why these layoffs were necessary or how
they chose which jobs to eliminate. What’s
more, the midlevel line managers who deliv-
ered the news to terminated employees did so
awkwardly, mumbling a few perfunctory words
about “not wanting to do this” and then hand-
ing them off to the human resources depart-
ment. Even the people who kept their jobs
were less than thrilled about the way things
were handled. Many of them heard the news
while driving home on Friday and had to wait
until Monday to learn that their jobs were se-
cure. Nine months later, the company contin-
ued to sputter. Not only did it have to absorb
enormous legal costs defending against wrong-
ful termination suits, but it also had to make
another round of layoffs, in large part because
employee productivity and morale plummeted
after the first round was mishandled.
When Company B downsized, by contrast, it
didn’t offer nearly as generous a severance
package. But senior managers there explained
the strategic purpose of the layoffs multiple
times before they were implemented, and ex-
ecutives and middle managers alike made
themselves available to answer questions and
express regret both to those who lost their jobs
and to those who remained. Line managers
worked with HR to tell people that their jobs
were being eliminated, and they expressed
genuine concern while doing so. As a result,
virtually none of the laid-off employees filed a
wrongful termination lawsuit. Workers took
some time to adjust to the loss of their former
colleagues, but they understood why the lay-
offs had happened. And within nine months,
Company B’s performance was better than it
had been before the layoffs .
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FUNDAMENTALS
OF DATABASE
MANAGEMENT
SYSTEMS
Second Edition
MARK L. GILLENSON
Fogelman College of Business and Economics
University of Memphis
John Wiley & Sons, Inc.
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Library of Congress Cataloging-in-Publication Data
Gillenson, Mark L.
Fundamentals of database management systems / Mark L. Gillenson.—2nd .
www.elsevier.comlocatecompstrucComputers and Structures .docx
www.elsevier.com/locate/compstruc
Computers and Structures 85 (2007) 235–243
On the treatment of uncertainties in structural mechanics and analysis q
G.I. Schuëller *
Institute of Engineering Mechanics, Leopold-Franzens University Innsbruck, Technikerstr. 13, 6020 Innsbruck, Austria
Received 9 August 2006; accepted 31 October 2006
Available online 22 December 2006
Abstract
In this paper the need for a rational treatment of uncertainties in structural mechanics and analysis is reasoned. It is shown that the
traditional deterministic conception can be easily extended by applying statistical and probabilistic concepts. The so-called Monte Carlo
simulation procedure is the key for those developments, as it allows the straightforward use of the currently used deterministic analysis
procedures.
A numerical example exemplifies the methodology. It is concluded that uncertainty analysis may ensure robust predictions of vari-
ability, model verification, safety assessment, etc.
� 2006 Elsevier Ltd. All rights reserved.
Keywords: Uncertainty; Monte Carlo simulaton; Finite elements; Response variability; Model verification; Robustness
1. Introduction
Structural mechanics analysis up to this date, generally is
still based on a deterministic conception. Observed varia-
tions in loading conditions, material properties, geometry,
etc. are taken into account by either selecting extremely
high, low or average values, respectively, for representing
the parameters. Hence, this way, uncertainties inherent in
almost every analysis process are considered just intuitively.
Observations and measurements of physical processes,
however, show not only variability, but also random char-
acteristics. Statistical and probabilistic procedures provide
a sound frame work for a rational treatment of analysis
of these uncertainties. Moreover there are various types of
uncertainties to be dealt with. While the uncertainties in
mechanical modeling can be reduced as additional knowl-
edge becomes available, the physical or intrinsic uncertain-
ties, e.g. of environmental loading, can not. Furthermore,
0045-7949/$ - see front matter � 2006 Elsevier Ltd. All rights reserved.
doi:10.1016/j.compstruc.2006.10.009
q Plenary Keynote Lecture presented at the 3rd MIT Conference on
Computational Fluid and Solid Mechanics, Boston, MA, USA, June 14–
17, 2005.
* Tel.: +43 512 507 6841; fax: +43 512 507 2905.
E-mail address: [email protected]
the entire spectrum of uncertainties is also not known. In
reality, neither the true model nor the model parameters
are deterministically known. Assuming that by finite ele-
ment (FE) procedures structures and continua can be repre-
sented reasonably well the question of the effect of the
discretization still remains. It is generally expected, that
an increase in the size of the structural models, in terms of
degrees of freedom, will increase the level of realism of the
model. Comparisons with measurements, however, clearly
show that this expect.
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RETAIL MANAGEMENT
A Strategic Approach
THIRTEENTH EDITION
GLOBAL EDITION
Barry Berman
Hofstra University
Joel R. Evans
Hoftsra University
Patrali Chatterjee
Montclair State University
Harlow, England • London • New York • Boston • San Francisco • Toronto • Sydney • Dubai • Singapore • Hong Kong
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Acknowledgments of third-party content appear on page[s] 560–576, which constitute an extension of this copyright page.
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www.ebook3000.comList of Cases by ChapterChapter 1.docx
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List of Cases by Chapter
Chapter 1
Development Projects in Lagos, Nigeria 2
“Throwing Good Money after Bad”: the BBC’s
Digital Media Initiative 10
MegaTech, Inc. 29
The IT Department at Hamelin Hospital 30
Disney’s Expedition Everest 31
Rescue of Chilean Miners 32
Chapter 2
Tesla’s $5 Billion Gamble 37
Electronic Arts and the Power of Strong Culture
in Design Teams 64
Rolls-Royce Corporation 67
Classic Case: Paradise Lost—The Xerox Alto 68
Project Task Estimation and the Culture of “Gotcha!” 69
Widgets ’R Us 70
Chapter 3
Project Selection Procedures: A Cross-Industry
Sampler 77
Project Selection and Screening at GE: The Tollgate
Process 97
Keflavik Paper Company 111
Project Selection at Nova Western, Inc. 112
Chapter 4
Leading by Example for the London Olympics—
Sir John Armitt 116
Dr. Elattuvalapil Sreedharan, India’s Project
Management Guru 126
The Challenge of Managing Internationally 133
In Search of Effective Project Managers 137
Finding the Emotional Intelligence to Be a Real Leader 137
Problems with John 138
Chapter 5
“We look like fools.”—Oregon’s Failed Rollout
of Its ObamacareWeb Site 145
Statements of Work: Then and Now 151
Defining a Project Work Package 163
Boeing’s Virtual Fence 172
California’s High-Speed Rail Project 173
Project Management at Dotcom.com 175
The Expeditionary Fighting Vehicle 176
Chapter 6
Engineers Without Borders: Project Teams Impacting
Lives 187
Tele-Immersion Technology Eases the Use of Virtual
Teams 203
Columbus Instruments 215
The Bean Counter and the Cowboy 216
Johnson & Rogers Software Engineering, Inc. 217
Chapter 7
The Building that Melted Cars 224
Bank of America Completely Misjudges Its Customers 230
Collapse of Shanghai Apartment Building 239
Classic Case: de Havilland’s Falling Comet 245
The Spanish Navy Pays Nearly $3 Billion for a Submarine
That Will Sink Like a Stone 248
Classic Case: Tacoma Narrows Suspension Bridge 249
Chapter 8
Sochi Olympics—What’s the Cost of National
Prestige? 257
The Hidden Costs of Infrastructure Projects—The Case
of Building Dams 286
Boston’s Central Artery/Tunnel Project 288
Chapter 9
After 20 Years and More Than $50 Billion, Oil is No Closer
to the Surface: The Caspian Kashagan Project 297
Chapter 10
Enlarging the Panama Canal 331
Project Scheduling at Blanque Cheque Construction (A) 360
Project Scheduling at Blanque Cheque Construction (B) 360
Chapter 11
Developing Projects Through Kickstarter—Do Delivery
Dates Mean Anything? 367
Eli Lilly Pharmaceuticals and Its Commitment to Critical
Chain Project Management 385
It’s an Agile World 396
Ramstein Products, Inc. 397
Chapter 12
Hong Kong Connects to the World’s Longest Natural
Gas Pipeline 401
The Problems of Multitasking 427
Chapter 13
New York City’s CityTime Project 432
Earned Value at Northrop Grumman 451
The IT Department at Kimble College 463
The Superconducting Supercollider 464
Boeing’s 787 Dreamliner: Failure to Launch 465
Chapter 14.
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CAMBRIDGE TEXTS IN THE
HISTORY OF PHILOSOPHY
IMMANUEL KANT
Groundwork of the Metaphysics
of Morals
CAMBRIDGE TEXTS IN THE
HISTORY OF PHILOSOPHY
Series editors
KARL AMERIKS
Professor of Philosophy, University of Notre Dame
DESMOND M. CLARKE
Emeritus Professor of Philosophy, University College Cork
The main objective of Cambridge Texts in the History of Philosophy is to expand the
range, variety, and quality of texts in the history of philosophy which are available in
English. The series includes texts by familiar names (such as Descartes and Kant) and also
by less well-known authors. Wherever possible, texts are published in complete and
unabridged form, and translations are specially commissioned for the series. Each volume
contains a critical introduction together with a guide to further reading and any necessary
glossaries and textual apparatus. The volumes are designed for student use at under-
graduate and postgraduate level, and will be of interest not only to students of philosophy
but also to a wider audience of readers in the history of science, the history of theology,
and the history of ideas.
For a list of titles published in the series, please see end of book.
IMMANUEL KANT
Groundwork of the Metaphysics
of Morals
t ra n s lat e d a n d e d i t e d by
MARY GREGOR
a n d
JENS TIMMERMANN
University of St. Andrews
t ra n s lat i o n r ev i s e d by
JENS TIMMERMANN
w ith a n i nt ro duct i o n by
CHRISTINE M. KORSGAARD
Harvard University
Revised Edition
cambr idge un iver s i ty pre s s
Cambridge, New York, Melbourne, Madrid, Cape Town,
Singapore, São Paulo, Delhi, Mexico City
Cambridge University Press
The Edinburgh Building, Cambridge cb2 8ru, UK
Published in the United States of America by Cambridge University Press, New York
www.cambridge.org
Information on this title: www.cambridge.org/9781107008519
© Cambridge University Press 2012
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 1998 and reprinted eighteen times
Revised edition first published 2012
Printed in the United Kingdom at the University Press, Cambridge
A catalogue record for this publication is available from the British Library
i sbn 978-1-107-00851-9 Hardback
i sbn 978-1-107-40106-8 Paperback
Cambridge University Press has no responsibility for the persistence or
accuracy of URLs for external or third-party internet websites referred to
in this publication, and does not guarantee that any content on such
websites is, or will remain, accurate or appropriate.
www.cambridge.org
www.cambridge.org/9781107008519
Contents
Preface to the revised edition page vii
Introduction ix
Chronology xxxvii
Further reading xl
Groundwork of the Metaphysics of Morals
Preface 3
First section: Transition from comm.
www.AEP-Arts.org @AEP_ArtsEDUCATION TRENDS www.ecs.org .docx
www.AEP-Arts.org | @AEP_Arts
EDUCATION TRENDS www.ecs.org | @EdCommission
TUNE IN.
Explore emerging
education developments.
SEPT 2017
ESSA creates
flexibility allowing
states and
schools to more
fully explore and
leverage the arts in
K-12 teaching and
learning.
Research
indicates that
deeper learning
skills contribute
significantly
to a student’s
college, career
and citizenship
readiness.
Thirty years ago, in response to a K-12
public education system defined by
mediocrity1, with low student test scores
and widening gaps in achievement, the
accountability movement was born.
Federal and state education policies
focused on raising standards and
regularly assessing students. However,
over the years, many policymakers
and the public observed a connection
between the accountability movement
and an overemphasis on testing in
core subjects, such as English and
math, a narrowing of curricula and the
elimination of many important subjects,
including the arts.
Arts education
fosters critical deeper
learning skills, such
as collaboration and
perseverance, in
students.
Yet, research consistently shows that
arts education and the integration of
the arts into core subjects can have
dramatic effects on student success
— defined not just by student test
scores, but also critical skills, such as
creativity, teamwork and perseverance.
Research indicates that these skills
can be as effective predictors of long-
term success in college, careers and
citizenship as test scores.2,3
The Every Student Succeeds Act
(ESSA), which passed in late 2015, is
the first major federal law in more than
30 years offering states a significant
degree of flexibility to broaden —
rather than narrow — curricula, and
strongly encourages states to ensure all
students have access to a well-rounded
education, which includes the arts
and music.4 Armed with the evidence
presented in this report highlighting
the impressive effects education in and
through the arts can have on student
Beyond the Core: Advancing
student success through the arts
EMILY WORKMAN
EDUCATION
TRENDS
www.AEP-Arts.org | @AEP_Arts
2
EDUCATION TRENDS www.ecs.org | @EdCommission
success, state policymakers have an opportunity and
incentive to take advantage of the flexibility awarded
under ESSA related to the arts.
“Despite [deeper learning] skills’
central roles in our education and,
more broadly, our lives, education
policy has tended to overlook their
importance.”5
Bolstering Deeper
Learning Through Arts in
Education
Deeper Learning
The arts — including dance, music, theatre, media arts
and visual arts — bolster the development of what are
commonly referred to as deeper learning skills. Deeper
learning is an umbrella term defining the skills and
knowledge students need to attain success in college,
career and citizenship. Students that possess deeper
learning skills6:
1. Master core academic content.
2. Think criti.
wsb.to&NxQXpTHEME Leading with LoveAndreas J. Kӧste.docx
wsb.to/&NxQXp
THEME: Leading with Love
Andreas J. Kӧstenberger & David Crowther
Introduction
At the outset of this chapter, it should be frankly acknowledged that the Johannine Letters were not originally intended primarily to provide a theology of leadership. Nevertheless, a closer examination of these three letters reveals the way in which the author relates to and provides leadership for the people in the congregations to which the letters are written. The author’s relationship with his recipients in these three letters does not directly correspond to a modern model of leadership because of his unique role in the churches to which he is writing. Yet his faithful and caring relationship can provide an example to Christian leaders in every age. In order to grasp the lessons on leadership in the Johannine Epistles, one must consider the identity of the author of these letters, the source of his authority, his relationship with his audience, and the nature of the conflict addressed in his third letter.
Original Setting
The Authorship of the Letters
The author of 1, 2 and 3 John is never named except for the title “elder” in 2 and 3 John. The early church accepted all three letters into the canon in the belief that John the apostle, the son of Zebedee, was the author.[1] While the author of these letters was doubtless known to his initial readers, the modern reader is indebted to the early church for preserving the tradition of authorship. Sources from the late second and early third centuries, such as the Muratorian Fragment (c. ad 180) and church fathers Tertullian (c. ad 160–215) and Clement of Alexandria (c. ad 155–220), ascribe authorship to John the son of Zebedee.
However, not only the external but also the internal evidence points to Johannine authorship. First, in 1 John 1:1–4 the author claims to be an eyewitness of Jesus. Although the first-person plural reference (“we”) in the author’s description of what he has heard, seen, and touched may include his audience because they share in the tradition that was handed down (alternatively, the reference is to the apostles; cf. John 1:14; 2:11), there is a clear distinction between the author and his recipients with regard to their firsthand knowledge of Jesus (cf.1 John 1:2–3). While the author may use the first-person plural reference to identify with his audience, 1 John 1:1–2 indicates that the author is a personal eyewitness of the incarnate Christ.[2]
Second, all three of the Johannine letters contain similar vocabulary, style, and theology. In fact, the relationship between the letters is so strong that the majority of modern scholars view them as coming from one author—albeit not all agree that their author is the same as the author of the Fourth Gospel.[3] For instance, among the Johannine letters one can identify a common background in which itinerant teachers with competing theological agendas threatened the confession of the Johannine churches.[4] In response to such threa.
WSJ Executive Adviser (A Special Report) TheCase Against .docx
WSJ Executive Adviser (A Special Report): The
Case Against Corporate Social Responsibility:
The idea that companies have a duty to address
social ills is not just flawed, argues Aneel
Karnani; It also makes it more likely that we'll
ignore the real solutions to these problems
Karnani, Aneel . Wall Street Journal , Eastern edition; New York, N.Y. [New York, N.Y]23 Aug 2010: R.1.
ProQuest document link
ABSTRACT
[...] the fact is that while companies sometimes can do well by doing good, more often they can't. Because in most
cases, doing what's best for society means sacrificing profits.
FULL TEXT
Can companies do well by doing good? Yes -- sometimes.
But the idea that companies have a responsibility to act in the public interest and will profit from doing so is
fundamentally flawed.
Large companies now routinely claim that they aren't in business just for the profits, that they're also intent on
serving some larger social purpose. They trumpet their efforts to produce healthier foods or more fuel-efficient
vehicles, conserve energy and other resources in their operations, or otherwise make the world a better place.
Influential institutions like the Academy of Management and the United Nations, among many others, encourage
companies to pursue such strategies.
It's not surprising that this idea has won over so many people -- it's a very appealing proposition. You can have
your cake and eat it too!
But it's an illusion, and a potentially dangerous one.
Very simply, in cases where private profits and public interests are aligned, the idea of corporate social
responsibility is irrelevant: Companies that simply do everything they can to boost profits will end up increasing
social welfare. In circumstances in which profits and social welfare are in direct opposition, an appeal to corporate
social responsibility will almost always be ineffective, because executives are unlikely to act voluntarily in the
public interest and against shareholder interests.
Irrelevant or ineffective, take your pick. But it's worse than that. The danger is that a focus on social responsibility
will delay or discourage more-effective measures to enhance social welfare in those cases where profits and the
public good are at odds. As society looks to companies to address these problems, the real solutions may be
ignored.
http://ezproxy.library.berkeley.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F746396923%3Faccountid%3D38129
http://ezproxy.library.berkeley.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F746396923%3Faccountid%3D38129
To get a better fix on the irrelevance or ineffectiveness of corporate social responsibility efforts, let's first look at
situations where profits and social welfare are in synch.
Consider the market for healthier food. Fast-food outlets have profited by expanding their offerings to include
salads and other options designed to appeal to health-conscious consu.
WRTG 293 students, Your first writing assignment will be .docx
WRTG 293 students,
Your first writing assignment will be to rewrite a set of instructions. The scenario for this
assignment is described below.
________________________
You have just taken a position as a student worker for the Communications Arts Department at
Anderson College. You began your job last week.
Anderson College has an enrollment of 10,000 students. Among this student population, 20% of
the students are international students for whom English is not a native language, 10% of the
students are dual-enrollment high school students, 20% of the students are graduate students, and
the remaining 50% of the student population consists of a mixture of adult learners and
traditional students.
Anderson adopted LEO as its learning management system two years ago. Anderson uses LEO
for both its online classes and its hybrid classes.
Since moving to LEO, Dr. Richard Johnson, Dean of the Undergraduate School at Anderson, and
Dr. Lynn Peterson, Dean of the Graduate School at Anderson, have noticed that both students
taking classes at Anderson and instructors teaching at Anderson are often not aware of the
different settings one can choose to view discussions in LEO. This lack of awareness has caused
confusion and frustration as students and faculty members have attempted to navigate through
the discussions in their classes.
Dr. Johnson and Dr. Peterson tried to address this problem two months ago. At that time, they
asked the previous student worker to write instructions on how to change the settings for
discussions in LEO for the optimal viewing arrangement.
The previous student worker wrote some instructions. However, the worker wrote them very
unprofessionally and poorly. They cannot be distributed to students in their current form.
Moreover, shortly after the student worker finished the instructions, he left his position for
another job.
As a result, Anderson College now has a set of poorly designed instructions that it cannot send
out to students and faculty members. Meanwhile, students and faculty members are still
experiencing frustration with the system, and they need a document that guides them through
how to adjust their settings in LEO for viewing discussions.
Dr. Johnson, who is your immediate supervisor, has now asked you, the new student worker, to
rewrite the instructions that the previous student worker wrote. He has asked you to use the
same graphics the previous student worker used. He has also suggested that you use arrows to
point to sections of the graphics if such arrows can help in understanding specific steps in the
instructions.
Keep in mind that potentially 10,000 students will be using the instructions, in addition to
various faculty members. The instructions should be clear, professional, and well designed.
Moreover, you will want to consider the different types of students at Anderson College,
including their backgrounds and their var.
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wsb.to&NxQXpTHEME Leading with LoveAndreas J. Kӧste.docx
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- 1. Written Assignment Within a 3 page essay, write a detailed discussion of your choice on one (1) of the following three (3) topics from Not On Our Watch: The Mission To End Genocide In Darfur And Beyond : 1. Give the year and tell what country from which Sudan was granted its independence. In your response, tell what actions the colonizer initiated in the year prior to granting Sudan independence, and discuss how these actions would have contributed to the historic rise of ethnic tensions in Sudan. 2. Discuss what is meant by Cheadle and Prendergast description of the Janjanweed as "...Sudan's...far deadlier version of Klu Klux Klan." (51) 3. Identify the acronyms SPLA, NIF and LRA. Give the major objective of these organizations, how they connect or disconnect with "North-South Peace Process." PLEASE specifically identify which ONE of the three topics you have chosen in the cover page/title to your essay. General Instruction for Written Assignments Your written assignment is intended to test your understanding of important concepts and discover how to sharpen your intellectual skills of analysis, synthesis, evaluation, and application. The intent of the written assignment is to provide an opportunity to more fully describe, explain, and analyze the books and other sources. When you submit your written assignment, you may want to submit it as an .RTF file attachment, as these usually retain your formatting.