new left review 34 july aug 2005 65
han dongfang
C H I N E S E L A B O U R S T R U G G L E S
A Movement of Movements?—19
How would you describe your family background?
I
was born in Beijing, but my family is from the province of
Shanxi. We came from an extremely poor area in the Taihang
mountain range, where my parents were peasants. In the early
1950s, however, my mother came to Beijing when the husband
of her elder sister moved there as an official, to work in their home and
help look after their children. So I was born there in 1963. Soon after-
wards my parents divorced. When I was three, the Cultural Revolution
broke out and we were sent back to the village, where we spent the next
five years. Everyone went hungry. People assume it was the peasants
who had the hardest time, but we had come to the country from the city,
and therefore did not receive even the small food allowance given to
those officially registered in the village. Relatives helped us survive, and
I started primary school there. In 1971 we went back to Beijing, where
my mother got a job as a construction worker. We were dirt poor, and the
work was extremely hard. The building sites were all over Beijing, but to
save money, she wouldn’t take a bus. Virtually every morning she used
to leave home around six o’clock, and wouldn’t get back till nine or ten in
the evening. That was the life of a construction worker in the 1970s.
Coming from the countryside, I had to repeat a year of primary school
and found life at school very tough, as a village boy who didn’t speak
proper Mandarin and stubbornly refused to learn it. But I continued
through elementary, middle and high school in Beijing. On graduating
in 1980, when I was seventeen, I joined the army. Everyone is supposed
66 nlr 34
to do military service, but this isn’t how it works out in reality. In practice,
I volunteered. Why? I clung to a dream. I hadn’t been able to square my
experience of school with the idea of people living in harmony under com-
munism. Like many other young people of my generation, I very much
admired Lei Feng, the soldier officially celebrated since the 1960s for his
concern for others, and joined the pla hoping to follow his example.
How long were you in the army?
I served three years in the Beijing area, in a detachment of military
police assigned to guard the prisons of the region. Within six months,
I had become known as a model soldier; in fact, when I was eventually
arrested, one of the prison officers immediately remembered me, as we
had served in the same unit. I was put in charge of a squad and could
have made a career in the pla simply by following orders. But I became
disillusioned with the corruption of the officers, and began increasingly
to question the orders I received. So I was passed over for promotion,
and repeated applications to join the Party were turned down. After I left
the army, I briefly worked in the library of Beijing Normal ...
Please choose TWO of the documents below. Write four paragraphs.docxjanekahananbw
Please choose
TWO
of the documents below. Write four paragraphs that adhere to the following guidelines. Your first paragraph should briefly describe each document. You may describe the main points, the authors, the movements that the document are associated with, etc. The second paragraph should compare the two documents. The third paragraph should contrast the two documents. The fourth paragraph should describe your personal opinions about each document.
You may select documents from the same category or documents from different categories- the choice is yours! For example, you may choose two documents that deal with Black Power or you may choose one document that deals with Black Power and one that deals with the Mexican American Protest Movement.
Be creative with your choices! It is easy, for example, to compare Martin Luther King with Malcolm X. Think outside of the box!
Your assignment should be typed, in Times New Roman 12 point font. It should follow standard grammatical rules (each paragraph needs at least 4 sentences, you should have topic sentences, etc.) Your paper should also be spell checked. I will deduct points for incorrect format or for grammatical/spelling mistakes!
STAPLE YOUR PAPERS BEFORE CLASS
The two Articles
The Gay Liberation Front, Come Out (1970)
The Stonewall riot was a turning point for gay and lesbian Americans. In June 1979, police raided the Stonewall Bar in New York. The raid itself was not an uncommon occurrence, but when gay patrons fought back, the incident became a rallying point for a new era in gay rights. Gay communities in large cities such as New York and San Francisco had organized years before, but this new militancy was the hallmark of a younger generation. One result of Stonewall was the establishment of the Gay Liberation Front (GLF), an organization that stressed the importance of “coming out,” or publicly and proudly announcing one's homosexuality. The interview excerpted below provides evidence of the connections between the gay rights movement and other movements of the era.
Note: The American Psychiatric Association categorized homosexuality as a mental disorder until 1973.
Pat: The first question I would like to ask you to discuss is what is your concept of the movement?
Kay: People are always asking me what the movement means, I am always asking other people what the movement means, and I don't quite know myself. For 9 or 10 years, the movement has meant to me personally the peace movement.
Bernard: Kay, the movement means something a little bit wider than you have expressed. Movements have developed all over the world, and the movement has meant to me-I've been in the movement over 50 years-any attempt to change. Whether it be political change, social change, or economic change. The movement, as I understand it, means that people organize or even work privately and individually to make changes in the country. Historically there are times when you work individually, a.
BUS310ASSIGNMENTImagine that you work for a company with an ag.docxcurwenmichaela
BUS310ASSIGNMENT
Imagine that you work for a company with an age diverse workforce. You have baby boomers working with millenials. Their backgrounds are different, and how they view work is different. This is causing some friction within the workforce. Before the tension escalates, you need to have a meeting to discuss the issue. Prepare a five to seven (5-7) slide PowerPoint presentation for your staff meeting that addresses this issue and proposes a solution.
Create a five to seven (5-7) slide PowerPoint presentation in which you:
1. Propose a solution that will relieve friction in your company’s age diverse workforce.
2. Format your assignment according to the following formatting requirements:
a. Format the PowerPoint presentation with headings on each slide and at least one (1) relevant graphic (photograph, graph, clip art, etc.). Ensure that the presentation is visually appealing and readable from up to 18 feet away. Check with your professor for any additional instructions.
b. Include a title slide containing the title of the assignment, your name, your professor’s name, the course title, and the date.
The specific course learning outcomes associated with this assignment are:
· Explain effective approaches to the broad spectrum of employee relations, including career development, fostering ethical behavior, discipline, labor relations, and dismissals.
· Use technology and information resources to research issues in human resource management.
· Write clearly and concisely about human resource management using proper writing mechanics.
Click here to view the grading rubric for this assignment.
Team Project Deliverable and Presentation
You team works for XYZ Company, which has a directional strategy focused on expanding the company through horizontal integration. Your team can determine the official name of the company and industry. The company does a great job keeping close watch on its cash position and consistently maintains a positive cash flow; is very solvent; controls its overhead expenses; has solid marketing and sales, production, and human resources performance metrics, and fosters a culture of strategic thinkers. Historically, your company has expanded through a combination of organic (new startups) and inorganic growth and feels it’s time to consider acquisition opportunities.
The Board is looking to engage in a friendly acquisition of a company that will not only increase its market share, but allow it to penetrate new markets and increase the company’s abilities to meet current and future consumer needs and expectations. Since management’s attitude is to pursue a friendly acquisition as opposed to a hostile takeover, your team may consider looking at conglomerates that have experienced significant growth through inorganic growth (acquisitions) and may now be looking to refocus on their core business and are willing to consider divesting some of its businesses that are within your industry. There could be other companies.
BUS308 – Week 1 Lecture 2 Describing Data Expected Out.docxcurwenmichaela
BUS308 – Week 1 Lecture 2
Describing Data
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Basic descriptive statistics for data location
2. Basic descriptive statistics for data consistency
3. Basic descriptive statistics for data position
4. Basic approaches for describing likelihood
5. Difference between descriptive and inferential statistics
What this lecture covers
This lecture focuses on describing data and how these descriptions can be used in an
analysis. It also introduces and defines some specific descriptive statistical tools and results.
Even if we never become a data detective or do statistical tests, we will be exposed and
bombarded with statistics and statistical outcomes. We need to understand what they are telling
us and how they help uncover what the data means on the “crime,” AKA research question/issue.
How we obtain these results will be covered in lecture 1-3.
Detecting
In our favorite detective shows, starting out always seems difficult. They have a crime,
but no real clues or suspects, no idea of what happened, no “theory of the crime,” etc. Much as
we are at this point with our question on equal pay for equal work.
The process followed is remarkably similar across the different shows. First, a case or
situation presents itself. The heroes start by understanding the background of the situation and
those involved. They move on to collecting clues and following hints, some of which do not pan
out to be helpful. They then start to build relationships between and among clues and facts,
tossing out ideas that seemed good but lead to dead-ends or non-helpful insights (false leads,
etc.). Finally, a conclusion is reached and the initial question of “who done it” is solved.
Data analysis, and specifically statistical analysis, is done quite the same way as we will
see.
Descriptive Statistics
Week 1 Clues
We are interested in whether or not males and females are paid the same for doing equal
work. So, how do we go about answering this question? The “victim” in this question could be
considered the difference in pay between males and females, specifically when they are doing
equal work. An initial examination (Doc, was it murder or an accident?) involves obtaining
basic information to see if we even have cause to worry.
The first action in any analysis involves collecting the data. This generally involves
conducting a random sample from the population of employees so that we have a manageable
data set to operate from. In this case, our sample, presented in Lecture 1, gave us 25 males and
25 females spread throughout the company. A quick look at the sample by HR provided us with
assurance that the group looked representative of the company workforce we are concerned with
as a whole. Now we can confidently collect clues to see if we should be concerned or not.
As with any detective, the first issue is to understand the.
BUS308 – Week 5 Lecture 1 A Different View Expected Ou.docxcurwenmichaela
BUS308 – Week 5 Lecture 1
A Different View
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. What a confidence interval for a statistic is.
2. What a confidence interval for differences is.
3. The difference between statistical and practical significance.
4. The meaning of an Effect Size measure.
Overview
Years ago, a comedy show used to introduce new skits with the phrase “and now for
something completely different.” That seems appropriate for this week’s material.
This week we will look at evaluating our data results in somewhat different ways. One of
the criticisms of the hypothesis testing procedure is that it only shows one value, when it is
reasonably clear that a number of different values would also cause us to reject or not reject a
null hypothesis of no difference. Many managers and researchers would like to see what these
values could be; and, in particular, what are the extreme values as help in making decisions.
Confidence intervals will help us here.
The other criticism of the hypothesis testing procedure is that we can “manage” the
results, or ensure that we will reject the null, by manipulating the sample size. For example, if
we have a difference in a customer preference between two products of only 1%, is this a big
deal? Given the uncertainty contained in sample results, we might tend to think that we can
safely ignore this result. However, if we were to use a sample of, say, 10,000, we would find
that this difference is statistically significant. This, for many, seems to fly in the face of
reasonableness. We will look at a measure of “practical significance,” meaning the likelihood of
the difference being worth paying any attention to, called the effect size to help us here.
Confidence Intervals
A confidence interval is a range of values that, based upon the sample results, most likely
contains the actual population parameter. The “most likely” element is the level of confidence
attached to the interval, 95% confidence interval, 90% confidence interval, 99% confidence
interval, etc. They can be created at any time, with or without performing a statistical test, such
as the t-test.
A confidence interval may be expressed as a range (45 to 51% of the town’s population
support the proposal) or as a mean or proportion with a margin of error (48% of the town
supports the proposal, with a margin of error of 3%). This last format is frequently seen with
opinion poll results, and simply means that you should add and subtract this margin of error from
the reported proportion to obtain the range. With either format, the confidence percent should
also be provided.
Confidence intervals for a single mean (or proportion) are fairly straightforward to
understand, and relate to t-test outcomes simply. Details on how to construct the interval will be
given in this week’s second lecture. We want to understand how to interpret and understa.
BUS308 – Week 1 Lecture 1
Statistics
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. The basic ideas of data analysis.
2. Key statistical concepts and terms.
3. The basic approach for this class.
4. The case focus for the class.
What we are all about
Data, measurements, counts, etc., is often considered the language of business. However,
it also plays an important role in our personal lives as well. Data, or more accurately, the
analysis of data answers our questions. These may be business related or personal. Some
questions we may have heard that require data to answer include:
1. On average, how long does it take you to get to work? Or, alternately, when do you
have to leave to get to work on time?
2. For budget purposes, what is the average expense for utilities, food, etc.?
3. Has the quality rejection rate on production Line 3 changed?
4. Did the new attendance incentive program reduce the tardiness for the department?
5. Which vendor has the best average price for what we order?
6. Which customers have the most complaints about our products?
7. Has the average production time decreased with the new process?
8. Do different groups respond differently to an employee questionnaire?
9. What are the chances that a customer will complain about or return a product?
Note that all of these very reasonable questions require that we collect data, analyze it,
and reach some conclusion based upon that result.
Making Sense of Data
This class is about ways to turn data sets, lots of raw numbers, into information that we
can use. This may include simple descriptions of the data with measures such as average, range,
high and low values, etc. It also includes ways to examine the information within the data set so
that we can make decisions, identify patterns, and identify existing relationships. This is often
called data analysis; some courses discuss this approach with the term “data-based decision
making.” During this class we will focus on the logic of analyzing data and interpreting these
results.
What this class is not
This class is not a mathematics course. I know, it is called statistics and it deals with
numbers, but we do not focus on creating formulas or even doing calculations. Excel will do all
of the calculations for us; for those of you who have not used Excel before, and even for some
who have, you will be pleasantly surprised at how powerful and relatively easy to use it is.
It is also not a class in collecting the data. Courses in research focus on how to plan on
collecting data so that it is fair and unbiased. Statistics deals with working on the data after it has
been collected.
Class structure
There are two main themes to this class. The first focuses on interpreting statistical
outcomes. When someone says, the result is statistically significant with a p-value of 0.01; we
need, as professionals, to know what it means. .
BUS308 Statistics for ManagersDiscussions To participate in .docxcurwenmichaela
BUS308
Statistics for Managers
Discussions
To participate in the following discussions, go to this week's
Discussion
link in the left navigation.
Language
Numbers and measurements are the language of business.. Organizations look at results, expenses, quality levels, efficiencies, time, costs, etc. What measures does your department keep track of ? How are the measures collected, and how are they summarized/described? How are they used in making decisions? (Note: If you do not have a job where measures are available to you, ask someone you know for some examples or conduct outside research on an interest of yours.)
Guided Response: Review several of your classmates’ posts. Respond to at least two of your classmates by providing recommendations for the measures being discussed.
Levels
Managers and professionals often pay more attention to the levels of their measures (means, sums, etc.) than to the variation in the data (the dispersion or the probability patterns/distributions that describe the data). For the measures you identified in Discussion 1, why must dispersion be considered to truly understand what the data is telling us about what we measure/track? How can we make decisions about outcomes and results if we do not understand the consistency (variation) of the data? Does looking at the variation in the data give us a different understanding of results?
Guided Response: Review several of your classmates’ posts. Respond to at least two classmates by commenting on the situations that are being illustrated.
.
BUS308 Week 4 Lecture 1
Examining Relationships
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Issues around correlation
2. The basics of Correlation analysis
3. The basics of Linear Regression
4. The basics of the Multiple Regression
Overview
Often in our detective shows when the clues are not providing a clear answer – such as
we are seeing with the apparent continuing contradiction between the compa-ratio and salary
related results – we hear the line “maybe we need to look at this from a different viewpoint.”
That is what we will be doing this week.
Our investigation changes focus a bit this week. We started the class by finding ways to
describe and summarize data sets – finding measures of the center and dispersion of the data with
means, medians, standard deviations, ranges, etc. As interesting as these clues were, they did not
tell us all we needed to know to solve our question about equal work for equal pay. In fact, the
evidence was somewhat contradictory depending upon what measure we focused on. In Weeks 2
and 3, we changed our focus to asking questions about differences and how important different
sample outcomes were. We found that all differences were not important, and that for many
relatively small result differences we could safely ignore them for decision making purposes –
they were due to simple sampling (or chance) errors. We found that this idea of sampling error
could extend into work and individual performance outcomes observed over time; and that over-
reacting to such differences did not make much sense.
Now, in our continuing efforts to detect and uncover what the data is hiding from us, we
change focus again as we start to find out why something happened, what caused the data to act
as it did; rather than merely what happened (describing the data as we have been doing). This
week we move from examining differences to looking at relationships; that is, if some measure
changes does another measure change as well? And, if so, can we use this information to make
predictions and/or understand what underlies this common movement?
Our tools in doing this involve correlation, the measurement of how closely two
variables move together; and regression, an equation showing the impact of inputs on a final
output. A regression is similar to a recipe for a cake or other food dish; take a bit of this and
some of that, put them together, and we get our result.
Correlation
We have seen correlations a lot, and probably have even used them (formally or
informally). We know, for example, that all other things being equal; the more we eat. the more
we weigh. Kids, up to the early teens, grow taller the older they get. If we consistently speed,
we will get more speeding tickets than those who obey the speed limit. The more efforts we put
into studying, the better grades we get. All of these are examples of correlations.
Correlatio.
BUS225 Group Assignment1. Service BlueprintCustomer acti.docxcurwenmichaela
BUS225 Group Assignment
1. Service Blueprint
Customer actions include the choice of visiting a Calvin Klein retail store, browsing clothes and asking for recommendations from a sales representative. Visible actions performed by Calvin Klein’s sales representative include greet customers upon arrival, check for inventory, bring clothes to customers and process payment. These actions are visible to customers and one invisible action performed by the sales representative would be finding customer clothes in the back room. The support processes include inventory-tracking system, inventory in the back room and POS systems, which allow the sales representative to deliver service smoothly.
2. Introduction
Calvin Klein is one amongst the leading fashion style and marketing studios within the world. It styles and markets women’s and men’s designer assortment attire and a variety of different products that area unit factory-made and marketed through an intensive network of licensing agreements and different arrangements worldwide.
2.1 Target Market
Calvin Klein targets male and female, and the millenials. The demographics of the people that would be receiving these messages from the “My Calvins” campaign would be men and women between the ages of 15-30, not married and have a median income.
Millenials believe that the next generation of robots are not going to replace people, but instead help to improve the effectiveness and service of industries. In today’s world, to suggest that automation will eliminate the need for human workers is proving to be as ridiculous as suggesting that tablets will replace laptops.
In the industrial world, robot design is pivoting from giant mechanical arms that take up factory floors, to smaller, more collaborative bots, that are designed to work alongside people. While these collaborative bots only make up 3% of the market today, they will make up 34% of the market by 2025.
3. Trend and importance of robotics
3.1. Role of robotics
The service sector is at an inflection point with regard to productivity gains and service industrialization similar to the industrial revolution in manufacturing that started in the eighteenth century. Robotics in combination with rapidly improving technologies like artificial intelligence (AI), mobile, cloud, big data and biometrics will bring opportunities for a wide range of innovations that have the potential to dramatically change service industries. The purpose of this paper is to explore the potential role service robots will play in the future and to advance a research agenda for service researchers (Wirtz et al. 2018).
Advancements in technology are radically transforming service, and increasingly providing the underlying basis for service strategy. Technological capabilities inevitably advance, firms will tend to move from standardized to personalized and from transactional to relational over time, implying that firms should be alert to technological opportunities to .
BUS301 Memo Rubric Spring 2020 - Student.docxBUS301 Writing Ru.docxcurwenmichaela
BUS301 Memo Rubric Spring 2020 - Student.docx
BUS301 Writing Rubric
Performance Dimensions
N/A
Not Met
Met
Comments
Organization (OABC)
Opening gets attention, provides context, and introduces topic
0
1
Agenda previews content of the document
0
1
Body
0
2
Sound paragraphing decisions (length and development)
Paragraphs limited to one topic per paragraph
Complete discussion of one topic before moving to next topic
Transitions and flow between paragraphs smooth
The overall flow/logic/structure of document is apparent
Closing summarizes and concludes, recommends, if appropriate
0
1
Content
The content of the document is relevant; information meaningful
0
2
The document is developed with adequate support and examples
0
2
The content is accurate and appropriate, with insightful analysis
0
2
Proofreading
The grammar and spelling are correct (proofread)
0
3
Punctuation—comma usage, capitalization, etc.—used correctly
0
3
The sentence structure and length are appropriate
0
1
Format
Appropriate formatting is used for type of document written
0
1
Good use of font, margins, spacing, headings, and visuals
0
1
[11/2016]
Example - Good - Corrected student example Spring 2020.docx
TO: Professor __________
FROM: Suzy Student
DATE: February 1, 2020
SUBJECT: Out of Class Experience – Cybersecurity Conference
Cybersecurity is a topic everyone should be concerned about, so I attended the 3rd Annual Cybersecurity Event held in the Grawn Atrium. I gained insight and knowledge from listening to the speakers that came from different kinds of industries. In this memo, I will discuss what I learned from the speaker and two takeaways: 1) cybersecurity is everywhere, 2) personal identifiable information, and 3) cybersecurity for the business student.
Cybersecurity is Everywhere
The conference was an opportunity to learn about cybersecurity. The first speaker talked about how companies are attacked in many different ways every day. The “bad guys” are trying to steal company information as well as employee information. Both kinds of information are valuable on the black market. The second speaker talked about the internet of things (IoT). These are things that are attached to the internet. The speaker talked about autonomous cars and medical equipment (heart) that talks to the internet. She talked about how cyber can and should influence designs. “Things” must be created with cybersecurity included in every step of the design. The last speaker talked about how my information has value. The “bad guys” steal my information and people want to buy it. Making money is one reason hackers steal millions of records.
Personal Identifiable Information
Personal Identifiable Information (PII) is any information relating to an identifiable person. There are laws in place to help make sure this information is secure. This topic is a takeaway for me because I had no idea my data had any value t.
BUS1431Introduction and PreferencesBUS143 Judgmen.docxcurwenmichaela
BUS143
1
Introduction and Preferences
BUS143: Judgment and Decision Making
Ye Li
All rights reserved ®
Why you decided to take this class
“Decisions are the essence of
management. They’re what
managers do—sit around all
day making (or avoiding)
decisions. Managers are judged
on the outcomes, and most of
them—most of us—have only
the foggiest idea how we do
what we do.”
Thomas Stewart
Former editor (2002-2008),
Harvard Business Review
BUS143
2
Decision Making: Two Questions
• Why is decision making difficult?
• What constitutes a good decision?
Decision Making: Good Process
• What is a decision?
– A costly commitment to a course of action.
• Outcomes versus Process
Outcomes
Good Bad
Process
Good
Bad
Bad “luck”
Good “luck”
BUS143
3
Components of a Good Decision
• I have considered my ABCs
– Alternatives
– Beliefs
– Consequences
• I am devoting an appropriate amount of
resources
• I have avoided major decision traps
Decision Making Components: The ABCs
• Alternatives
– Identification and articulation
– Construction/refinement
• Beliefs
– Identification and quantification of uncertainties
– Information collection/gathering
• Consequences
– Identification of consequences (and objectives
addressed by consequences)
– When possible, quantification of tradeoffs among
objectives
BUS143
4
Decision Making: Good Process
• Putting it all together (for now)…
Good decision making is choosing the
alternative that best meets your objectives
in the face of uncertainty about what
consequences will ensue.
3 Perspectives on Decision Making
• Normative
– How should people make decisions?
Related concepts: rational; optimizing; forward-looking
• Descriptive
– How do people make decisions?
Related concepts: boundedly rational; limited cognitive capacity;
heuristics or rule-based; myopic
• Prescriptive
– How can we help people make better decisions?
– Prescriptive advice via practical applications, in…
Management
Marketing
Finance
HR
Life!
BUS143
5
Example
• Problem
– Imagine two 1-mile-long (1.61km) pieces of railroad track, put
end to end, and attached to the ground at the extremes.
When it gets hot, each piece of track expands by 1 inch
(2.54cm), forcing the pieces to rise above the ground where
they meet in the middle.
How high will the track be in the middle?
• Normative rule:
– Pythagorean Theorem:
• Descriptive reality:
– Most people underestimate x. (We anchor on 1 inch.)
• Prescription:
– Use normative rule (geometry). Don’t rely on intuition.
More Examples
• Normative rule:
– Lighter objects should
be judged as lighter.
• Descriptive reality:
– Sometimes our vision
tricks us.
• Prescription:
– Use an outside reference
or instrument
– Note: Pilots have specific
strategies for
counteracting visual
illusions
Which box looks lighter?
BUS143
6
Class Philosophy
• Overarching goal:
– Help you to.
BUS210 analysis – open question codesQ7a01 Monthly OK02 Not .docxcurwenmichaela
BUS210 analysis – open question codes
Q7a
01 Monthly OK
02 Not trading hours
03 Every 2 weeks
05 Don’t know
Q8
01 More information wanted
02 More security/Police
03 More involvement from business
04 Inconvenient times
05 Street activation needs improvement
06 Too busy to be involved
08 More outside main areas
Q11
01 Toilets
02 Security/Police
03 Problems with access
04 Better parking needed
05 Has been positive improvement
Q14
01 Pedestrian flows
02 Tourist/visitor information
03 Business statistics – local and general
D2 Business Types
01 Accommodation/hospitality
02 Retail
03 Bank
04 Café/fast food
05 Professional services
06 Travel
07 NGO/Charity
08 Manufacturing
09 Media/art
Questionnaire
Introduce: We have been commissioned by the X Sydney Council to conduct independent research of its BID members. The research will be used to improve Council activities. Your comments will be confidential.
For the following statement, can you tell me whether you agree or disagree? Then ask: is that strongly/mildly agree/disagree?
1 = strongly agree 2 = mildly agree 3 = mildly disagree 4 = strongly disagree
5 = Don’t know (don’t say) 6 = N/A (don’t say) READ OUT AS INDICATED IN QUESTIONS BELOW
Write in rating
START QUESTIONS HERE: Firstly, some questions about Council BID membership and street activation groups
Q1 (read out scale options) I’m active in the Council BID
Q2 (read out scale options again) Local businesses support the BID
Q3 The BID should be doing more for businesses in X Sydney
Q4 I am satisfied with the street activation activities organised by the Council BID
Q5 I participate in the BID street activation groups (yes/no question) if yes go to Q7
Yes/No
Q6 I am interested in participating in a BID street activation group
Q7 Do you think BID member meetings should be more frequent?
If yes, how often (write in) ……………………………………………
YES/NO/Don’t know
Q8 Do you have any comments in relation to the questions I’ve just asked?
(write in)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
(read out) Now, Just a few questions about safety and amenities
Q9 (Read out scale again) Being able to access safety, crime prevention tools information and reporting forms all in one place through the BID website is something I value
Q10 The public space and amenity quality is good in the Council area
Q11 Do you have any comments about safety and amenities
(write in)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
And finally a few questions about communications (read out)
Q12 I a.
Bus101 quiz (Business Organizations)The due time is in 1hrs1 .docxcurwenmichaela
Bus101 quiz (Business Organizations)
The due time is in 1hrs
1/ Both socialism and communism are variations of:
Select one:
a. command economies.
b. competitive economies.
c. free-market economies.
d. plutocratic systems.
2 / To be effective, empowerment will require lower-level workers to :
Select one:
a. have more training.
b. accept less responsibility and lower wages.
c. receive less training.
d. have written policies regulating each aspect of their work.
3)
As a small business owner, Tanika can't afford to provide her employees with the high wages and benefits offered by big corporations. One way to retain her employees and create a high level of motivation would be to:
Select one:
a. threaten to fire her existing employees and hire new workers.
b. adopt a policy of promoting the workers who have been employed the longest.
c. empower her employees to develop their own ideas.
d. hire only family members, since they are more loyal.
4/
Anita is employed as plant manager for Mojo Industries, Incorporated. Though she spends some time performing all management functions, she is particularly concerned with tactical planning and controlling. Anita's position would be classified as part of Mojo's:
Select one:
a. top management.
b. lateral management.
c. supervisory management.
d. middle management.
5/
Which of the following policies would tend to foster entrepreneurship?
Select one:
a. establishing a currency that is tradable on world markets.
b. establishing more regulations to protect the environment.
c. developing policies to reduce corruption between individuals.
d. allowing public ownership of businesses.
6)
All else held equal, socially responsible firms:
Select one:
a. are viewed more favorably by consumers.
b. enjoy significantly higher profits.
c. often experience customer loyalty problems.
d. fail to earn sufficient profits for their owners.
7) After personal savings, the next largest source of capital for entrepreneurs is from:
Select one:
a. large multinational banks.
b. the Small Business Administration.
c. state and local governments.
d. friends and family.
8/
Patrick's Products has a manufacturing plant near Chicago. The plant specializes in compact washers and dryers for countries in which consumers have less living space. Patrick's Products participates in the global market through:
Select one:
a. importing.
b. dumping.
c. exporting.
d. balancing trade.
9/
Managers who listen to their subordinates and allow them to participate in decision-making are using the ____________ style of leadership.
Select one:
a. autocratic
b. free-rein
c. participative
d. bureaucratic
10/
Which of the following statements about partnerships is the most accurate?
Select one:
a. A partnership is simply a corporation with fewer than 100 owners.
b. A major advantage of a partnership is that it offers owners limited liability.
c. A major drawback of a partnership is that it is difficult to terminate.
d. Partnerships are taxed at the lowest corporate tax .
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Similar to new left review 34 july aug 2005 65han dongfangC H I N.docx
Please choose TWO of the documents below. Write four paragraphs.docxjanekahananbw
Please choose
TWO
of the documents below. Write four paragraphs that adhere to the following guidelines. Your first paragraph should briefly describe each document. You may describe the main points, the authors, the movements that the document are associated with, etc. The second paragraph should compare the two documents. The third paragraph should contrast the two documents. The fourth paragraph should describe your personal opinions about each document.
You may select documents from the same category or documents from different categories- the choice is yours! For example, you may choose two documents that deal with Black Power or you may choose one document that deals with Black Power and one that deals with the Mexican American Protest Movement.
Be creative with your choices! It is easy, for example, to compare Martin Luther King with Malcolm X. Think outside of the box!
Your assignment should be typed, in Times New Roman 12 point font. It should follow standard grammatical rules (each paragraph needs at least 4 sentences, you should have topic sentences, etc.) Your paper should also be spell checked. I will deduct points for incorrect format or for grammatical/spelling mistakes!
STAPLE YOUR PAPERS BEFORE CLASS
The two Articles
The Gay Liberation Front, Come Out (1970)
The Stonewall riot was a turning point for gay and lesbian Americans. In June 1979, police raided the Stonewall Bar in New York. The raid itself was not an uncommon occurrence, but when gay patrons fought back, the incident became a rallying point for a new era in gay rights. Gay communities in large cities such as New York and San Francisco had organized years before, but this new militancy was the hallmark of a younger generation. One result of Stonewall was the establishment of the Gay Liberation Front (GLF), an organization that stressed the importance of “coming out,” or publicly and proudly announcing one's homosexuality. The interview excerpted below provides evidence of the connections between the gay rights movement and other movements of the era.
Note: The American Psychiatric Association categorized homosexuality as a mental disorder until 1973.
Pat: The first question I would like to ask you to discuss is what is your concept of the movement?
Kay: People are always asking me what the movement means, I am always asking other people what the movement means, and I don't quite know myself. For 9 or 10 years, the movement has meant to me personally the peace movement.
Bernard: Kay, the movement means something a little bit wider than you have expressed. Movements have developed all over the world, and the movement has meant to me-I've been in the movement over 50 years-any attempt to change. Whether it be political change, social change, or economic change. The movement, as I understand it, means that people organize or even work privately and individually to make changes in the country. Historically there are times when you work individually, a.
BUS310ASSIGNMENTImagine that you work for a company with an ag.docxcurwenmichaela
BUS310ASSIGNMENT
Imagine that you work for a company with an age diverse workforce. You have baby boomers working with millenials. Their backgrounds are different, and how they view work is different. This is causing some friction within the workforce. Before the tension escalates, you need to have a meeting to discuss the issue. Prepare a five to seven (5-7) slide PowerPoint presentation for your staff meeting that addresses this issue and proposes a solution.
Create a five to seven (5-7) slide PowerPoint presentation in which you:
1. Propose a solution that will relieve friction in your company’s age diverse workforce.
2. Format your assignment according to the following formatting requirements:
a. Format the PowerPoint presentation with headings on each slide and at least one (1) relevant graphic (photograph, graph, clip art, etc.). Ensure that the presentation is visually appealing and readable from up to 18 feet away. Check with your professor for any additional instructions.
b. Include a title slide containing the title of the assignment, your name, your professor’s name, the course title, and the date.
The specific course learning outcomes associated with this assignment are:
· Explain effective approaches to the broad spectrum of employee relations, including career development, fostering ethical behavior, discipline, labor relations, and dismissals.
· Use technology and information resources to research issues in human resource management.
· Write clearly and concisely about human resource management using proper writing mechanics.
Click here to view the grading rubric for this assignment.
Team Project Deliverable and Presentation
You team works for XYZ Company, which has a directional strategy focused on expanding the company through horizontal integration. Your team can determine the official name of the company and industry. The company does a great job keeping close watch on its cash position and consistently maintains a positive cash flow; is very solvent; controls its overhead expenses; has solid marketing and sales, production, and human resources performance metrics, and fosters a culture of strategic thinkers. Historically, your company has expanded through a combination of organic (new startups) and inorganic growth and feels it’s time to consider acquisition opportunities.
The Board is looking to engage in a friendly acquisition of a company that will not only increase its market share, but allow it to penetrate new markets and increase the company’s abilities to meet current and future consumer needs and expectations. Since management’s attitude is to pursue a friendly acquisition as opposed to a hostile takeover, your team may consider looking at conglomerates that have experienced significant growth through inorganic growth (acquisitions) and may now be looking to refocus on their core business and are willing to consider divesting some of its businesses that are within your industry. There could be other companies.
BUS308 – Week 1 Lecture 2 Describing Data Expected Out.docxcurwenmichaela
BUS308 – Week 1 Lecture 2
Describing Data
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Basic descriptive statistics for data location
2. Basic descriptive statistics for data consistency
3. Basic descriptive statistics for data position
4. Basic approaches for describing likelihood
5. Difference between descriptive and inferential statistics
What this lecture covers
This lecture focuses on describing data and how these descriptions can be used in an
analysis. It also introduces and defines some specific descriptive statistical tools and results.
Even if we never become a data detective or do statistical tests, we will be exposed and
bombarded with statistics and statistical outcomes. We need to understand what they are telling
us and how they help uncover what the data means on the “crime,” AKA research question/issue.
How we obtain these results will be covered in lecture 1-3.
Detecting
In our favorite detective shows, starting out always seems difficult. They have a crime,
but no real clues or suspects, no idea of what happened, no “theory of the crime,” etc. Much as
we are at this point with our question on equal pay for equal work.
The process followed is remarkably similar across the different shows. First, a case or
situation presents itself. The heroes start by understanding the background of the situation and
those involved. They move on to collecting clues and following hints, some of which do not pan
out to be helpful. They then start to build relationships between and among clues and facts,
tossing out ideas that seemed good but lead to dead-ends or non-helpful insights (false leads,
etc.). Finally, a conclusion is reached and the initial question of “who done it” is solved.
Data analysis, and specifically statistical analysis, is done quite the same way as we will
see.
Descriptive Statistics
Week 1 Clues
We are interested in whether or not males and females are paid the same for doing equal
work. So, how do we go about answering this question? The “victim” in this question could be
considered the difference in pay between males and females, specifically when they are doing
equal work. An initial examination (Doc, was it murder or an accident?) involves obtaining
basic information to see if we even have cause to worry.
The first action in any analysis involves collecting the data. This generally involves
conducting a random sample from the population of employees so that we have a manageable
data set to operate from. In this case, our sample, presented in Lecture 1, gave us 25 males and
25 females spread throughout the company. A quick look at the sample by HR provided us with
assurance that the group looked representative of the company workforce we are concerned with
as a whole. Now we can confidently collect clues to see if we should be concerned or not.
As with any detective, the first issue is to understand the.
BUS308 – Week 5 Lecture 1 A Different View Expected Ou.docxcurwenmichaela
BUS308 – Week 5 Lecture 1
A Different View
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. What a confidence interval for a statistic is.
2. What a confidence interval for differences is.
3. The difference between statistical and practical significance.
4. The meaning of an Effect Size measure.
Overview
Years ago, a comedy show used to introduce new skits with the phrase “and now for
something completely different.” That seems appropriate for this week’s material.
This week we will look at evaluating our data results in somewhat different ways. One of
the criticisms of the hypothesis testing procedure is that it only shows one value, when it is
reasonably clear that a number of different values would also cause us to reject or not reject a
null hypothesis of no difference. Many managers and researchers would like to see what these
values could be; and, in particular, what are the extreme values as help in making decisions.
Confidence intervals will help us here.
The other criticism of the hypothesis testing procedure is that we can “manage” the
results, or ensure that we will reject the null, by manipulating the sample size. For example, if
we have a difference in a customer preference between two products of only 1%, is this a big
deal? Given the uncertainty contained in sample results, we might tend to think that we can
safely ignore this result. However, if we were to use a sample of, say, 10,000, we would find
that this difference is statistically significant. This, for many, seems to fly in the face of
reasonableness. We will look at a measure of “practical significance,” meaning the likelihood of
the difference being worth paying any attention to, called the effect size to help us here.
Confidence Intervals
A confidence interval is a range of values that, based upon the sample results, most likely
contains the actual population parameter. The “most likely” element is the level of confidence
attached to the interval, 95% confidence interval, 90% confidence interval, 99% confidence
interval, etc. They can be created at any time, with or without performing a statistical test, such
as the t-test.
A confidence interval may be expressed as a range (45 to 51% of the town’s population
support the proposal) or as a mean or proportion with a margin of error (48% of the town
supports the proposal, with a margin of error of 3%). This last format is frequently seen with
opinion poll results, and simply means that you should add and subtract this margin of error from
the reported proportion to obtain the range. With either format, the confidence percent should
also be provided.
Confidence intervals for a single mean (or proportion) are fairly straightforward to
understand, and relate to t-test outcomes simply. Details on how to construct the interval will be
given in this week’s second lecture. We want to understand how to interpret and understa.
BUS308 – Week 1 Lecture 1
Statistics
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. The basic ideas of data analysis.
2. Key statistical concepts and terms.
3. The basic approach for this class.
4. The case focus for the class.
What we are all about
Data, measurements, counts, etc., is often considered the language of business. However,
it also plays an important role in our personal lives as well. Data, or more accurately, the
analysis of data answers our questions. These may be business related or personal. Some
questions we may have heard that require data to answer include:
1. On average, how long does it take you to get to work? Or, alternately, when do you
have to leave to get to work on time?
2. For budget purposes, what is the average expense for utilities, food, etc.?
3. Has the quality rejection rate on production Line 3 changed?
4. Did the new attendance incentive program reduce the tardiness for the department?
5. Which vendor has the best average price for what we order?
6. Which customers have the most complaints about our products?
7. Has the average production time decreased with the new process?
8. Do different groups respond differently to an employee questionnaire?
9. What are the chances that a customer will complain about or return a product?
Note that all of these very reasonable questions require that we collect data, analyze it,
and reach some conclusion based upon that result.
Making Sense of Data
This class is about ways to turn data sets, lots of raw numbers, into information that we
can use. This may include simple descriptions of the data with measures such as average, range,
high and low values, etc. It also includes ways to examine the information within the data set so
that we can make decisions, identify patterns, and identify existing relationships. This is often
called data analysis; some courses discuss this approach with the term “data-based decision
making.” During this class we will focus on the logic of analyzing data and interpreting these
results.
What this class is not
This class is not a mathematics course. I know, it is called statistics and it deals with
numbers, but we do not focus on creating formulas or even doing calculations. Excel will do all
of the calculations for us; for those of you who have not used Excel before, and even for some
who have, you will be pleasantly surprised at how powerful and relatively easy to use it is.
It is also not a class in collecting the data. Courses in research focus on how to plan on
collecting data so that it is fair and unbiased. Statistics deals with working on the data after it has
been collected.
Class structure
There are two main themes to this class. The first focuses on interpreting statistical
outcomes. When someone says, the result is statistically significant with a p-value of 0.01; we
need, as professionals, to know what it means. .
BUS308 Statistics for ManagersDiscussions To participate in .docxcurwenmichaela
BUS308
Statistics for Managers
Discussions
To participate in the following discussions, go to this week's
Discussion
link in the left navigation.
Language
Numbers and measurements are the language of business.. Organizations look at results, expenses, quality levels, efficiencies, time, costs, etc. What measures does your department keep track of ? How are the measures collected, and how are they summarized/described? How are they used in making decisions? (Note: If you do not have a job where measures are available to you, ask someone you know for some examples or conduct outside research on an interest of yours.)
Guided Response: Review several of your classmates’ posts. Respond to at least two of your classmates by providing recommendations for the measures being discussed.
Levels
Managers and professionals often pay more attention to the levels of their measures (means, sums, etc.) than to the variation in the data (the dispersion or the probability patterns/distributions that describe the data). For the measures you identified in Discussion 1, why must dispersion be considered to truly understand what the data is telling us about what we measure/track? How can we make decisions about outcomes and results if we do not understand the consistency (variation) of the data? Does looking at the variation in the data give us a different understanding of results?
Guided Response: Review several of your classmates’ posts. Respond to at least two classmates by commenting on the situations that are being illustrated.
.
BUS308 Week 4 Lecture 1
Examining Relationships
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Issues around correlation
2. The basics of Correlation analysis
3. The basics of Linear Regression
4. The basics of the Multiple Regression
Overview
Often in our detective shows when the clues are not providing a clear answer – such as
we are seeing with the apparent continuing contradiction between the compa-ratio and salary
related results – we hear the line “maybe we need to look at this from a different viewpoint.”
That is what we will be doing this week.
Our investigation changes focus a bit this week. We started the class by finding ways to
describe and summarize data sets – finding measures of the center and dispersion of the data with
means, medians, standard deviations, ranges, etc. As interesting as these clues were, they did not
tell us all we needed to know to solve our question about equal work for equal pay. In fact, the
evidence was somewhat contradictory depending upon what measure we focused on. In Weeks 2
and 3, we changed our focus to asking questions about differences and how important different
sample outcomes were. We found that all differences were not important, and that for many
relatively small result differences we could safely ignore them for decision making purposes –
they were due to simple sampling (or chance) errors. We found that this idea of sampling error
could extend into work and individual performance outcomes observed over time; and that over-
reacting to such differences did not make much sense.
Now, in our continuing efforts to detect and uncover what the data is hiding from us, we
change focus again as we start to find out why something happened, what caused the data to act
as it did; rather than merely what happened (describing the data as we have been doing). This
week we move from examining differences to looking at relationships; that is, if some measure
changes does another measure change as well? And, if so, can we use this information to make
predictions and/or understand what underlies this common movement?
Our tools in doing this involve correlation, the measurement of how closely two
variables move together; and regression, an equation showing the impact of inputs on a final
output. A regression is similar to a recipe for a cake or other food dish; take a bit of this and
some of that, put them together, and we get our result.
Correlation
We have seen correlations a lot, and probably have even used them (formally or
informally). We know, for example, that all other things being equal; the more we eat. the more
we weigh. Kids, up to the early teens, grow taller the older they get. If we consistently speed,
we will get more speeding tickets than those who obey the speed limit. The more efforts we put
into studying, the better grades we get. All of these are examples of correlations.
Correlatio.
BUS225 Group Assignment1. Service BlueprintCustomer acti.docxcurwenmichaela
BUS225 Group Assignment
1. Service Blueprint
Customer actions include the choice of visiting a Calvin Klein retail store, browsing clothes and asking for recommendations from a sales representative. Visible actions performed by Calvin Klein’s sales representative include greet customers upon arrival, check for inventory, bring clothes to customers and process payment. These actions are visible to customers and one invisible action performed by the sales representative would be finding customer clothes in the back room. The support processes include inventory-tracking system, inventory in the back room and POS systems, which allow the sales representative to deliver service smoothly.
2. Introduction
Calvin Klein is one amongst the leading fashion style and marketing studios within the world. It styles and markets women’s and men’s designer assortment attire and a variety of different products that area unit factory-made and marketed through an intensive network of licensing agreements and different arrangements worldwide.
2.1 Target Market
Calvin Klein targets male and female, and the millenials. The demographics of the people that would be receiving these messages from the “My Calvins” campaign would be men and women between the ages of 15-30, not married and have a median income.
Millenials believe that the next generation of robots are not going to replace people, but instead help to improve the effectiveness and service of industries. In today’s world, to suggest that automation will eliminate the need for human workers is proving to be as ridiculous as suggesting that tablets will replace laptops.
In the industrial world, robot design is pivoting from giant mechanical arms that take up factory floors, to smaller, more collaborative bots, that are designed to work alongside people. While these collaborative bots only make up 3% of the market today, they will make up 34% of the market by 2025.
3. Trend and importance of robotics
3.1. Role of robotics
The service sector is at an inflection point with regard to productivity gains and service industrialization similar to the industrial revolution in manufacturing that started in the eighteenth century. Robotics in combination with rapidly improving technologies like artificial intelligence (AI), mobile, cloud, big data and biometrics will bring opportunities for a wide range of innovations that have the potential to dramatically change service industries. The purpose of this paper is to explore the potential role service robots will play in the future and to advance a research agenda for service researchers (Wirtz et al. 2018).
Advancements in technology are radically transforming service, and increasingly providing the underlying basis for service strategy. Technological capabilities inevitably advance, firms will tend to move from standardized to personalized and from transactional to relational over time, implying that firms should be alert to technological opportunities to .
BUS301 Memo Rubric Spring 2020 - Student.docxBUS301 Writing Ru.docxcurwenmichaela
BUS301 Memo Rubric Spring 2020 - Student.docx
BUS301 Writing Rubric
Performance Dimensions
N/A
Not Met
Met
Comments
Organization (OABC)
Opening gets attention, provides context, and introduces topic
0
1
Agenda previews content of the document
0
1
Body
0
2
Sound paragraphing decisions (length and development)
Paragraphs limited to one topic per paragraph
Complete discussion of one topic before moving to next topic
Transitions and flow between paragraphs smooth
The overall flow/logic/structure of document is apparent
Closing summarizes and concludes, recommends, if appropriate
0
1
Content
The content of the document is relevant; information meaningful
0
2
The document is developed with adequate support and examples
0
2
The content is accurate and appropriate, with insightful analysis
0
2
Proofreading
The grammar and spelling are correct (proofread)
0
3
Punctuation—comma usage, capitalization, etc.—used correctly
0
3
The sentence structure and length are appropriate
0
1
Format
Appropriate formatting is used for type of document written
0
1
Good use of font, margins, spacing, headings, and visuals
0
1
[11/2016]
Example - Good - Corrected student example Spring 2020.docx
TO: Professor __________
FROM: Suzy Student
DATE: February 1, 2020
SUBJECT: Out of Class Experience – Cybersecurity Conference
Cybersecurity is a topic everyone should be concerned about, so I attended the 3rd Annual Cybersecurity Event held in the Grawn Atrium. I gained insight and knowledge from listening to the speakers that came from different kinds of industries. In this memo, I will discuss what I learned from the speaker and two takeaways: 1) cybersecurity is everywhere, 2) personal identifiable information, and 3) cybersecurity for the business student.
Cybersecurity is Everywhere
The conference was an opportunity to learn about cybersecurity. The first speaker talked about how companies are attacked in many different ways every day. The “bad guys” are trying to steal company information as well as employee information. Both kinds of information are valuable on the black market. The second speaker talked about the internet of things (IoT). These are things that are attached to the internet. The speaker talked about autonomous cars and medical equipment (heart) that talks to the internet. She talked about how cyber can and should influence designs. “Things” must be created with cybersecurity included in every step of the design. The last speaker talked about how my information has value. The “bad guys” steal my information and people want to buy it. Making money is one reason hackers steal millions of records.
Personal Identifiable Information
Personal Identifiable Information (PII) is any information relating to an identifiable person. There are laws in place to help make sure this information is secure. This topic is a takeaway for me because I had no idea my data had any value t.
BUS1431Introduction and PreferencesBUS143 Judgmen.docxcurwenmichaela
BUS143
1
Introduction and Preferences
BUS143: Judgment and Decision Making
Ye Li
All rights reserved ®
Why you decided to take this class
“Decisions are the essence of
management. They’re what
managers do—sit around all
day making (or avoiding)
decisions. Managers are judged
on the outcomes, and most of
them—most of us—have only
the foggiest idea how we do
what we do.”
Thomas Stewart
Former editor (2002-2008),
Harvard Business Review
BUS143
2
Decision Making: Two Questions
• Why is decision making difficult?
• What constitutes a good decision?
Decision Making: Good Process
• What is a decision?
– A costly commitment to a course of action.
• Outcomes versus Process
Outcomes
Good Bad
Process
Good
Bad
Bad “luck”
Good “luck”
BUS143
3
Components of a Good Decision
• I have considered my ABCs
– Alternatives
– Beliefs
– Consequences
• I am devoting an appropriate amount of
resources
• I have avoided major decision traps
Decision Making Components: The ABCs
• Alternatives
– Identification and articulation
– Construction/refinement
• Beliefs
– Identification and quantification of uncertainties
– Information collection/gathering
• Consequences
– Identification of consequences (and objectives
addressed by consequences)
– When possible, quantification of tradeoffs among
objectives
BUS143
4
Decision Making: Good Process
• Putting it all together (for now)…
Good decision making is choosing the
alternative that best meets your objectives
in the face of uncertainty about what
consequences will ensue.
3 Perspectives on Decision Making
• Normative
– How should people make decisions?
Related concepts: rational; optimizing; forward-looking
• Descriptive
– How do people make decisions?
Related concepts: boundedly rational; limited cognitive capacity;
heuristics or rule-based; myopic
• Prescriptive
– How can we help people make better decisions?
– Prescriptive advice via practical applications, in…
Management
Marketing
Finance
HR
Life!
BUS143
5
Example
• Problem
– Imagine two 1-mile-long (1.61km) pieces of railroad track, put
end to end, and attached to the ground at the extremes.
When it gets hot, each piece of track expands by 1 inch
(2.54cm), forcing the pieces to rise above the ground where
they meet in the middle.
How high will the track be in the middle?
• Normative rule:
– Pythagorean Theorem:
• Descriptive reality:
– Most people underestimate x. (We anchor on 1 inch.)
• Prescription:
– Use normative rule (geometry). Don’t rely on intuition.
More Examples
• Normative rule:
– Lighter objects should
be judged as lighter.
• Descriptive reality:
– Sometimes our vision
tricks us.
• Prescription:
– Use an outside reference
or instrument
– Note: Pilots have specific
strategies for
counteracting visual
illusions
Which box looks lighter?
BUS143
6
Class Philosophy
• Overarching goal:
– Help you to.
BUS210 analysis – open question codesQ7a01 Monthly OK02 Not .docxcurwenmichaela
BUS210 analysis – open question codes
Q7a
01 Monthly OK
02 Not trading hours
03 Every 2 weeks
05 Don’t know
Q8
01 More information wanted
02 More security/Police
03 More involvement from business
04 Inconvenient times
05 Street activation needs improvement
06 Too busy to be involved
08 More outside main areas
Q11
01 Toilets
02 Security/Police
03 Problems with access
04 Better parking needed
05 Has been positive improvement
Q14
01 Pedestrian flows
02 Tourist/visitor information
03 Business statistics – local and general
D2 Business Types
01 Accommodation/hospitality
02 Retail
03 Bank
04 Café/fast food
05 Professional services
06 Travel
07 NGO/Charity
08 Manufacturing
09 Media/art
Questionnaire
Introduce: We have been commissioned by the X Sydney Council to conduct independent research of its BID members. The research will be used to improve Council activities. Your comments will be confidential.
For the following statement, can you tell me whether you agree or disagree? Then ask: is that strongly/mildly agree/disagree?
1 = strongly agree 2 = mildly agree 3 = mildly disagree 4 = strongly disagree
5 = Don’t know (don’t say) 6 = N/A (don’t say) READ OUT AS INDICATED IN QUESTIONS BELOW
Write in rating
START QUESTIONS HERE: Firstly, some questions about Council BID membership and street activation groups
Q1 (read out scale options) I’m active in the Council BID
Q2 (read out scale options again) Local businesses support the BID
Q3 The BID should be doing more for businesses in X Sydney
Q4 I am satisfied with the street activation activities organised by the Council BID
Q5 I participate in the BID street activation groups (yes/no question) if yes go to Q7
Yes/No
Q6 I am interested in participating in a BID street activation group
Q7 Do you think BID member meetings should be more frequent?
If yes, how often (write in) ……………………………………………
YES/NO/Don’t know
Q8 Do you have any comments in relation to the questions I’ve just asked?
(write in)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
(read out) Now, Just a few questions about safety and amenities
Q9 (Read out scale again) Being able to access safety, crime prevention tools information and reporting forms all in one place through the BID website is something I value
Q10 The public space and amenity quality is good in the Council area
Q11 Do you have any comments about safety and amenities
(write in)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
And finally a few questions about communications (read out)
Q12 I a.
Bus101 quiz (Business Organizations)The due time is in 1hrs1 .docxcurwenmichaela
Bus101 quiz (Business Organizations)
The due time is in 1hrs
1/ Both socialism and communism are variations of:
Select one:
a. command economies.
b. competitive economies.
c. free-market economies.
d. plutocratic systems.
2 / To be effective, empowerment will require lower-level workers to :
Select one:
a. have more training.
b. accept less responsibility and lower wages.
c. receive less training.
d. have written policies regulating each aspect of their work.
3)
As a small business owner, Tanika can't afford to provide her employees with the high wages and benefits offered by big corporations. One way to retain her employees and create a high level of motivation would be to:
Select one:
a. threaten to fire her existing employees and hire new workers.
b. adopt a policy of promoting the workers who have been employed the longest.
c. empower her employees to develop their own ideas.
d. hire only family members, since they are more loyal.
4/
Anita is employed as plant manager for Mojo Industries, Incorporated. Though she spends some time performing all management functions, she is particularly concerned with tactical planning and controlling. Anita's position would be classified as part of Mojo's:
Select one:
a. top management.
b. lateral management.
c. supervisory management.
d. middle management.
5/
Which of the following policies would tend to foster entrepreneurship?
Select one:
a. establishing a currency that is tradable on world markets.
b. establishing more regulations to protect the environment.
c. developing policies to reduce corruption between individuals.
d. allowing public ownership of businesses.
6)
All else held equal, socially responsible firms:
Select one:
a. are viewed more favorably by consumers.
b. enjoy significantly higher profits.
c. often experience customer loyalty problems.
d. fail to earn sufficient profits for their owners.
7) After personal savings, the next largest source of capital for entrepreneurs is from:
Select one:
a. large multinational banks.
b. the Small Business Administration.
c. state and local governments.
d. friends and family.
8/
Patrick's Products has a manufacturing plant near Chicago. The plant specializes in compact washers and dryers for countries in which consumers have less living space. Patrick's Products participates in the global market through:
Select one:
a. importing.
b. dumping.
c. exporting.
d. balancing trade.
9/
Managers who listen to their subordinates and allow them to participate in decision-making are using the ____________ style of leadership.
Select one:
a. autocratic
b. free-rein
c. participative
d. bureaucratic
10/
Which of the following statements about partnerships is the most accurate?
Select one:
a. A partnership is simply a corporation with fewer than 100 owners.
b. A major advantage of a partnership is that it offers owners limited liability.
c. A major drawback of a partnership is that it is difficult to terminate.
d. Partnerships are taxed at the lowest corporate tax .
BUS 625 Week 4 Response to Discussion 2Guided Response Your.docxcurwenmichaela
BUS 625 Week 4 Response to Discussion 2
Guided Response: Your initial response should be a minimum of 300 words in length. Respond to at least two of your classmates by commenting on their posts. Though two replies are the basic expectation for class discussions, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you.
Below there are two of my classmate’s discussion that needs I need to response to their names are Umadevi Sayana
and Britney Graves
Umadevi Sayana
TuesdayMar 17 at 7:50am
Manage Discussion Entry
Twitter mining analyzed the Twitter message in predicting, discovering, or investigating the causation. Twitter mining included text mining that designed specifically to leverage Twitter content and context tweets. With the use of text mining, twitter was able to include analysis of additional information that associates to tweets, which include hashtags, names, and other related characteristics. The mining also employs much information as several tweets, likes, retweets, and favorites trying to understand the considerations better. Twitter using text mining was successful in capturing and reflecting different events that relate to other conventional and social media. In 2013, there were over 500 million messages per day for twitter and became impossible for any human to analyze. It became important than to develop computer-based algorithms, including data mining. Twitter implements text mining in analyzing the sentiment that associates with twitter messages. It based on the analysis of the keyword that words are having a negative, positive, or neutral sentiment (Sunmoo, Noémie& Suzanne, (Links to an external site.)n.d). Positive words, for example like great, beautiful, love, and negative words of stupid, evil, and waste, do regularly have lexicons. Using text mining, Twitter was able to capture sentiments by capturing many dictionary symbols. Moreover, the sentiment applied to abbreviations, emoticons, and repeated characters, symbols, and abbreviations.
The sentiments on topics of economics, politics, and security are usually negative, and sentiments related to sports are harmful. Twitter also used text mining to collect and analyze for topic modeling techniques over time. To pull out the data from Twitter, TwitterR used. “Someone well versed in database architecture and data storage is needed to extract the relevant information in different databases and to merge them into a form that is useful for analysis” ( Sharpe, De Veaux & Velleman, 2019, p.753). It provides the interface that connects to Twitter web API; retweetedby/ids also used combined with RCurl package in finding out several tweets that retweeted. Text mining is also used in Twitter to clean the text by taking out hyperlinks, numbers, stop words, punctuations, followed by stem completion. Text mining also implemented for social network analysis.
Web mining focus on data knowledge discovery .
BUS 625 Week 2 Response for Discussion 1 & 2Week 2 Discussion 1 .docxcurwenmichaela
BUS 625 Week 2 Response for Discussion 1 & 2
Week 2 Discussion 1 Response
Guided Response: Your initial response should be a minimum of 300 words in length. Respond to at least two of your classmates by commenting on their posts. In your response, provide your own interpretation of their distribution graph. Note any differences between your classmate’s interpretation and your own. Though two replies are the basic expectation for class discussions, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you. Continuing to engage with peers and the instructor will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with the discussion topics.
Below there are two of my classmate’s discussion that needs I need to response to their names are Kristopher Wentworth and Ashley Thiberville
Kristopher Wentworth
This graph is a representation of single people versus married couples from the year 1950 to the year 2019. This information was gathered and presented by the U.S. Department of Commerce and the U.S. Census Bureau who have a good record of presenting accurate data and are highly credible. The U.S. Department of Commerce is responsible for promoting economic growth in the united states. The U.S. Census Bureau is an agency of the Federal government that is responsible for producing data about the people of America and the economy.
So, the graph that I chose to talk about is one showing the gap between how many people are married and how many people are single in the united states from 1950 - 2019. I chose this graph because it caught my attention right away because of the contrasting colors but also because of the information displayed. It is crazy to think that since 1950 the American population has more than doubled according to this graph and with the growing population, the numbers of married couples and singles rise too. However, if you look at the percentages of singles they haven't changed all too much. For example, the number of single Americans in 1950 was 37.3M and in 2019 it was 125.7M. Even with such a large population boom the percentage that was never married really hadn't changed going from 69% to 68%.
The presentation of this graph is excellent with the line graph being yellow and on a blue backdrop, it allows it to really stand out. The shape of the graph shows a sharp incline as the population in us explodes. Since this graph is focused on the single population of America it puts the focus on that with stats like "never been married, divorced, widowed" because there are multiple ways to be single and really only one way to be married.
Ashley Thiberville
The above histogram was compiled by the United States Census Bureau to show the rise of one-person households in the US. The Census Bureau is a branch of the Department of Commerce within the United States gov.
Bus 626 Week 6 - Discussion Forum 1Guided Response Respon.docxcurwenmichaela
Bus 626 Week 6 - Discussion Forum 1
Guided Response: Respond to at least two of your fellow students’ and to your instructor’s posts in a substantive manner and provide information or concepts that they may not have considered. Each response should have a minimum of 100 words. Support your position by using information from the week’s readings. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion forum. Continue to monitor the discussion forum until Day 7 and respond with robust dialogue to anyone who replies to your initial post.
Jocelyn Harnett
Egypt has a sizable trade deficit that has continued to grow through the 21st century. The country has imports that make up a third of GDP and exports that make up one tenth of GDP. Egypt has many critical trade partners that include China, the United States, and the Gulf Arab countries. Throughout history Egypt has had an unstable government which has led to an unstable economy. This is related to the fluctuations the country has experienced in tariffs and taxes. The country has stabilized in recent years, but the historic instability still remains a critical factor when considering the expansion of Wal-Mart into Egypt. The trade deficit would not be a concern under normal conditions due to the fact that this means money is flowing into the country and creating new opportunities, but because the government is not stable Wal-Mart would want to ascertain that money was being invested properly in the future. If money is not being utilized correctly than the trade deficit becomes a concern because future generations are inheriting a debt that had no payback associated with it. The exchange rate of the Egyptian pound has gotten stronger to the US Dollar, which is a good indicator the economy is heading in the correct direction. Wal-Mart expansion could benefit from getting into the market in Egypt at the right time to see major profits.
Egypt is a market that will continue to grow as the internal government becomes stabilized and the country continues to focus on improving the economic welfare of the people. Currently the market in Egypt is volatile and companies that select to make an investment here must be aware of the many different cultural aspects that will affect success. The government is working to “find solutions and solve difficulties for people and businesses” (Bawaba, 2019) and has seen success in the first half of 2019. “At the time of May 31, 2019, the whole country had 721,516 businesses doing business, increasing 23,921 enterprises (3.43 %) compared to the end of 2018.” (Bawaba, 2019). This sort of success validates a foreign company wanting to make an investment, but continued analysis of the country’s government stability will be needed before each new storefront is added.
References:
Bawaba, A. (2019). Egypt : "Reviewing tax policies, finding solutions to solve difficulties for people and .
BUS 499, Week 8 Corporate Governance Slide #TopicNarration.docxcurwenmichaela
BUS 499, Week 8: Corporate Governance
Slide #
Topic
Narration
1
Introduction
Welcome to Senior Seminar in Business Administration.
In this lesson we will discuss Corporate Governance.
Please go to the next slide.
2
Objectives
Upon completion of this lesson, you will be able to:
Describe how corporate governance affects strategic decisions.
Please go to the next slide.
3
Supporting Topics
In order to achieve these objectives, the following supporting topics will be covered:
Separation of ownership and managerial control;
Ownership concentration;
Board of directors;
Market for corporate control;
International corporate governance; and
Governance mechanisms and ethical behavior.
Please go to the next slide.
4
Separation of Ownership and Managerial Control
To start off the lesson, corporate governance is defined as a set of mechanisms used to manage the relationship among stakeholders and to determine and control the strategic direction and performance of organizations. Corporate governance is concerned with identifying ways to ensure that decisionsare made effectively and that they facilitate strategic competitiveness. Another way to think of governance is to establish and maintain harmony between parties.
Traditionally, U. S. firms were managed by founder- owners and their descendants. As firms became larger the managerial revolution led to a separation of ownership and control in most large corporations. This control of the firm shifted from entrepreneurs to professional managers while ownership became dispersed among unorganized stockholders. Due to these changes modern public corporation was created and was based on the efficient separation of ownership and managerial control.
The separation of ownership and managerial control allows shareholders to purchase stock. This in turn entitles them to income from the firm’s operations after paying expenses. This requires that shareholders take a risk that the firm’s expenses may exceed its revenues.
Shareholders specialize in managing their investment risk. Those managing small firms also own a significant percentage of the firm and there is often less separation between ownership and managerial control. Meanwhile, in a large number of family owned firms, ownership and managerial control are not separated at all. The primary purpose of most large family firms is to increase the family’s wealth.
The separation between owners and managers creates an agencyrelationship. An agency relationship exists when one or more persons hire another person or persons as decision- making specialists to perform a service. As a result an agency relationship exists when one party delegates decision- making responsibility to a second party for compensation. Other examples of agency relationships are consultants and clients and insured and insurer. An agency relationship can also exist between managers and their employees, as well as between top- level managers and the firm’s owners.
The sep.
BUS 499, Week 6 Acquisition and Restructuring StrategiesSlide #.docxcurwenmichaela
BUS 499, Week 6: Acquisition and Restructuring Strategies
Slide #
Topic
Narration
1
Introduction
Welcome to Business Administration.
In this lesson we will discuss Acquisition and Restructuring Strategies.
Please go to the next slide.
2
Objectives
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Please go to the next slide.
3
Supporting Topics
In order to achieve this objective, the following supporting topics will be covered:
The popularity of merger and acquisition strategies;
Reasons for acquisitions;
Problems in achieving acquisition success;
Effective acquisitions; and
Restructuring.
Please go to the next slide.
4
The Popularity of Merger and Acquisition Strategies
The acquisition strategy has been a popular strategy among U.S. firms for many years. Some believe that this strategy played a central role in an effective restructuring of U.S. business during the 1980s and 1990s and into the twenty-first century.
An acquisition strategy is sometimes used because of the uncertainty in the competitive landscape. A firm may make an acquisition to increase its market power because of a competitive threat, to enter a new market because of the opportunity available in that market, or to spread the risk due to the uncertain environment.
The strategic management process calls for an acquisition strategy to increase a firm’s strategic competitiveness as well as its returns to shareholders. Thus, an acquisition strategy should be used only when the acquiring firm will be able to increase its value through ownership of the acquired firm and the use of its assets.
Please go to the next slide.
5
Mergers, Acquisitions, and Takeovers
A merger is a strategy through which two firms agree to integrate their operations on a relatively coequal basis. Few true mergers actually occur, because one party is usually dominant in regard to market share or firm size.
An acquisition is a strategy through which one firm buys a controlling, or one hundred percent, interest in another firm with the intent of making the acquired firm a subsidiary business within its portfolio. In this case, the management of the acquired firm reports to the management of the acquiring firm. Although most mergers are friendly transactions, acquisitions can be friendly or unfriendly.
A takeover is a special type of an acquisition strategy wherein the target firm does not solicit the acquiring firm’s bid. The number of unsolicited takeover bids increased in the economic downturn of 2001 to 2002, a common occurrence in economic recessions; because the poorly managed firms that are undervalued relative to their assets are more easily identified.
On a comparative basis, acquisitions are more common than mergers and takeovers.
Please go to the next slide.
6
Reasons for Acquisitions
There are a number of reasons firms decide to acquire another company. These are:
Increased market power;
Overcoming entry barriers;
Co.
BUS 499, Week 4 Business-Level Strategy, Competitive Rivalry, and.docxcurwenmichaela
BUS 499, Week 4: Business-Level Strategy, Competitive Rivalry, and Competitive Dynamics
Slide #
Topic
Narration
1
Introduction
Welcome to Senior Seminar in Business Administration.
In this lesson, we will discuss Business-Level Strategy, Competitive Rivalry, and Competitive Dynamics.
Next slide.
2
Objectives
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Next slide.
3
Supporting Topics
In order to achieve this objective, the following supporting topics will be covered:
Customers: their relationship with business-level strategies;
The purpose of a business-level strategy;
Types of business-level strategies;
A model of competitive rivalry;
Competitor analysis;
Drivers of competitive actions and responses;
Competitive rivalry;
Likelihood of attack;
Likelihood of response; and
Competitive dynamics.
Next slide.
4
Customer Relationships
Strategic competitiveness results only when the firm is able to satisfy a group of customers by using its competitive advantages as the basis for competing in individual product markets. A key reason firms must satisfy customers with their business-level strategy is that returns earned from relationships with customers are the lifeblood of all organizations. The most successful companies try to find new ways to satisfy current customers and/or meet the needs of new customers.
The firm’s relationships with its customers are strengthened when it delivers superior value to them. Strong interactive relationships with customers often provide the foundation for the firm’s efforts to profitably serve customers’ unique needs.
The reach dimension of relationships with customers is concerned with the firm’s access and connection to customers. Richness is concerned with the depth and detail of the two-way flow of information between the firm and the customer. Affiliation is concerned with facilitating useful interactions with customers.
Deciding who the target customer is that the firm intends to serve with its business-level strategy is an important decision. Companies divide customers into groups based on differences in the customers’ needs to make this decision. Dividing customers into groups based on their needs is called market segmentation, which is a process that clusters people with similar needs into individual and identifiable groups.
Next slide.
5
Customer Relationships, continued
After the firm decides who it will serve, it must identify the targeted customer group’s needs that its good or services can satisfy. Successful firms learn how to deliver to customers what they want and when they want it. In a general sense, needs are related to a product’s benefits and features. Having close and frequent interactions with both current and potential customers helps firms identify those individuals’ and groups’ current and future needs.
As explained in previous lessons, core competencies are resources and capabilities that serve as a source of.
BUS 437 Project Procurement Management Discussion QuestionsWe.docxcurwenmichaela
BUS 437 Project Procurement Management Discussion Questions
Week 2 Discussion
“Effective Management.” There are three (3) recommendations for effective management of projects in concurrent multiphase environments: Organizational System Design, System Implementation, and Managing in Concurrent Engineering.· Which of these three (3) recommendations for effective management would you or do you use most often? Why?
Week 3 Discussion
Top of Form
“Managing Configuration and Data for Effective Project Management.” The process protocol model consists of thirteen (13) steps from Inception to Feedback.· What are the steps?· Can any be skipped in this process model? What are the steps?
Week 4 Discussion“Organizational Project Management Maturity Model.” Students will respond to the following:· What is the four-step process of innovation and learning and how can your organization apply these steps to manage a project?· Of the five (5) levels of an organizational project management maturity model, which level is often the most difficult to manage? Why?
INTEGRATED SEMESTER ASSIGNMENT
(FINC 300, INFO 300, MGMT 300, MKTG 300)
DUE: April 12, 2019
INSTRUCTIONS:
The objective of the integrated semester is to help you extend your knowledge of how the finance,
operations, management, and marketing disciplines work and how they integrate their functioning in
the real world of business. This assignment is an assessment of how well you understand this
integration. It is worth 10% of your course grade.
YOUR ASSIGNMENT IS TO ANSWER ALL OF THE QUESTIONS, IN A SINGLE DOCUMENT:
• The assignment should be prepared as a Word document, 12 -14 pages in length (approx. 3
pages for each discipline’s questions).
• The document should be double spaced, using Ariel font #12.
• Label each section (e.g., FINANCE) to indicate which discipline’s questions you are
answering.
• Add any Appendices at the end of the Word document.
• Upload the entire Word file through the link on Canvas to each of your Integrated Semester
courses by the due date.
Note: Your reference sources, in addition to the base case and question sets, should be online sites
and articles, Bloomberg terminals, your Integrated Semester textbooks and PowerPoint slides. Also
note, Turnitin, a software tool that improves writing and prevents plagiarism, will be used to assess
your sourcing of information. Do your own work.
FINANCE ASSIGNMENT
The objective of the integrated semester is to help you extend your knowledge of how the finance,
operations, management, and marketing disciplines work and how they integrate their functioning in
the real world of business. This assignment is an assessment of how well you understand this
integration. It is worth 10% of your course grade.
Use either the Bloomberg terminals located at the Feliciano School of Business or other reputable
sources such as finance.yahoo.com, morningstar.com or Wall Street Jo.
BUS 480.01HY Case Study Assignment Instructions .docxcurwenmichaela
BUS 480.01HY Case Study Assignment
Instructions
Instructions: Each of you have been assigned a company to complete a case study analysis report.
The case distribution can be found on BlackBoard (course content -> case study analysis - > case
study distribution). Complete a thorough research on your company in order to complete the
analysis. It is required for you to use scholarly journals and peer-reviewed articles, which can be
found on the University’s website in the library section. I have provided you with very detailed
information on how to complete a thorough case analysis report. I am available during my office
hours to discuss. I will also schedule a case analysis session during lunch time this week. If you are
able to make it, please attend for one-on-one assistance.
Your “draft is due this Thursday, October 11th. I am not looking for perfection here, but please do
your best in writing and researching. Your final product will be due on Thursday, October 18th.
BUS 480.01HY Case Study Assignment
Instructions
1. Format – please review the case study format guidelines placed on BlackBoard
The use of headers and sub-headers is strongly suggested
2. Submission
1. Submit to BlackBoard (course content -> case study analysis - > Case Study Analysis
Report). Failure to submit in proper area will result in a 0.
3. Introduction
In 3-4 paragraphs describe the case facts and background. This should include BRIEF
information about the firm, however do NOT simply duplicate what is in the case itself.
As things change quickly in business, you may wish to check the current status of the
firm and briefly discuss the most current information.
4. Body
This should be about 4-5 pages in length (minimum – this is only a guideline). Review
posted guidelines for more information/detail
a) State the Problem/Key Issues
What are the key marketing or business issues in the case? These might be problems,
opportunities or challenges the firm is facing. For example:
o Sales have declined by 10 percent in the last year.
o The competition has launched a new and innovative product.
o Consumer tastes have changed and the firm’s most successful product is at risk.
o The CEO made a public racial slur and has affected the company internally and
externally.
5. Conclusion (include recommendations in this section)
For the issues you identified above, you must identify potential solutions and analyze
each of them. For example, for the decline in sales noted above we might try any of the
following, among other options:
1. increase advertising
2. develop a new product
3. implement diversity training
4. launch a brand awareness campaign
For each of the alternatives, you should analyze the costs, benefits, resources required
and possible outcomes. Typically, you will have 3-4 of these alternatives. Any given
alternative solution might address multiple issues. If t.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Digital Tools and AI for Teaching Learning and Research
new left review 34 july aug 2005 65han dongfangC H I N.docx
1. new left review 34 july aug 2005 65
han dongfang
C H I N E S E L A B O U R S T R U G G L E S
A Movement of Movements?—19
How would you describe your family background?
I
was born in Beijing, but my family is from the province of
Shanxi. We came from an extremely poor area in the Taihang
mountain range, where my parents were peasants. In the early
1950s, however, my mother came to Beijing when the husband
of her elder sister moved there as an official, to work in their
home and
help look after their children. So I was born there in 1963. Soon
after-
wards my parents divorced. When I was three, the Cultural
Revolution
broke out and we were sent back to the village, where we spent
the next
five years. Everyone went hungry. People assume it was the
peasants
who had the hardest time, but we had come to the country from
the city,
and therefore did not receive even the small food allowance
given to
those officially registered in the village. Relatives helped us
survive, and
2. I started primary school there. In 1971 we went back to Beijing,
where
my mother got a job as a construction worker. We were dirt
poor, and the
work was extremely hard. The building sites were all over
Beijing, but to
save money, she wouldn’t take a bus. Virtually every morning
she used
to leave home around six o’clock, and wouldn’t get back till
nine or ten in
the evening. That was the life of a construction worker in the
1970s.
Coming from the countryside, I had to repeat a year of primary
school
and found life at school very tough, as a village boy who didn’t
speak
proper Mandarin and stubbornly refused to learn it. But I
continued
through elementary, middle and high school in Beijing. On
graduating
in 1980, when I was seventeen, I joined the army. Everyone is
supposed
66 nlr 34
to do military service, but this isn’t how it works out in reality.
In practice,
I volunteered. Why? I clung to a dream. I hadn’t been able to
square my
experience of school with the idea of people living in harmony
under com-
munism. Like many other young people of my generation, I very
much
3. admired Lei Feng, the soldier officially celebrated since the
1960s for his
concern for others, and joined the pla hoping to follow his
example.
How long were you in the army?
I served three years in the Beijing area, in a detachment of
military
police assigned to guard the prisons of the region. Within six
months,
I had become known as a model soldier; in fact, when I was
eventually
arrested, one of the prison officers immediately remembered
me, as we
had served in the same unit. I was put in charge of a squad and
could
have made a career in the pla simply by following orders. But I
became
disillusioned with the corruption of the officers, and began
increasingly
to question the orders I received. So I was passed over for
promotion,
and repeated applications to join the Party were turned down.
After I left
the army, I briefly worked in the library of Beijing Normal
University
before being offered a job on the railways in 1984. There I was
trained
as an electrician, controlling the temperature on refrigerated
trains used
for transporting meat, fruit and vegetables from one region to
another.
I got to travel around the country a great deal, which had always
been a
childhood dream.
4. How did you get involved in the movement of 1989?
On New Year’s Day in 1987, a friend who worked at the Beijing
Daily told
me there was a student protest in Tiananmen Square. I was
living in an
alley opposite the paper, a few blocks east of the Square, so we
went off
to take a look. It was a really cold evening, and there were two
or three
hundred students holding banners with slogans such as ‘We
support the
Communist Party’, ‘Fight Corruption’, and ‘Support Reform
Policies’.
Foreign reporters were filming the scene—there were also
police cars
and cameras. The students were just entering the largely empty
square
from the north-west to cross it towards its north-east end, when
I saw
the police pushing the tv cameras around, and then between
fifty and
a hundred policemen charged the students and began to beat and
kick
them, dragging several away and throwing them into police
cars. This
was probably the last straw for me: all my illusions collapsed.
han: Chinese Labour 67
My involvement in 1989 was really an accident. My work on the
railway
took me out of Beijing a lot—we would spend a month or more
5. away,
and then have three weeks’ leave. It was during one of these
periods
that my wife and I went past Tiananmen Square on a bus.
Someone
mentioned that people were gathering on the square and my
wife, who
is a very curious person, insisted we go and have a look. This
was on
16th April, the very first day of the movement, and there was
very lit-
tle happening—two or three hundred students were discussing
why Hu
Yaobang died, how there was no internal democracy, what
democracy is,
and so on. I began to talk to people there, and it was the first
time I had
heard serious discussion of democracy as something with an
independ-
ent meaning: it had always been incorporated into other
concepts, such
as ‘democracy under the proletarian dictatorship’. Of course, I
knew what
the word meant—the Chinese min zhu translates as ‘the people
are the
master’. I joined in the discussion there and then. I tried to
interpret it in
my way, to make this general idea of democracy, which I did
not under-
stand at all, apply to my life. I said that we should think about
workplace
democracy, about control over management and profits. Because
I lived
close to Tiananmen Square, I had a lot of discussions with
people there
and became part of the demonstrations. It was a place where I
6. was being
educated as well as communicating with people—collectively. It
had
something of the feel of a festival.
How did the idea of setting up an independent trade union come
about?
The union was created on the evening of 19th May, right after
Li Peng
declared martial law. A group of teachers and workers from
state enter-
prises were trying to get together to appoint stewards in the
Square. Early
on the morning of the 20th, I think, I arrived at the north-west
corner of
the square and saw their banner. I just walked in.
I talked to various people, especially Li Jinjin, who was doing a
PhD on the
Constitution at the law school in Beijing University. I asked
him several
questions, because I was not a well-educated person, but really
wanted
to make sure this independent union would have a solid legal
basis. He
told me that according to the Constitution, we did have the right
to dem-
onstrate and to freedom of association. So I said I wanted to
join, but
was told there was as yet no organizational structure—people
had just
been getting together to protect the students. We discussed how
to form
a structure for this workers’ organization, under the already
existing
7. 68 nlr 34
banner of the Beijing Workers’ Autonomous Union. We set up a
pre-
paratory committee and held elections—those running for
election gave
a speech to the 50 to 100 people who were there, and voting was
done by
a show of hands. I was one of five people elected as committee
members,
and was then appointed as a spokesperson for the committee.
Were you in touch with workers in big factories in the city?
There were huge popular demonstrations in the second half of
May—
on the 17th, 23rd and 28th, in which very many workers rolled
into
the Square from different factories with their trucks and
banners. But
when we approached them asking if they wanted to join our
organiza-
tion, they would step back, saying they were just there to
support the
students—they didn’t want complications. This was to some
extent a
hangover of fears dating from the Cultural Revolution—being
part of
a counter-revolutionary organization was far worse than being
declared a
counter-revolutionary individual, so people would rather join
demon-
strations as individuals and not take responsibility. On 1st or
8. 2nd June
Wang Chaohua and several other students came over to our tent
for dis-
cussions. They said the student mobilization was losing
momentum,
and wanted to see how workers could be organized. This was
the first
time students had talked with us about this, and I was very
encour-
aged. But our fledgling organization lacked strength. So I
suggested that
instead of talking to workers in the street, the students, who
were already
organized, should send teams to several different factories to
talk to the
workers and discuss how they could organize themselves. We
would
accompany them, but didn’t have the capacity to do this by
ourselves.
Later that evening we all went to Beijing University to set up a
meeting
with some students, and I stayed there overnight. The next
morning we
went back to the square, and heard that an army car had run
people over
the previous night, and soon the disaster occurred.
You mentioned the fear stemming from the Cultural Revolution.
But did
the workers not also have a sense that, as the Constitution of the
prc then
declared, they were the masters of the country?
Yes, I absolutely agree. The reason the workers came out onto
the streets
was to provide moral support for the students, like a big
9. brother, but
there was nothing in particular they wanted for themselves.
When we
asked factory workers, they said they wanted the government to
treat the
han: Chinese Labour 69
students better—and nothing more. Even when we got organized
and
drafted our charter, we wrote in a very general way; there was
nothing
as concrete as benefits, salaries, working hours or collective
bargain-
ing, though we did mention factory democracy, if I remember
correctly.
Politically and socially, we had never had the chance to be
ourselves, as
individuals or even as working-class people; we had not been
able to base
our thinking on what we needed. We were trying to make a leap,
but it
was our first leap, and we didn’t know how.
Were you in contact with your workmates at all during this
period?
At that time, no. The only contact I had with my colleagues was
when
some of them came to Tiananmen Square to warn me that
representa-
tives from the railway would come and ask me to return; they
said I
should refuse, that it was a trap. Sure enough, I was visited by
10. people
from the railway company and its security section, who offered
to pro-
tect me by putting me on a train for six months, away from
Beijing. I
thought they were treating me like a child, but politely thanked
them,
and said I had a duty to fulfil. I was elected as a committee
member, I
was a spokesperson—I had to keep speaking. I would probably
end up
in prison, but this was something I had to accept. When they
told me I
might be executed rather than imprisoned, I actually felt a kind
of ela-
tion: it would be alright to die like this, I thought—and
doubtless many
students thought the same thing. Dreams of heroism were in the
air.
Where were you when the repression came on June 4th?
I arrived back in Tiananmen Square in the afternoon of June 3rd
on
foot, because there was no public transport. For the previous
few days
there had been rumours about the army moving in, and I was
trying
to calm people down—I kept saying that I had done time in the
army,
and didn’t believe well-trained soldiers whose moral
understanding was
they should serve the people would fire on their fellow citizens.
On one
level I really believed this, but in another part of my mind I
thought they
11. might attack, but if they did so it would be with rubber bullets,
tear gas
or water-cannon. I didn’t know for sure that they had such
equipment—
the Chinese official supposedly responsible for human rights,
Zhu
Muzhi, later claimed that the troops did not have rubber bullets,
so ‘had
no choice’ but to use live ammunition on the demonstrators. I
simply
70 nlr 34
thought, as a matter of principle, that soldiers such as I had
been would
not carry out orders to fire live rounds at civilians.
By evening I was incredibly tired—I hadn’t slept properly for
days—and
went to sleep in my tent. I was woken up by Robin Munro from
Amnesty
International, who was there to observe the occupation of the
Square.
He was very nervous, and warned me to be careful. We talked
for two
hours or so, before I said I was too tired to continue, and he
left. I had
just fallen asleep when someone woke me up saying they had
started
shooting—with real bullets. I couldn’t believe it. I walked out
of my tent
and saw these pink lines in the sky—rubber bullets would not
make that
colour. For a moment I thought it could be a sign that they were
12. shoot-
ing into the air, rather than at people, but then I told myself to
stop being
so naïve. Others were asking me what to do, the police were
breaking
into the square. I didn’t know what to say, my mind had gone
completely
blank. I just walked back to my tent, physically exhausted,
unable to
think, watching people running out and in, trying to burn
documents. I
was completely lost.
At around 11.30 pm on June 3rd, a group of fifteen or twenty
young peo-
ple arrived looking for me. My comrades tried to push them out,
but
they just broke in, saying I had to go with them, that there was
going to
be a bloody massacre here. Without saying who they were, they
insisted
I should not stay, and mentioned SolidarnosBcB, comparing me
to Lech
Wa$ȩsa. Of course, I was flattered to be accorded such
importance, but
I didn’t think my life was more valuable than anyone else’s.
Besides,
it would be shameful for me to run away. I told them I was
staying.
Eventually the young people left, but returned five minutes later
and one
of them said: ‘Excuse me, but I’m afraid you have to go with us.
That’s
our mission, your destiny’. A very strong fellow gestured to the
others,
and several of them just picked me up and physically carried me
13. out of
the tent. Then they walked me to the east side of the square—
the army
came from the west—surrounding me to protect me from
bullets. It
was an extremely touching moment. In the north-west corner we
saw a
burning tank. We went past the Public Security headquarters,
and then
the Beijing Hotel, where I saw a man riding a bicycle eastwards
with
one arm, the other bleeding copiously. By this time it was
around one in
the morning. When we reached the Dongdan intersection on
Chang’an
Avenue, near where I lived, they said: ‘Alright, now leave the
city. We
have to go back to the square to protect some other people’—
and then
han: Chinese Labour 71
they disappeared. I never found out what happened to them,
whether
they survived in the square, were injured or went to prison.
What did you do next?
I got my bicycle and rode out of Beijing, into Hebei province.
My
plan—like everything else I did, it was naïve, considering I was
25 years
old by then—was to disappear for a year or two, travelling
south by
14. bicycle, talking to peasants and workers wherever I went. I
didn’t have
any money, but thought I could track down student leaders in
cities
I passed through—since I thought there must be student
organiza-
tions everywhere—and ask them for help. I would study what
was
happening in society, get to know the lives of people in
factories and
villages, and so be better equipped to help present a real
challenge to
the Communist Party. For I felt embarrassed to be the
spokesman for
a workers’ organization that the workers themselves didn’t
recognize.
It was a nightmare for me when reporters would ask me in the
Square,
‘How many affiliates do you have? How many members?’. I
knew that
when we approached workers on mass demonstrations, they
denied we
were any kind of organization representing them. Nobody had
followed
us, nobody had supported us.
For a few days I wandered through the countryside, sleeping out
in the
fields. I remember a conversation with a farmer looking after
his water-
melons, asking him about his life, his income, what he really
wanted, and
trying to talk to him about democracy, the need for a genuinely
elected
government—things I had learnt just in the last month—and I
realized
15. that he did not have that many complaints about the Communist
Party.
Then, in a town one day I found myself watching a tv monitor,
and sud-
denly, one after another, pictures of the twenty-one most wanted
student
leaders appeared on it, many of whom I recognized. Then my
picture
appeared too. It suddenly felt as if my universe had fallen apart.
Of course
I knew my situation was serious, but hadn’t imagined it could
come to
this. Having thought I could go around the country talking to
people,
discussing with students in Zhengzhou or Nanjing, I now
realized this
was impossible. I felt as if everyone was watching me. Pulling
my straw
hat down over my face, I took off on my bicycle, heading
nowhere. It
was very hot, and feeling sleepy, when I came to a river bank
with some
shade I lay down beside it. There I started thinking about what
to do.
Should I just keep running? Then I remembered the speech I had
made
72 nlr 34
when standing for election in Tiananmen Square. I had given
my name
and personal details, so that everyone would know who I was,
and that
they could trust me; after that, I had said we had legal grounds
16. for what
we were doing, and that if one day we were put on trial, we
would have a
good defence. But if we had to go to jail, I would be the first to
go—and I
would not let anyone arrest me, I would walk voluntarily into
the prison
myself. I had been loudly cheered. Now, I thought, I faced a
choice: I
could try to escape, swallowing the words I had said in front of
these
people, and be branded a liar—and that would be the end of my
political
life. Or I could keep my promise.
So I decided to go back to Beijing. Hurrying along, asking
people for
directions—I didn’t know exactly where I was—I rode towards
the city.
My great fear was that I might be arrested before I could get to
Beijing. I
remember crossing a bridge over a river, with guardhouses at
either end,
and uniformed police sitting outside them. I went past them
very slowly,
whistling casually, and had gone about 30 metres when they
called out
for me to stop. They asked where I was from, and got very
animated
when I said Beijing. I told them I was unable to go to work
because of
the chaos there, and had decided to return to my village for a
few weeks.
I pretended I was lost, and asked them the way to Shanxi.
Suspicious
of my travelling by bicycle, rather than by train or bus, they
17. accused me
of being a student who had fled Beijing, and asked to see my id
card.
For some reason I had hidden it in my shoes, but said I didn’t
have it
with me, and made up a name when they asked me. They took
me to a
yard, asked me to empty my bag and searched me. Then they
made me
undress and stand in the corner, and kicked me. At this point I
decided
to preserve my dignity, and told them they should treat me with
respect.
I was a normal citizen, I had done nothing wrong. And did they
want to
search my shoes—or even just shoot me?
They had calmed down by this point, and told me to put my
shoes and
clothes back on, and sit down. But one of them was looking at a
little hand-
book, his eyes moving from me to one page, and then to
another. ‘This
looks like him’, he said, reading out the description. The other
one said
‘Stand up’, and they compared my height with the particulars in
the book.
Luckily they didn’t quite match, and I had cut my hair very
short. So the
other said, ‘That’s not him’, and they eventually told me to pack
my things
and leave. I had ridden 10 metres away, when I turned around,
going back
to ask them for a chit to prove that I had been okayed, in case I
was stopped
18. han: Chinese Labour 73
at other checkpoints. The policeman who had said I definitely
didn’t
match the descriptions replied, ‘You know what, just run and
save your
ass’. I’m pretty sure he knew who I was, and had helped me
through.
You got back to Beijing safely?
Yes, I arrived on my bicycle without further difficulty. In
Tiananmen
Square I saw soldiers with guns, and thought with pride of what
I was
about to do. In front of the Public Security headquarters, I
walked up to a
soldier and said, ‘I am Han Dongfang, I gather the Public
Security Bureau
are looking for me.’ He just took two steps back—he was a very
young
boy—and said, ‘Which department are you looking for?’ I said,
‘No, it’s
not which department I’m looking for, it’s Public Security
that’s looking
for me’. He merely replied: ‘Go to reception, and get
registered’. For a
second I began to regret my decision. I thought I had become
famous,
but no one had recognized me, even when I gave my name; I
could eas-
ily still run away. But then I was approached by someone
coming down
the stairs who clearly did know my face, and I remembered that
19. this
was not just about myself, but about the whole movement. It
turned out
this was one of the security officials who had been present on
May 28th
or 29th when I and others from our organization had negotiated
the
release of three workers who had been arrested in the Square.
He said:
‘So you came in to give yourself up. What a wise decision—it’ll
save your
life’. I replied, ‘What do you mean—“give myself up?” I’m here
to be
responsible for what I did, because I believe what we did was
absolutely
right. Please get the soldiers to record that I have not given
myself up.’
I had raised my voice, and by now there were a few onlookers in
the
reception area. He asked me not to create a scene, but to go
quietly with
him into the building, where he took me to a room and gave me
tea. Half
an hour later, another three or four plain-clothesmen came in
and took
me away through a back door into a car. We drove out past
Dongdan,
by my home, and I asked if I could speak to my family or pick
up some
clothes. They just said ‘Where do you think you are?’—and
took me to
the Paoju detention centre. There I was stripped and searched by
two
young armed policemen, who poured vicious abuse on me.
When I said,
20. ‘Why don’t you just beat or shoot me then?’, the plain-
clothesmen told
them to leave me alone. To me they said, ‘Now you know where
you are,
you’d better behave. You’re not in charge. We can do what we
want next
time.’ Then they took me to a cell.
74 nlr 34
How soon were you tried after that?
There was no trial. There was continuous interrogation. For the
first
ten days or so they focused relentlessly on one aim: getting me
to say
that I had given myself up—which of course I denied. They
showed me
newspaper reports of executions in Zhengzhou, Shanghai and
Beijing,
comparing me, for instance, with a man who was condemned to
death
for burning a truck. They said I could be shot a thousand times
over for
the damage I had caused, but that I had a golden opportunity to
save
my life—I just had to say I had given myself up. They kept me
awake
day and night—I slept no more than an hour each day. The
worst was
when they would get me up at midnight and bring me into a
small, very
brightly lit room. I would be put in a corner and cross-examined
by peo-
21. ple who were behind the light—I couldn’t see their faces, but
could hear
their voices. I could see a little red dot in the corner of the room
which I
was sure was a camera.
They just wanted me to say that I knew I had been wrong, and
there-
fore had given myself up. Each time all I wanted was an hour of
sleep,
until the longing became truly desperate: counting the minutes,
telling
myself I must hang on for just one more before giving in, was
really
tough. In the end, one morning they said they had tried their
best to
save me, but that I didn’t know the value of life. ‘One day soon
you will
face a bullet, and we hope you remember us then’. I thanked
them, and
asked if I could go back to sleep. ‘Yes, now you can go to sleep
forever’.
So on the one hand, I had achieved a certain dignity. But on the
other,
life was about to vanish. It was a kind of emptiness that
terrified me. I
went back to sleep, and woke up haunted by guilt at not having
been bet-
ter to my own family, and because I no longer had any chance to
express
regrets to them before dying. For a month, I expected every day
that the
door would open and I would be called out to be killed. From a
journalist
friend I knew how executions were done in China. The final
humiliation
22. is to make you kneel down and face the earth, in front of a hole
that has
been dug in the ground. Then you are shot in the back and
pushed into
the hole. This moment before you die, when you have to kneel
on the
ground, about to be killed, was the most painful of all thoughts
to me.
I began to imagine how I would escape from this position.
Eventually I
decided I would bolt as soon as I got out of the police car in
which I was
being taken to be executed, so they would have to shoot me
while I was
running. Or else I imagined that, if they caught me, they would
have
han: Chinese Labour 75
to hold me down and shoot me while I struggled and shouted
against
them. After forming this plan I was calmer: I felt ready to die,
and bore
myself more firmly in the detention centre. My attitude of
standing up
to this whole killing machine earned me respect from the prison
guards.
Nobody ever touched me or beat me physically while I was in
prison,
although in due course I was tortured in other ways.
After a while I was put in a cell with twenty prisoners, all of
whom had
tb; some also had liver problems or skin conditions. These
23. people really
looked terrible—they were all coughing blood. The deputy chief
of the
prison, before putting me in this cell, told me he respected me a
great
deal, but that I was going too far; didn’t I know what co-
operation meant?
By then my only fear was of getting sick, and not living long
enough to
see the Communist Party fall. In the cell I contracted tb, and
received
no proper treatment. I was there for about nine months, till the
spring
of 1990. Then I was moved to Beijing First Prison in
Banbuqiao, until
the Public Security Bureau decided to build an apartment
compound
for its employees there, when all the prisoners there were
transferred
to Qincheng, in the northern suburbs. Several times I went on
hunger
strike, and came really close to dying. I couldn’t do anything on
my own,
and eventually had to be fed. One day some people from the
prosecutor’s
office in Beijing came into my cell—I had by this time been
moved to
Qincheng—and said they wanted to question me. I was too weak
even to
speak, so the other prisoners asked them to bring a pen and
paper. I wrote
that if they wanted to complete my case before I died, they
should send
me to hospital. They were so shocked, they just went away. But
an hour
later the prison authorities came and cut my hair, moved me out
24. of the cell
and put me on a drip for a day to make me stronger. They then
sent me
to a major hospital, where I stayed for two weeks and recovered
a little.
My family was asked to sign papers for my release in the spring
of 1991,
but was not told about my illness. They thought I would be able
to go
for walks in the park, but I couldn’t stand up, or string a full
sentence
together. I weighed 90 pounds. Even the military hospital
couldn’t diag-
nose my condition. My right lung was so badly damaged that it
was like a
piece of rock—nothing went in or out, so no bacteria showed up
in any of
the X-rays. A doctor from the Boston-based ngo Physicians for
Human
Rights, who had flown over to Beijing, looked at one of my X-
rays and
said he had never seen a case of tb infect a whole lung in this
way. I was
on medication for a year and a half, and then I was told the lung
would
76 nlr 34
have to be removed—otherwise, my heart would be affected.
The afl-cio
organized the operation for me at Columbia University Medical
Center,
and I got a visa to go to New York in the autumn of 1992. My
25. friends told
me that I should have the operation in Beijing, since if I left
China I would
never be allowed to return. I told them I knew what I was
doing—I didn’t
want any medical accidents—and said I would be back within a
year.
One year later, I did come back. I didn’t tell anyone, not even
my wife. I
flew from Boston to Helsinki to give a speech at a conference of
interna-
tional public-sector trade unions, and bought a one-way ticket
from there
to Hong Kong. Nobody knew I was coming, I just arrived. On
landing I
called Robin Munro, who was very surprised to hear me, but
picked me
up and hid me on Lantau Island. After a week my Hong Kong
tourist visa
expired, so a Hong Kong friend and I took a boat to a little town
on the bor-
der. We chose a place with just a police checkpoint but no
computer, since
I figured—correctly, as it turned out—that a computer would
remember
my name, but a policeman wouldn’t. Everything went as
planned. Once
across the frontier, we went by bus and taxi straight to
Guangzhou air-
port. But all the flights to Beijing for that day were sold out, so
my friend
suggested we check into an expensive hotel, which would
undoubtedly
have a way of getting tickets for their guests. So we went to the
Orient
26. Hotel, which I learnt afterwards is controlled by the Public
Security
Bureau. At around 4.30 the next morning, there was a knock on
the door,
and a group of policemen burst in and arrested me. That
afternoon they
sent me back to Hong Kong via the Luohu bridge in Shenzhen.
After you were returned to Hong Kong, did you begin
organizational work
fairly quickly?
During the first two months, I tried several times to get back
into
China—after all, it is my country, I was born and grew up there
and
have a Chinese passport. Each time I was turned back, on one
occasion
being physically grabbed halfway across the bridge, and thrown
back to
the other side. But then I realized it wasn’t my job simply to
make the
Chinese government look bad by trying to cross the border
every two
weeks surrounded by reporters. I had to go back to my original
pur-
pose, which was to help create a workers’ movement. So in
March 1994
I started the China Labour Bulletin. The aim was to produce a
weekly
paper that would talk about what was happening in China,
describing
the lives of workers, and explaining the idea of trade-union
organizing
27. han: Chinese Labour 77
to them. The concept was essentially an educational one. Based
in
Hong Kong, the Bulletin would face two ways, with one edition
pub-
lished in Chinese and another in English. Because of the amount
of
work involved, especially in the translations, it gradually turned
into a
monthly. We would send the English version out to trade union
organi-
zations abroad, and the Chinese version to factories in the prc.
You can
buy a directory of mainland factories, updated annually, in
Hong Kong
bookstores, which contains around 100,000 addresses. We
would send
the Bulletin out in an exploratory sort of way, to different
plants selected
from it. We would address the Bulletin to the trade union office
in the
factory, though I knew this meant it would often, if not always,
end up in
the local police station. But I didn’t mind that—police officers
need edu-
cating most. After 1999 or 2000, we stopped printing the
Bulletin and
switched to a purely online version, an e-newsletter. We find
it’s more
attractive, and reaches more people. There’s also the fact that
we can
put transcripts of conversations with workers from my radio
programme
straight online and send them out, together with my commentary
28. on the
cases in question. You can check it out: www.china-
labour.org.hk.
What about your radio programme, Labour Express?
I started doing a programme on Radio Free Asia in March 1997,
shortly
before the handover of Hong Kong by the British to the prc.
They gave
me airtime twice a week to comment on Chinese labour matters;
but
after a few months of this—at the end of 1997—I told them I
couldn’t
continue to talk about Chinese workers without talking to them.
I was
losing touch, my ideas were drying up. I suggested I give out a
telephone
number so that my audience could call toll-free. Sure enough,
people
began to call in. I would ask those ringing from home to call
again from
a public phone, and then I would return the call. Those ringing
after
office hours would leave messages—when we arrived in the
mornings
we would find the tape full. My writings really benefited as a
result of
this dialogue with my radio listeners—my articles became much
more
down-to-earth and concrete. I then realized that all these
conversations
should really be brought into the open, and decided we should
put them
on the air, provided the callers agreed. I began to get more and
more
29. phone calls, and people were very willing to talk. To begin with
we used
software to alter callers’ voices so they couldn’t be recognized,
because
I didn’t want to get them into trouble. But they increasingly
said, ‘No, I
don’t want my voice changed! I want to speak the truth.’
78 nlr 34
Then we began to cover demonstrations and strikes, not after
the fact,
but as current news stories. I would produce a report including
inter-
views with workers, government officials, trade unions,
management
and so on. For example, in 1998 there were a number of
disputes over
back pay, and the treatment of retired and off-post workers.
There were
protests in the street, and I would receive a call from a public
phone
in front of a government building, telling me there were five
hundred
people there. So I would phone back, and interview people at
the other
end of the line, asking them about their problems and their
lives. It was
extraordinary—like having a reporter on the scene, recording
the news
live. Then I would call local government officials, and ask what
they
were going to do, and why the situation was getting worse and
worse.
30. And I would ask the trade union officials what they were doing
for the
workers—and they would reply that they were trying to calm
them down
and send them home, because workers didn’t understand the
difficulties
that management and government faced, and so on.
Were the calls you were getting coming from any regions in
particular—for
example, were they mainly concentrated along the coast?
No, they came from everywhere—even Tibet and Xinjiang. The
distribu-
tion of the calls has depended more on the period than on the
region, in
particular on the timing of the reforms of state enterprises in
any given
part of the country. Around 1998–99 there were a lot of off-post
prot-
ests in Heilongjiang, Gansu and Guizhou, for example, and
stoppages
of trains in the coalmine areas of Sichuan.
Are people able to listen to the programme all over China?
It depends on the area—sometimes the signal is jammed, and
people
call and complain. They can’t believe the Americans, with all
their techno-
logy, can’t get around the jamming, which is done by local
radio stations
where the army is involved. Basically, they just broadcast
alternative pro-
grammes over the same frequency, operas and the like.
31. Has the element of fear diminished since you started this kind
of reporting?
Yes, people’s fear is disappearing. The reason, in my view, is
that anger
is growing, and eclipsing fear.
han: Chinese Labour 79
How would you say your ideas have developed as a result of the
radio prog-
ramme and the Bulletin?
I’ve learnt a great deal. By talking to so many different people I
have
been forced to become more realistic, and think in increasingly
concrete
terms about how to resolve problems. It was very difficult in the
begin-
ning, but I developed an ability to get a general picture of a
factory by
talking to different workers, managers and government officials.
Then I
realized that though I could comment on these things, I could
not pro-
vide solutions—firstly because I was unable to, and secondly
because no
one had voted for me. I did not represent anyone.
To start with, when I put together reports on demonstrations and
talked
to various officials, I would try to force them to respond to my
questions,
to which they would give stupid answers that highlighted the
32. sickness
of the system. I would get quite excited about our success in
doing this.
But after a while I realized that activity of this kind doesn’t
actually help
resolve any of the problems in the factory. The question of back
pay, for
example, is dependent on the budget of the enterprise; if the
money isn’t
there, I could be sitting in the official’s chair without any better
solu-
tion myself. I felt then that workers should try to resolve
disputes in a
peaceful and rational way, by negotiation. If nine months of
back pay are
owed, and the government can only pay for three, there’s no
point stand-
ing in the street until the full sum is paid; you negotiate and get
them
to pay three months, say, and the rest in nine months’ time. But
then I
realized that, without a legal basis for the negotiations, there is
nothing
to hold the government to its promises.
So we developed a form of struggle which involved encouraging
workers
to file lawsuits. The law is very clear on the government’s
responsibility
to pay workers’ salaries; not only is the Ministry of Labour
obliged to dis-
burse back pay, it must also pay a fine for letting arrears build
up. Since
about two and a half years ago, the Bulletin has been actively
intervening
in such cases. We no longer observe from the sidelines, we
33. explain the
legal procedures to workers, and find lawyers willing to take
their cases.
Two years ago, some ten workers from a huge textile factory in
Suizhou,
in the province of Hubei, were arrested after a demonstration.
We got
them a lawyer from Beijing, whereupon the charges were
dropped and
the authorities sent them directly to a re-education centre
without trial.
So we went to the local Public Security Bureau with the lawyer,
insisting
80 nlr 34
that this was an illegal administrative decision, and they
released the
workers. It was a very effective intervention. After this, we
developed
a ‘law case intervention programme’, which has been very
productive
so far. More and more lawyers are willing to work with us
directly, they
don’t feel the need to hide themselves at all—they are making
money
from it, in professional fashion.
So far you’ve spoken about state enterprises. What about
disputes in the
private sector?
The private sector can be divided into two parts: domestic and
foreign
34. enterprises. It’s much easier to deal with foreign firms than
with Chinese.
Local companies mostly consist of privatized former state-
owned enter-
prises, whose current owners are former managers or officials,
cutting
local officials in on their profits. So in cases like these, one is
still up
against local government functionaries, who are very protected.
With for-
eign factories—including those owned by Taiwanese, Hong
Kong and
Korean investors—the owners of course pay off local officials,
but you can
push these officials into a corner by pointing to the labour law
and telling
them they are protecting foreign investors at the expense of
Chinese work-
ers. It’s much easier to apply pressure by making this kind of
argument.
I’ve also realized it’s easier for workers in foreign factories to
launch
actions. They often come from the countryside, and have never
been
taken care of by anybody. In former state-owned enterprises,
many work-
ers stayed on after privatization, even at dramatically reduced
wages. Yet
many of them still feel as if the state should somehow take care
of them.
The belief is residual, but it’s enough to stifle their
independence—they
don’t want to burn their bridges by doing anything drastic on
their own.
Years ago, for example, the government was going to close
35. down a fac-
tory. We encouraged the workers to take legal action and
organize, but
they didn’t want to. Many of them were scared, and willing to
accept less
favourable terms. Most lost everything, and even those who
kept their
jobs are working in far worse conditions. Now they’re eager to
fight, but
it’s too late. The platform for building solidarity has been
lost—where
you had, say, five thousand workers before, now you have only
three
hundred. All this makes organizing in former state-owned
enterprises
a disheartening experience. We believe that workers in foreign
factories
should be the main target of organizing for the labour movement
in
han: Chinese Labour 81
China. Once you get these people organized, they will influence
the pri-
vatized state-owned enterprises.
You mentioned back pay. What are the other main issues that
arise? Working
conditions? Wages? What about unemployment?
Alas, we cannot hope to organize the unemployed. Often
workers con-
tact me complaining in advance about an unfair dismissal. I
encourage
36. them time and again to file a lawsuit, but they refuse, preferring
to peti-
tion the authorities—again and again, until they formally lose
their job.
By that time it is too late, because there is no legal record to
show that
they did not consent to their dismissal. This sort of thing is
especially
upsetting, because these people are the poorest of all, those who
need
help most. Against our will, we are forced to choose particular
points
of entry, if we hope to build a movement. We don’t see China
Bulletin
as a service centre—though we will of course help with
individual cases
where we can. We see ourselves as creators of a labour
movement, and
believe that workers’ protection in future depends on whether
we can
successfully create a strong one. So we have to make painful
choices—to
drop one case and continue with another, if the second looks as
if it
could develop into a collective issue, in which workers might
select rep-
resentatives who could eventually develop into trade union
leaders. For
it is through these legal struggles that they can be encouraged to
form a
union in their factory. Once there are elected union
representatives, we
are one step further towards reforming the official trade union,
which
we do not want to get rid of, since we see it as a useful shell. It
has to be
37. changed internally, with increased worker participation. At
factory level,
once you have members pushing for elections, impeaching
irrespon-
sible officials, bringing lawsuits, so many things become
possible. We
offer legal education to workers, telling them how to organize a
union,
helping them with election procedure, producing membership
cards,
keeping contact with people.
At the same time, because we do everything on a solid legal
basis, the local
Public Security Police can’t do much to these workers. We
explain to the
workers that we are helping them because of their labour
disputes, and
that we wish to solve them for the good of everyone. So if the
police ask
them if we have a hidden agenda, there’s nothing anyone can
say against
us. Recently, there was a 49-day strike in a textile factory in
Xianyang in
Shaanxi. Most of the workers were women. I drafted election
procedures
82 nlr 34
for them, highlights of the trade union and labour laws, and
offered to
find a lawyer for them in Beijing. Then the leaders were
arrested. On the
one hand, I was reasonably sure they would not be treated like
38. the work-
ers in Liaoyang. On the other hand I thought, my God, I have
effectively
sent these people to prison. Three months later, they were
released. After
this, we learnt to stay focused on the most down-to-earth labour
disputes
and concrete issues. The Xianyang factory was bought by a
Hong Kong-
listed company, with a state background, called China Resource.
They
promised the workers nothing would change, and that everyone
would
get long-term contracts. But as soon as the deal was done, the
workers
were told that the longest contract available would be for three
years, and
that everyone was on six months’ probation. Extremely skilled
workers
who had been in the same job for 20 years were now on
probation, and
receiving only 60 per cent of their previous salary. That’s why
they began
to protest—they locked the factory gates and completely
stopped produc-
tion. Today, they are still working. They have not been laid off.
Just recently I received an email from a primary school teacher
employed
at a coal mine in Jilin, writing on behalf of thousands of miners.
He said
he had read one of my articles on the internet, and absolutely
agreed
about the need to organize the workers, so he had downloaded
the article,
printed it out and circulated it among the miners. They were
39. very excited
about the idea of getting organized legally, but wanted my help
because
they didn’t know the correct procedure. These are the sorts of
cases I want
to focus on, which need to be dealt with extremely carefully.
People in
China experienced the Cultural Revolution, June 4th, and then
after June
4th came darkness; they are very afraid, but cannot explain why
they are
afraid. I believe the worst fear is felt when you can’t understand
it or find
a reason for it. Once you know the reason, you can deal with it.
By giving
legal assistance to the workers, we’re making it very clear that
there is no
reason to be scared, that for everything they are asking for there
is hope.
Would it be accurate to say that all branches, wherever one
looks, of the offi-
cial trade union are acting on behalf of the management, rather
than for the
workers?
Yes, this is absolutely true, and it applies everywhere. In most
cases, the
trade-union functionaries themselves are also part of the
management.
han: Chinese Labour 83
Is your strategy to get workers to be sufficiently self-confident
40. to vote these
people out of office, and insist on having real representatives?
I used to think that, but I view it as impossible so long as
people are
afraid. Also, I don’t know the technical procedure. Furthermore,
even
when I’ve talked to workers about labour law, trade union law
and so
on, they would still rather concentrate on specific cases than on
trade
union elections. I have to convince them that a union election is
closely
connected to their case, to make it more legitimate. But we do
believe
that if there are more workers in the factory organizing
elections, there
will be real pressure on this trade union system—if you don’t
represent
these workers, they will kick you out of office. Even the best
people in
the present machinery, who have genuine sympathy for the fate
of their
workers, have never been trained to organize anything. They
have no
idea how to represent the workers. So far as lawsuits go, on the
other
hand, the most important thing is that they build self-
confidence. If you
have collective self-confidence, it’s fine to make mistakes with
proce-
dure, you can correct them, learn and move on. But if you don’t
have
self-confidence, you won’t even begin. This is why providing
legal guid-
ance and lawyers is so helpful to these workers—they’ve finally
41. found
solid ground to walk on.
The implication of what you’re saying is that the workers can
have confidence
in the courts.
If you have enough workers together, you make it more difficult
for the
courts to make decisions that go against the country’s own
laws—which
of course they are fully capable of doing.
Are there cases in which workers try to strike for higher wages?
This would be
a normal thing elsewhere.
It is happening more and more now. There are virtually daily
strikes in
the Shenzhen area. These are strikes for shorter working hours,
higher
wages, better working conditions. But this is the nature of the
work-
ing class—they will wake up by themselves, whether or not the
China
Bulletin is there. All we can do is to make the journey to
collective self-
confidence shorter, and one for which workers will pay less of a
price,
avoiding desperate struggles that they can only lose.
84 nlr 34
Are the people who get in touch with you mostly elderly or
42. younger workers?
A mixture. It depends on where they work. In former state-
owned enter-
prises, it’s mostly older people, who are not yet retired—around
40 or
50 years old. They still need their jobs, and now want to fight,
but don’t
know how. At the moment we are focusing on foreign factories,
espe-
cially in the Shenzhen and Guangdong areas, on cases of work-
related
disease. In struggles over wages, it can sound like you’re asking
for more
than the basic; but here, where people have contracted diseases
because
of bad working conditions, you’re asking for well below the
basic. For
this reason, when we hold the local labour bureau to account,
we get a
lot of sympathy from reporters, lawyers, judges, even
government offi-
cials responsible for other areas. It’s through cases like these
that we
can explain everything—freedom of association, collective
bargaining,
labour and trade union law, respect for basic human rights—
analysing
everything in concrete terms. It’s because we go through the
legal sys-
tem that no one can be against these workers. If we can persist,
we could
make ourselves indestructible.
Your strategy wagers everything on legal actions, of a defensive
character, to
43. build collective self-confidence. But don’t ordinary people in
China, both work-
ers and peasants, employed and unemployed, feel passionately
about issues of
social justice, just as strongly as about legal justice, if not more
so? There is
massively growing economic inequality, seizures of peasant
land, huge enrich-
ment of corrupt officials, businessmen and yuppies. How can
one realistically
expect the anger this causes not to lead to popular explosions
outside, and
against, the highly repressive laws of the land? Would you tell
people they must
keep quiet and suffer the status quo, when their indignation
boils over?
It is correct that ordinary people in China now feel no less
strongly about
social justice than about legal justice. However, our approach
does not
mean that our understanding of the one precludes the other. In
China’s
modern history, efforts to solve social problems by social means
have
occurred again and again, in a cyclical pattern. This is not just
something
that has happened in the past—it is very much present at the
moment.
In other words, it does not require anyone to push or to mobilize
for it
to take place. It happens all the time without special
mobilization. The
contribution that we can make at the China Labour Bulletin is to
offer
another line of thinking, that differs from the tradition of
44. uprisings,
armed struggles, revolutions.
han: Chinese Labour 85
Our approach is to offer more options to ordinary Chinese
people when
there is an explosive social problem. Will you put your trust in
gather-
ing tens of thousands of people onto the streets, or in seeking
legal help
from a lawyer? Most Chinese people believe in the former
rather than
the latter. It’s not just part of our modern history. It’s very
much in the
blood of our reality today or even tomorrow. So there is no need
for us
to work on it. What China has historically lacked is a fair legal
system
and the rule of law. Efforts to create these have never yet
succeeded. This
is what we are trying to do—to solve existing social problems
through
existing legal systems. In a sense, you could call it a cultural
project:
encouraging people to trust in peaceful negotiations. That kind
of confi-
dence is needed for a healthier development of the country in
the future.
When people speak of ‘sustainable development’, it must also
mean a
society where the government is restricted by laws, and cannot
abuse
its power with impunity. Meanwhile, citizens have to learn the
45. skills to
negotiate for their own benefit, as well as to use legal leverage
to fight
for their civil rights.
These are all means that lie outside the ‘old’ modern Chinese
concep-
tion of social revolution. Unfortunately, they have not yet taken
root
in contemporary China. But we have to try to develop them. To
speak
pessimistically, this is to work when you know it is almost
unworkable.
It’s to make an effort. To be sure, I will never criticize or try to
stop
ordinary people in China when they take to the streets to protest
against
social injustice. I have no objection to mass protests and no
obligation to
defend the ccp’s version of ‘social stability’. However, I will
not encour-
age people to take to the streets, either. Whenever there is an
opportunity,
I try to point out the other options.
PCN-610 Topic 1: State’s Rules Review Worksheet
Complete the table below by reviewing the Arizona Board of
Behavioral Health Examiners website, in addition to the state in
which you plan to practice. With your licensure goal in mind,
find the state code numbers for the rules and regulations related
to documentation from both states.
In addition, from the ACA Code of Ethics website, cite two
multicultural ethical codes, two dual relationship codes, and
46. their importance to treatment planning. Be sure to properly cite
all sources used as reference notes in the references section
below.
Rule/Regulation
Arizona’s State Code #
Practice State Code #
Importance to Treatment Planning
Consent for Treatment
Treatment Plan
Client Record
Financial and Billing Records
Confidentiality
ACA Code of Ethics
Multicultural Ethical Rule 1
Multicultural Ethical Rule 2