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Title ABC/123 Version X 1 Key Terms PHL/323 Version 5 1 University of Phoenix MaterialKey Terms Ethical Terms Character: Moral actions based on duty-driven ethical principles. These include trustworthiness, respect, responsibility, fairness, caring, and citizenship (Josephson Institute, 2009). Ethical System: Underlying ethical principles, which a person uses to make decisions Ethics: “The principles, norms, and standards of conduct governing an individual or organization” (Treviño & Nelson, 2011, p. 17); ethics form the basis for determining the correct action, or moral behavior, in a particular situation. Morals: Actions based on one’s underlying ethical principles Values: Those things or actions upon which the individual or organization spends time and money Ethical Systems Duty-based: A moral obligation or commitment to act in a certain manner, with clear right and wrong being determined by an outside authority Entitlement-based: Moral decisions are based entirely on what is in the best interest of the individual, regardless of relationships, the needs of others, or business. Goal-based: Focuses on the outcome or final purpose, which may be localized, as in business, or universal, as in feeding all the hungry children in the world Humanistic (secular humanism or human nature ethics): Beliefs based on the extremes of human behavior, both good and bad, without the direction of an outside authority Relativistic: Relativism often uses the personalized approach to ethics. It is subjective and focuses on personal experience as a form of judgment, and many different factors play a role in determining how a person uses this system. There are no absolutes within this type of ethical approach. Rights-based: Certain things are acceptable in a community because the majority of people in the community agree the behavior is acceptable. Consider laws and civil rights. References Josephson Institute (2009). Six pillars of character. Retrieved from Josephson Institute Web site: http://josephsoninstitute.org/sixpillars.html Treviño, L. K., & Nelson, K. A. (2011). Managing business ethics: Straight talk about how to do it right (5th ed.). Hoboken, NJ: Wiley. Copyright © XXXX by University of Phoenix. All rights reserved. Copyright © 2013 by University of Phoenix. All rights reserved. ...

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Entitlement-based: Moral decisions are based entirely on what
is in the best interest of the individual, regardless of
relationships, the needs of others, or business.
Goal-based: Focuses on the outcome or final purpose, which
may be localized, as in business, or universal, as in feeding all
the hungry children in the world
Humanistic (secular humanism or human nature ethics): Beliefs
based on the extremes of human behavior, both good and bad,
without the direction of an outside authority
Relativistic: Relativism often uses the personalized approach to
ethics. It is subjective and focuses on personal experience as a
form of judgment, and many different factors play a role in
determining how a person uses this system. There are no
absolutes within this type of ethical approach.
Rights-based: Certain things are acceptable in a community
because the majority of people in the community agree the
behavior is acceptable. Consider laws and civil rights.
References
Josephson Institute (2009). Six pillars of character. Retrieved
from Josephson Institute Web site:
http://josephsoninstitute.org/sixpillars.html
Treviño, L. K., & Nelson, K. A. (2011). Managing business
ethics: Straight talk about how to do it right (5th ed.). Hoboken,
NJ: Wiley.
Copyright © XXXX by University of Phoenix. All rights
reserved.
Copyright © 2013 by University of Phoenix. All rights reserved.

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DBA CAPSTONE TEMPLATE The pages in this template are correctly formatted and organized. Refer to the DBA Capstone Template Guide and the Doctoral Publications Guidebook. Replace text as instructed. Delete all instructions and template notes. Delete all text in yellow. CAPSTONE TITLE (12 WORDS OR LESS), ALL CAPS, CENTERED, DOUBLE-SPACED; TOP LINE ABOUT 3 INCHES FROM TOP OF PAGE by Stanley Thompson Jr. FACULTY NAME ALL CAPS, Degree, Committee Chair FACULTY NAME ALL CAPS, Degree, Committee Member FACULTY NAME ALL CAPS, Degree, Committee Member Todd C. Wilson, PhD, Dean, School of Business and Technology A Capstone Project Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Business Administration Capella University March 2021 © Copyright [year] Learner Name Instructions 1. Purpose. The template provides structure and guidance for Capella University learners enrolled in the School of Business and Technology’s DBA capstone program who began on or after January 1, 2018. This template may require updates as program requirements change. You will be notified by the doctoral chair when a new template is released. Required content pieces may vary by learner, depending upon their specific topic/project plan. Consult with your instructor/mentor/chair about potential changes, if you feel this pertains to you. 2. Rubrics. Please see the DBA Capstone Template Guide on the DBA Capstone University website to review the rubrics which will be used to grade your work. Further, the guide includes suggested content for each section. Not all studies will exactly fit into the template guide suggested content, so work with your instructor/mentor/chair/committee to ensure your project is designed appropriately for the techniques and process you have utilized. 3. Style note. This template uses APA, with some exceptions, including those noted in the Doctoral Publications Guidebook. It also uses non-APA heading levels; the headings in this template are designed to mirror a business document. To add additional heading levels, follow the format used in section 2.6.1.1, on page 2 of this template (sentence case, italics, bold, paragraph begins on same line); do not include these lower level headings in the TOC. Additionally, issue numbers should be consistently included in the reference list, regardless of pagination rules, as per the Publication Manual of the American Psychological Association (7th ed.) Permission for using the singular they, as approved by Merriam-Webster’s Collegiate Dictionary (11th ed.) and the Publication Manual of the American Psychological Association (7th ed.) is formally adopted here. DELETE ALL INSTRUCTIONS PRIOR TO FINAL SUBMISSION. Executive Summary Write a one page executive summary of your project here. This should not be written until the final approvals to your project are completed. This should explain the problem, purpose, method, population, and results of your project. Implications or practical .

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DB3.1: Mexico corruption Discuss the connection between politics, corruption, and criminal organizations in Mexico. How would you go about separating these? Give examples and be specific. Support your ideas on why you would do these specific measures. DB3.2: Collapse of Soviet Union How has the collapse of the Soviet Union fostered pirate capitalism and organized crime? Be specific with your answer and support your answer. Do you think that if the Soviet Union did not collapse pirate capitalism and organized crime would still flourish? Support your opinion. 300 words per post .

DB3.1 Mexico corruptionDiscuss the connection between pol.docx

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DB2 Pepsi Co and Coke American beverage giants, must adhere to the U.S Foreign Corruption Act wherever their businesses may take them. Both companies expanded their U.S businesses to India with differing initial results. Coke came home (initially) and Pepsi Co prospered. Do your research and explain the socio-cultural barriers faced by these two companies? What in your view were the reasons which negatively impacted Coke and positively touched Pepsi Co? WEEK 3: Interactive : Select one company other than the 2 mentioned above, and share this company’s experience in the United Arab Emirates. Comment on another learner’s company experience in a different location of the world. WEEK 4: Interactive : Comment on a different learner’s company experience in a totally different location from those completed earlier. Do you feel that cultural training is an essential pre-requisite for expatriates in any host country? Why/Why not? Remember to use APA referencing in the body of your posting. .

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DB1: What I've observed Have you ever experienced a self-managed team? If so, describe it. If not, why do you think your organization has not embraced self managed teams? DB2: Case Analysis Review the case study at the end of Chapter 8, Frederick W. Smith - FedEx. Answer the five questions below: 1. How do the standards set by Fred Smith for FedEx teams improve organizational performance? 2. What motivates the members of FedEx to remain highly engaged in their teams? 3. Describe the role FedEx managers play in facilitating team effectiveness. 4. What types of teams does FedEx use? Provide evidence from the case to support your answer. 5. Leaders play a critical role in building effective teams. Cite evidence from the case that FedEx managers performed some of these roles in developing effective teams. Image Source Team: http://www.freedigitalphotos.net/images/gallery-thumbnails.php?id=50143103253525199427035558 .

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DB Response 1 I agree with the decision to search the house. There was reasonable suspicion to believe the fugitive could have been in the home. The homeowner not only consented to the search of the house but requested it for her safety. Complacency kills. In this situation, the officer is very regretful in his decision to conduct a complacent search of the home, and luckily nobody was killed. My department does not have body cameras, but I still conduct business as if somebody is recording me. We live in a generation of surveillance. You never know when there are hidden cameras, a camera on a business you did not notice, or a cell phone recording from the top floor of a building. We hire police officers with high amounts of integrity because the definition of integrity is doing the right thing even when nobody is looking. I would be lying if I said my grandmother would approve of everything I do on the job. I am most guilty of foul language and it is something that I am working on not doing that. However, I can emphatically say I work with integrity and honesty without a doubt. I think setting limits on tolerable behavior in regards to sexual and general harassment is appropriate; however, there are too many situations to make a policy for every behavior one could find inappropriate. When it comes to using force again every situation is different but there should be a pretty well laid out policy at departments for when and how an officer should use a certain amount of force. Officers should be trained on de-escalation tactics and alternatives to using force. Tactical training should include strategies to create time, space, and distance, to reduce the likelihood that force will be necessary and should occur in realistic conditions appropriate to the department’s location (U.S. Commission On Civil Rights, 2018). Philippians 2 verses 3 – 8 is a pretty straightforward verse with great leadership lessons. Be humble, put others before yourself, and be a servant leader. From the very beginning of any interrogation, the accused has constitutional rights not to speak to police and also to have an attorney present. The Eighth Amendment to the Constitution prohibits cruel and unusual punishments placed upon any persons in the U.S. With these rights in mind I will only go as far as the Constitution allows when interrogating this suspect even if the suspect admits where the child is if the admission was coerced that admission could get thrown out of court. I would never compromise the investigation. There are other ways to find the abducted girl through detective work than just interrogating the suspect. The cost of illegal interrogations is documented in the number of lost prosecutions. Literally, thousands of cases across the country have had to be dismissed because prosecutors could not trust that the evidence provided by police officers was legitimate or the officer had lost credibility as a witness in all cases because of his or her wrongdoing (P.

DB Response 1I agree with the decision to search the house. Ther.docx

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DB Response prompt ZAK Chapter 7, Q1. Customers are expecting more from their service providers. Rather than traditionally accepting boilerplate offerings from service providers, customers desire that service providers cater to their requests. Organizations providing services must keep up with the customer’s demand or risk losing business to others who will. Many service providers have been adopting lean principles to accommodate the needs of their customers in successful attempts to decrease waste, increase efficiency, improve customer service and satisfaction (Daft, 2016, p. 275). From online music providers, customers expect music tracks personalized for their tastes. From airlines, customers can expect preflight seat and meal selections. Amazon.com provides custom personalization to a customers’ home pages by placing personally directed advertisements and products which the customer is more likely to order from the company. Amazon book recommendations are personalized to the specific customer and are provided based upon previous books read. With customers expecting customized and catered experiences, companies need to keep up with this demand and embrace mass customization in order to obtain and retain customers. Chapter 7, Q2. While many facets of businesses may involve craft technology, it is still important for business schools to teach management. Some businesses which only expect their leaders to gain knowledge and expertise from experience, may be creating a bureaucratic and restricted model for their business. Companies which rely only on internal training for their leaders can miss opportunities from potential leaders coming in from the outside. Business schools which teach management can provide potential leaders with a foundation to draw from. Teaching management can expose students to issues and opportunities experienced by others, not just ones restricted to one specific company. Teaching management from a textbook is just one method of conveying information. Just as one would not necessarily be proficient in piloting a boat from reading a book, a textbook about doing so would provide the student with underlying concepts which could dramatically increase the success of the student when they move to an actual boat. This textbook based training would be further enhanced with some practical experience. Chapter 8, Q1. Technology has progressed allowing real time instant messaging and virtual meetings. High level managers can indeed expect technology to allow them to do their jobs with little face-to-face communication, but they should question if that is something they really want to do. There are currently methods available which could be used effectively to communicate with subordinates, employees and stockholders, such as recorded feeds which would be able to reach every associated individual. These however may not provide a sense of personalization from the managers. Leaders in an organization may resort to using tec.

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DB Topic of Discussion: Information-related Capabilities Analyze 2 of the 14 information-related capabilities and explain how the joint force can use these capabilities to affect the three dimensions of the information environment. Give examples of real-world or life events for the capabilities and how can you use these concepts as a CSM/SGM. Consumer Brand Metrics Q3 2015 Eater Archetypes: Brand usage and preferences by consumer segment The restaurant industry has long relied on demographic factors to identify and prioritize consumer groups. For example, many brands currently obsess over attracting Millennials—some without pausing to consider the variations among consumers within this demographic cohort. In addition to life stages, consumer attitudes about health, value, convenience and the overall role of foodservice in their lives drive significant differences in preferences and behavior. With these distinctions in mind, we have updated the Consumer Brand Metrics (CBM) survey with questions that allow us to segment consumers into one of seven Eater Archetypes. Each segment has a distinct psychographic profile, which is outlined in our recent Consumer Foodservice Landscape. Accordingly, their patronage of the segments and brands tracked in CBM varies. This paper explores some differences we can discern after the initial quarterly results, including the archetypes’ segment usage, brand patronage and occasion dynamics. Examining CBM data by Eater Archetype reveals nuances that complement a demographic profile of a chain’s guests. By Colleen Rothman, Manager, Consumer Insights To learn more about the Consumer Brand Metrics program or to sign up for future Spotlight by Consumer Brand Metrics white papers, please contact Bart Henyan, Senior Marketing Manager, at [email protected] Consumer Brand Metrics Q3 2015 Segmenting consumers by psychographic factors, rather than just demographic characteristics, can lead to a better understanding of the consumers that matter to your brand and how to appeal to them. Key Takeaways Busy Balancers and Functional Eaters drive usage across restaurants and convenience stores. Full-service restaurant (FSR) operators may also consider targeting Foodservice Hobbyists and Affluent Socializers, as these archetypes comprise more than a quarter of FSR patrons, on average. How does foodservice segment usage vary by archetype? Driven by unique needs and motivations, Eater Archetypes gravitate to a wide variety of brands. For example, McDonald’s, Burger King and Whataburger each disproportionately attract unique archetypes (Habitual Matures, Bargain Hunters and Functional Eaters, respectively). Which chains do each archetype visit most frequently? Archetypes that patronize the same restaurant may not use the brand the same way. For example, usage varies by daypart, with afternoon snacks skewing to Busy Balancers and late-night meals d.

DB Topic of Discussion Information-related CapabilitiesAnalyze .docx

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DB Instructions Each reply must be 250–300 words with a minim.docx

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DB Defining White Collar CrimeHow would you define white co.docx

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DAVID H. ROSENBLOOM SECOND EDITION Administrative Law for Public Managers A Member of the Perseus Books Group www.westviewpress.com R O S E N B L O O M ADM INISTRATIVE LAW FOR PUBLIC M ANAGERS S E C O N D E D IT IO N “Rosenbloom crafted a compelling narrative . . . Students like Administrative Law for Public Managers because it is straightforward and easy to understand. I teach a wide range of students—mid-level managers to students with no work experience—both are relieved that the content and examples are easily digestible. It’s an excellent book!” —Lorenda Ann Naylor, University of Baltimore “This book presents a profound, as well as comprehensive, knowledge base of administrative law.” —Public Administration Review Administrative Law for Public Managers is an accessible and comprehensive guide to the fundamentals of administrative law—why we have administrative law, the constitutional constraints on public administration, and administrative law’s frameworks for rulemaking, adjudication, enforcement, transparency, and judicial and legislative review. Rosenbloom explains administrative law from the perspective of administrative practice, emphasizing how various administrative law provisions promote their underlying goal of improving the fit between public administration and US democratic-constitutionalism. The second edition includes more coverage of state administrative law, as well as an expanded discussion of judicial review. It has also been updated to include the major statutes, court cases, executive orders, and other major executive initiatives since 2003. The addition of discussion questions makes this an even more valuable resource for public administration classrooms and students. David H. Rosenbloom is Distinguished Professor of Public Administration at American University. A major contributor to the field and a Fellow in the National Academy of Public Administration, he has received numerous awards, including the Gaus Award for exemplary scholarship in political science and public administration, the Waldo Award for outstanding contributions to the literature and leadership of public administration, the Levine Award for excellence in public administration, and the Brownlow Award for his book, Building a Legislative-Centered Public Administration. He edited Public Administration Review, coedited the Policy Studies Journal, and is now on the editorial boards of about twenty academic journals. Cover Image © Shutterstock Cover Design: Miguel Santana & Wendy Halitzer Administrative Law for Public Managers 9780813348810-text.indd 1 5/14/14 4:09 PM 9780813348810-text.indd 2 5/14/14 4:09 PM Administrative Law for Public Managers s e c o n d e d i t i o n David H. Rosenbloom American University A Member of the Perseus Books Group 9780813348810-text.indd 3 5/20/14 1:25 PM Westview Press was founded in 1975 in Boulder, Colorado, by notable publisher and.

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