Day: April 24, 2018

Urbanization and Foreign Aid

April 24, 2018 1 Comment Uncategorized
Paper instructions:
Use the Internet to research one (1) developing nation of your choice. Your research should include an examination of urbanization and foreign aid, war and peace.
Compare and contrast three (3) positive and three (3) negative results of urbanization within the developing country that you have selected. Support your response with concrete examples of each of the results that you have cited.
Analyze the specific actions that the leadership of the selected country has taken, through the use of its foreign aid from donor nations and international lending institutions, to relieve the severe problems caused by urbanization.
Discuss whether or not the efforts to reduce urbanization problems within the selected country through the use of foreign aid were successful. Support your response with examples.
Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.

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Code of Ethics

April 24, 2018 1 Comment Uncategorized



Code of Ethics

Develop standards for ethical and moral conduct in the form of a Code of Ethics.  As part of this assignment, you will reflect upon your own ethical standards and consider from where your values and principles emerged and how they have evolved over time.  Include references to the moral philosophy or social issues that affect your approach to the development of this Code of Ethics.  

Consider that this Code of Ethics is a product that you may wish to carry with you into your professional experiences.  

Your Code of Ethics must contain the following components:

Statement of values, including the source and foundation of your ethical values and principles, why you consider these principles to be non-negotiable, how they have evolved over time, and what moral philosophy or social issues affect your approach to ethics 

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Training and communication plan 
Implementation plan 
Plan for the role of leadership 
Corporate social issues 
Recent laws and regulations impacting the corporation 
Monitoring and enforcement plan 
Ethics auditing plan 
Considerations for working internationally 

Assignment Instructions:
In this assignment you should apply the information presented in this course and be visionary in your approach to create a Code of Ethics centered on continuous improvement. 

Your Final Paper will be 10 to 12 pages in length, excluding the title and reference pages.  It must include five or more references, in addition to the textbook, with in-text citations. You may draw information from the textbook, peer-reviewed journals, and industry reports.  The Final Papermust be formatted in accordance with APA as outlined.  

Writing the Final Paper
The Final Paper:

Must be 10 to 12 double-spaced pages in length and formatted according to APA style as outlined in the approved APA style guide. 
Must include a cover page that includes:
– Title of paper
– Student’s name
– Course name and number
– Instructor’s name
– Date submitted 
Must include an introductory paragraph with a succinct thesis statement. 
Must address the topic of the paper with critical thought. 
Must conclude with a restatement of the thesis and a conclusion paragraph. 
Must use at least five scholoarly sources. 
Must use APA style as outlined in the approved APA style guide to document all sources. 
Must include, on the final page, a Reference Page that is completed according to APA style as outlined in the approved APA style guide. 

Book used:
Ferrell, O.C., Fraedrich, J. & Ferrell, L. (2013) Business ethics & social responsibility. [OMM640 Custom edition] Mason, OH: Cengage Learning

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The evaluation is a single, unindented, double-spaced paragraph not to exceed one page. You should be critical of your chosen website in your evaluation………

April 24, 2018 No Comments Uncategorized

The evaluation is a single, unindented, double-spaced paragraph not to exceed one page.  You should be critical of your chosen website in your evaluation, and the following questions should be addressed.  Please note that your paragraph should not just be a series of answers to these questions; it should be an overall evaluation and read as such.

  1. Detailed description of the site
  2. Credibility of the site’s author
    • How knowledgeable is the author on this subject?
    • What evidence is offered to support that authority?
  3. Accuracy of the site’s information
    • Are sources for information clearly listed so they can be verified?
    • Are there grammatical and spelling errors?
    • Are source materials complete or edited?
    • Are all images identified with proper citations?
  4. Site bias
    • Is there reason to suspect bias?
    • Is there any commercial advertising on the site?
    • Is there a political/ideological/religious bias or other agenda?
  5. Site purpose
    • To provide general, or scholarly, information?
    • To persuade? To entertain?  To explain?
  6. How current is the information on the site?
  7. Do any links on the site lead you to any related material?  Are the links easy to navigate?
  8. Site Design.  Consider these issues:
    • Is the text easy to read?
    • Does the site’s structure and navigation make sense?
    • Do the graphics contribute to your understanding or appreciation of the material?
    • What might you suggest to make this site more effective?

BUSINESS ETHICS AND ORGANIZATIONAL CULTURE

April 24, 2018 2 Comments Uncategorized

BUSINESS ETHICS AND ORGANIZATIONAL CULTURE

Background
In this module, you will be performing a critical analysis of the role assumed by an organization’s culture in determining the organization’s ethics.
Required Reading
Please read the following articles related to Enron:
Madsen, S. & Vance, C. (2009). Unlearned lessons from the past: an insider’s view of Enron’s downfall. Corporate Governance, 9(2), 216-227. Retrieved from ProQuest.
Free, C., Macintosh, N., & Stein, M. (2007). Management Controls: The Organizational Fraud Triangle of Leadership, Culture and Control in Enron. Ivey Business Journal Online. Retrieved from ProQuest.
Meisinger, S. R. (2012). Examining organizational ethics. Human Resource Executive Online (June, 2011). Retrieved on November 19, 2012 from: http://www.hreonline.com/HRE/story.jsp?storyId=533348507

http://retiredlecturers.com 

 

Assignment
In a well-written, 5-5 page essay, please address the following:
Discuss the ways in which a company’s leadership and culture influence its business ethics.
Keys to the Assignment
•    Define “organizational culture.” Please be very specific (and be sure that you provide references for your description of culture).
•    Evaluate Enron’s sense of business ethics and business operations in the context of the organization’s culture? Specifically, what went wrong?
•    What should have been the role and responsibility of company leadership (the Board of Directors, the CEO Ken Lay and others)? In what ways did key executive players (e.g., Lay, Skilling, and Fastow) work to negatively reshape the culture, and with what adverse consequences?
•    How might Human Resource Management (HRM) have played a central role in setting the “moral compass” at Enron, helping to form and shape the organizational culture (perhaps avoiding the Enron debacle altogether)?

Tips and Suggestions
1.    For this final Case essay, use at least four additional scholarly sources.
2.    An excellent article on Enron’s culture as well, the following may also be useful to you in your analysis of the Case:
Sims, R. R. & Brinkmann. J. (2003). Enron ethics (or: Culture matters more than codes). Journal of Business Ethics, 45(3), 243-256. Retrieved from ProQuest.
3.    Finally, I highly recommend the movie Enron: The Smartest Guys in the Room. You may be able to view parts of the movie on YouTube. Following is the movie trailer: http://www.youtube.com/watch?v=0zMakN-EMLg

Part 2 – Case Study
BUSINESS ETHICS AND ORGANIZATIONAL CULTURE
Background
In Part 2, we turn to information literacy: you will describe how an article you have found in a peer-reviewed business journal is relevant to our understanding of business ethics.
Required Reading
Using the online library, locate and read a peer-reviewed (scholarly) journal article related to the topic of business ethics.
Assignment
In a 2-3 page paper, please do the following:
Discuss how the peer-reviewed journal article you have chosen is important to our understanding of business ethics.
Keys to the Assignment
•    Summarize the article in 1-2 paragraphs; and discuss the relevance of the article to business ethics (in short, why does this article matter)?

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Albert Einstein

April 24, 2018 1 Comment Uncategorized

Albert Einstein

Paper instructions:
1.- You are required to state an opinion regarding the cost of higher education. Please keep in mind that an opinion piece of writing requires the writer to

express a clear point of view. Use the Internet to research on the cost of higher education and respond to the following, appropriately citing the sources used in your

response:

*Is the cost of attending college too high? Support you opinion with three to four reasons.

2.- The concept of audience is often overlooked by students when writing in an academic setting. However, knowing your reader is an essential part of creating an

authoritative essay. Have you even considered what impact does the concept of audience have on writing..

*How does the audience influence the structure, tone, word choice, and content of an essay?

*Consider the audience in a classroom setting. What assumptions might you make regarding your audience?

3.- Using your revision and editing skills, do the following to complete this assignment:

*Topic
Discuss the purpose of education

Explain your topic in 3–5 sentences to a group of fourth graders.
Explain the same topic in 3–5 sentences to your co-workers.
In 3–5 sentences, list the differences in these two pieces of writing. Make sure to describe all of the assumptions and adjustments you have made.

4.- Education means something different to everyone. We each have our own ideas about what we need to learn and how we intend to apply this knowledge.

*Quotation

“Education is what remains after one has forgotten what one has learned in school.” Albert Einstein

Paraphrase the quotation.
Define what you think the author meant by the quote.
Discuss whether or not you agree with the author’s opinion. Justify your position.

5.- Use appropriate language to respond to the following:

“Should schools embrace computers and technology? How does an increasing dependence on technology impact the operation of the classroom? Does more technology help

or hinder learning?” Discuss your perspective and provide outside support for your opinion.

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Cultural studies

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Greek and Roman cultures share a number of similarities because of the Romans conquering many of the territories previously occupied by the Greeks. However, they also have a variety of difference setting them apart from one another. These similarities and differences extend into their works of art, early forms of governing, education, heroism of military leaders, philosophical and religious beliefs, social structures, and even their literary works, as well as, geographical terrain, economics and trade practices, warfare, imperial expansion, and architecture/monument achievements. When you are conducting your research, there may be instances where early Greek and Roman culture were more alike while later Greek and Roman cultures greatly differed. Please note if a particular aspects being compared was in the early or late stages of the cultures development.
Part 1
Using the provided Word Document to compare (find similar) and contrast (find different) distinguishing elements or features of the Greek and Roman cultures. For each line on the table, indicate whether you are listing a similarity or a difference. If desired, include illustrative and significant examples of the various features similar and different about each culture. Please fill in all 10 lines within the table. Each row will expand as you type in your information.
Part 2
In the same Word document, answer the following questions in 2–3 sentences each: How did the Cycladic, Minoan, and Mycenaean cultures contribute to Greeks’ sense of themselves? What is a polis, and how did polies shape Greek culture? What was imperial Rome? What values were retained from the Etruscans and Roman republic roots?

GLOBAL CULTURES

April 24, 2018 2 Comments Uncategorized
Course Description: This course provides an introduction to a few of the globe’s rich varieties of cultures (e.g., Chinese, Central American, West Asian/North African, Vietnamese, South African, and Tibetan), illustrating how different the world appears when viewed from different perspectives. It examines what has happened when some of these cultures have encountered “the West.” Many readings for this course were originally written in non-English languages (e.g., Arabic, Chinese, German, Hebrew, Spanish, etc.) for non-English readers.
Attendance: Attendance will be taken in discussion sections, and 12% of your final grade will depend upon your discussion-section attendance and participation. Discussion sections begin immediately (after class on Wednesday, September 4). They will not meet during the 13th week (Thanksgiving week). Attending 12 discussion sections during the semester will be considered full attendance. One percentage point will be deducted from your final grade for every unexcused absence less than full-attendance. Points will also be deducted for non-participation in a discussion section (as determined by your Teaching Assistant). An excused absence is one in which you provide your Teaching Assistant with a written document (e.g., from a doctor) explaining why it is impossible for you to be present.
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Reading-Response Papers: An additional 20% of your final grade will be based on five Reading-Response Papers. The due weeks are marked RRP – due (i.e., Reading-Response Paper due). That week you are to submit to your Teaching Assistant during your discussion section a 600-800-word Reading-Response Paper. Four percentage points will be deducted from your final grade for each Reading-Response Paper that is not turned in during the week it is due. Each RRP will receive a “check,” “check-plus,” or “rewrite.” RRPs receiving a “rewrite” will not count toward the 4% unless they are revised and resubmitted so that they meet the guidelines.
Guidelines: Each Reading-Response Paper should (1) Begin with one sentence/phrase/
word-item/diagram in bold font that you found particularly noteworthy that you have selected from the lectures, books, or ILS 209 Readings assigned for those weeks. (2) Explain why you found it particularly noteworthy (feel free to draw on your own life experiences). (3) Show how it relates to (i.e., summarizes, supports, explains, challenges, contradicts, modifies, etc.) other materials in the course (lectures, readings, topics dealt with in your discussion sections, etc.). At the top of each Reading-Response Paper please write your name, the source from which you selected your sentence/phrase/word-item, etc. and a number (one through five) identifying which of your five Reading-Response Papers this is. Reading-Response Papers are to be word-processed, proofread, and spell-checked. You are encouraged to be creative.
Discussion Sections
301 W 9:55 Chamberlin 2135 307 W 4:35 Chamberlin 2135
302 W 11:00 Chamberlin 2135 308 R 9:55 Natatorium 1190
303 W 12:05 Chamberlin 2135 309 R 3:30 Brogden Psych 134
304 W 1:20 Sterling 2403 310 R 12:05 Chamberlin 2135
305 W 2:25 Natatorium 1190 311 R 1:20 Engineering 3355
306 W 3:30 Chamberlin 2135 312 R 2:25 Engineering 3355
Required Books (also available in College Library Reserve Room)
Burgos-Debray, Elisabeth (ed.), I, Rigoberta Menchu: An Indian Woman
in Guatemala
Jicai, Feng, The Three-Inch Golden Lotus
Lama, Dalai, Beyond Religion: Ethics for the Whole World
Salih, Tayeb, Season of Migration to the North
ILS 209 Readings, available from Bob’s Copy Shop, 208 N. Charter Street near intersection with W. Dayton Street
Note: Please bring books to class on days when they are to be discussed.
Some time early in the semester please visit Meiklejohn House (the little brown house on the corner of W. Johnson and N. Charter Streets) and look at the photographs of Alexander Meiklejohn and the Experimental College — intellectual predecessors on the University of Wisconsin-Madison campus of today’s Integrated Liberal Studies and Global Cultures programs.
– 3 –
WEEK 1
Sept. 4 Looking from Different Perspectives: Mapping the World ; Gustav
Vigeland’s Park in Oslo (1860-1943); UNESCO’s Family of Man; Material World: A Global Family Portrait (Peter Menzel)
Assignments
Certificate in Global Cultures
Joe Elder, “From Alexander Meiklejohn’s 1927-1932 Experimental College in the University of Wisconsin to the UW’s Integrated Liberal Studies and Global Cultures Certificate Programs”
R. Hudson, “The Great Issues (Grey Tissues)”
Joe Elder, “Language, Identity, and Cultural Superiority”
WEEK 2 – RRP#1 due
Sept. 9 Language: Ethnocentrism and Cultural Relativism;
Relative Concepts of “Ownership”
Sept. 11 Relative Theories of “History” and “Resistance”
Video: “India – Defying the Crown”
Assignments
John Stuart Mill, Principles of Political Economy (excerpts)
Karl Marx, Karl Marx: Pre-Capitalist Economic Formations (excerpts)
Ben Crow & Suresh K. Lodha, The Atlas of Global Inequalities (excerpts)
Barbara Crosette, “Midway to the Goals, the UN and the World Bank Are Hopeful, But See Disturbing Signs”
Melford E. Spiro, “The Moral Postulates of Kibbutz Culture”
Edward W. Said, “Knowing the Oriental”
Samuel P. Huntington, The Clash of Civilizations and the Remaking of World Order
James C. Scott, Weapons of the Weak: Everyday Forms of Peasant Resistance
Walter H. Conser, Jr. et al, “The American Independence Movement, 1765-1775: A Decade of Nonviolent Struggles”
Joe Elder, “Gandhi, The Applications of Non-Violence … ”
Ho Chi Minh, “Message to the Vietnamese People, the French People, and the Peoples of the Allied Nations,” “Message to Peasant Cadres”
“Special Report: The Srebrenica massacre: A chronicle of deaths foretold.”
WEEK 3
Sept. 16 Relative Concepts of “Causation”
Sept. 18 Relative Concepts of “Religion”
Assignments
“Karl Marx: Quotations Regarding Religion”
Jim Kenney, “Religions of the World: Introductions”
“The ‘Golden Rule’ as Stated in Different Religions”
– 4 –
Gary MacEoin, The People’s Church: Bishop Samuel Ruiz and Why He Matters
Charles Kimball, When Religion Becomes Evil
WEEK 4 – RRP #2 due
*Sept. 23 (First Take-Home Exam handed out) Relative Concepts of “Life Stages”
Sept. 25 Relative Concepts of “Spirit/Body,” “Suffering/Happiness”
Assignments
William Shakespeare, Jacques, “All the world’s a stage…” As You Like It
Erik K. Erikson, “Eight Stages of Man”
Joseph Elder, “The Hindu Caste System”
Henry Clarke Warren (tr.), “The Great Retirement [of Buddha]”
WEEK 5
Sept. 30 China’s Cultural Backgrounds
Oct. 2 China in the 20th/21st Centuries
Assignments
“Confucianism,” “Confucius,”
Sarah Schneewind, “The Analects in the Classroom”
BOOK: Jicai, Feng (Note: In Chinese his name is reversed; Feng is his family name)
The Three-Inch Golden Lotus, all
WEEK 6
Oct. 7 The 1995 Beijing World Conference on Women
Oct. 9 Is there a Global “Women’s Culture”?
Assignments
Margaret Strobel and Marjorie Bingham, “The Theory and Practice of Women’s History and Gender History in Global Perspective”
“Ten-year review of 1995 Fourth World Conference on Women”
“Religion and Women: An Agenda for Change”
WEEK 7
*Oct. 14 (First Take-Home Exam due at start of class)
Oct. 16 History and Legends of “Indigenous People” – Prof. Ruben Medina
Assignments
Christopher Columbus, “From: A Letter to Gabriel Sanchez”
Howard Zinn, “Columbus, the Indians, and Human Progress”
Adelaida R. Del Castillo, “Malintzin Tenepal: A Preliminary Look into a New Perspective”
– 5 –
Carmen Tafolla, “La Malinche”
Joe Elder, “The U.S.-Mexican War (1846-1848)”
“Rigoberta Menchu”
Jan Rus, “Introduction,” IF TRUTH BE TOLD
“Indigenous People’s Statement to the World”
BOOK: Burgos-Debray, Elisabeth (ed.), I, Rigoberta Menchu, chaps. 1,6,14,19-21,25-34
WEEK 8 – RRP #3 due
Oct. 21 Islam and the Muslim Heritage
Oct. 23 Multiple Cultures of Muslims
Assignments
“World Distribution of Muslims” (map)
John A. Williams, “The Origin and Spread of Islam,” “Islamic Doctrine, Thought, Law”
Eknath Easwaran, A Man to Match His Mountains: Badshah Khan: Nonviolent Soldier of Islam
Joseph W. Elder, “The Ayatollah Khomeini’s Calls for Non-Violence …”
Ameer Ali, “Globalization and Greed: A Muslim Perspective”
Juan Cole, “Informed Comment: Thoughts on the Middle East, History, and Religion”
WEEK 9 –
Oct. 28 West Asia/North Africa: Ebb and Flow of Conflict and Compassion
Oct. 30 West Asia/North Africa: Ebb and Flow of Conflict and Compassion
Assignments
Ghassan Kanafani, “The Land of Sad Oranges”
“Suicide Bomber”
“Full Transcript of bin Ladin’s Speech”
BOOK: Salih, Tayeb, Season of Migration to the North, all
WEEK 10 – RRP#4 due
Nov. 4 Vietnam’s Histories and Cultures
Nov. 6 Vietnam After 1989
Assignments
“Colonial Empires in Asia” (map)
“History,” Vietnam
Lady Borton, After Sorrow: An American Among the Vietnamese (excerpts)
WEEK 11 –
Nov. 11 Multiple Diversities of Africa
Nov. 13 Africa and the Media
– 6 –
Assignments
“Would You Believe?” “Africa: Ancient Kingdoms,” “Africa after the First World War,” “Outline Map of Africa (2012)” (maps)
“The Two Brothers” (Egypt)
“The Fifi Bird” (Mbuti)
Jo Ellen Fair. “War, Famine, and Poverty: Race in the Construction of Africa’s Media Image”
Catherine Lutz and Jane Collins, “Reading National Geographic”
WEEK 12 – RP#5 due
*Nov. 18 (Second Take-Home Exam Handed Out) The De-Construction of Apartheid in South Africa
Video: “South Africa: Freedom in Our Lifetime”
Nov. 20 South Africa’s Truth and Reconciliation Commission
Video: “Facing the Truth”
Assignments
“History,” South Africa, Lesoto & Swaziland
WEEK 13 (Thanksgiving Week)
Nov. 25 Tibet’s Histories and Cultures”
Nov. 27 The Dalai Lama’s Approach to Ethics, Video: “The Dalai Lama”
Assignments
“Tibet, Tibetan art and architecture, Tibetan Buddhism, Tibetan Language”
David Leffman, Simon Lewis and Jeremy Atiyah, The Rough Guide to China
Melvyn C. Goldstein, A History of Modern Tibet, 1913-1951
BOOK: Lama, Dalai, Beyond Religion: Ethics for a Whole World, ix-xv, 1-56, 185-188
WEEK 14
Dec. 2 Constructing the Universal Declaration of Human Rights
Dec. 4 Enforcing the Universal Declaration of Human Rights
Assignments
“The Universal Declaration of Human Rights”
Joe Elder, “Constructing/Enforcing the Universal Declaration of Human Rights”
Michael Kraig, “Taking Steps Toward a Responsibility to Protect”
“Responsibility to Protect,” From Wikipedia, the free encyclopedia
WEEK 15
*Dec. 9 Second Take-Home Exam due during class period
– 7 –
The UW-Madison Writing Center, 617 Helen C. White Hall (the Undergraduate Library), is an extraordinary student resource. The Writing Center encourages students to bring drafts of Reading-Response papers, Take-Home exams, etc. to the Center for professional advice on writing form and style. The Writing Center’s website is http://www.wisc.edu/writing. Its Email address is: [email protected]. To make an appointment with the Writing Center, call (608) 263-1992.
You will be writing a lot for this course. The last few pages of your ILS 209 Readings packet include the following helpful suggestions for you from the Writing Center:
“Twelve Common Errors – An Editing Checklist”
“Quoting, Paraphrasing, and Acknowledging Sources”
“How to Write Clear, Concise, and Direct Sentences”
“Integrating Quotations from a Literary Text into a Literary Analysis Paper”
“A Glossary of Common Correction Marks”
Ethonocentrism& cultural relativism
1. Ethnocentrism ? Greek ethno = group, people
a. Ethnocentrism = position that one’s own group’s a) modes of living, b) values c) patterns of adaptation
2. Cultural Relativism ? position that there is no universally accepted way to establish that one group’s a) modes of living, b) values c) patterns of adaptation … are superior to another group’s
Readings for first week – R. Hudson – The great issues (Grey Tissues), Joe Elder – Language, Identity, and Cultural Superiority
Themes – languages do a number of important things
A. Languages organize the world “out there” (of “blooming, buzzing confusion”) Emmanuel Kant (1724-1804), German. Everyone sees a different world. How can we communicate with each other?
B. Languages can shape gender. Female? Male? Other? He/she/it – gender. They – no gender
C. Languages can shape hierarchy. Lower? Equal? Higher? Languages with different levels of “you”
D. Languages can shape “voice” Active? Passive? Other? Hindi – “hunger comes to me.” Does language shape concepts of “cause”?
E. Most languages belong to language families. Languages are unique and constantly changing. Are there “two-person” languages? “exact translations” of words pose problems
Translations are easier when objects exist “out there” Definitions by pointing e.g. dog, tree, sun, etc.
Translations are harder when objects cannot be pointed to Definitions must be by inference, relation
Nominal definition (equivalent words) – for justice.i.e justice means legally correct BUT what if the laws are unjust?
Operational definition (empirical evidence of the object) problem: What is evidence of justice? Evidence may differ between languages/culture. Risks of ethnocentrism.Justice for women? Palestinians? Muslims?
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Relative concepts of “OWNERSHIP”
i. language and concepts of ownership ? are words in all languages implying ownership (Mine, ours, yours, hers his, theirs). How are such concepts taught?
ii. Some differing concepts of ownership ? Jewish/Christian/Muslim Religious Concept. God creates and owns everything. Res nullius – things “belong to no one” Humans are God’s steward – may have “usufruct” but not to “own”
18th/19th century European phliosophers’ concepts of ownership. John Locke – res nullius +human effort = private property. Adam Smith – natural man is homo economicus naturally maximizes profit, minimizes losses. Law of supply demand generates UNSEEN HAND and free markets are natural, work best.
See John Stuart Mill, “Principles of Political Economy” are conspicuous exceptions when free markets fail
Karl Marx’s concept of ownership. See Marx “Pre-capitalist Economic Formations” Karl Marx – natural man is homo faber – “producer”. Division of classes into “owners” of means of production and “sellers of their labor” to the “owners”. This prevents people from being homo faber.
Historically, owners define intellectual superstructure: Create false consciousness that serves owners interests. Generate homo economicus – people must compete to survive.
C. Advancement of Economic Institution
D. Advancement of Political Institutions
1945 – United Nations – Four Goals
1. Save succeeding generations for scourge of war
2. Reaffirm faith in fundamental human rights
1948 – International declaration of human rights
3. Establish conditions for respecting treaties and international law
4. Promote social progress and better standards of life
2000 – Millennium Development Goals (MDG) by 2015
1. Cut world poverty in half
2. Cut world hunger in hlaf
3. Enroll every child in primary school
4. Increase access to clean water, etc.
Relative Theories of Resistance
I. Definitions:
Oppression – Unjust exercise of authority or power (what is just or unjust?)
Resistance – Actions to reduce or end oppression
II. Justifications of Oppression
See Theories of History – We are more advanced. Our experts tell us we are right
III. Three Strategies of Resistance
A. Individual Passive Non-cooperation “James Scott, Weapons of the Weak”
B. Appeals for Outside Intervention: 1945 – Vietnam – end of Japanese occupation. Ho Chi Minh did not want France to return so appealed for outside intervention to block French. Nevertheless, US supported French return then War continued till 1975.
See The Srebrenica Massacre 1995 – War between Christian Serbs and Muslim Bosnians. UN Declared Srebrenica a safe area to protect Muslim Bosnians. Nevertheless, Serbs massacred 8000 Bosnian men and buried them in mass graves. Later found guilty of genocide.
C. Collective, Active Non-Cooperation. Question: Could US achieved Independence by longer Active Non Cooperation?
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Google Earth is an interactive 3D satellite image and virtual mapping software program that allows you to navigate to and view various

April 24, 2018 1 Comment Uncategorized

Google Earth is an interactive 3D satellite image and virtual mapping software program that allows you to navigate to and view various locations on the planet from a bird’s-eye view. The program provides satellite images of the Earth’s surface and is interfaced with Google maps.

…….

To navigate to different locations, you simple double-click on the location you wish to zoom in on, or you can type in location names or coordinates in the search menu at the top-right of the screen. In some areas you can enter ‘street view’ and navigate streets as though you were traveling in a vehicle along that road.

In this assignment you will use Google Earth to navigate to five different stream locations. Answer each of the questions about that location using the attached worksheet. Save the worksheet and submit it as an attachment to this assignment for grading.

…….

Drainage Patterns

You learned about the various kinds of stream drainage patterns in the Drainage Networks & Patterns video in Connect. This assignment applies what you learned to the identification of drainage patterns in real-world contexts using Google Earth.

…….

1. Use the Google Earth search menu to navigate to:

S 3 11.327 W 064 37.412

To do this, just type the above latitude and longitude coordinates into the search menu or copy and paste the text. At the bottom right of the screen you should see that the eye alt (the altitude at which you are viewing the landscape) is about 3425 ft. Use the zoom slider at the top right of the map to zoom out to an eye alt of approximately 1700 miles. Identify the dominate stream drainage pattern at this location and write this pattern on the answer worksheet.

2. Use the Google Earth search menu to navigate to:

N 39 25.343 W 078 32.391

Adjust the eye alt to approximately 20 miles. Identity the dominate stream drainage pattern at this location and write this pattern on the answer worksheet.

3. Use the Google Earth search menu to navigate to:

N 35 08.046 W 119 40.400

…….

Adjust the eye alt to approximately 8000 ft. Identify the dominate stream drainage pattern at this location and write this pattern on the answer worksheet.

4. Use the Google Earth search menu to navigate to:

N 46 52.071 W 121 43.590

Adjust the eye alt to approximately 35 miles. Identify the dominate stream drainage pattern at this location and write this pattern on the answer worksheet.

…….

Stream Type

In the Connect video Stream Components & Processes you learned about a particular type of stream and its floodplain features. This question applies what you learned to the identification of this stream type in a real-world context using Google Earth.

5. Use the Google Earth search menu to navigate to:

N 40 28.631 W 086 32.239

Adjust the eye alt to approximately 25,000 ft. The winding stream with cut offs and oxbow lakes depicted here is called a ___________ stream. Add this answer to the answer worksheet and submit all five answers using the Assignments Tool in ACE.

…….

discuss how server virtualization, architecture, and Hyper-V can create advantages and efficiencies for an enterprise

April 24, 2018 4 Comments Uncategorized

1. discuss how server virtualization, architecture, and Hyper-V can create advantages and efficiencies for an enterprise, including considerations for how to decide what an enterprise should factor in when calculating Return on Investment (ROI) before moving into server virtualization.

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2. Explore the considerations useful when creating a terminal server farm, including additional streams of business income to cover ROI calculations, such as efficiencies in licensing, energy use, selling of resources (such as storage or computing and the attendant contractual responsibilities), as well as the advantages and disadvantages in elasticity of your own resources.

 

3. Various high-availability technologies are part of the Disaster Recovery Plan (DRP) and Business Continuity Plan (BCP) in many organizations. Considering the cost of implementation, identify which technology you think will give you the best ROI and why.

 

4. The 2001 terrorist attacks in NY and the subsequent collapse of the World Trade Center buildings had IT officials all over the world scrambling to revisit their high-availability implementations. Speculate on the lessons learned after 9/11 attacks in terms of disaster recovery. Describe what companies might do now that they were not doing before.

 

5. Speculate on the primary concerns of deploying AD RMS in a corporate environment. Recommend a strategy that you might use to mitigate these types of concerns during the initial implementation of the AD RMS. Provide a rational for your recommendation.

6. Select one (1) of the features of AD RMS and provide an example of an ideal situation or scenario in which an organization would implement the chosen feature. Next, provide an example of a situation or scenario in which an organization would want to restrict the use of your chosen feature. Justify your chosen examples.

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Nonprofit Analysis

April 24, 2018 5 Comments Uncategorized

Nonprofit Analysis Project Instructions

This assignment must be completed in strict, current APA format and include a cover page, reference page, and be double-spaced throughout.

1. Part 1 Short Essay – The first step to gathering information for this project is to review the information found onChristian Worldview, a Focus on the Family website. Take some time to reflect upon the reading and give your thoughts concerning a Christian worldview in a short essay. Consider asking yourself how important is a Christian worldview? Is it a main factor in running a nonprofit organization? What are some potential positive or negative effects of basing nonprofit management on a Christian worldview? Part 1 must be a minimum of 1–2 full pages.

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2. Part 2 – Select 10 organizations fromhttp://www.nonprofitlist.org/ and then write a 250-word description for each of the selected organizations. Also, explain how these organizations demonstrate the 6 characteristics defined in chapter 3 of the Worth text. You will need to select at least two Christian organizations, and reflectively answer these questions: From what you have read about Christian worldviews, does it seem obvious that the organization is based upon Christian principles? Are there any distinctive marks of Christianity in the vision, mission, purpose, and goals of the organization? Part 2 must be a minimum of 5–6 full pages.

3. Part 3 – Select one of the 10 organizations in Part 2 to perform an in-depth evaluation/assessment of 1 organization. Identify the vision, mission, and purpose of this organization. Select 5–7 key concepts (i.e. volunteerism, governing board responsibilities) from your course Reading & Study material that are of most interest to you and apply it to the selected organization. Does the organization look as though it is successful in accomplishing its purpose in the light of what you have learned thus far? If it is, what are some of the contributing factors to the organization’s success? From the information that you can gather, identify strategic issues. Part 3 must be a minimum of 5 full pages.

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4. Part 4 – Now that you have completed your assessment of the organization of choice, provide a list of 8 recommendations that you think would be of benefit to the organization. Your recommendations must be well-supported using the course Reading & Study material as well as other credible resources (a minimum of 3 sources).

Write a professional letter introducing yourself to the organization you have been evaluating. Inform them of this course and the analysis you had to perform, and provide them with the list of recommendations that you hope will be of benefit to them. Part 4 must be a minimum of 5 full pages.

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