IBUS 7302 ??" Operating International Business Semester 1, 2012

OBJECTIVE
COMPANY PROJECT

The objective of the company project assignment is to understand and analyse the international business operations of a multinational firm (MNC) using the theoretical frameworks discussed in the course. The company project assignment will develop your research skills, enhance your ability to work in teams, and deepen your understanding of IB frameworks and how they can be applied to analyse the activities of MNCs.
RESEARCH PROJECT GUIDELINES (weightage 25%) (due date: 4pm, Wed, 30th May)

The project will require a detailed study of the business environment, international business strategy, IB organization and performance of a firm engaged in international business. In addition, you will apply the decision-making framework to identify a key decision problem, and evaluate your alternatives against your criteria and provide recommendations with justification. The firm should preferably be a large multinational corporation (NOT McDonalds). However, if it is a small firm, please ensure that you suitably adapt/modify the MNC frameworks for application to small firms. In all cases, the focus will be on issues confronted by the firm in doing international business. You are expected to carry out substantial research for the project. Please note that if the firm that you have selected for the project is a multi-business diversified firm (hereafter your firm), focus your research on one product/business of the firm, especially if the environment, strategy, organization and performance issues vary significantly among its diverse businesses. The report should be divided into four broad sections, with each section addressing the issues as mentioned in the project marking guide and elaborated below. The marking criteria for the project report and the marks for each section are included in the project marking guide.

1. Brief Company Description

In this section, besides discussing the key company facts include an analysis of changes over time and comparison with key competitors. At the end of the section, you should provide your own inferences about the companys resources, capabilities and market strengths based on your research about the companys size, market share, performance, etc.

2. Business Environment

Analyse the customer, competitor, cost, government, social, economic, infrastructure and any other business/industry environment pressures confronted specifically by your business and the firm. Classify the pressures for your business as pressures for global integration, local responsiveness, or worldwide learning. Give reasons for your classification. Discuss the implications of these pressures on your firm and the business that you have selected for the project. Avoid purely theoretical and/or speculative statements that are not supported by your research/evidence and not applicable to your business. (Do not include company responses to the pressures in this section. This should be included in the next section.)

3. International Business Strategy and Organization

Refer to the details in the project marking guide. Overall, link the company facts with the IB strategy and organization structure frameworks discussed in the lecture class. That is, look at the company facts through the lens of our IB course frameworks. Finally, compare and contrast your companys IB environment, IB strategy and IB organization in two different countries in which the firm operates, for example, countries in two different regions/continents of the world.

4. Future Decision-Making

Based on your critical evaluation of your MNCs IB environment, strategy and organization, identify a key decision problem for your firm. Identify the alternatives to solve the problem. List the criteria that you will use to evaluate the alternatives. Finally, evaluate your alternatives against your criteria and give your recommendation with justification. Indicate clearly how your recommendations will help the company to solve the problem that you have identified. Also, suggest an action plan to implement your recommended
option such as time, people, skills and resources required to execute your recommendations.






Company project-oib7302-2012s1-v2.docx 1
IBUS 7302 ??" Operating International Business Semester 1, 2012
COMPANY PROJECT REPORT/PRESENTATION MARKING GUIDE

Lecture Day: Lecture Time: Group no.:

Company: Pages: Words: No. of Students:

ASSESSMENT CRITERIA (0-Not done/not evident-0%,
1-Need improvement-10-49%, 2-Achieved-50-74%, 3-Advanced-75-100%) Max marks Marks obtained
1. Company & selected business: description, analysis and implications
- Brief history ??" where and when started.
- Products: B2B and/or B2C; size: sales/employees, by country & worldwide.
- Firms global scope: home/subsidiary countries; sourcing/production/marketing countries.
- Competitors and customers: local and global.
- Performance ??" sales, growth, profits, market share, ROI, new products, etc. Comparison
against competition.
- Changes in firm characteristics/performance over time, and its implications for companys future resources, capabilities, strategy and performance. 10
2. Business/industry environment Pressures: analysis & implications for your firm/business.
- Analyse, classify & justify each pressure and overall business/industry environment pressures as I, R, L or some combination of IRL. Plot the pressures on the IRL framework. Discuss changes over time. In-depth analysis.
- Explain the implications of each business/industry environment pressure and overall environment for the firm/business selected for the project. 20
3. International Business Strategy and Organization: analysis and evaluation for the MNC
business selected for the project.
- Analyze, classify & justify each strategy lever/dimension and overall MNC strategy as
I,M,G or T, and plot it on the IRL framework. Discuss changes over time. (10)
- Analyze, classify & justify the MNC organization as International, Area, Product or
Matrix using the stages model and plot it. Discuss fit/misfit and changes over time. (5)
- Analyze, classify & justify the MNC organization as CF, DF, CH, or IN using the IRL framework and plot it. Criteria for classification include (a) location of key assets, roles, responsibilities and decisions in HQ/subsidiaries; (b) formal & informal mechanisms for coordination & control, (c) strength of HQ-subsidiary and inter-subsidiary linkages, (d) mechanisms for organizational learning and innovation, i.e., where and how knowledge is created, disseminated and used in the MNC. Discuss changes over time. (5)
- Degree of fit/misfit between the IRL environment, strategy and organization; reasons for fit/misfit; implications of fit/misfit for performance. Discuss changes over time. (5)
- Compare/contrast your MNCs operations including business environment, strategy, organization, entry mode, etc. in two dissimilar subsidiary countries. Explain similarities/ differences in firm operations between the subsidiaries. Discuss changes over time. (10) 35
4. Future decision-making
- Identify a key decision problem for your MNC.
- Suggest alternatives to solve the decision problem.
- Identify criteria to evaluate the alternatives.
- Evaluate alternatives against criteria and make recommendation.
- Prepare time and resource plan for implementing your recommendation. 25
5. Overall quality
- Internal consistency and integration across all sections of the report.
- Analytical, critical and innovative rather than merely descriptive.
- Illustrations & support for arguments with data/figures, e.g., tables, charts, pictures, etc.
- Word count, page numbers as per guidelines/included in cover sheet. Submit soft copy.
- Overall report oranisation, presentation, style, editing, spelling, references, citations. 10
TOTAL MARKS (weightage 25%) 100






Company project-oib7302-2012s1-v2.docx 2
ACRONYMS:
B2B ??" Business to business markets
B2C ??" Business to customer/end-user markets

ROI ??" Return on Investment
Examples of business/industry environment pressures:
- Customer tastes and preferences, local and global customers
- Competitors ??" local/global
- Cost/scale/investments
- Government regulation
- Social (e.g., shared norms and customs)
- Economic (e.g., income, affordability)
- Infrastructure ??" Technological and other (e.g., availability, quality, price, etc.)
I ??" (Global) Integration
R ??" (Local) Responsiveness
L ??" (Worldwide) Learning
I ??" International
M ??" Multidomestic
G ??" Global
T ??" Transnational
CF ??" Coordinated Federation DF ??" Decentralized Federation CH ??" Centralized Hub
IN ??" Integrated Network

HQ ??" Headquarters
Please note that section 2 should focus on the environment pressures and their implications for your firm/business. Some aspects of the environment may span more than one pressure (e.g., technology, competition). If that is the case for your firm, please state it in your report and analyze it accordingly. Do not include firm responses to the pressures in section 2. Include the firm responses in section 3.

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Quiksilver Case Study

Project aims: 4 objectives:

1) Brief company Description (10 Marks) about 330 words

2) Business Environment (20 Marks) about 670 words

3) International Business Strategy and Organization (35 marks) about 1170 words

4) Future Decision Making (25 Marks) about 830 words

Mandatory References:

Company website : www.quiksilver.com

Course Text Book:
Dowling, P.J. Liesch, P. Gray, S.J. & Hill, C.W.L. (2009). International Business: Asia-Pacific Edition (1st ed.). Sydney: McGraw Hill Irwin.
Additional readings will be available on the university's Blackboard website.

All the theory you need is available in one of the book chapters or online.

In the lecture notes included you will find mention of what chapter to look for.

Professor recommendations in executing the project:

ADDITIONAL Research can be done using free online publications.
4. The feedback below should help in your company project reports (note these points are also highlighted in the case/project guidelines and class discussions).
Some of the positives of the case analysis reports to-date are:
- good secondary research
- good secondary data
- good answers to case questions
- good use of theory for analysis
- reports within stipulated page/word limits.
Some suggestions for improvement:
- avoid purely theoretical discussions/analysis
- integrate the data into your analysis and recommendations
- evaluate alternatives before recommendations
- link the analysis to the specific facts, situation, decisions and actions of the company in your case/company project

There are faxes for this order.

Syllabus Summer 2005
The course objectives are to understand cultural, social, infrastructurial, and international
elements that impact the building, engaging, and facilitiating of business exchanges between the U.S. and various European countries.
Students are expected to write a term paper that demonstrates their understanding of and skills
at analyzing opportunities and threats as well as sources of competitive advantage, appreciating
different styles of management, and comparing the socio-cultural differences and political para-
meters when 'doing business' with the European countries.

This paper should provide a foundation for understanding 'doing business' in Europe, including:
o Issues related to the European Union and its impact on Trade and Businesses in the EU
o Laws and regulations related to doing business with European countries
o The role of European Central Banks in maintaining stability in the money supply
o Intern'l Finance issues, e.g. financing international trade, foreign currency fluctuation risks
o Differences in organized labor & managing with different types of labor unions in Europe
o 'Comparative' Marketing, e.g. comparing the 4 Ps for a product (e.g. Champaign vs. Sekt, tourism, insurance etc. across Europe or between a European country and the equivalent in the USA
o Ethics
- Corp. Governance or, say,, Democracy in European Businesses (e.g. 'Mitbestimmung')
- Environmental Issues
- Age, gender, and other factors regarding employees
o Cultural Differences and their impact on management style
- Rituals, e.g. greetings, styles of meetings, decision-making processes, negotiating
- Gender roles at work and family structures across Europe
- Interpersonal relationships at work, e.g. between layers of mgmt. hierarchy
- Values and their impact on organizational structures and behavior, e.g. being process vs. results oriented, having higher or lower power distance
- Other

o Competitive advantages of a European area in a chosen industry (based on M. E. Porter?s Diamond of National Competitive Advantage), e.g. comparing two European regional clusters & industries, such as steel production in the greater Lille region with automotive production in 'Southern' Germany; or life sciences in Switzerland with luxury goods in France, such as LVMH, Dior, CHANEL, Christian Luxcriox; or private or central banking with banking systems/cultures across Europe (UK, Germany, Switzerland, and possibly, the USA)

o Alternatively, exploring the general attractiveness a particular industrial sector (including Porter's five Forces) in one or two European countries and thereby analyze the PESTEL categories in that country regarding opportunities and threats for doing business there.
************************************************************

REQUIREMENTS:
Length: Approximately 15 to 20 pages. Typed, double-spaced.
Contents: Paper should be complete with:
1. Title page
2. Table of contents
3. Executive summary (single spaced, no more than one page)
4. Introduction
5. Body of paper (see outline below)
6. Conclusion
7. Bibliography
8. Appendices
PAPERS WILL BE ACCEPTED AS EMAIL ATTACHMENTS ONLY.
Information sources:
additional secondary research (the requirement is 10 (ten) additional
sources)
Topics:
1. European Union (required for all)
2. Two elective topics from the list provided in the syllabus
3. Personal Statement: overview
Suggested Outline:
* Title page
* Table of contents
* Executive summary (single spaced, no more than one page)
* Introduction
* Body of paper
* European Union
* Topic 1 (elective)
* Topic 2 (elective)
* Personal impressions and reflections on what was learned
* Conclusion
* Bibliography
* Appendices
____________________________________________________________

My Message:
For the last 2 bulleted points on the syllabus, my prefered 2 elective topic would be on either the steel industry and car industry OR steel industry and the luxury industry, whichever way the writer thinks would be good, I trust in your ability more than mine. For the steel industry, please mention Arcelor, the prof was asking for it as it is massive in Europe though it's not written on the syllabus. If writing about the car industry please mention Porche and Daimler Chrysler as Daimler has a lot of major brands underneath its wings, such as Mercedes, Maybac etc. And VW too, apparently it's a major thing in Europe. In whichever way, the management tools such a PESTEL, 5 forces, diamond etc is required to be applied to them. For example, explaining why Germany is pretty good in car making and how attractive this industry currently is (great problems due to huge overcapacities...).
I'm not too sure about the citation style, though MLA is the only one i know. Is that the standard for undergraduate? I will leave it in your professional hands.

I'm required to write a minimum of 15 pages. After title page, content page, executive summary, bibliography and appendices, that's 10. Also minus the overview of personal statement, that's 9, so the body of the paper would be 9. I'm sure you will be charging for contents, summary and appendices but i'm wondering would you charge me for title page as well? If you do please let me know, i will send the payment as soon as possible. For now, i'm calculating everything to be 12 pages.

THANK YOU!!!
There are faxes for this order.

I need We will offer more for this one!!!!

to create an entrepreneurial project or business description of interest. I chose a business plan for a heart hospital.

I need to follow an outline that focuses on building the pla as if I were presenting this to a health care organization. I'm attaching a copy of a busines plan format that I am to use. The reason why I chose the heart hospital is because the project has supporting data that is available through industry resources. (at least I think it does).

The purpose of the plan is to identiy the reason for investiment, the assumptions uderlying its feasibility, the resiks, and the expected returns. In addition,what value does this add for the pateint and payor. Also, if the payor knew he/she was going to make the investment,would the payor e willing to pay more for it. There also needs to be a foucs on revenue, expected return, etc.
I will like that the same writer continue with this research , his ID is Dr. O
Thank you
Mariane Carna


BUSINESS PLAN FORMAT
1. Executive Summary and Recommendations
a. Background and project description
b. Current situation and needs assessment
c. Financial feasibility
d. Recommendations
2. Introduction
a. Project background and concept
b. Goals and objectives
c. Discussion or relevant environment/industry trends related to the project
d. Relation to XYZ Health System mission, values, strategic plan, goals, and objectives
3. Project Description
General project description identifying services to be offered, general market/target groups, financial resources, management, location, and site requirements
4. Range and Scope of Services
a. Description of type of services/programs/products to be developed
b. Relation to existing programs and services
c. Technologies and skills required for successful development
5. Market Assessment
a. Target groups identified
b. Size and location of market with anticipated trends
c. Needs assessment
d. Market research (if utilized)
e. Strengths and weaknesses of competition
f. Comparative pricing
g. Projected market share/market position
h. Ongoing market monitoring plan
6. Development Plan (5 years)
a. Market plan summary and strategy
1) Product/service philosophy
2) Packaging
3) Pricing
4) Promotion
5) Communication
b. Future service/product
c. Future service/product spin-off analysis
d. Resource requirements
1) Land
2) Facilities
3) Labor
4) Capital
5) Equipment
e. Legal/regulatory requirements
7. Organization
a. Separate business structure or division of existing organization entity
b. New or additional service of an existing program
c. Organization structure
d. Management
1) Roles
2) Responsibilities and accountability
e. Outside contracting or consulting services required
f. Operating controls
g. If joint venture:
1) Ownership arrangement
2) Financial arrangement
3) Management
4) Staffing terms
5) Marketing and sales terms
8. Financial Analysis (5 Years)
Forecasted Income Statement
9. Risk Analysis
a. Identified risks, assumptions, and problems
b. Risk leveling opportunities
c. Contingency plans
10. Follow-ups
a. When should performance be compared to plan?
b. Market exit strategy

Case Analysis. ?Silvio Napoli at Schindler India.? You purchase the cases directly from Harvard Business Press.

Deliverable:

Submit an analysis of the operational and managerial challenges Schindler faces in India. Your report should clearly demonstrate your ability to apply, integrate, and cite relevant theories, concepts, frameworks and ideas from course readings into your analysis. Additional research is not required. Focus on the data and information provided by the case study, course readings and conferences discussion.

Format:

The report is to be 7-to-8 pages, double-spaced with 1-inch margins, 10-to-12 point type, and posted as rtf or Word document. Use APA format for references. The cover page, references, and appendixes are not part of the page count. The organization of the report is to include:

Introduction: A brief, one-to-two paragraph introduction that succinctly states the issues or problems you will discuss in the report. Do not restate the facts presented in the case.

Analysis:

From the list below, identify and briefly discuss what you consider to be the two major issues and management problems challenging Schindler?s cultural adaptation for its operations in India.

Strategy, mode of entry
Organizational structure
Marketing, sourcing strategies, logistics
International and local staffing policy.

2. Was Silvio the right choice for general manager of Schindler?s India operations, for this start-up company? Should you recruit staff primarily for knowledge or for attitude? If you were Silvio, would you accept this assignment? If yes, why or if no, why not?

3. Imagine you are Mr. Luc Bonnard. How would you evaluate Silvio?s first 8 months as general manager of the Indian company? How effective has Silvio been in developing the organizational capabilities of Schindler India? What action do you think Bonnard should take in regards to Silvio: Should he leave Silvio alone or coach him to make specific changes? Or is it time to remove him?

Conclusions and Reflections:

What insights does the Schindler case give you into the connection between the cultural context and making business decisions and the factors that influence a country?s business practices?

Please present a well-organized and researched 7-10 page essay on the strategic marketing topic below (Note: title page, reference page and appendices do not count toward the page requirement). Your paper must contain at least five (5) external sources in addition to your text book and the majority of your references should be less than three (3) years old. References may include: books, professional journal articles, Internet resources or other scholarly resources related to the marketing profession.

Kerin & Peterson text book
Kerin, R. & Peterson, R. (2007). Strategic marketing problems : Cases
and comments (11 th ed.). Upper Saddle River , NJ : Prentice Hall. ISBN-13: 9780131871526

TOPIC: Keurig at Home: Managing a New Product Launch p613


Write your paper using the following guidelines:
The following outline identifies some of the more important factors influencing the firms current and long term market value as well as the general order in which items should be considered.
1. Define the Issues and/or Problems
2. Summarize variables, analysis, factors and insights in the following order:
The Industry and the Economy

Economic trends and expectations
Technological, political, sociological, cultural, etc., trends and characteristics.
Industry structure and competitive characteristics - monopoly, oligopoly, monopolistic competition, perfect competition or some variation of these basic forms.
Industry growth characteristics - sales and profit projections - trends, seasonal, cyclical and irregular movements.
Industry trade practices.
Buyer behavior
The firm within the industry and the economy.
Definition of the firm's overall strategy - If available, list the mission statement here.
Marketing as a functional area.

Definition of the firm's marketing strategy.
Sales and profit projections.
Product life cycle, market life cycle.
Product and market analysis.
Pricing strategy, price elasticity of demand for our product?
Advertising and sales promotion - what do we do to establish a competitive differential, what unique theme may we build upon?
Channels of distribution, different channels possible, where are we within the channel, what leverage do we have over other channel participants, transportation and logistical advantages?
Product and market research - new product development?
Marketing policies - pricing, service, warranties, product, sales force?
Competitors; strengths and weaknesses vs. competitors.
Finance as a functional area.
Cash flow projections, current financial position, budgets, product fixed and variable cost, breakeven point?
Sources of capital?
Production as a functional area.
Site location, production capacity, labor relations, research and engineering?
Management as a functional area.
Organizational structure, human relations, expertise?
3. Recommendations, supporting arguments and rationale.
4. You are encouraged to research industry and company information from outside resources.
5. Prepare your paper as if you were hired as a consultant for this company to identify the problems with the old marketing plan and provide a new marketing plan that fits the strategic goals of the company.

This is a research project about Turkey for INTERNATIONAL BUSINESS class.. Do this research considering only Turkey. While considering the business part focus on the textile & fabric side of turkey. While explaining the labor and everything consider it. The main point of the research is that business(textile) so you dont have to go over the other businesses while considering international business. However you should also state that since Turkey surrounded by 3 seas, there are so many business are involved internationally. It is very important country for trading etc etc. You can state them but dont go very deep into those as much as you go in the use of fabric and textile.
Answer every question below. Make sure you make it really clear. I will do a presentation of this research + I also need the paper but you can write the essay part by part assuming that you are doing a presentation.
While considering the business part focus on the textile & fabric side of turkey. While explaining the labor and everything consider it.
Do not use Wikipedia as a source. Make citations and put url to every webpage that you used. Do not use books as a source. I put 9 sources but use more if needed.
Please make sure you are clear and since my English is my second language do not use difficult words.

+If you can, you can also talk a little bit about Chobani brand of yogurt, which is actually Turkish brand with Turkish owner but sells yogurts by saying a greek yogurt. You can talk about that and explaining why the owner wanted to say greek instead of Turkish.

FOCUS POINTS
Develop an understanding of the fundamental concepts of international business.
e. Determine the impact of geography on international business to include areas such as climate, time zones, distance, topography, and social, economic, and natural resources.
f. Explain the role of international business at local, regional, and national levels citing examples at each level and how each level affects the world economy.
g. Analyze the potential impact (on a community, region, state, and country in which it is located) of a domestic company involving itself in international trade opportunities.
Analyze various factors and influences affecting the international business environment.
a. Identify international cultural differences in food, dress, language, gift-giving, social behaviors, and major holidays of various cultures and discuss how they are celebrated as well as their impact on the business community.
c. Identify and differentiate between types of governments and political environments and determine the impact of the government on international business through the use of barriers, tariffs, quotas, and taxation policies.
f. Define terms such as GDP (GNP), balance of trade, foreign debt, and cost of living...etc.
g. Analyze the availability of resources (natural, human, and capital) in a country and the economic potential of the country to improve its quality of life by engaging in international trade.
h. Identify the economic systems used to decide what to produce, how it is produced, and for whom it is produced in a country.

Determine characteristics of various organizational structures in the international business environment.
b. Determine social and cultural influences on the form of business ownership used or required in different countries.

Determine the importance of market research, product development and pricing strategies in successful international marketing strategies.
b. Identify characteristics of international consumer markets and commercial markets including social, cultural, and political factors that would affect international marketing.
c. Explain how the marketing research process, including secondary data and primary data collection, differs in an international application.
d. Create a data collection survey instrument for an international marketing research study based on knowledge of social and cultural factors in a specific foreign market.

Unit Understandings, Themes, and Concepts:
Understand the cultural, geographic, economic and governmental differences in various countries and how these differences affect international business.

Primary Learning Goals:
Determine the impact of geography on international business to include areas such as climate, time zones, distance, topography, and social, economic, and natural resources.
Identify and differentiate between types of governments and political environments and determine the impact of the government on international business through the use of barriers, tariffs, quotas, and taxation policies.
Analyze various factors and influences affecting the international business environment.
Determine social and cultural influences on the form of business ownership used or required in different countries.

Essential Questions:
How does geography impact international business?
How do politics affect international business?
How does the government affect international business in a country?
How does the culture of a country affect international business in the country?
What social and cultural influences affect the forms of business ownership used in various countries?


SECOND PART MAX 250 WORDS (so I am adding +1 page to the other essay. Answer the questions about Turkey. In this part you can use Wikipedia and do not make this part in an essay format.
THANKS! Let me know if you have questions.

Complete the following:

Location

Area

Area comparative

Land boundaries

Coast Line

Climate

Terrain

Natural Resources

Natural Hazards
Environment??"Current Issues

Click on People??"list the information on the following:

Population

Age Structure

Median Age: total
Male
Female

Birthrate

Death Rate

Sex Ratio

Infant Mortality rate

Life expectancy at birth

Total fertility rate

HIV/AIDS, people living with HIV/AIDS

Nationality

Ethnic groups and percentages

Religions and percentages

Literacy

Click on Government??"complete information on the following:

Government type
Capital

Independence

National holiday

Constitution

Legal system

Suffrage

Executive branch

Legislative branch

Judicial branch

Flag description

Click on Economy??"list information on the following

Overview of economy

Population below poverty line

Labor force

Labor force by occupation

Unemployment rate

Budget

Agriculture products

Industries

Export Partners

Import Partners

Debt-external

Economic aid recipient?

Currency

Exchange Rates

Click on Communications??"complete the following:

Telephone System

Radio Stations

TV Stations

Internet country code

Internet users

Click on Transportation??"list information found

Click on Military??"answer the following:

Military branches

Military manpower (military age)

Military manpower (availability)

OVERVIEW
This paper will require you to do some research on a dimension (form) of globalization that is of interest to you. In this paper, you will follow a specific process that is designed to help you think clearly and retrospectively about your topic. Your paper should exceed 2500 words, which normally work out to about 7 pages of written discussion. This paper not a report; it is a critical response.

Responding versus Regurgitating

Regurgitating something you read means simply repeating (without thinking about) the text, facts and points in the article(s) or books you read. In many vocational programs, students are frequently asked to prepare reports and regurgitate or re-phrase information that is available to them. Unfortunately, there is often little room for critical analysis in a simple report.

Regurgitation means you are simply summarizing and havent been thinking critically. This paper should be a critical response, not a regurgitation.
A response is much more complex than a regurgitation. A response requires you to analyze something from multiple perspectives. Most themes in globalization are represented by both pro- and anti- globalization perspectives.
In your response, your task is to identify and describe BOTH the pro- and anti- globalization rationales for your selected topic.

In a good response, you ask and answer relevant questions, explain your reasoning, and clarify your ideas. If you make an assertion, you will have to defend your claim and prove the validity of your interpretation by supporting your point of view with new facts and information that often contrasts with the facts and information in the article(s) you criticize.
Regurgitating means shallow, uncritical writing; responding requires questioning. Questioning is a search for meaning and involves critical thinking. Your response should raise questions regarding the authors point(s) and idea(s). In the end, you may sympathize with one perspective more than another; in fact, you should do so and state your reasons for falling on one side of the debate, all things considered.
The perspective or position you take in your critical response should contrast with the position taken by one of the author(s) whose published article(s) you criticize. Your response should criticize the article(s) and question the authors idea(s), logic or philosophical position.
Critical responses to the comments of other participants in the course may be used, if properly referenced, but may comprise only a small portion of your response. You should emphasize the published article(s).
It is expected that participants in the course will have already developed the basic skills necessary for writing a critical response.
Structure your response using the following guidelines and steps (d through g). Use section headers to identify each of the following steps.
a) Select one of the many complex global transformations affecting our social world today.
b) At the start of your paper, identify the theme in the course that your paper will address.
c) Choose at least two interesting articles related to your theme in which the authors take contrasting positions on the theme. Be prepared to show how the authors differ in their understanding of the issue or theme. Ensure your theme has global implications and is not an issue limited to Canada, although you certainly must demonstrate how Canada and Canadians are affected; you earn marks by showing this. A critical response is like an essay but it conforms to the steps indicated below.
Following these 4 steps (d through g) earns marks.
d) Regurgitation - In this assignment, the first step is to identify the author(s) and source(s) and summarize what has been said, reported or written. In fact, in this section you are doing a simple report, simply repeating what the authors have said and their main arguments. This will require some paraphrasing of the author(s). You should also include at least one direct quotation attributable to the author(s) with a proper citation. Direct quotes should be limited to no more than two complete sentences each. This portion of your response will contain little, if any, of your own opinion and will be essentially a regurgitation of what youve read.
Citation of the sources of your authors articles here is critical. Without proper citations, the instructor will not be able to refer to the articles you are using for your critical response. Whether you use APA or MLA methods of citation (the APA method is recommended at Georgian College), complete citations are required. Further details on this are included in later in this document.
e) Question ??" Question the validity of an idea, position or statement made by an author you read. This is your Point of Contention.
The Instructor will look for this and award marks for explicitly stating your objection or question. State your reason(s) why you are questioning the author(s). In this step, you do not need to defend your own position. Your purpose is to raise doubt and question whether something youve read is valid. In this step, your task is not to prove that your author is wrong, although in the final step you may wish to make this assertion. There will likely be some truth in what every author has to say and you will be frustrated if you attempt to show why your author is dead wrong or doesnt have his facts right or other such things.
You should be able to do this part of the assignment before conducting your research. The instructor may require you to produce this step separately for evaluation as evidence of your planning, work and effort in the preparation of your critical response. This is what makes your assignment a critical response and not simply a report or regurgitation of information. You should keep this portion of your work in a separate file.
f) Research - You must be able to point to textual and other evidence that contrasts with the views of the Criticized Author you have decided to question. Again, your citations are critical. The purpose of your research is to provide support for the objection you raised in the previous step. Therefore, the intent of doing research is to get information that not only supports your alternative view but contrasts with that of the Criticized Author. Provide facts, data, surveys, pictures, et cetera and references to articles which state either fundamental facts or arguments which might suggest the Criticized Authors ideas or assertions are not valid and should be reconsidered.
This information in this section should come from a variety of sources and may take 4 or more pages of text to explain. In this section, you will thoroughly discuss all aspects of the global issue you choose to examine. You will, in effect, come to know more about this issue than anyone you know, even, perhaps, your instructor!
g) Response - Do not simply react.1 A response to something usually means you have formed an opinion or made a judgment based on your new understanding and knowledge. Use the information gathered in the previous step to defend your response and judgments as if you are attempting to convince another person, who may disagree with your interpretation, that your perspective is more worthy. In this section, you put your reputation on the line. Beware that radical views and opinions on issues and global social problems are much more difficult to defend. Usually, it is much easier to defend a common or more mainstream position and defend it against radical views.
PROCEDURE
1. Organize your paper ??" Items d-g (above) should be organized sequentially and separately (use subheadings). Substantial marks are earned by organizing your paper according to items d through g. Do not use your own organizational structure (if any).
2. Prepare a cover page for your CRP with the appropriate information (especially your name) according to APA formatting.
3. Provide a list of factoids, graphs, data tables or other esoteric information, include it as an appendix to your paper ??"
you earn marks for this - (an appendix may be a picture, chart, diagram, draing, graph or other information that is too large to include in the main body of your response and is attached at the end of your document). By doing this, your written response is not interrupted by a visual insertion. When using factoids, you should categorize your information and make use of bullets under each category. However, bulleted information must be presented in proper, grammatically correct sentences, unlike information typically presented in a chart.
4. Make use of your appendices in the body of your response. DO NOT simply attach something as an appendix to the end of your response and fail to inform your readers where to find it.
5. Prepare a citation for EACH information source you use as you gather your information. This will save you enormous time later on trying to remember and re-locate your sources of information. You should build your list of citations as you go along, adding items to your list every time you use a new source of information. Most people will identify and use several different sources of information. Identify BOTH electronic and physical sources of information you use.
Use a database article as one of your sources; you earn marks for this. You should include a persistent link or
permanent link to the article in your references or at the end of your written analysis. A persistent link is not the same as a citation. Persistent links are permanent ??" unlike the temporary links on most internet sites that can easily disappear overnight ??" and are necessary for some databases since you cannot copy items or text from the database articles as they are proprietary (and not owned by Georgian College). However, since Georgian College pays for a license for these databases, you can create a persistent link which you can cut and paste into your Microsoft Word document. Then, by clicking on the link, others can conveniently go directly to the article to read it because it in permanent and your instructor an also easily find it.
6. Using APA style (Georgians standard), place an in-text citation immediately after each direct quote or (when you
paraphrase) at the end of the paragraph which contains ideas, concepts or text you have borrowed from the resources you use in the preparation of your assignment. For lengthy articles, include the page number.
7. Prepare a citation for EACH information source you use as you gather your information. This will save you enormous time later on trying to remember and re-locate your sources of information. You should build your list of citations as you go along, adding items to your list every time you use a new source of information. Most people will identify and use several different sources of information. Identify BOTH electronic and physical sources of information you use.

Write a two- to three-page paper on motorcycle gangs. While assembling your project, consider the following topics:


Describe how to become a member of a motorcycle gang.
List the various titles of each member in the structure and their responsibilities.
Discuss the organizational structure of the motorcycle gang.
Briefly describe how the outlaw motorcycle gangs were formed.
Identify the various colors used by gangs for identification.
Discuss the kinds of criminal activity committed by these gangs.

This paper is a Marketing Audit, and the company I was assigned to review is JIffy Lube International.

The paper must be between 3500-4200 words (not including the bibliography).

The paper must be in APA format, and include the following sections:

Title Page
Abstract

1. Table of Contents

2. Executive Summary

In preparing the executive summary, keep in mind that the summary will probably be the only part of the audit top management will review. It will be assumed that the full document provides all the support needed to reinforce both your conclusions and recommendations. For that reason, it is imperative that any claims you make in the summary be fully documented in the full audit, and that no conflicts exist between the summary and the audit.

The summary should be 700-1,400 words that highlight the conclusions from each section of the audit. Key findings and supporting data can be in bullet format. Conclude with a summary of recommended future action.

3. Environmental Aspects (there needs to be 3):

A. Demographics?How have population and other demographic trends impacted the organization or brand? What adjustments have been made in response to those trends? Have they succeeded? What additional adjustments are being contemplated? Why?
B. Customers?How do customers view the organization or brand? How do they view the competition? Has the purchasing process changed? Is there a clear understanding of customer wants and needs? Are there different market segments? Are there emerging market segments? What adjustments have been made? Have they succeeded? What other changes are being contemplated? Why?
C. Competition?Who are the companies or brands with which the organization or brand competes? What are their sales and market share trends? How do their approaches to the market differ from the organizations, and from each other? Are there specific weaknesses in any competitors that can be turned into opportunities? Are there any specific strengths that are major threats? What adjustments have been made? Have they succeeded? What other changes are being contemplated? Why?

4. Marketing

A. Objectives?Are there clearly defined marketing objectives? Are they consistent with corporate mission statement and objectives? Are they measurable? Attainable? How close to meeting marketing objectives was the organization or brand in the most recent complete year? Should the marketing objectives be modified? Why or why not?

B. Strategies?Are there clear strategies to reach each objective? Are they logical in light of both internal and external conditions? Are they consistent with each other? Do they consider strengths, weaknesses, opportunities, and threats? Are all significant market segments covered? Can they be executed within the limits of organizational resources? Should they be modified? Why or why not?

C. Tactics?Are there defined tactics for each strategy? Are they innovative, or a repeat of prior tactics? Are the tactics fully integrated? Are there any mixed messages? Should any of the tactics be modified? Why or why not?

D. 4 Ps?

1. Product?Is the current product line appropriate? Should any items be discontinued? Added? Is product research being conducted? What changes should be made in how products are being handled?
2. Price?What pricing strategy is being used? How does pricing compare to competition? How often is pricing evaluated? Changed? How are price and value viewed by the distribution chain? Customers? Is profitability at, above, or below industry norms? Should pricing policy be changed? Why or why not?
3. Place?Does the organization have a clear distribution policy? Is it working? Are more retail outlets needed? How do retailers feel about the organization or brand? Are additional channels of distribution needed? Should any distribution channels be abandoned?
4. Promotion?Are both advertising and promotion strategies in place? Are they logical? How are they funded? How effective have prior advertising and promotion strategies been? Is there a measure of return on investment (ROI) for each strategy?

E. Organization?Are there clear lines of responsibility for all marketing-related activities, including sales? Does one individual have clear responsibility for all aspects of marketing? Are there adequate communications between the marketing and sales departments? Are responsibilities structured geographically, functionally, by product, by segment, or in some combination? How does marketing interact with other areas of the organization? Should the organizational structure be changed? Why or why not?

5. Conclusion
Conclude your Marketing Audit by offering your final recommendations to management.

If you have ANY questions at all, please feel free to contact me. I do have a hard copy of the assignment guidelines that I can fax to you, if you prefer.

Complete a paper about the DRNC National Political Convention. This must be in APA format and include a cover page, abstract, discussion, conclusion, and references. Your paper should go beyond the obvious, be written at a graduate level, and must be at least 1,200 words in length. You must use at least three resources to support your position. Remember, all resources including, but not limited to, journals, magazine, and/or books must be properly cited using APA style. Below are the detailed instructions:
DRNC- National Political Convention Assignment

Directions:
1. Read the DRNC Scenario, assignment instructions, resources, and grading criteria.
2. Work on your answers to the Written Exercises in the assignment instructions.

DRNC Scenario
This scenario corresponds with Course Objective E (see below).
Objective E: Identify related scientific disciplines used in forensic science cases and summarize how these disciplines can be utilized in a variety of crime scenes.
The following story is a fictional account of planning and preparation leading up to the mythical Democratic-Republican National Convention (DRNC) event in Miami, Florida. The story is loosely based on an amalgamation of real life occurrences in the lead up to the Free Trade Area of the Americas conference in Miami, Florida in 2003. The names of all the characters in the story are fictional.

Background

For the DRNC event, Miami-Dade County has formed a Host Committee, similar to the model used for the Super Bowl Host Committees of the past. The Host Committee is a small group of 15 appointed personnel from various county and municipal agencies, as well as the private sector. Miami-Dade Police Department Director Melanie Duncan is one of the committee members. The Host Committee is chaired by Mr. Horace Copeland, a long-time assistant to the County Manager, Miguel Herrera. The purpose of the Host Committee is to plan for the overall event. As such, they are responsible for recommending policy, but not for enacting policy. The enactment of policy remains the ultimate responsibility of the Board of County Commissioners (BOCC). The Democratic-Republican National Party (DRNP) has designated Ms. Cassandra Armand as its chair of the DRNC?s Committee on Arrangements (COA). The COA is the main organizer from the DRNP for this event. Ms. Armand and Mr. Copeland from the Host Committee work hand-in-hand to plan this event and their recommendations to the BOCC carry considerable weight for policy formulation. Miami-Dade Police has been designated as the lead local agency and lead operational planner for the event security.This policy differs significantly from the 2003 FTAA in which the City of Miami was designated as the lead local agency. Since this event meets the criteria of a National Special Security Event (NSSE), the U.S. Secret Service has been designated as the lead coordinating agency with overarching statutory authority for the planning and execution of the event. Supervisory Special Agent Samantha Salerno has been appointed as the lead agent in-charge for the event.Neither the Miami Police Department (MPD), nor Miami-Dade Police Department (MDPD) have the forensic assets adequate to handle such a large-scale event by themselves. It would take some degree of shared responsibility between MPD and MDPD, as well as some of the 30+ other incorporated areas such as Miami Beach, Hialeah, and Coral Gables. Due to the influx of tens of thousands of delegates, visitors, and protestors, it is expected that the forensic processing and evidence retention for a mass number of assaults, larcenies and other crimes will increase considerably during the week of the event. It is clear that a multi-agency approach such as the ones used for the 2003 FTAA Conference, the 2004 Presidential Debates, and the Super Bowls of 2007 and 2010 must be employed for this large-scale special event as well. Organization charts of the Security and Public Safety Subcommittee, as well as from the 2007 Super Bowl are provided for your reference.

Assignment Instructions
For the purpose of this assignment, you are playing the role of Major Susan Barker, the commander of the Crime Scene Investigations Bureau of the Miami-Dade Police Department (MDPD). MDPD Director Melanie Duncan has appointed you as the chairperson of the Crime Scene Investigations Workgroup under the Security & Public Safety Subcommittee in preparation for the DRNC special event. The organizational structure for the Security & Public Safety Subcommittee will mirror the one used for the 2007 Super Bowl. Your Crime Scene Investigations Workgroup can be seen highlighted in bright yellow on the attached org chart.Your job is to assemble your Crime Scene Investigations Workgroup from the various stakeholder agencies that will be involved in the DRNC special event. After determining who should be in your workgroup, you are to prepare a meeting agenda that identifies the likely key issues associated with crime scene investigations during the DRNC. Some of the key issues are:
1. Who defrays the cost of CSI to each agency?
2. Who will handle what specific portions/categories of crimes and resulting evidence?
3. Who directs the overall forensic task force?
4. Where should evidence be retained and eventually consolidated for pending trials?
5. Will any Part 1 crimes that occur be processed by the larger agencies only?
6. Will agency CSI be pooled or remain autonomous? Who commands if pooled?
7. Who pays for advanced ordering of needed supplies and equipment?
8. How will the chain of custody be established and who is included?
The purpose of this assignment is not to answer these questions. Instead, you are to identify the key participants and assemble a workgroup that will collectively address these concerns, and that will later make recommendations to the chair of the Security & Public Safety Subcommittee. In this assignment, you will prepare a written meeting agenda (not to exceed 1200 words) that identifies the key participants who you are inviting to the first meeting of the Crime Scene Investigations Workgroup, and that addresses the key issues associated with the DRNC event.
Resources:
? DRNC Host Committee Task Force Org Chart
? 2007 Super Bowl Org Charts

Analyze and discuss small business growth in terms of growth strategy, business forms, short and medium term goals, financing assistance, organizational structure and staffing needs, customers and promotion, and ethics and social responsibility. Students are expected to apply business and management concepts learned in our course.
By completing this assignment, students will meet the outcome(s):
? identify the critical business functions and how they interact in order to position the organization to be effective in the current business environment;
? explain the importance of the integration of individuals and systems to organizational effectiveness;
? describe the ethical and social responsibilities that confront a business.
?
Required Elements of the Final Project:
? Read critically and analyze the case below, Planning for Growth;
? Review the project description listed above and review the final project grading rubric, which you will find in the Syllabus and under the Course Content area of our classroom;
? In your paper, answer the following questions:
? What steps should Kelly take to organize and prioritize her business growth strategy?
? What business form might make sense, given her expansion plans, and why?
? Focusing primarily on Kelly?s short-term goals, what kind of financial assistance might be available to Kelly? Which options would you recommend, and why?
? How might Kelly?s staffing needs change? What kind of organizational structure do you think Kelly?s expanded business should have, and what is the best way for her to organize, orient, and train her restaurant staff (e.g., functional categories, units, teams, flat or vertical hierarchy) to meet the needs of her new business?
? How should Kelly deal with her current customers in regard to the change? What kind of promotion should she consider in attracting customers to her new location?
? What are the ethical issues and potential social responsibilities highlighted by this change? (Consider customers, employees, the current and new communities, and other stakeholders.) How might these issues be dealt with most appropriately?

Required Formatting of Paper:
? This report should be double spaced, 12-point font, and four to five pages in length excluding the title page and reference page;
? Format in Microsoft Word or Rich Text Format (rtf);
? Title page;
? Follow this format for your paper (based on elements detailed above)
? Title page
? Introduction
? Body, in paragraph form. Use the following section headings:
? Growth Strategy
? Business Form
? Financial Assistance
? Organizational Structure and Staffing Needs
? Customers and Promotion
? Ethical Issues and Social Responsibility
? Summary paragraph
? Reference page formatted according to APA requirements. Include at least three
? This paper is to be written in the third person. There should be no words in the paper such as ?I and we;?
In-text citations from the course material. If you use additional sources from the Internet or the library, do not forget to use in-text citations and include in the reference.
? Paraphrase and do not use direct quotes.

Case Study: Planning for Growth
Kelly?s Sandwich Stop is one of the best-known and most loved sandwich concessions in town. In business for about five years, she sells sandwiches and other lunch items made from locally produced food from her mobile food trailer. Kelly?s passion and talent for creating reliably fresh, tasty lunch fare popular among a business clientele (largely employees and shoppers) has made her small enterprise a booming success.
In the last year, Kelly added a bicycle-towed concession that travels to different strategic locations in town, selling her popular sandwiches to customers who work beyond walking distance of Kelly?s Sandwich Stop. She now has a total of four employees, all part-time, working both concessions. Because she caters to urban customers, her concessions operate on week days from 10 am to 2 pm. To promote word-of-mouth advertising, Kelly uses Facebook to publish her daily menus and the locations of the bicycle concession.
As a sole proprietor, Kelly has been pleased with her lunch business success. Now it?s time to get serious about the future of her business. In the short and medium term, she wants to see it grow into a potentially more lucrative enterprise, implementing a greater variety of food products and services, and increasing her competitive edge in the region. Ever the ardent entrepreneur, Kelly?s long-term dream is to develop her creative, health-conscious culinary skills and services into a wider clientele outside the region.
An opportunity has arisen to lease restaurant space about 10 miles away from her trailer concession location, close to a mall and the suburbs and nearer to her local food producers. Kelly has jumped at the chance. While she has hired professional business consultants to help her set up the space, design the menu, and implement the opening of the restaurant, she must also consider the short- and long-term financial, HR, and management needs of such an expansion. Kelly is particularly sensitive to her relationship to her customers, employees, and the community.

Select a publicly traded corporation for which you would like to work or are currently working.

Research the corporation on its own Website, the public filings on the Securities and Exchange Commission EDGAR database (http://www.sec.gov/edgar.shtml), in the University's online databases, and any other sources you can find. The annual report will often provide insights that can help address some of these questions.

Write a nine (9) page paper in which you:

-Determine the impact of the company?s mission, vision, and primary stakeholders on its overall success.

-Analyze the five (5) forces of competition to determine how they impact the company.

-Create a SWOT analysis for the company to determine its major strengths, weaknesses, opportunities, and threats.

-Based on the SWOT analysis, outline a strategy for the company to capitalize on its strengths and opportunities, and minimize its weaknesses and threats.

-Discuss the various levels and types of strategies the firm may use to maximize its competitiveness and profitability.

-Outline a communications plan the company could use to make the strategies you recommend above known to all stakeholders.

-Select two (2) corporate governance mechanisms used by this corporation and evaluate how effective they are at controlling managerial actions.

-Evaluate the effectiveness of leadership within this corporation and make at least one (1) recommendation for improvement.

-Assess efforts by this corporation to be a responsible (ethical) corporate citizen and determine the impact these efforts (or lack thereof) have on the company?s bottom line. Provide specific examples to support your response.

-Use at least five (5) quality references. Note: Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format.

The specific course learning outcomes associated with this assignment are:
Determine ways in which the vision, mission, and stakeholders of a firm impact that firm?s overall success.
Identify how the six segments of the general environment affect an industry and its firms.
Identify the five forces of competition.
Analyze the external environment for opportunities and threats that impact the firm.
Analyze the internal environment of a company for strengths and weaknesses that impact the firm?s competitiveness.
Identify various levels and types of strategy in a firm.
Predict ways in which corporate governance will affect strategic decisions.
Assess the relationship between strategy and organizational structure.
Use technology and information resources to research issues in business administration.
Write clearly and concisely about business administration using proper writing mechanics.

Assignment Summary
Throughout this semester you have and will continue to learn about Information
Systems and the scope of their existence in the corporate world. You should begin to
see that computers are used for more than just surfing the Internet and keeping up to
date on social networks. The group project will give your team the opportunity to
analyze an existing company in the real world to see how their practices apply to what
you?re learning in class.
Core concept of the project
Approach a company or organization that is large enough (30+ employees) to have a
solid focus on the data/information that drives their business. Interview them to
discover their organizational structure and how Information Systems impact their daily
lives and bottom lines. Your team will come up with their own analysis of how they think
the company is doing amongst its competitors and what if any Information Systems
challenges are affecting this competitive advantage/disadvantage.


Paper that organizes your experience, research findings, and analysis against
other market competitors
Final Report
Like your individual research paper, your final report should be typed and well-organized
in a professional manner. The report should cover the following topics or questions in
no particular order:
Introduction to the company chosen - Assume the reader knows nothing of the
company.

How is the company organized physically? (locally, regionally, worldwide)
How is the company managed? (organizational structure, who makes and how
are decisions made?)
Who is the company?s customer base?
What types of information systems does the company use to do business? This
doesn?t have to be an exhaustive list!
Does the company develop any software in-house? Do they follow any standard
software development practices?
Who is the company?s main competitor(s)? What are they doing to gain a
competitive advantage?

Hi I'm looking at getting a custom paper written by your company. Can some one let me know if you are able to write a paper on computer science information systems. The company that I will be using to write about there info system is a Car Dealership. The info system that they use is a DMS system. DMS stands for Dealer Management System
The company's DMS system is ran through a company called ADP.

Here is there website:
> http://www.adp.com/

If you Click: services for vehicle dealer or http://www.adpdealerservices.com/home.aspx?itc=hf050931
Then Click: the solutions tab

will give you most of the information on what type of system it is

I have a rough out line for all the company info.

What I'm looking for is all the questions to be answered I have a rough outline about the company that I've chosen that will help answer all the questions. ***** this paper is for a computer science class on information systems.******

If you are unable to write the paper please let me know.

Thanks
Amy

There are faxes for this order.

Religious Group Profile ***** PLEASE DO THE CATHOLIC RELIGION******
Construct a religion profile based on a group you are unfamiliar with. Combine primary and secondary sources (i.e. textbook material, library resources, articles, etc.) with personal interviews and your own observations at a church/temple service to produce a reflective and analytical account of a religious group in Hawaii (or where you currently live). Dress appropriately when attending. Attach to your assignment: a photograph of yourself in front of the site to provide proof of your visit.The profile is due on the last class day. Late work will not be accepted.
Profiles should cover the following information (APA, MLA, or Online Power point acceptable):

1) Name and address of group: What is the name of the group and how did it come up with the name? Any significance to the name of the group?

2) Sect affiliation: What denomination is the group affiliated with or what sect did it emerge from?

3) Organizational structure: How is the group organized i.e. who are its leaders and what positions do they hold?

4) Membership: How many members does the group claim to have? How many members did you observe at its services? What is the membership makeup (age, gender, ethnicity) and what accounts for this?

5) History: When was the group formed and under what circumstances?

6) Social manifestations: What part does the group play in the community (is it involved in helping the homeless, park beautification projects, etc.)? In what way(s) does it see itself contributing to society? What adjustments has the group made to accommodate the local lifestyle?

7) Beliefs and practices: What are the group's main teachings? What social issue does the group consider most important? What practices are considered vital for its members? Any peculiar qualities (beliefs, practices, leadership, etc.) that distinguish this group from other groups?

8) Finances: How is the group financed? Is it self-supporting (are members required to make specific donations on a regular basis) or does it receive financial help elsewhere (from its business or denominational affiliations)?

9) Proselytization strategy: How does the group attract and keep its members? Does it engage in door to door campaigns, media advertisements, publications, etc.? Is the strategy effective? Why would a person join this group and not any other?

10) Conclusion: Overall assessment of religious group. What factors may determine the group's future success or struggle in its current community? What are the strengths and weaknesses of the group in its effort to practice and preach its religion?

11) Bibliography: At least three sources, including a primary source (church group's own publication), secondary scholarly source (textbook), and personal interview must be utilized.

The case in this course is a "ongoing" case, which means that we will be taking an intense look at one company over the course of 5 modules. This term, we will be conducting a strategic analysis of the California Pizza Kitchen (CPK). In order to be best prepared and perform well on the cases, it is highly recommended that you complete the background readings and the SLP before writing the case.



The objective for this case is to complete an internal analysis for CPK, using an RBV Framework, that will provide evidence for your assessment of the organization's strengths and weaknesses. This will lead to the completion of a SWOT analysis. To refresh your memory about the SWOT analysis, you may want to review these readings assigned in Case 2:



SWOT analysis: Lesson. (2009). Retrieved from Marketing Teacher. Web site: http://marketingteacher.com/Lessons/lesson_swot.htm



Zahorsky, D. (2009). A business owners secret weapon: SWOT analysis. Retrieved from About.com: Small Business Information. Web site: http://sbinformation.about.com/cs/bestpractices/a/swot.htm



Obviously, this can be a very extensive undertaking, requiring far more time and resources than we have for this course. So you will want to limit your analysis to the identification and evaluation of one or two key items in each element of the model, as described in the background readings and ennumerated in the SLP for this module.



Step One: Determine the economic value of the California Pizza Kitchen. This may involve some assumptions as to the cost of captial, just be clear in what assumptions you are making.

Step Two: Using the sources you identified in the SLP, collect some data on each of the tangible and intangible resources of the organization.

Step Three: Using the sources you identified in the SLP, collect some data on each of the 3 capabilities.

Step Four: In a 4-5 page paper, write up the results of your internal analysis, leading to conclusions about the strengths and weaknesses facing CPK as revealed by your analysis. Please note:

These strengths and weaknesses should be synthesized with the results of your module 2 case to make an overall SWOT analysis.
The data you report must be properly cited through intext citations and a reference list, or footnotes.


Format:

Consider the Case as a formal business report that you are developing for the Board of Directors and CEO as CPK's company consultant. This is a professional document.

Executive summary: a synopsis of the main points, conclusions and recommendations made in the longer report.

Introduction: State the main purpose of the paper (thesis statement), what you hope to accomplish, and how you will go about doing it.

Main Body: The "meat" of the paper. Emphasize analysis, not just description. Delineate separate topics or sections with headings.

Conclusion: Summarize paper in the light of your thesis statement.


Additional Background info.. (if needed)
One of the criticisms of Porter's 5-Forces model and an external analysis in general, is that it can help identify what problems or difficulties firms are likely to encounter in a given industry, but it gives not insight into what a particular company can do to manipulate those forces in their favor and thus gain a competitive advantage.



In this module, we will focus on analysis of the Internal Environment, or the company itself. This is sometimes referred to as the "company profile."

Two useful frameworks that help us focus on the essential factors for analysis of the internal environment are Porter's Value Chain and the Resource Based View framework (RBV).



After conducting an analysis of an organizations internal environment, you will be in a position to complete the last two elements of the SWOT analysis, identification of the strengths and weaknesses of a company.





Internal Analysis Components


Before we introduce the analytical models we will be using in this module, some background information is helpful.

A company has (A) primary activities and (B) support activities.

The primary activities are:

Research and Development (R&D),
Production (manufacturing),
Marketing and Sales,
Customer Service
The Support activities are:

Company Infrastructure,
Human Resources,
Materials Management, and
Infrastructure.
A. Primary Activities



Research and Development includes development and design of products, and of production processes. Many manufacturing companies have separate R&D departments, and for highly innovative companies this may be one of the most important departments in the organization (for example, see 3-M). Some service companies may include R&D activities as a part of marketing or customer service. For instance, banks introduce new products to attract customers.
Production is in charge of creating goods or services. Some companies manufacture products. Banks make loans. Retail companies sell products. These are instances of production.
The Marketing and Sales department plays several roles. It advertises and positions the brand, it identifies marketing needs, it sets pricing.
Service provides after sale service.
B. Support Activities

Materials Management manages the logistics of moving materials from procurement of inputs to production and then moving outputs through distribution to customers. Inventory management is part of it.
Human Resources focuses on employing the necessary skills mix to carry out the organization's mission, and to motivate, train, and compensate the workforce.
Information Systems refers to computer support in processing functions and supporting company operations , as well as Internet.
Infrastructure: organizational structure, controls, and culture. The infrastructure must be capabable of supporting the primary activities of the organzation and be compatible with it's strategy.
Power Point Presentation



Please go to Dr. Connelley's presentation. For part two of the narrated slide presentation on strategic situation analysis, click on the title below. This slide presentation focuses on the importance of optimizing the internal functions of an organization in order to create added value to the firm's products or services: Strategy for the Internal Environment



Porter's Value Chain




Porter's value chain is a widely used framework for organizing and interpreting an internal analysis. It is pictured below and discussed in the previously powerpoint presentation. You can see that it considers both primary and support activities, though it may use slightly different labels and definitions. By managing the various components of the value chain, companies can achieve a cost advantage over competitors, or distinguish themselves from competitors by offering a distinctively better product or service. Read more about Value chain analysis at:



n.a. (2007) The Value Chain. NetMBA. Retrieved from http://www.netmba.com/strategy/value-chain/












While the value chain can be a very valuable tool for breaking down and streamlining costs and creating maximum value, it is a very complicated process that typically involves considerable quantitative analysis. Refer back to the reading for Module 2 for a look at the types of financial ratios are used to determine the value of various components of the chain.



Recall from Chapter 2 that this reading is rather long, but has great information to help you with the Internal Analysis. Since you have already read the first part of the Chapter, in this module you only need to look at the second part. If you did not already do so, you will need to register with this site, but there is no fee involved.

Read the second part of Chapter Two which deals with the internal analysis:

Comeford, R., & Callaghan, D. Environmental, industry, and internal analysis. Retrieved from University of Rhode Island. Web site: http://www.scribd.com/doc/19448976/STRATEGICMGMTCOMERFORD







The Resurce Based View


The resource based view arose directly in response to the criticism mentioned at the start of this page, that the external analysis is much less useful to a company seeking to attain a competitive advantage than its internal capabilities and resources.

"Instead of focusing on the accumulation of resources necessary to implement the strategy dictated by conditions and constraints in the external environment (I/O model), the resource-based view suggests that a firm's unique resources and capabilities provide the basis for a strategy. The business strategy chosen should allow the firm to best exploit its core competencies relative to opportunities in the external environment."

Source: "Strategic Management - Competitiveness and Globalization", M.A. Hint, R.D. Ireland, R.E. Hoskisson

Central to this analytical view is that a firm's core competencies and resources are MORE critical to the development of a strategy than the external environment. In reality, the truth probably lies somewere in between, with a balance between external demands and internal capacities leading to the most successful competitive position. This is the essence of a SWOT analysis, and RBV can certainly inform an analysis of strengths and weaknesses.



For an excellent review of the basics of the Resource Based View, read the following chapter:



Henry, A. (2007). The Internal Environment: A Resource Based View of Strategy. Understanding Strategic Managment. Oxford University Press. Retrieved from http://www.oup.com/uk/orc/bin/9780199288304/henry_ch05.pdf







Required Readings:


Connelley, D. Strategy for the internal environment. Power Point presentation.



Comeford, R., & Callaghan, D. Environmental, industry, and internal analysis. Retrieved from University of Rhode Island. Web site: http://www.scribd.com/doc/19448976/STRATEGICMGMTCOMERFORD



Henry, A. (2007). The Internal Environment: A Resource Based View of Strategy. Understanding Strategic Managment. Oxford University Press. Retrieved from http://www.oup.com/uk/orc/bin/9780199288304/henry_ch05.pdf



n.a. (2007) The Value Chain. NetMBA. Retrieved from http://www.netmba.com/strategy/value-chain/





Case Readings:




SWOT analysis: Lesson. (2009). Retrieved from Marketing Teacher. Web site: http://marketingteacher.com/Lessons/lesson_swot.htm





Zahorsky, D. (2009). A business owners secret weapon: SWOT analysis. Retrieved from About.com: Small Business Information. Web site: http://sbinformation.about.com/cs/bestpractices/a/swot.htm


There are faxes for this order.

American Psychological Association (APA) Style
All written work submitted by students in this course must confirm to the most recent APA guidelines for referencing, in text citations, appendices, and/or any means of crediting an outside source.

? MUST adhere to the APA (http://www.apa.org) style of academic writing
? Seven parts including: 1. Cover Page 2. Abstract 3. Table of Content 4. Chapter 1: Introduction 5. Chapter 2: Literature Review 6. Chapter 3: Summary and Conclusion 7. Reference
? APA format for quotations (page 117-118 of Publication Manual of the APA)
? APA reference format (Chapter 4 page 215-281 of Publication Manual of the APA)
? 12 pitch font of Times New Roman
? 5-6 pages in length (excluding cover and references pages) and number the pages
? 1 inch margins all the way around
? Cover page and running head are required
? Place name and email address on the cover page of the paper only (not in the page header)
? Double spaced except for long quotations and references.
? Minimum of 3 reliable and professional references to support your research study
? Also, you may use other appropriate references to support and strengthen your paper, according to the APA style. Include work/life experience, reasonable number of quotes and paraphrase to strengthen your paper.
? Subject and title of the research paper will be announced on Week 3.

APA Style References: In addition to the APA Publication Manual (fifth edition), please use the following references:
1. APA Presentation: Uploaded to Week 9 link and Doc Sharing
2. APA Formatting and Style Guide, by Purdue University: http://owl.english.purdue.edu/owl/resource/560/01/
3. APA Style Sheet, by Dr. Abel Scribe: http://www.docstyles.com/apacrib.htm
4. Sample of Research Paper and References Organized According to the APA Style: Uploaded to Week 1 link.

To know the definition of and how to write an academic paper, please visit: http://www.dartmouth.edu/%7Ewriting/materials/student/ac_paper/what.shtml

The above written paper will be graded based on the following Scoring Rubric:

Max Score Student Score Benchmarks
10 Paper divided into headings: According to the APA Style
10 Flow (transition) of information from one paragraph to another is a systematic and smooth process
10 Incorporating a quote and in-text citation are done according to the APA Style
10 Reliable references are organized according to the APA Style
10 Punctuation, mechanics and grammar formats are done according to the rules and guidelines of the English language and APA Style
10 Conclusion or final thoughts is included as a heading towards the end of the paper
10 Completed and organized the content based on the topic and theme of the paper
10 Paper passed the Turnitin Test
10 Student paraphrased, used reasonable number of quotes and work/life experience and included insightful ideas and arguments
10 Overall organization, structure and neatness of paper, including, but not limited to: cover page, page numbers, running head, font size, un-bold headings, overuse of bullets, and unnecessary white and single spacing

Write a two to three page paper on the legal basis for the immunization of HMOs from being sued for malpractice. Consider such things as:

the relationship of the HMO with its member physicians,
the HMO organizational structure (IPA versus PPO versus staff model and so forth),
the principle of direct liability, enterprise liability, indemnification, ERISA preemption, ostensible agency, and anything else that you believe would fall under an HMO's vulnerability to being sued.
An historical perspective would enhance the strength of your paper.

Remember to cite sources.

Criteria
Ratings

1.
Topic is directly relevant to the project assigned.
10 9 8 7 6 5 4 3 2 1

2.
Paper is well organized, of correct length, exhibits correct and appropriate grammar, punctuation, spelling, syntax, and word usage.
10 9 8 7 6 5 4 3 2 1

3.
Paper addresses relationship of HMO with member physicians.
10 9 8 7 6 5 4 3 2 1

4.
Paper addresses organizational structure.
10 9 8 7 6 5 4 3 2 1

5.
Paper addresses the principle of direct liability.

My name is Nik. I spell my name a little differently. But, with so many folks named Nicholas, Nicolette, Nicole, Nikoleta, Nikola, and more, I figure Id let people guess.
Like everyone else, I periodically imagine what paradise on Earth would be for me. In my imagination, my trip to paradise includes having a wonderful, loving relationship, finishing my college degree, getting a meaningful job, seeing some of the rest of the world, and getting my dog, Leonard, housebroken.
Although Id been working on all this stuff for what seems a lifetime, I couldnt believe that they all came together for me within a three week period; although, Im still working on Leonard.
Within two weeks of finishing my degree, I landed a job with great potential in a solid organization. All the investment of time, energy, and money in school finally paid off, not to mention I learned a lot more than I thought I would. The next week I reconnected with a former friend, that could prove to be the love of my life. Did I point out Im still working with Leonard?
Adding to paradise found, my first assignment with my new company required me to travel to another part of the worldan island country of Kava, in the South Pacific to be exact. Now who thinks of the South Pacific and doesnt image a physical paradise white beach, gentle surf, swaying palm trees, tropical breeze I sure did, and so did the prospective love of my life. We agreed the first trip would be strictly business. So, I would be traveling alone. Poor Leonard. If this assignment and our relationship worked out well, however, we could spend other occasions together in paradise.
My first week of work was entirely engulfed in a brief introduction to the company, HR procedures, organizational processes, overview of Kava, and flight arrangements. Although I received a great deal of help in putting together the trip to Kava, no one knew exactly what I would be doing there.
Youll be working with Alex, our director of strategic planning, was the short, quick, and consistent response I got. Very experienced, very demanding, very influential executive. What an opportunity for you!
So, the following week I was off to Kava, to meet with Alex, my supervisor and mentor, for my assignment in paradise.
I hope the love of my life gets Leonard housebroken while I am gone. My first reminder that lifes events are not as we perceive them to be is when I landed in Kava. What I found was that this part of paradise was a mess, at least where I landed. It was a mess all the way to our companys office. It was a mess around the office.
I opened the door of the trailer, our make-shift office. The office was a mess, too!
Before I could focus myself to say anything, even to greet the receptionist sitting behind the desk, the hectic yet very welcoming voice rang out, Greetings, Im Alex.
I was a bit surprised. Correction: I was very surprised. People never look like you picture themnothing is like your mind ever pictures itbut I was way off with Alex. I should have known better, but I still answered, Really? Youre not the receptionist? Youre not at all how I pictured you.
Really? Alex responded, How did you picture me.. gesturing me to introduce myself.
A significant island country in the South Pacific.
The people:
Over 50% under 15 years of age
Ethnic mix of indigenous South Pacific tribes, Asian (Chinese primarily), African, French, Spanish, and since World War II, a sizeable number of Americans.
Religions Indigenous 50%, remainder closely divided between Christian, Buddhist, and Islamic.
Languages Numerous indigenous, as well as English, Spanish, and French.
The economy:
Petroleum, coffee, cocoa, spices, bananas, sugar, tourism, fishing, and natural gas, as well as inexpensive, quality labor.
Disasters threats:
Tidal waves/tsunami
Typhoons/Hurricanes
Tornadoes
Floods
Fires
Volcanic eruptions
Earthquakes
HIV/AIDS
Petroleum spill
High risk for avian flu
Terrorism, from within and outside the country
Helping organizations:
Governmental service local, state, and national levelsincluding the military
Community based organizations
Faith-based groups
Businesses
THE SITUATION:
After Alexs introduction to Kava, reviewing the potential risk associated with our location, and thinking Im showing Alex my great observation skills, I declare, Thats why the mess all around here. Some disaster hit this place. Right?
Alexs eyes spoke, No kidding, slugger. But kinder and more informative words came from Alexs mouth that said, No, not some disaster. It was some disastersfastballs being thrown from all sides, so to speak.
I asked my first stupid question, What kind of disasters have they had here?
With some chiding, but great patience, Alex replied, Dont they teach about things that happen in the rest of the world at your college, or did you get hit by a pitch?
They do, I answered, but like everybody else, I guess, it if doesnt affect me directly, I dont pay much attention.
Every day, in many ways, youre affected directly by things that happen in many parts of the rest of the world, Alex responded, this time with less patience. I bet what happens in Kava impacts your life at least three times a day, every day. You may not get all the fly balls, but youre still in every part of the game
What happened here was..
How did the folks deal with all that? I interrupted with amazement.
Too much, too many, and over too short a period, Alex answered with sigh. Add to that the diverse composition, beliefs, attitudes, and ideologies, and youve got a melting pot boiling over.
Or, everybody thinks they can pitch, eh? as I took a swing at metaphoric statements.
Good one, Alex stated. Yep. Now, lets get to work on our game plan.
THE TASK:
Alex began to define our mission and my assignment:
Our company is considering establishing a greater presence here in Kava, Alex started. That greater presence could take various forms, based on whats good for our company and whats good for the people of Kava. You and I get the chance to analyze, synthesize, and prescribe regarding that decision.
Because so many disasters happen here? I questioned. I think I can write up this recommendation in two words, Forget It.
Again with great patience, Alex explained, slowly and deliberately, I guess you can just take your ball and go home. But our organization chose to play in this game and you chose to join our organization. If you really want to play, you will have to take your turn at bat. There are no designated hitters in this game.
I rephrased my thoughts, OK, we want a greater presence on Kava, because so many disasters happen here.
Alex answered, Yes, but even more. Certainly, one reason is that whatever happens here affects us there. Ill make sure you understand that as we create this study. As youve seen recently, disasters happen at home, too. We can avoid, deny, or ignore them. We have to turn them into opportunities. Another huge reason is the founder of our company, Chris Morales, has a deep-seeded commitment to doing what is right. Not because of the economics, or politics, or recognition, but because its the right thing to do. Our organization is far from perfect, but we keep trying to upgrade who we are, what we do, and how we do it. Chris believes we cant keep taking more from Kava, if we dont give more back. Chris wants to live up to that Morales name. And, the third, maybe most consequential reason is the government of Kava, and Im sure indirectly a bunch of other organizations, are asking us to bring our business culture to Kava.
Why is their government asking our company, a for-profit business, to help them with their, uh, social needs? I asked.
There are also three big, basic reasons, for that, Alex answered, and loads of other minor ones.
First of all, through our growth, our company has demonstrated that we can develop and manage a very effective, as well as highly efficient, organizational structure and processes. That includes all aspets of the company; marketing, finance, purchasing, technology, human resources, physical resource, transportation, strategic planning, leadership, etc.
Secondly, the goods and services that come from Kava, have a significant impact on our company, you and me, and most folks back home, as well as people all over the world.
Last, and certainly not least, as Chris has preached and demonstrated, In the long run, economics drives everything.
Alex concluded with, So, are you ready for your turn at bat?
I guess, I answered will all the confidence of a first-time skydiver. But, I wouldnt mind if youre the leadoff hitter, at least for right now.
OK, then. Keep your eye on the ball, Alex instructed, because heres what we, by that I mean you, need to do first.
All those fresh new critical-thinking skills you developed in your education should be applied, because I want you to write a not-too-long Part I to what will be our companys plan about how we have a greater presence on Kava. I think Part I of the plan should discuss at least three areas; organizational processes, human resources, and ethics.
So, how to be, or how not to be here, I joked, That is the question.
Thats right, Hamlet. Alex joked in return, Although I think was Milton not Shakespeare who wrote Paradise Lost. Lets see if we can find it.
-difining issues that appear in th business scanario,discuss the forces that are involved in formulation problem,using forulation tools &techniques describe the organization and enverolment obstacle in a way that consider various key holders that will impact by decisions and apply citical thinking in the desicion.

The assignment in Week Three is Decisions in Paradise Part I consists of the following:

a. Read the Modified Business Scenario Decisions in Paradise (at the bottom of the assignment description)

b. Assume the role of Nik, and use Pacific Express (PacEx) as the organization represented by Alex, Nik, and Chris.

c. Using the information from the case, materials from the course, independent research, and information from your current organization or those provided
by your faculty facilitator for the parent company, FedEx, in the course materials thread, prepare a 700- 1,050-word paper, in which you develop the preliminary considerations for FedEx and PacEx
to establish a greater presence on Kava by:

1) Defining the issues that appear in this business scenario

2) Discussing the forces that are involved in formulation of the problem Using problem formulation tools and techniques, describe the
organizational and cultural (some will refer to this as environmental) obstacles in the way of attaining the necessary manpower and training to
deliver an initial operations within a Kava-based PacEx business unit. The PacEx cargo port will be tied to FedExs distribution cargo port in the
Philippines. Address how the various key Kava civic leaders and government (i.e. stakeholders) will be impacted by the various decisions and policies that
PacEx must implement using parent company guidance in areas such as equal opportunity, language on the job. Limit your debate to the areas of
employee recruitment, selection and employee training on PacEx and FedEx policies, procedures and cargo port work processes. Remember, we are
following the steps in the decision-making model.

3) Apply critical thinking in the decision-making process


Business Scenario
Decisions in Paradise: How To Be, or Not To Be
Introduction:
My name is Nik. I spell my name a little differently. But, with so many folks named Nicholas, Nicolette, Nicole, Nikoleta, Nikola, and more, I figure Id let people guess.
Like everyone else, I periodically imagine what paradise on Earth would be for me. In my imagination, my trip to paradise includes having a wonderful, loving relationship, finishing my college degree, getting a meaningful job, seeing some of the rest of the world, and getting my dog, Leonard, housebroken.
Although Id been working on all this stuff for what seems a lifetime, I couldnt believe that they all came together for me within a three week period; although, Im still working on Leonard.
Within two weeks of finishing my degree, I landed a job with great potential in a solid organization called Federal Express within a sub unit called Pacific Express (PacEx). All the investment of time, energy, and money in school finally paid off, not to mention I learned a lot more than I thought I would. The next week I reconnected with a former friend, that could prove to be the love of my life. Did I point out Im still working with Leonard?
Adding to paradise found, my first assignment with my new company required me to travel to another part of the worldan island country of Kava, in the South Pacific to be exact. Now who thinks of the South Pacific and doesnt image a physical paradise white beach, gentle surf, swaying palm trees, tropical breeze I sure did, and so did the prospective love of my life. We agreed the first trip would be strictly business. So, I would be traveling alone. Poor Leonard. If this assignment and our relationship worked out well, however, we could spend other occasions together in paradise.
My first week of work was entirely engulfed in a brief introduction to the company, HR procedures, organizational processes, overview of Kava, and flight arrangements. Although I received a great deal of help in putting together the trip to Kava, no one knew exactly what I would be doing there since PacEx was such a new unit. Our trainers had an idea it is a mini-FedEx for the smaller countries across the Pacific Ocean. The only real insight I obtained to PacEx operations was a briefing our trainers had on file from the first President of PacEx.
Youll be working with Alex, our director of strategic planning for PacEx, was the short, quick, and consistent response I got. Very experienced, very demanding, very influential executive. What an opportunity for you!
So, the following week I was off to Kava, to meet with Alex, my supervisor and mentor, for my assignment in paradise.
I hope the love of my life gets Leonard housebroken while I am gone.
The setting:
My first reminder that lifes events are not as we perceive them to be is when I landed in Kava. What I found was that this part of paradise was a mess, at least where I landed. It was a mess all the way to our companys office at the airport. It was a mess around the office. The trailer office was right next to a fairly new hanger lined with offices inside and I could see conveyors and new material handling equipment being installed as we drove up. New vehicles for package delivery were lined up with PacEx decals on the side. It looked like FedEx had multiple contractors delivering everything necessary to start a PacEx business unit.
I opened the door of the trailer, our make-shift office. The office was a mess, too!
Before I could focus myself to say anything, even to greet the receptionist sitting behind the desk, the hectic yet very welcoming voice rang out, Greetings, Im Alex.
I was a bit surprised. Correction: I was very surprised. People never look like you picture themnothing is like your mind ever pictures itbut I was way off with Alex. I should have known better, but I still answered, Really? Youre not the receptionist? Youre not at all how I pictured you.
Really? Alex responded, How did you picture me.. gesturing me to introduce myself.
Im sorry. Im Nik, I responded.
You are Nik? was Alexs retort. Wow! Youre not even close to how I pictured you, either.
So much for perception is reality, we said in unison.
Well, that was a wave of commonality in this sea of diverse thought, eh? Alex quipped.
I quickly learned Alex loved metaphors.
Yeah, lets see if we can have many more of these we experience, I answered, hoping my first impression was not my last.
Again with a hectic this time reassuring voice Alex said, Oh we will.
So, youre one of the rookies they sent me from FedEx training camp. Get ready for some fun games. By the way, I am also the receptionist.
Let me tell you a little about Kava, Alex continued, and with a note of humor and threat added, And, make sure you keep your eye on the ball this time.
Alex debriefs Nik about Kava.
FACTS ABOUT KAVA:
The location:
A significant island country in the South Pacific.

History:
Settled by both Britain and France during the first half of the 19th century, the island was made a French possession in 1853. It served as a penal colony for four decades after 1864. Agitation for independence during the 1980s and early 1990s ended in a 1998 Accord, which transferred an increasing amount of governing responsibility from France to Kava. Kava assumed full sovereignty and independence in 2006.
The people:
Over 50% under 15 years of age, an AIDS epidemic affected significant numbers of middle-aged adults and elderly. The epidemic is now under control.
Ethnic mix of indigenous South Pacific tribes, Asian (Chinese primarily), African, French, Spanish, and since World War II, a sizeable number of Americans.
Religions Indigenous 50%, remainder closely divided between Christian, Buddhist, and Islamic.
Languages Numerous indigenous, as well as English, Spanish, and French.
The culture:
A male dominated society where women are viewed in a negative way when it comes to education, and voting rights. With the recent epidemics significant number of women are being introduced to the work force. Star Semiconductor ended up with a significant number of women workers. Bribery is especially bad in the business community. Community leadrs consist of elders who hold town hall meetings where issues should be introduced and discussed. Meetings with these elders can result in local support to solve issues.
The economy:
Petroleum, coffee, cocoa, spices, bananas, sugar, tourism, fishing, and natural gas, as well as inexpensive, quality labor.
Disasters threats:
Tidal waves/tsunami
Typhoons/Hurricanes
Tornadoes
Floods
Fires
Volcanic eruptions
Earthquakes
HIV/AIDS
Petroleum spill
High risk for avian flu
Terrorism, from within and outside the country
Helping organizations:
Governmental service local, state, and national levelsincluding the military
Community based organizations
Faith-based groups
Businesses
THE SITUATION:
After Alexs introduction to Kava, reviewing the potential risks associated with our location, and thinking Im showing Alex my great observation skills, I declare, Thats why the mess all around here. Some disaster hit this place. Right?
Alexs eyes spoke, No kidding, slugger. But kinder and more informative words came from Alexs mouth that said, No, not some disaster. It was some disastersfastballs being thrown from all sides, so to speak.
I asked my first stupid question, What kind of disasters have they had here?
With some chiding, but great patience, Alex replied, Dont they teach about things that happen in the rest of the world at your college, or did you get hit by a pitch?
They do, I answered, but like everybody else, I guess, it if doesnt affect me directly, I dont pay much attention.
Every day, in many ways, youre affected directly by things that happen in many parts of the rest of the world, Alex responded, this time with less patience. I bet what happens in Kava impacts your life at least three times a day, every day. You may not get all the fly balls, but youre still in every part of the game
What happened here was..
How did the folks deal with all that? I interrupted with amazement.
Too much, too many, and over too short a period, Alex answered with sigh. Add to that the diverse composition, beliefs, attitudes, and ideologies, and youve got a melting pot boiling over.
Or, everybody thinks they can pitch, eh? as I took a swing at metaphoric statements.
Good one, Alex stated. Yep. Now, lets get to work on our game plan.
THE TASK:
Alex began to define our mission from PacEx and my assignment:
Our company is considering establishing a greater presence here in Kava with a start up cargo processing operation, Alex started. That greater presence could take various forms, based on whats good for our company and whats good for the people of Kava. You and I get the chance to analyze, synthesize, and prescribe regarding that decision. He continued; Star Semiconductor Inc. has built a huge plant on Kava and it is our job to ensure the air delivered supplies get to the plant and that the components they produce are shipped to other assembly plants in the Pacific quickly and efficiently. This the first big contract for PacEx and weve got to deliver.
Why Kava, because so many disasters happen here? I questioned. I think I can write up this recommendation in two words, Forget It.
Again with great patience, Alex explained, slowly and deliberately, I guess you can just take your ball and go home. But our organization chose to play in this game and you chose to join our organization. If you really want to play, you will have to take your turn at bat. There are no designated hitters in this game.
I rephrased my thoughts, OK, we want a greater presence on Kava beyond our initial commitment with Star Semiconductor, because so many disasters happen here and PacEx can help them obtain relief and humanitarian supplies.
Alex answered, Yes, but even more. Certainly, one reason is that whatever happens here affects us there. Ill make sure you understand that as we create this operation. As youve seen recently, disasters happen at home, too. We can avoid, deny, or ignore them. We have to turn them into opportunities. Another huge reason is the founder of PacEx, Chris Morales, has a deep-seeded commitment to doing what is right. Not because of the economics, or politics, or recognition, but because its the right thing to do. Our organization is far from perfect, but we keep trying to upgrade who we are, what we do, and how we do it. Chris believes we cant keep taking more from Kava, if we dont give more back. Chris wants to live up to that Morales name. And, the third, maybe most consequential reason is the government of Kava, and Im sure indirectly a bunch of other organizations, are asking us to bring our business culture to Kava.
Why is their government asking our company, a for-profit business, to help them with their, uh, social needs? I asked.
There are also three big, basic reasons, for that, Alex answered, and loads of other minor ones.
First of all, through our growth, our company has demonstrated that we can develop and manage a very effective, as well as highly efficient, organizational structure and processes. That includes all aspects of the company; marketing, finance, purchasing, technology, human resources, physical resource, transportation, strategic planning, leadership, etc.
Secondly, the goods and services that come from Kava, have a significant impact on our company, you and me, and most folks back home who use computers or other forms of technology, as well as people all over the world. Star Semiconductors are used in just about every type of electronics.
Last, and certainly not least, as Chris has preached and demonstrated, In the long run, economics drives everything.
Alex concluded with, So, are you ready for your turn at bat?
I guess, I answered will all the confidence of a first-time skydiver. But, I wouldnt mind if youre the leadoff hitter, at least for right now.
OK, then. Keep your eye on the ball, Alex instructed, because heres what we, by that I mean you, need to do first.
All those fresh new critical-thinking skills you developed in your education should be applied, because I want you to write a not-too-long Business Action Plan Part I to what will be our companys plan about how we have a greater presence on Kava. I think Part I of our action plan should discuss the following areas. I would like for you to defining the issues we are facing to establish our PacEx operation. Just about everything we need has been delivered to us by FedEx. Our challenge is the people part of the business enterprise. This is a different place than the United States, so I would like for you to discuss the forces that are involved in formulation of the problem by describing the organizational and cultural (some will refer to this as environmental) obstacles in the way of attaining the necessary manpower and training to deliver an initial operations within a Kava-based PacEx business unit. Our PacEx cargo port will be tied to FedExs distribution cargo port in the Manilla, Philippines. Address how the various key Kava civic leaders and government (i.e. stakeholders) will be impacted by the various decisions and policies that PacEx must implement using parent company guidance in areas such as equal opportunity, language on the job. Since I will be pulling the plan together, I will let you focus on the areas of employee recruitment, selection and employee training on PacEx and FedEx policies, procedures and cargo port work processes. To help you out the PacEx home office delivered our People Policy, which is our employee handbook and the FedEx Code of Business Conduct. Hope you remember all that you observed at the FedEx cargo-processing hub since our operation has to be just as efficient. I noted that FedEx has some video clips you can watch if you forgot what you saw.
So, how to be, or how not to be here, I joked, That is the question.
Thats right, Hamlet. Alex joked in return, Although I think was Milton not Shakespeare who wrote Paradise Lost. Lets see if we can find it.

Some sources that might be some use
ir.fedex.com/downloads/code.pdf
http://mediacener.fedex.designcdt.com/node/334
http://mediacenter.fedex.designcdt.com/node/309
http://mediacenter.fedex.designcdt.com/node/120
http://mediacenter.fedex.designcdt.com/node/120
http://mediacenter.fedex.designcdt.com/node/320
http://mediacenter.fedex.designcdt.com/node/244

This is the outline that I need for the paper:

I. History, Geography, Culture of Hamas
A. Charitable works
B. Recent events
II. Ideology
III. Leadership
IV. Organizational structure, incl. principal factions;
A. Political wing
V. Political objectives
VI. Recruiting Who? How? Any official internet sites
VII. Finances Sources of support; Ways & Means
VIII. Major actions
IX. Alliances, alignments & proxies
X. Suppression efforts successful; unsuccessful; prognosis

We will pay $170 for the completion of this order.

Please follow the following:

Definition
History
Types
Location
Capabilities
Limitations
Maintance
I should have at least 8 points of APU.... (above you will find 7)

Here is the complete assignement


Students will study and learn how a typical Major Air Carrier or > General Aviation organization is structured as well as their > responsibilities under Federal Regulations and to the traveling > public. Students will prepare and present an oral and written term > paper that is formatted in accordance with the APA Guide and which > addresses some specific aspect of aircraft maintenance management. > Students should consider the following areas when selecting a report > topic: maintenance theory, organizational structure, capabilities and > limitations, maintenance levels, inspection and reporting > requirements, prevention and correction inspections and the > interaction between the maintenance element and other elements within > the overall organization.>> >> APA Format>> 10 Pages body>> Required by the end of february

Write a 4-page paper. After reading the 3 articles answer the discussion question. For this paper use the articles below to help aid in answering the discussion question/writing the paper. You must quote from the articles in order to substantiate your points. Use APA format. Do Not Use Outside Sources!

Discussion Question:
1.Did you notice any common themes in the (3) articles and/or conflicts or tensions apparent between the ideas of the different authors (Ferrigno, Cunningham & Curry, and Guo & Sork) of the articles?


Teaching for Empowerment
Liberatory Pedagogy, Social Change and Gender Dynamics
Jennifer Ferrigno et al

Introduction
It is not sufficient to incorporate inclusive language, nor is it sufficient to promote more participation of women. It is necessary to look at and revise the entire approach. (Vzquez & Diez, 2000).
This empirical study addressed the following question: How empowering are popular education pedagogies for women and learners of diverse cultural backgrounds? It was born of organizing experiences with women from El Salvador, where the teaching methodology is practiced actively by social justice and community-based organizations, and from work with immigrant communities in the San Francisco Bay Area.
Through interviews with teachers and organizers in both the San Francisco and El Salvador,
observations of classrooms, and analysis of curricula from a range of organizations, the study
critiqued a pedagogy that espouses critical thinking as a means of learner empowerment. The
study concluded that popular education is not inherently empowering. Rather, popular education
offers a framework that can lead to empowerment only if practiced with conscious intent and
constant questioning on the part of teacher and learnerquestions about the process of learning,
classroom environment, gender, culture, and unexamined assumptions of the learner and teacher.
The study found that for women popular education is no more empowering than traditional
education when its implementation is devoid of a gender analysis or lacking in attentive tactics to
increase womens participation. But when the multi-layered dynamics of power and gender are
addressed, popular education can indeed promote profound change in learning and student
empowerment. The insights from the organizations and teachers in the study also offered
concrete ideas on how to promote an empowering classroom that leads to change in learners,
teachers, and communities. Most of all, the study suggests that popular education is most
effective in fulfilling its goal of empowerment and transformation when its purposes and
implementation are subject to constant analytical and practical scrutiny.

Critical Theory Underpinnings
Popular education proponents claim that its methods and theories are emancipatory, that they
give students voice, and that by empowering students, the educators bring about change in
society (Freire, 1987; Giroux, 1993; McClaren, 1989) hooks recounted that popular education
enabled her to see herself as a subject, and that while it was incomplete in its analysis of gender
and race, it created a foundation for her to see herself as an actor and an agent for social change,
promoting ideals of liberation in her own classroom (1994).
Popular education was born out of Marxist theory during social upheaval in Latin America.
Consequently, post-feminist and postmodern critiques observe that popular education is rooted in
a Western, linear, and oppressive ideology devoid of social analysis of power beyond class, and
that popular education is not inherently appropriate for non-Western cultural contexts, nor
necessarily empowering for women of any culture (Ellsworth, 1992; Lather, 1992; Thompson,
1995; Vasquez & Diez, 2000). According to Elizabeth Ellsworth, a critic of popular education
and critical pedagogy, Empowerment, student voice, dialogue, and even the term critical
are repressive myths that perpetuate relations of domination (1992). Vzquez and Diez for their
part generated a list of concerns about popular education from a practitioners view, and they
took issue with the assumption that it was empowering for women simply by virtue of its values.
Instead, they argued, educators and theorists must reevaluate the basic premise of popular
education. Given that popular education is a transformative methodology, it too should be
subject to constant transformation (2000).
Many postmodern educators remind us that we are in need of more, not less, pedagogical
approaches geared towards combating oppression (Lather, 1992); though they do not suggest that
existing liberatory theories are necessarily unreceptive to constructive critique. The progressive
aspirations that run through Modernism continue to contribute to social change, and this change
applies to shifting realities. Critical pedagogy, a legacy of Modernism, should be analyzed within
a discourse that regards issues of power, justice and inequality as ongoing narratives that are
central rather than subsumed in a meta-narrative that generalizes experience and voice (Giroux,
1991). Freire too particularly insists that popular education should be subject to adaptation and
change
Experiences and practices can be neither exported nor imported. It follows that it
is impossible to fulfill someones request to import practices from other contexts.
How can a culture of a different history and historical time learn from the
experience of another, given that it is impossible to export or import practices and
experiences?. I am not denying the validity of foreign practices. Nor am I
negating the necessity for interchange. What I am saying is that they should be
reinvented. (1987, p. 132).
Critical Believers: The Participants Speak for Themselves
Teachers from El Salvador and the San Francisco Bay Area were the focus of the study. Both
areas have a rich tradition of applying popular education as an organizing and educational
strategy, and participants were very critical of their own practice, as Ana Ligia, the coordinator
of a popular education organization in El Salvador noted
There are experiences of popular education over in Brazil where the whole theory
of Paolo Freire was born; that is not our own experience here. That is to say it is
enriched with this information, but starting from the conditions in which we live
or in which people live in rural areas here it is not possible [to apply it directly].
So there has been a whole process initiated to reconceptualize popular education
and what it means for us here and now.
Teachers in both contexts argued that popular education could be used as a guide, but that the
individual contexts needed to be carefully analyzed in order to adjust the approach. On the other
hand, when the popular education techniques were coupled with intentional, individualized
design, teaching could take on a transformational dimension. In several cases participants, while
deeply critical of popular education as a panacea, were also quick to demonstrate how much of this to be true while teaching Latina women in a leadership development program in San
Francisco. Prior to the training series, the women in this program were often passive, quiet, and
uncertain of their ability to be a voice in their classroom or their community. After a few
sessions, according to field notes, she observed a shift in voice in the classroom
I looked around the room and realized that there was so much interaction and
lively discussion everyone was talking during small group sessions, appreciably
and managing the content with great intellect. I was the only one in the room that
was relatively quiet... I realized the power that exists when exercises are designed
specifically for quiet people to have space and to have voice.
In Tecoluca, El Salvador remarkable improvement in learning and personal empowerment
occurred for dozens of women in a literacy project, due in no small part to their teacher,
Esmeralda, who was trained in classical popular education methodology. One student describd
the impact of Esmeraldas class on a fellow participant
It is really lovely what they [students] have achieved. Maria developed the
confidence to stand up and speak in front of one hundred people. She has the
confidence to read. It is really remarkable how far she has come from being
afraid to talk aloud.
In the case of the National Network for Immigrant and Refugee Rights, a group in San
Francisco, organizers found that they were most successful in raising complex topics with groups
when using real-life connections. This was well depicted in the immigration history clothesline,
where participants were asked to create images (using photos, drawings, newspaper clippings,
etc.) that shared where their personal and family history fit on the continuum (see image
below).The lesson was transformational in several ways it acknowledged the histories of
individuals, looked critically at a historical trend of oppression toward immigrants, and led those that wished to engage in action-oriented events to work to impact local, state, and national legislation and attitudes toward immigrants. The activity was designed with popular education methodology at its core, yet it was adapted to meet the characteristics and needs of the participants. In addition to individual empowerment, popular education can have an effect on bringing communities from different sectors together to problem solve and bring about change. The NNIRR curricula explicitly facilitated dialogue between communities on the inflammatory topic of race and immigration in the United States and made a difference in empowering communities fighting for immigrant and civil rights.
Critical Themes
The themes that emerged from this study indicate that popular education is only a framework
that must be augmented to reflect the learner reality. In order for the pedagogy to meet the needs
of the unique learner and sociological setting of each classroom, the premise for its application
must be willing to depart from the sociopolitical roots of its formational theoretical
underpinnings, which met the needs of a different society and student population. The practical
tools that popular education offers are valuable. Combined with other tools and analysis, its principles provide a venue for dialogue, greater student participation, reflection and analysis
about ones situation, and problem solving for social action. Popular education is powerful, but it
cannot be used as a standalone method for classroom facilitation. The educator must do the work
to fill in the blanks, and, above all, be self-reflective and critical about the process itself. Equipo
Maiz, the leading popular education institute in El Salvador gets this message across in their
promotional materials (see image below left).
Qu queremos? lists the reasons why Equipo Maiz utilizes popular education
What do we want?
To explain difficult issues in a simple way.
To offer an enjoyable way to analyze the reality of our home, group, community
and the country.
To form opinions so that each group can affect what happens in their home, group,
community and country in order to bring about changes.
In order for educators to facilitate an empowering process for women through popular education, a number of recommendations emerged from the study. To break down the dynamics of oppression in society, teachers intentional about addressing how gender and cultural hegemony are reflected in the classroom will have greater potential for success in fulfilling the goal of empowering their students.
Recommendations for Educators and Curriculum
Developers
Three categories of recommendations were drawn from the study to facilitate more meaningful participation of women. The first category calls for educators to rethink practices and theoretical inspirations for teaching, to ensure that transformational pedagogy is itself actively changing.
The second presents practical and logistical considerations. Sometimes barriers to participation include subtle and seemingly insignificant requirements we might not even realize are limitations for our students. The third category focuses on ways to develop intentional curriculum to encourage teachable moments when issues of power are reproduced in the classroom. We must constantly dialogue about power and how it is reproduced by our behaviors in the classroom and in our lives. Great care should be taken when raising complex topics such as gender and sexism and its impact on women in the classroom, but when facilitated sensitively, dialogue can result in action and change for women and men.
1. General analytical approach of popular education.
Drawing from Equipo Maiz experience and their reflections on the challenges and discrepancies of popular education, educators should reflect on theory and practice as they understand it, and think critically about how it might be transformed through a gender or racial justice lens.
Be careful that the process does not simply tokenize participation, or address
concerns of the learner population in a cursory way. Again from Equipo Maiz, simply adding politically correct language or increasing numbers of participants, for example
ensuring a high number of women, is not sufficient. The premise, curriculum, and
behaviors of educators and learners can perpetuate and reproduce power dynamics if
not carefully addressed.
Consider the motives and goals of the chosen teaching methodology and, most
importantly, look for potential unexamined assumptions that could lead to unintended
repetition of power inequities.
2. Practical considerations: classroom setting, logistics, participant needs.
Provide childcare to help women who are still the primary caretakers of children and
who would not be able to participate otherwise.
In addition to mixed gender groups and trainings, look for opportunities to have
women-only spaces for learning.
Facilitate women getting to the meetings support for them if their partners are
reluctant, help them find transport to meetings.
Be careful of how the room is arranged, and look out for a tendency for men and
women to sit together, with the women more often in the back of space and farther
away from center of rooms focus.
In report-backs from small groups, require that at least one woman from each group
present maybe even two.
3. Awareness and use of teachable moments.
Use the gender dynamics as teachable moments, track the behaviors that come up
in mixed groups, and take the time at the end to show what was going on. Leave time
for dialogue and analysis of the causes and potential solutions.
Incorporate gender and cultural issues into content. There is a way to look at gender
and socio-cultural dynamics from the lens of almost any subject.
Make note of how often men and women report back compared to their percentage in
overall classroom demographics.
When facilitating, ensure that women are speaking as often as men, and call on more
women if that is not the case. Comment to the class what you are doing, with the
intent that the vocal men and are aware of how often they feel entitled to speak versus
women.
Establish a list of values for the meeting participation at the beginning of the class,
asking participants to help create the list. If it is not brought up, add to the list, those
who speak up often should think about how often and if their participation is
inhibiting others and then use this value to point out conduct throughout the
session.
Conclusion
Gender and culture are among the most complex issues facing critical educators today. While
popular education has endured ongoing scrutiny that has sculpted and reshaped its premise, many
scholars agree that it remains a powerful means for empowerment and the realization of
democratic ideals. Nonetheless, popular education must continue to move through cycles of
change, and critique from gender and cultural perspectives can serve to deepen popular
educations foundations. Freire repeatedly asserted that this was his precise intention. The
findings of this stud can inform educators who wish to maintain a practice that is relevant for
their students. There is a danger in applying popular education unquestioningly, for it can be disempowering, particularly for women. Critical theorists, modern and postmodern pedagogues
alike, agree that the pedagogys assumptions should be called into question and reshaped to
incorporate the subtle and unique profiles of students and societies in which it is applied. It is
hoped that this study and the inspiring and critical views of educators interviewed herein,
contributes to and enriches such an ongoing dialogue.





Adult Education for Social Change
Guo & Sork
Purpose of the Study
The role of adult education for social change and community development has been addressed by a number of adult educators (Lindeman, 1926; Freirie, 1970; Cunningham, 2000). However, in an immigrant country like Canada, the changing demographics in recent years have posed both challenges and new opportunities for further development in adult education. The 2001 Census of Canada (Statistics Canada, 2003) reveals that as of May 15, 2001, 18.4 per cent of the total population were born outside the country, and that 13.4 per cent identified themselves as visible minorities. As new citizens to Canada, they need educational programs to help them navigate the complex paths that citizenship entails and to upgrade their language, knowledge and skills to fully participate in Canadian society. This research attempts to address the role of adult education programs in bringing about social change through community development initiatives at an immigrant community organization in Vancouver, Canada, called SUCCESSUnited Chinese Community Enrichment Services Society. It focuses on: (i) the historical development of SUCCESS, (ii) the provision of programs and services for adult immigrants, (iii) major changes in SUCCESS, and (iv) the social forces behind the changes.
Theoretical Framework
This study was informed by three theoretical constructs: (i) adult education for community change, (ii) inclusive citizenship, and (iii) program planning as the negotiation of power and interests. As early as in the 1920s, Lindeman (Brookfield, 1987) deliberated on the social role of adult education. He viewed adult education as an agency of social progress and the most reliable instrument for social actionists. An early Canadian example of community development was the Antigonish Movement led by Moses Coady and Jimmy Tompkins (Welton, 2001). After Lindeman and Coady, critical adult educators such as Freire (1970) and Cunningham (2000) further advanced the role of adult education for social transformation and emancipatory learning. Freire (1970) argues that adult education is an important tool to raise peoples critical consciousness through action and cultural reflection, or praxis. Cunningham (2000) regards social movements and social learning as a major source of alternative knowledge production. Community development is an important site where such learning can take place.
As part of its social role, adult education is also deemed an important forum for building inclusive citizenship. Citizenship can be defined as membership in a socio-political community which comprises four dimensions: legal status, rights, identity, and participation (Bloemraad, 2000). Traditional liberals advocate a culturally neutral state (Rawls, 1971). Critics of such a paradigm claim, however, that the ideal of a culturally neutral state embodies an oppressive illusion (Kymlicka, 1995; Young, 1995). It promotes a universal citizenship, which ignores differences and perpetuates oppression and inequality. Consequently they propose differentiated citizenship as an alternative model. As to the best approach for promoting citizenship, Derwing (1992) suggests a community-based, learner-centred model in which members of cultural and linguistic communities are involved in every aspect of programs.
This call for a high level of learner involvement in programsincluding the planning of programsinvokes the work of Cervero and Wilson (1994, 1996) who argue that program planning is fundamentally a process of negotiating power and interests among people who have varying degrees of influence over the shape and substance of programs because of asymmetrical power relations. Cervero and Wilson propose the ideal of substantively democratic planning as a means to level the playing field when planning actorsbecause of their social relations [and varying degrees of social capital]are unlikely to have equal influence over important planning decisions.
We argue in this paper that in the case of SUCCESS, the development and character of the programs offered was determined not so much by the interactions of individuals in planning groups representing the interests of various stakeholders, but rather by the changing nature of Canadas immigration policy, the shifting character of the immigrant population, and government funding.
Research Design
The central guiding question for this research was: How did a community-initiated voluntary organization such as SUCCESS respond to changing needs of an ethnic community in a multicultural society? Two major qualitative research methods were used to conduct this study: document analysis and personal interviewing. The selection of research methods derived from the nature of this research as an interpretive study, and its attempts to understand peoples lived experience with the organization. The document analysis included SUCCESS annual reports, newsletters, minutes of annual general meetings, important speeches, and program brochures. Twenty interviews were conducted with the Executive, Board members, and Program Directors. Time and resources did not permit interviews with clientele, so their views of this organization were not represented here. In addition to the two major methods, site visits and participant observation were used as complementary methods to help contextualize what was read and heard about the organization. A four-stage process of analysis was developed: (i) identifying main points, (ii) searching for salient themes and recurring patterns, (iii) grouping common themes and patterns into related categories, and (iv) comparing all major categories with reference to selected theoretical constructs to form new perspectives. This four-stage process assured frequent interplay between the data and theory.
Findings
To illustrate how SUCCESS emerged as a key adult education provider for new immigrants and how its programs and services evolved in response to changing circumstances, we focus on two areas: the circumstances of its founding and development, and how it remained responsive to a changing policy and immigration context.
A Brief History of SUCCESS
SUCCESS was founded in 1973 in response to the failure of government agencies and mainstream organizations to provide accessible social services and adult education programs for Chinese immigrants. The development of SUCCESS can be summarized in three stages (Guo, 2002). Stage One, from 1973-1979, saw the establishment of the Chinese Connection Project, a demonstration project funded by Health and Welfare Canada to bridge the gap between social service agencies and the needs of newly-arrived Chinese immigrants primarily from Hong Kong. During this stage, the organization mainly provided basic settlement services and language assistance. Specific services include, for example, ESL classes and information on Canadas education and health care system. This project also involved making direct referrals of immigrants to other service providers and providing translation services to help them navigate unfamiliar bureaucracies and organizations.
Stage Two, from 1979-1989, was a developing and maturing stage during which there was a large increase in Chinese immigrants from Hong Kong due to the Sino-British Agreement on the future of Hong Kong. This increased demand led to substantial increases both in the volume of services and budget. Another change that occurred during this period was tat immigrants were settling in a broader geographic area beyond the Chinatown area (located in downtown Vancouver) and this led to establishing two branch offices outside Chinatown. During this maturing stage SUCCESS won a number of awards from the Chinese community and mainstream organizations in recognition of its contributions to community development. Another noteworthy development during this period was a growing advocacy role in response to instances of discrimination in national and local media. Two major racist incidents occurred when the Chinese were slighted in the media. In the first incident, a national TV news magazine erroneously portrayed second and third-generation Canadian citizens of Chinese descent as foreign students taking educational opportunities away from white Canadians at taxpayers expense. In the second, CBC Radio broadcast the Dim Sum Diaries, which satirized the accents of new Chinese immigrants and stereotypes of their behaviour. SUCCESS participated in a national campaign against the first and led a protest against the second resulting in apologies and withdrawal of programs.
Stage Three, from 1989-1998, was characterized by expansion and transformation. By the time it celebrated its 25th anniversary in 1998, SUCCESS had become a well-established multi-level service agency providing a wide range of programs and services to both Chinese and non-Chinese immigrants. During this period, the make-up of the immigrant population shifted with increasing numbers coming from other regions including Taiwan and Mainland China. The lead up to the handover of Hong Kong to China in 1997, produced a substantial influx of immigrants from Hong Kong. The changing composition of immigrants required SUCCESS to alter its program offerings to include, for example, more programs suited to professional and business immigrants and the growing numbers of Mandarin speaking immigrants.
From this brief summary, it can be seen that SUCCESS was constantly responding to changing needs and to the gaps left by government and mainstream organizations who were not developing programs for this group.
Major Changes in SUCCESS
SUCCESS experienced tremendous changes between 1973 and 1998. These changes were manifested in the growth of the organization, the expansion of programs and services, and changes in its mandate.
First, the fiscal growth of SUCCESS during its first 25 years was most evident. When it was founded in 1973, the organization only employed four full time professional social workers. By 1998, it had a professional team consisting of over 200 people. At its initial stage, it was funded by less than 100,000 dollars a year; when it reached its 25th anniversary, its annual budget has reached 8 million dollars. The number of clients receiving its programs and services skyrocketed from its initial 2,000 client contacts a year to over 200,000 by 1998. Physically, the organization has grown from the very beginning in a 300-square foot office in Chinatown to an organization with multiple Service Building of its own.
Other important changes were seen in its programs and services. In the 1970s, its lack of resources limited its provision to basic settlement services such as language interpretation and information services. By the 1990s, it was providing a whole range of programs including airport reception, settlement services, language training, counseling services, small business development and training, employment training and services, and group and community services. It was no longer just a single-focus organization providing only settlement services; it has become a well-established multi-service community organization. Some of these programs have remained constant throughout this 25-year period because the needs have remained more or less unchanged. For example, ESL programs within the Language Training and Settlement Services area have remained important for all non-English speaking immigrants to help them acquire the language skills necessary for full participation in society. Programs in the Business Development and Employment Training areas are responding to increases in the number of business and professional immigrants. Its holistic approach helps immigrants become competent, socially, culturally, linguistically, and economically.
Further changes which were not as noticeable as the former two were those in its mandate. SUCCESS was established in 1973 as a demonstration project, which was supposed to end in three years. Its mandate was mainly to help non-English speaking Chinese immigrants through providing basic immigrant settlement services with the assistance of bilingual social workers who could speak both English and Chinese. Its situation in 1998 demonstrated that SUCCESS had become a multicultural and multiethnic organization. Its clientele comprised immigrants from non-Chinese ethnic backgrounds, including those from mainstream society. To reflect the demographic changes of its clients, its professional team has also become ethno-culturally inclusive. Their programs and services were made available in many languages other than Cantonese and English.
This study has demonstrated that the changes which took place in SUCCESS touched many aspects of the organization. SUCCESS has grown exponentially and strong enough to be noticeable not just in the Chinese community but also in mainstream society. It played multiple roles with a three-pronged focus: providing professional services and adult education programs, advocating on behalf of immigrants, and facilitating citizenship education and community development. One of the most important contributions was that it helped build a community for adult immigrants where they felt they belonged.

Discussion
This study deconstructs the evolvement of SUCCESS by highlighting three major social forces that have contributed to the changes of SUCCESS, including changes in immigration policies, the changing profile and needs of immigrants; and government funding.
First, the profile of immigrants has changed owing to changes in Canadian immigration policies, such as the adoption of the immigration point system in 1967, the introduction of the business immigrant category in the 1980s, and the opening of the immigration division in the Canadian Embassy in Beijing in the 1990s. One consequence of the most recent policy change was the increase of Mandarin-speaking immigrants from China.
The point system contributed to the formation of a cultural mosaic in Canada. In response to the growing linguistic and cultural diversity in Canada, the Liberal government of Pierre Trudeau formalized an official policy on multiculturalism in 1971. The main goal of this policy was to encourage integration of immigrants into Canadian society without the loss of their cultural assimilated into the dominant culture, the image of multiculturalism in Canada was characterized by cultural pluralism and diversity. For immigrants, this meant that they were not expected to give up their cultural identity to become fully integrated into society. For immigrant service societies like SUCCESS, this meant that education was to be used to help with this integration while avoiding cultural homogenization. So for SUCCESS, the challenge became identifying strategies to assist with integration while creating and maintaining social spaces where immigrants felt at home.
Second, the needs of newly-arrived immigrants differed from their early counterparts and SUCCESS responded to meet these changing needs. For example, to make its programs and services more accessible to new immigrants, especially those from Taiwan and Mainland China, SUCCESS established Mandarin service centres and hired Mandarin-speaking staff members in each office. In the 1990s, many new arrivals were professional and business immigrants and SUCCESS introduced employment and small business training programs, in addition to its settlement services and language training programs. It is clear that the organization was sensitive and adaptive to changing community needs.
Another force that influenced th changes in SUCCESS was government funding. In Canada, the three levels of government that provide services are federal, provincial and municipal. Immigration policies are the jurisdiction of the federal government and, until recently, the federal government has been the primary funding source for immigrant services. But funding becomes more complicated when programs address needs that are typically in the provincial or municipal jurisdiction. For example, in Canada, education and health are both provincial responsibilities and municipal governments often cooperate with these two senior levels to provide local services. In recent years, the funding that has historically been provided for immigrant services by the federal government has been passed down to some provincial governments.
Government funding made it possible for SUCCESS to provide more services to help immigrants with their settlement and adaptation. At the same time, through the funding process the government was able to legitimize its policies and exercise a form of social control. For example, when the government granted funding to SUCCESS, it could stipulate what programs the Society should provide with that fund, where to provide them, and to which group(s). Since SUCCESS needed the funding to benefit its group members, it appears that the organization was able to overcome the negative part of this 'double-edged sword' process. Because a large proportion of SUCCESS's budget came from its fundraising, this made SUCCESS less dependent on government funding and more difficult for the government to exert political influence. This explained why SUCCESS was able simultaneously to continue and expand its partnerships with the government while successfully advocating for social change.


Implications for Adult Education
This study has several implications for adult education. First, it exemplifies the role of adult education in social transformation. Second, it demonstrates that communities are important sites for emancipatory learning and social action. Third, it shows the important role that voluntary organizations can play in building an inclusive citizenship organization where marginalized citizens feel they belong. In the context of SUCCESS, its role in citizenship education was two-fold: building a facility where adult immigrants can acquire necessary skills and knowledge in order to become a participatory citizen and sensitizing mainstream organizations about their service approaches and changing public attitudes towards immigrants. Cervero and Wilson (1994, 1996) have provided a new way of understanding the political dynamics of program planning. The case of SUCCESS provides a new challenge in employing their planning theory to better understand the complex interplay of needs with organizational structures, with funding patterns and priorities and macro political considerations. The cases of planning analyzed by Cervero and Wilson largely are of single programs with reasonably well defined temporal boundaries sponsored by single organizations. The experience of SUCCESS contextualized the complexities of program planning in a socially, culturally and politically diverse environment.
Now in its 32nd year, SUCCESS remains a growing, successful organization that enjoys substantial support in the community. But its success has also made it easy for governments to shift responsibility to the voluntary sector for providing responsive immigrant services. Although it is easy to conclude from this study that such an approach represents enlightened public policy in an age of budgetary restraint and downloading all manner of services, a more critical perspective is that forcing the voluntary sector to take on a larger and larger role in service provision is inconsistent with a national commitment to an equitable, multicultural society. SUCCESS has demonstrated that a voluntary association can be an extremely effective provider of immigrant services, but how transferable the SUCCESS model is remains an important unanswered question.





Learning within a social movement
Cunningham & Curry
Introduction
Urban arena's have become theaters where major conflicts around class, race, ethnicity are performed. Haymes (1995) has argued that reclaiming cities through gentrification provides an urban battleground for disenfranchising African Americans and their cultural contributions and ownership of the city. Haymes' cultural critique suggests a "pedagogy of place" for Black urban struggle as one way for urban restructuring. On the other hand, Krumholz and Clavel, (1994) while recognizing class, race and ethnicity as factors, present a highly rational plan for "reinventing cities." Haymes' analysis is based on a Black collective cultural struggle for "place" while Krumholz and Clavel see the lead being taken by professional urban equity planners. The research objective was to look for empirical evidence that poor persons, many with limited formal education, could educate themselves to the task of reinventing the city. A secondary question was to document how the education of adults occurs within a social movement.
We chose to investigate the social movement that had occurred most recently in Chicago. Chicago was chosen because:
1. The civil rights movement chose Chicago for its first northern campaign under Martin Luther King; 2.It is a major U.S. metropolis in which a Black mayor was elected from a third party platform, The Harold Washington Party; and 3.) Chicago has over the last 40 years developed a rich tapestry of community based organizations. Thus the Empowerment Zone (EZ) precipitated a grass roots movement among primarily Blacks and Latinos in a kind of organic uprising of the poor along with progressive organizations located in the base. We begin by describing the development of the Chicago EZ, we then analyze interviews of the learning of 15 African Americans within social movements; finally, we draw some conclusions.

Methodology
We used a case study approach in our research. We had access to all documents and minutes of meetings leading up to the establishment of the EZ and direct access to CBO's participating in the EZ. We chose residents to interview who had been active in the EZ process.
Our questions included: How did these grassroots' people bond together to accomplish their goal? How could they put aside their own organization's needs to develop a collaborative representing all of their interests? How did they learn to find needed data sources, and examine and interpret census tract data? And how did they learn to manage the politicians, the speculators, the consultants? How could Blacks and Latinos learn political solidarity within this historical context?
Those interviewed had the following demographic characteristics: All were African Americans between 35 and 60 years of age (mean=43). One-third had not graduated from high school; one-third had some college; and the final third were divided into college graduates (3) or masters completed (2). Ten(66%) earned between $9,000 and $20,000; 3 earned between $20,000 and $35,000, and 2 earned about $40,000. Thirteen (87%) had stayed in the community and two came back into the community. All but one had children with 9 being a single head of household.

Empowerment Zone
The Clinton-Gore Empowerment Zone strategy was contained in the Omnibus Budget Reconciliation Act that was passed into law in July 1993 with implementation slated for January, 1994. However, in December, 1993 a HUD African American speaker at the city wide attended annual banquet of the Chicago Workshop on Economic Development (CWED) gave Chicago community based organizations (CBO's) a jump start by 1) giving them the guidelines early and 2) challenging them as a community to develop a bottom up proposal for sustainable development of their communities.
CWED, a CBO of 45 community organizations, had developed out of the political activity of Chicago's social movements. In particular, the 1983 successful organizing of the Black and Latino community to elect Harold Washington, a stunning upset to the Chicago Democratic Party, meant that an increasingly sophisticated group of leaders and CBO's were active and in place.
Phase I. In the next 100 days with CWED in the lead, there was a mass mobilization of Blacks and Latinos around such initiatives as youth, education, economic development, health, human services, affordable housing and human capacity building. In the community we studied, over 30 meetings were held in this phase. And in communities all over the south and west side of the city, the same thing was occurring. Literally hundreds of meetings occurred in this first 100 days. They met in churches, block clubs, field houses, schools, community centers, businesses, and in the philanthropic community. The CWED director alone attended 150 meetings.
Phase II. By March 1994, the Communities moved into the collaborative stage. The EZ proposal required bottom up community partnerships so at this time from 4 to 30 communities came together in various collaboratives. Again, dozens of meetings were held with up to 200 at a meeting. Here, competing ideas developed in the various communities were debated and a reoccurring concern that Black and Latinos must find solidarity was discussed. At this time, Mayor Richard Daley appointed an ad hoc committee from the community, and business to select from the community's proposals those to be designated. Three clusters were developed out of the strongest of the 33 proposals presented by the collaboratives at a meeting attended by over 300 community members. Four days later, three other viable collaboratives, with less developed plans, were designated as Enterprising Communities (EC) and added to the EZ because of their poverty level and the political pressure exerted by those who had not made the final cut.
Phase III. This phase brought the three clusters and the three ECs together city-wide to form one Chicago proposal and six strategic plans, one for each entity. Six city wide meetings were held with from 200 to 600 in attendance to hammer out the final community proposal.
It was at this time that the CWED led groups discovered that the City had its own EZ plan already written naming the Urban Land Institute, the former Model Cities, and the city's endorsed CBO's as the recipients of the EZ money. When CWED asked for a copy of the plan they were refused but invited to come to City Hall and examine it there. Armed with a scanner and connected electronically to CWED, the pages were scanned out. As the pages emerged, communities were telephoned to see if required participation of all CBO's had been met. In the end CWED documented the non-involvement of the majority of CBO's and compelled the City Planners to negotiate their proposals. At this time a 30 member EZ/EC coordinating council, equally divided between city and community appointees, was charged with developing the final plan and spelling out its governance. The plan of the community to have an elected committee of 30 equally divided between the community and the city was subsequently turned down by the City Council with the defection of a majority of black alderpersons from the 12 wards involved. In the end, a 21 member board with two community members selected and appointed by the alder-persons was put in place. Chicago became one of six cities with an approved EZ/EC.

The Anatomy of Learning in Community
Interview data were collected by asking the persons to tell us about themselves and how they became committed to the community. Most interviews flowed without interruption except for an occasional clarifying question. Interviews averaged about two hours and were both audio and video taped. Audio tapes were transcribed; the data were then analyzed for themes.
Four themes emerged from the interview data: A defining movement, creating knowledge and self reliance, communities and culture, and learning from one another.
A defining moment. All of the interviewees described an event which committed them to actively struggle for social change and to collective struggle. LH (p3) described her transformation from a personal to a social goal.
"It was like something wouldn't let me walk away. It would not let me rehab the building, rent it out, walk away. It was just something that wouldn't let me do that. It was and still is an emotional experience."
Or MB (p2) who, as a young mother, learned that fires were being set in her neighborhood by persons hired by slum landlords. The goal was to get insurance on buildings that had been allowed to deteriorate ...
"I was a young mom who lived in this community who was doing my thing---. I lived two doors away from the last building went down with fire in our community and 13 babies got burned up. It started me to ask some questions about what's going on in the neighborhood. Why are we having these fires. Though I didn't know I was doing research then but I guess I was researching. Only to find out that people had a lot of knowledge about what they perceived be happening to the community and why. And that I was the one that was uneducated about what was going on. -- I mean you know, you know, young girl, walking around in the community raising my kids --- but really not living in the community. In the community but not in the community."
Or GB (p3) who experienced a cultural transformation when as an adult he was taken to the DuSable Museum.
"It was set up in her house. There were spears all over. The first thing that came in my mind was Tarzan in Africa. But she began to make a presentation about the art works and the value of it and how the relation of it - to African culture, how it relates to us. The music, the math. And you know my mind just began to expand. I just wanted more . I just needed to know more about myself and about my race and about my people. You know all this stuff was new to me and it was hitting me too fast. It was hitting all of us too fast."
These defining moments were labeled as turning points in the persons' life.
Creating Knowledge and Self-reliance. It was poor people who began to see housing and transportation issues in a different way than city planners:
"You're doing housing development, you're not doing organizing. I said "Takes organizing to do the kind of development that we're doing. -- we wasn't doing just pure bricks and mortar. People were learning to control their environment. How to look at things differently. How to turn negative forces into positive forces so that they can use that as a resource to turn their lives around." MB (p11).
We went in and said,
"Well we will help you, but we are not going to do this for you. 'Cause we ain't got the time to do it for you. And if you don't want to do that, then we outta here. You have got to take a front row seat on this. You've got to walk side by side with the technical people we bring here. You've got to learn how to talk and articulate with HUD. You got to learn the regulations and the rules. We have to do this as a collective or we're not doing it. -- What they failed to see was, what is now on the horizon as sexy and new, and that is the holistic approach. Not to physical land development as community development. But human capacity development --- building the capacity for servicing the human being." MB (p10).
This person summarized her work as a new model by saying:
"Now, I can articulate this now, I didn't know what the hell we were doing then, I mean, you know. I can't tell you what we were doing. If you had asked me to say it like I'm saying it now, I would not be able to say it that way. Because we were doing work and we were creating, if you will, what was happening at that moment. We were teaching each other through our creation, what this model would produce." MB (p6)
One person became a border crosser when she as a black teamed up with a Mexican community in a creative act of self-reliance. This type of creativity was reported by several interviewees.
"We had an opportunity to employ a hundred people from our community at a place called Morrison-Knudson. I convinced Olive Harvey (a local community college) to do the training if we could find money. Mexican Community Committee had training dollars, so I agreed to give them some of our slots if they gave me their money so we could train everybody so they all could get the jobs." LH (p.6)
Community and Culture. Among those interviewed we found no "lone rangers." The emphasis was on community and African-American culture.
What was the community articulation, as a collective, and people tried to always separate me from my community by saying, "oh, Mattie, you're different."
"Oh no. I live right next door to Regina. How am I different. And Regina lives right next door to Irene, and right across the street from us is Mr. Chaney. Now how are we different? I don't get it. What separates me from my neighbors when we're talking about the same issues? What impacts the house next to me or across from me? What impacts their children? What impacts their seniors, their mothers? What impacts their wives and their daughters is the same thing that impacts me. So how am I different? I don't get it." MB (p12).
MB did not see herself as different and she had expectations of others as well.
"We helped them buy the building. We helped them finance the building. We walked them through the whole redevelopment of the property and the minute the last redevelopment, the payout was paid out the lawyers turned it over and we walked away. That building, I think, was one of things that we shouldn't have done. We should not have walked away that soon. Because they got the property. They still have the property. They're still managing to live there. But they have not used the resources at their control to empower other people in their community. And that was one of our, that was one of the commitments that they made when they started this project. That they would help someone else to do what they had done. And they haven't done that. A little pissed off with `em about that."
Learning from each other. How did residents learn. Some used self directed study.
"But we come home late at night and do research. Do our studying on the law. Every one of us had a chore to do. Every one of us mothers, after we put our kids to bed, had to go through these documents and read these legal documents so that when we got back to court --- we could stand toe to toe to them and tell them we knew what our rights were and how we, as not only community residents and people who lived in that building were collective in our movement to get something done." MB (p3).
E and T described Phase I.
"We're doing, we're doing a lot of the work. I know as I sit in the different EZ meetings. there is a lot of work going on and these meetings start at about 6 and they more than likely will go to about ten, eleven o'clock at night. So people are really working hard to try to get the base ready to try to build you know jobs, businesses, schools, cause we have a day care program in the works in this. And it's all grass roots. All these people---" EC (p9).
These four themes appeared over and over in the interviews. The energy, activity and emotion brought about through collective problem solving, and the changes this activity made in the interviewees' lives gives us a small glimpse into the potential of learning at the edge of social movements.

Conclusions
The EZ was a mechanism to mobilize the community to learn for self-reliance. Bottom up leadership is possible when the conditions are right. The Chicago base community had been developing through social movements over the last three decades. These data support Haymes' view that poor people can reinvent cities by building solidarity among cultural groups and by reappropriating their place in the city. Poor people construct their learning by taking advantage of their own cultural tools. Sophisticated organic intellectuals committed to their class produced and disseminated their own knowledge gained from a critical examination of their experience.
In this Chicago experience, the hundreds of pages of strategic plan developed by over a thousand poor residents suffered a major set back by the limited vision of a handful of their own Black alderpersons. The lesson here is that reinventing government takes place both on the ground by mobilizing ordinary people as well as the demanding of accountability of elected officials in the political arena.
There are several implications for adult educators. First the deficit discourse used by educators to describe the poor denies us access to utilize community assets (Kretzmann and McKnight) as a basis for education. We would be more successful if we would either go out into the community, or bring the community into our classrooms. Second, institutional segmented adult education is not as robust for poor persons as problem centered non-formal approaches. Third, contexts and process appear to be as important for learning as content within a social movement.

Dear Students,

No late papers will be accepted!!!!

TEXT Your essay MUST:
* Be approx. 1200 words excluding illustrations, headings and paragraph breaks.
* Be spell-checked and grammar-checked and proofread for errors not caught by computer.
* Include a heading containing your full name, ID number, class title & section, date, and instructor's name.
* Be typed and double-spaced, 12-point, Times New Roman font.
* Be attached and submitted in this discussion topic as a .doc, .docx, or a .pdf file. If you cannot save your essay in one of these formats, please copy and paste your essay as a regular discussion post.
* Cite references used according to MLA style. Students are encouraged to use A Writer's Reference by Diana Hacker for help with MLA style, revision, punctuation and sentence style and A Short Guide to Writing About Art by Sylvan Barnett for specific help with comparing and contrasting artwork. (For more information about MLA style please contact the Writing Lab or reference the following internet site: http://www.bedfordstmartins.com/online/cite5.html * Meet the criteria above to be accepted for grading. Work that does not meet the criteria will be immediately returned to the student. Students are encouraged to visit the Writing Lab or Online Writing Lab (OWL) for help.

ORGANIZATION

Structure your essay so that it covers the following elements:
* Introduction including a thesis statement. This is the main point of your essay and tells your reader what you are going to cover in the essay.
* Cultural context of both artworks/ period style (politics, society, religion, etc.)
* Stylistic characteristics of both artworks/ period style. When discussing culture and style your essay should address how the cultural context informs the stylistic characteristics of that period. You should also incorporate art historical vocabulary from the modules when discussing stylistic characteristics.
* Subject matter of both artworks. (story/narrative, what's going on in the artwork?)
* Function and possible meaning (symbolism/ iconography) of both artworks
* Similarities, differences between the two. What makes this a good comparison?
* Conclusion should recap thesis, include important conclusions or insights about the artwork and the artist or culture who produced it and discuss why you chose to write about the artwork.
* Documentation of sources bibliography, footnotes, endnotes, etc.

SOURCES

*Outside research information should be drawn from LA120 Module Text and at least ONE additional source:
* Professional web site (for example, a museum, research institute or university, NOT just Wikipedia!)
* Nonfiction book published within the last 50 years
* Professional art historical publication (magazine or journal, can be online)


Attached you will find a copy of the rubric I will use to evaluate (grade) your term paper. Reviewing it will help you understand what the paper should cover and how it will be graded. Below is a list of artworks that you may choose from to write your compare and contrast essay.

Essay * You MUST choose 2 images * The pair you choose must be drawn from DIFFERENT PERIOD STYLES. For example: You may compare a Romanesque artwork with a Gothic Artwork. However, you may NOT compare a Romanesque artwork with another artwork from the Romanesque period. It is important to choose 2 images that have a number of things in common as well as a number of unique aspects to compare. If you do not want to choose your own pair for comparison, a list of possible comparisons has been provided at the bottom of this page. If you are unsure about your choice or would like some general feedback before your begin writing, please email your instructor as soon as possible.

The Art of Late Antiquity

The Portrait of the Four Tetrarchs
Arch of Constantine
Colossal Head of Constantine
The Good Shepherd, painted ceiling from the catacomb of Sts. Peter and Marcellinus
The Sarcophagus of Junius Bassus
Old St. Peter's Basilica
Good Shepherd mosaic from the Mausoleum of Galla Placidia
Miracle of the Loaves and Fishes mosaic from Sant' Apollinare Nuovo

Byzantine Art
St. Michael the Archangel, ivory diptych leaf
Sinai Christ
Hagia Sophia
San Vitale
Justinian, Bishop, and Attendants mosaic from San Vitale
Theodora and Attendants mosaic from San Vitale
Lamentation Over the Dead Christ fresco from St. Pantaleimon
Vladimir Madonna

Carolingian and Romanesque Art
St. Matthew folio from the Ebbo Gospels
Crucifixion cover of the Lindau Gospels
Palatine Chapel of Charlemagne, Odo of Metz
Saint-Sernin
Durham Cathedral
Pisa Cathedral
Last Judgement, West Tympanum of St. Lazare
Ascension of Christ, Tympanum of La Madeleine

Gothic Art and Architecture
Notre Dame Cathedral, Paris
Chartres Cathedral, Chartres
Royal Portal, West Facade of Chartres Cathedral
Virgin and Child with Angels, Stained Glass Window in Chartres Cathedral
Sainte-Chapelle, Paris

Late Gothic Art in Italy
St. Francis Altarpiece by Bonaventura Berlinghieri
Madonna Enthroned with Angels and Prophets by Cimabue Madonna
Enthroned by Giotto
The Arena Chapel Frescoes (Scrovegni Chapel) by Giotto
Virgin and Child Enthroned with Saints, Maesta Altarpiece by Duccio
Betrayal of Judas, Maesta Altarpiece by Duccio
Annunciation by Simone Martini
The Birth of the Virgin by Pietro Lorenzetti
Allegory of Good Government by Ambrogio Lorenzetti

Early Northern Renaissance Art
Deposition by Rogier Van der Weyden
Portrait of a Lady by Rogier Van der Weyden
Last Supper, Holy Sacrament Altarpiece by Dirk Bouts
Portinari Altarpiece by Hugo Van der Goes
The Annunciation (Merode Altarpiece) by Robert Campin
Ghent Altarpiece by Jan Van Eyck
Giovanni Arnolfini and His Bride by Jan Van Eyck
Garden of Earthly Delights by Hieronymus Bosch

Early Italian Renaissance Art
Sacrifice of Isaac by Lorenzo Ghiberti
Gates of Paradise by Lorenzo Ghiberti
St. Mark by Donatello
St. George by Donatello
David by Donatello
Tribute Money by Masaccio
Expulsion of Adam and Eve by Masaccio
Holy Trinity by Masaccio
Birth of Venus by Sandro Botticelli
Annunciation by Fra Angelico
Madonna and Child with Angels by Fra Filippo Lippi

SOME SUGGESTED COMPARISONS: You may choose from one of the following suggested comparisons if you do not wish to make up your own

* Saint Sernin and Chartres Cathedral
* Vladimir Madonna and Madonna and Child with Angels by Fra Filippo Lippi.
* Annunciation (Merode Altarpiece) by Robert Campin and Holy Trinity by Masaccio
* Lamentation over the Dead Christ and Lamentation by Giotto
* Miracles of the Loaves and Fish and Annunciation by Fra Angelico

? Read Case Study 7 ?The Commoditization of Starbucks,? located in the back of the textbook. Go to Yahoo Finance?s Website, located at http://finance.yahoo.com/. Research Starbucks to obtain the financial information.

Write a 4-6 page paper on the following:
1. Explain the reasoning for Starbucks? need for a change in strategic direction in response to McDonald?s and then explain the process of the changes.
2. In 2008, Starbucks replaced its CEO and realigned its leadership structure. Review the benefits of making this organizational change and why it was necessary.
3. Assess the risks of making such a structural change in an established company like Starbucks.
4. Compare the financial data in the case study to the data on Yahoo Finance?s Website. Conclude whether or not the change in organizational structure has returned Starbucks to its former status.
5. Use 4 quality resources for this assignment.

1. Title page if APA style
2. 1,500 word essay with an introduction, body and conclusion
3. In-text citations for your sources (as necessary)
4. A minimum of two quotes
5. References or Works Cited page
6. Give an account of Credit Card debt and the role it plays
7. Discuss the below annotated biographies with account that each bring positive outlook for future investors (cant use these as a source)
8. Evaluate the work of professionals and the recent contributions of the authors chosen

Chen, C. & Huang, J. (2009). Strategic human resource practices and innovation performance ? The mediating role of knowledge management capacity. Journal of Business Research 62(1): 104-14.
These researchers used performance measures from a sample of nearly 150 different companies and regression analysis to determine the relationship between human resources management, innovation, and organizational success. Building strategy from a human resources perspective was shown to increase the amount of knowledge capacity in the organization and the efficiency of knowledge transfer and knowledge management, and this led to increased innovation and performance. The authors conclude that knowledge acts as an important bridge between human resources and innovation as well as firm success, and they suggest ways for managers to use this knowledge and provide an outline for further research to be conducted. This source is very valuable in terms of suggesting why organizational control is important, but though it provides some practical advice for how to achieve effective control this is not entirely relevant to the research at hand. Still, it does provide some insight into how to bring about firm success through organizational control.

Luse, D. (2009). An Examination of College Students? Awareness of Social Web Site Usage and Employability. Journal of Academic Administration in Higher Education 5(1): 21-26.
This study did not directly address workplace issues, but rather examined a human resource issue that is being faced by organizations and new employees alike. Many college students, according to the findings of this study, do not appreciate the fact that their use of social media websites such as MySpace and Facebook can reflect on their personalities and on their employers, and that this use can thus limit their future employment capabilities. It is now standard for employers to look for ?digital dirt? on prospective employees using a variety of means that are all legal and readily available to the public, and compromising information or images can be very influential in their decisions. High rates of usage of these social media sites combined with a lack of awareness about their influence on hiring decisions and other employment capabilities means individual workers are left with much harder prospects and organizations are faced with more difficulty finding suitable talent for their business image. This source provides very interesting insights into the many types of issues that must be taken into consideration when examining human resources issues, and though not initially seen as directly applicable, further examination shows that this source provides some useful background and commentary on the research area.

Mitsuhashi, H. & Greve, H. (2009). A Matching Theory of Alliance Formation and Organizational Success: Complementarity and Compatibility. The Academy of Management Journal 52(5): 975-95.
Examining the way in which different organizations can form alliances that work to their mutual benefit, these authors found that certain elements of organizational structure and the manner in which they facilitate interpersonal relationships have a major impact on the way relationships can be formed between organizations. Networked organizations rather than concentrated and isolated firms were better at forming inter-organizational relationships, and this led to more effective market strategies for both firms involved. Networked organizations also supported more active communication and smaller-scale networking within organizations, which meant the building of more interpersonal relationships that were more frequently enforced, perhaps having a direct effect on the ability to form inter-organizational relationships. This resource shows how deeply and intensely issues of human resource management and control an affect an organization in very far-reaching manners that affect and are affected by culture, structure, strategy, and more.

Becker, M. (2008). Handbook of Organizational Routines. Northampton, MA: Edward Elgar.
This book contains an abundance of material concerning many different aspects and operations typical of many organizations as well as a discussion and description of many theoretical frameworks and various explanations of organizational behavior and control. By organizing the book according to categories of ?routines,? Becker covers many of the points necessary in the running and maintenance of a typical business organization from both abstract/theoretical and a more concrete and practical perspective. The basic premise of the book is that organizations are controlled through an understanding of the different activities they perform and the way these activities are performed and the way they interact, and through this practical means of effecting organizational control and change can be developed. This resource is directly relevant to the research area, and provides comprehensive information on the topic.