Day: April 24, 2018

Question 1
Japanese Americans served in World War II while their family members were held in relocation centers. As discussed in Chapter 4, African Americans served in World War II but rode in the back of buses and drank from separate “colored-only” water fountains while German prisoners of war drank from “Whites-only” fountains. Hispanics returning from war faced considerable hostility and violence. What ironies exist for people of color in the U.S. military in the present?

Your response must be at least 200 words in length.pt)

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25 points
Question 2

Discuss the potential negative individual and organizational consequences for Asian Americans being perceived as a “model minority.”

25 points
Question 4

What should law enforcement agencies do to curb discrimination against minorities? What can the public do?

Your response must be at least 200 words in length.

Please see atached for both case study. Answer the questions completely according to details.
Details:
The purpose of this assignment is to explain core concepts related to corporate valuation and governance and to identify strategies for conducting business with personal and professional integrity.
Read the Chapter 13 Mini Case on page 544 in Financial Management: Theory and Practice. Using complete sentences and academic vocabulary, please answer questions a through d.

Using the mini case information, write a 250-500 word letter of intent discussing specific strategies for how you will conduct your start-up business with personal and professional integrity.

Details:
The purpose of this assignment is to explain core concepts related to the U.S. financial system.

Read the Chapter 1 Mini Case on pages 48-49 in Financial Management: Theory and Practice. Using complete sentences and academic vocabulary, please answer questions A through D.

Context
This will be a two part assessment
PART ONE:
When we examine the relationships between variables where two or more variables are characterized by nominal or categorical groups, we may use a chi-square test of significance. The chi-square test examines the statistical significance of the differences between observed and expected frequency count in each cell of the table. The chi-square test tells you only whether a statistical significance of difference exists between groups on some other categorical variable (neither strength nor direction).
Resources
Required Resources
The following resource is required to complete the assessment.
Resources
Click the links provided to view the following resources:
assessment5a.sav.
assessment5b.sav.
assessment5c.sav.
assessment5d.sav.
SPSS Software
You are required to have the following software to complete your assessments throughout the course:
? SPSS Statistics Premium Campus Edition, Base GradPack?or?Standard GradPack (version 22 for Windows or Mac).
Note: Versioning: This software is routinely updated. While version 22 of the IBM SPSS Statistics is recommended, older versions may be used if you already own or have access to them for the duration of this course. Arrange the required statistical software for your operating system (PC or Macintosh).
If you have access to statistical software such as SAS or Excel with the appropriate add-in such as XLSTAT, you may use these as long as they meet the requirements of this course.
? Assessment Instructions
Answer the questions below, following the Submission Requirements as specified at the end of the assessment.
Assessment Concepts
Question Concept
Question 1 SPSS: One-Variable Chi Square
Question 2 SPSS: One-Variable Chi Square
Question 3 Chi-Square as a Test of Independence
Question 4 SPSS: Two-Variable Chi-Square
Question 5 Measures of Effect Size
Question 6 Power and the Factors Affecting It
Question 7 Power and the Factors Affecting It
Question 8 Correlational Studies
Question 9 Correlation: Relationship Direction
Question 10 SPSS: Scatterplot
Question 11 SPSS: Pearson?r
Question 12 SPSS: Pearson?r
Question 1
Complete the following steps:
0. Open the SPSS file?assessment5a.sav?linked in the Resources under the Required Resources heading.
1. At the top of the screen, click on?Data, then select?Weight Cases.
2. Click on?Weight Cases By,?click on?Count, then click on the?arrow?next to?Frequency Variable?to send it over to the Test Variable box.
3. On the toolbar, click?Analyze, then?Nonparametric Tests, then?Legacy Dialogs, the?Chi Square.
4. Click on?Favorite Color, then click on the?arrow?to send to the?Test Variable List?window.
5. Under?Expected Values, select?Value, then enter the following four values in order:?43, 58, 253, 414.
6. Click?OK?and copy and paste the output to your Word document.
Question 2
There are 218 first graders in an elementary school. Of these first graders, 86 are boys, and 132 are girls. School-wide, there are 753 boys and 1063 girls. The principal would like to know if the gender ratio in first grade reflects the gender ratio across the school.
Complete the following:
0. Identify the null hypothesis.
1. What are the degrees of freedom (df)?
2. Complete the table (complete in SPSS and paste the output into your Word document):
Question 2
Men Women
Number Observed Number Expected Number Observed Number Expected
? ? ? ?
0. Calculate ?? in SPSS and paste the output into your Word document.
1. Can you reject the null hypothesis at a = .05?
Question 3
You recently read a magazine article stating that professionals who attended college online tend to earn higher salaries than professionals who attended brick-and-mortar universities. Identify this study’s two variables.
Question 4
Complete the following steps:
0. Open the SPSS file?assessment5b.sav?linked in the Resources under the Required Resources heading.
1. At the top of the screen, click on?Data, then select?Weight Cases.
2. Click on?Weight Cases By, click on?Count, then click on the arrow next to?Frequency Variable?to send it over to the Test Variable box.
3. On the toolbar, click?Analyze, then?Descriptive Statistics, then?Crosstabs.
4. Click on?Team Placement, then click on the?arrow?to send to the?Rows?window.
5. Click on?Gender, then click on the?arrow?to send to the?Columns?window.
6. Click on the?Statistics?button, then check the box for Chi-Square. Click?Continue.
7. Click on the?Cells?button, then check the box for?Expected. Click?Continue.
8. Click?OK, and copy and paste the output to your Word document.
9. Highlight the chi-square and significance values in the output. Write the chi-square results as you might see them in a journal.
Question 5
Group A (n = 12) has a mean score of 7.42. Group B (n = 12) has a mean score of 6.00. Standard deviation for scores across all participants is 1.369. Group A’s mean is significantly higher than Group B’s mean (?t?= 2.84, a < .01).
0. Calculate effect size using Cohen’s d and effect size?r.
1. Based on the effect size, it there a practical difference between Groups A and B?
Question 6
Assume Cohen’s?d?to be approximately .40. If conducting an independent samples?t?test (two-tail, a= .05), how many participants will you need in each group to achieve 90 percent (.90) power?
Question 7
Assume effect size ? to be approximately .29. If conducting a one-way ANOVA (three groups, a = .05), how many participants will you need in each group to achieve 80 percent (.80) power.
Question 8
Which of the following scenarios might be analyzed using a correlation?
? The effectiveness of training A versus training B in raising skill level.
? Minutes spent exercising per week and physical fitness level.
? Income level and the number of visits to a financial planner.
? Beer brand preference among college students.
Question 9
Indicate if you expect the relationship between the following variables to be negative (-), positive (+), or zero (0):
? Size of yard and size of landscaping bill.
? Years of education and income level.
? Hours of TV watched per week and physical fitness level.
? Number of siblings and number of pets.
? Hours spent studying and exam scores.
Question 10
Complete the following steps:
0. Open the SPSS file?assessment5c.sav?linked in the Resources under the Required Resources heading.
1. At the top of the screen, click on?Graphs, then select?Legacy Dialogs, then?Scatter/Dot.
2. Click on?Simple Scatter,?and select?Define.
3. Click on?Exam 1 (X), then click on the?arrow?next to?X Axis?to send it over to the X Axis box.
4. Click on?Exam 2 (Y), then click on the?arrow?next to?Y Axis?to send it over to the Y Axis box.
5. Click?OK, then copy and paste the scatterplot output to your Word document.
Question 11
Complete the following:
0. Open the SPSS file?assessment5c.sav.
1. At the top of the screen, click on?Analyze, then select?Correlation, then?Bivariate.
2. Click on?Exam 1 (X), then click on the?arrow?to send it over to the Variables box.
3. Click on?Exam 2 (Y), then click on the?arrow?to send it over to the Variables box.
4. Click?OK,?then copy and paste the correlation output to your Word document.
Question 12
Complete the following steps after opening the SPSS file?assessment5d.sav?linked in the Resources under the Required Resources heading:
0. Create a scatterplot. Copy and paste the scatterplot output to your Word document.
1. Based on the scatterplot, what is the expected strength and direction of the correlation?
2. Identify the null hypothesis.
3. Calculate Pearson r. Copy and paste the correlation output to your Word document.
4. Based on the correlation output (two-tailed test), can the null hypothesis be rejected? If the null can be rejected, how confident can you be that the results are not due to chance?
5. Report the results as you might see them in a journal.
Submission Requirements
? Submit all answers in one Word document (do not submit multiple files).
? Show your work for questions that require calculations.
? Ensure your answer to each problem is clearly visible (you may want to highlight your answer, or use a different font color, to set it apart).
PART TWO
Assessment Instructions
As a mental health professional, you are expected to remain current on field research and apply this new knowledge in your work.
Complete the following:
? Select an area of interest within psychology.
? Use the library to locate one peer-reviewed journal article that uses the interpretation of statistical analysis to resolve an issue in the field. Select an article that uses quantitative (not qualitative) analyses.
? Write a 2 page critically analyzing the article. Consider the interpretation and selection of the supporting statistical analyses. To do this, complete the following:
? Explain the analysis and describe the decision that was made. Was the null hypothesis rejected, or did the article fail to reject the null hypothesis? Provide examples of the statistical language used and translate the examples from statistical language to real-world language.
? Evaluate the research and discuss areas of strength and areas of weakness in the study design, research process, and interpretation and description of the results.
? Explain whether you think the conclusions accurately reflect the analysis. Use both statistical and real-world language to support your opinion.
Be sure to communicate in a manner that respects the dignity, cultural and ethnic backgrounds, and individual uniqueness of others.
Additional Requirements
? Written communication:?Ensure written communication is free of errors that detract from the overall message.
? APA formatting:?Format your paper according to current APA style and formatting guidelines.
? Length:?Submit 2 typed and double-spaced pages.
? Font and font size:?Use Times New Roman, 12-point font.

Managerial Decision Making Research and Analysis
Focus of the Final Paper
Research a specific company of your choice and identify some of the managerial decisions that were made over time and in response to changes in its market or competitive environment. Use the Ashford University Library and web-based sources for your research. At least three external scholarly sources must be used in addition to the textbook.

Address all of the following areas:
Describe the company and provide a BRIEF history of its operations. Find or use graphs to illustrate its financial performance over the years.
Describe any sources of risk or uncertainty in its operations. Do the financial reports indicate risky or uncertain activities or changes to the economic environment that ultimately appear to have affected the company?s financial outcomes? Be specific.
Are there any government regulations that have affected this company?s operations domestically or abroad? Explain.
Describe the inputs that are used in this company?s production function and identify any challenges to securing these inputs.
Determine if the company has introduced new products in existing markets or created new markets over time. What is the impact on its finances?
Determine if the price of its products increased or declined over time and analyze the reasons for price fluctuations. Study the demand elasticity for its products and discuss the availability of close substitutes for its products. How does that affect pricing decisions?
Analyze the company?s profitability. Identify the economy or industry influences on its costs, operations, and profitability.
Describe the competitive environment in which the firm operates, the distribution of market power, and the strategic behavior of the firm and its competitors. Apply your knowledge of the theory of this company?s market structure. How does the company make pricing and production decisions? Is your observation supported by the theoretical models? Refer to the financial reports for illustration.

Describe any non-price competitive strategies that the company might be engaging in. Provide specific examples.
Evaluate if the company made any mistakes in its decisions over time, and recommend any changes or improvements for future operations. Refer to the financial reports when making specific observations or recommendations..
Use economic language and demonstrate your understanding of the concepts and theories of this course.

Writing the Final Paper

The Final Paper:
Must be 8 to 10 double-spaced pages in length (excluding including the title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title page with the following:
Title of paper
Student?s name
Course name and number
Instructor?s name
Date submitted
Must begin with an introductory paragraph that has a succinct thesis statement which identifies the focus of the paper.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least three scholarly sources, in addition to the text.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page, formatted according to APA style

Emergency Planning Hazard Mitigation Response Paper for W7 Instructions Based on the instructions given to you in Week 1, at the end of Week 3, you will develop an outline and submit it to your instructor for approval, and comments. Use the outline belo

Emergency Planning
Hazard Mitigation Response Paper for W7 Instructions

Based on the instructions given to you in Week 1, at the end of Week 3, you will develop an outline and submit it to your instructor for approval, and comments. Use the outline below as a guide and submit your work in the drop BOX below.

Hazard Mitigation Plan Outline

1. Introduction

The community?s disaster history.
What is mitigation and why is a mitigation plan necessary?
How was the plan prepared?
How did you obtain your information?
The goals and objectives of the mitigation plan?
2. Community and Hazard Exposure Profile (part 2 of the template)

Community population
Miles of roads
Airports
Manufacturing plants
Military bases
Hospitals
Dams
Schools
Etc.
3. List of possible community hazards (part 1 of the template). For each hazard discuss:

Hazard description
Impact on property
Impact on safety and health
Any other community considerations
4. Hazard Vulnerability analysis and frequency chart (part 3 of the template)

Explanation of a hazard vulnerability analysis
Your chart or list matrix
5. Your community?s capability assessment (part 4 of the worksheet)

Community response capabilities
Description of local law enforcement response capabilities (size, capability, etc.)
Description of local fire agencies and response capabilities
EMS capabilities, ambulance services, hospitals, etc.
Physical resources
Technical resources (example: early warning systems)
Information resources (radio, TV, etc.)
Financial resources (emergency funds in the community, grants, state funds, etc.)
6. Recommended Mitigation Measures (part 5 of the template). For each measure include information such as:

Description
Objectives supported
Who is responsible
When must it be done
Who can help
Budget
7. Conclusion

Their overall assessment of response capabilities
Their recommendations for implementing priority mitigation projects for the community
Their overall assessment of the community?s vulnerability and response capabilities
8. Any additional charts, graphs, illustrations, etc.

They may include charts, graphs, and illustrations in the mitigation plan itself to assist with clarification and explanation. They must remember to include source citations if they copied items and/or for the information provided in the item if they created the chart or graph.
9. Cover page and reference page

The cover page and reference page must be included. Remember these pages are not to be counted as part of the seven (7) page minimum.

ASSIGNMENT 8
BM410 Sales Management & Practices
Directions: Be sure to save an ELECTRONIC copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages; refer to the “Assignment Format” page located on the Course Home page for specific format requirements.

Part A: Fully describe three (3) measures for assessing the effectiveness of a sales force as a whole. Explain why they are important, what they determine, and how sales managers apply these criteria to sales force performance evaluations.

Part B: You are a sales manager in the electronics industry. Your firm had a salesperson in the far western U.S. who everyone thought was a high performer. Every year he sent in his forecast, which was slightly higher than the year before, and every year he achieved that sales goal and received a nice evaluation and raise. Finally the salesperson retired and a replacement was reassigned. In the first year, he increased sales by 50 percent and in the second year he doubled the previous salesperson?s output. Based on this anecdote:
1. List and describe five (5) pipeline analysis evaluation criteria that would have allowed you, the sales manager, to more accurately assess the salesperson?s performance.
2. What would these evaluation criteria tell you about the previous and current sales reps?

Question 1. (250 words)
How does Western settlement from 1860 – 1890 impact Native Americans?

Info for Question 2 below (200 words)
When we examine the past, we must place ourselves in the right frame of mind. It is impossible to adequately understand an historical event using a 21st century mind-set. As an example, when the Pilgrims landed at Plymouth, they discovered a vacated village. The land ?hath been planted with corn three or four years ago, and there is a very sweet brook runs under the hillside.?[1]Bolstered by their religious conviction, these early settlers firmly believed that God had set them here, and cleared the land for their taking. We know today, that Native-Americans did not have the necessary immunities to fight-off European diseases, and died in great numbers. In Europe, these same diseases had existed for centuries, and had become endemic. Fishermen, and traders, had long plied the waters of the New England coast, and passed these diseases to the local inhabitants.

Now take a moment, and place yourself in the mind of the local people. If you were a Native-American, you saw your people dying in great numbers, yet Europeans remained healthy. There are a number of scenarios that could have developed here, but in most cases, what do you think Native-Americans must have thought of this situation? If you placed yourself in their situation, does it not stand to reason that you would begin to think that your ?spirits? had failed you, and perhaps the God of the settlers protected them? Based on our assumptions, we would think that as a result, Native-Americans, then, converted in large numbers. What is necessary is a clear understanding of early-contact Native-American culture. For indigenous Americans, it centered on spiritual power. Power could be increased through addition, not subtraction. Instead of giving-up their ancient spiritual practices, they instead, simply added the Christian God.

What we gain, by examining the past through a lens focused on that point in history, is a deeper understanding of the dynamics at play, and empathy for all participants. Today, some things are just unacceptable. We cringe at the thought of slavery, child labor, no rights for women, and segregation, to name a few, but they all existed at one point in time. More remarkably, a strong justification existed for each of these that prevailed to the point where they proved to be generally accepted. In 1898, the United States went to war with Spain. Generally speaking, Americans cringed at the thought of Imperialism because of their earlier relationship with Britain that resulted in the American Revolution. By the end of the 19th century, industrial overproduction increasingly required new sources of raw materials, and more IMPORTANTLY, external markets to sell American goods. While this need softened America?s disdain for Imperialism, the nation still sought the moral high-ground by passing the Teller Amendment that restricted the US from annexing Cuba. Following the Spanish-American War, the Treaty of Paris granted Cuban independence, but ceded Puerto Rico and Guam, and sold the Philippines to the US for $20 million. Congress also annexed Hawaii.

Numerous reasons for Imperialism soon surfaced, but none validated the subjugation of foreign peoples more than the moral justification as expressed in Rudyard Kipling?s ?A White Man?s Burden.?

Take up the White Man’s burden–

Send forth the best ye breed–

Go bind your sons to exile

To serve your captives’ need;

To wait in heavy harness,

On fluttered folk and wild–

Your new-caught, sullen peoples,

Half-devil and half-child.

Take up the White Man’s burden–

In patience to abide,

To veil the threat of terror

And check the show of pride;

By open speech and simple,

An hundred times made plain

To seek another’s profit,

And work another’s gain.

Take up the White Man’s burden–

The savage wars of peace–

Fill full the mouth of Famine

And bid the sickness cease;

And when your goal is nearest

The end for others sought,

Watch sloth and heathen Folly

Bring all your hopes to nought.

Take up the White Man’s burden–

No tawdry rule of kings,

But toil of serf and sweeper–

The tale of common things.

The ports ye shall not enter,

The roads ye shall not tread,

Go mark them with your living,

And mark them with your dead.

Take up the White Man’s burden–

And reap his old reward:

The blame of those ye better,

The hate of those ye guard–

The cry of hosts ye humour

(Ah, slowly!) toward the light:–“

Take up the White Man’s burden–

Ye dare not stoop to less–

Nor call too loud on Freedom

To cloke your weariness;

By all ye cry or whisper,

By all ye leave or do,

The silent, sullen peoples

Shall weigh your gods and you.

Take up the White Man’s burden–

Have done with childish days–

The lightly proferred laurel,

The easy, ungrudged praise.

Comes now, to search your manhood

Through all the thankless years

Cold, edged with dear-bought wisdom,

The judgment of your peers![2]

GROUP A

For this forum, Group A will assume the role of an individual opposed to Imperialism

In response to Kipling?s poem, each of you should post a statement in support, or in opposition to the idea of Imperialism. You do not need to restrict yourself to the moral justification. The arguments for, and against, expansion took many avenues. Your submission should be a minimum of 200 words in length. Try not to make assumptions. Instead, assume the historical role of someone who lived in the United States near the turn of the century. You could be a manufacturer, a pastor, or a politician. Conversely, you can be a laborer, a pacifist, or a housewife. Be creative.

Question 3 (250 words)
Looking ahead, in what ways do the programs in the Great Society continue the legacy of the New Deal programs? Or, are they completely different from each other?

Question 4 (250 words)
How does “The Iron Curtain speech” by Winston Churchill reflect the fear or concern, not just of the United States, regarding the spread of communism?

Information for Question 5 is below (200 words)

On September 30, 1938, the League of Nations passed a unanimous resolution for the ?Protection of Civilian Populations Against Bombing from the Air in Case of War.? In that resolution, the League noted that ?the Intentional bombing of civilian populations is illegal,? and that ?any attack on legitimate military objectives must be carried out in such a way that civilian populations in the neighborhood are not bombed through negligence.?[1]

The Manhattan Project began modestly in 1939 with a budget of $167,000 to explore the feasibility of a nuclear chain reaction. By October 1941, President Franklin Delano Roosevelt officially approved the atomic program, and established a committee to oversee it. On July 16, 1945, the US tested its first nuclear explosion. Less than a month later, on August 6, 1945 the US dropped the first atomic bomb on Hiroshima, Japan, and three days later, a second bomb on Nagasaki.

On June 27, 1945, the Undersecretary of the Navy, Ralph A. Bard sent a memo to Secretary of War Henry Stimson. ?Ever since I have been in touch with this program I have had a feeling that before the bomb is actually used against Japan that Japan should have some preliminary warning for say two or three days in advance of use. The position of the United States as a great humanitarian nation and the fair play attitude of our people generally is responsible in the main for this feeling.

During recent weeks I have also had the feeling very definitely that the Japanese government may be searching for some opportunity which they could use as a medium of surrender.?[2]

In his combat memoir With the Old Breed, Eugene Sledge would write that ?We received the news with quiet disbelief coupled with an indescribable sense of relief. We thought the Japanese would never surrender. Many refused to believe it. Sitting around in stunned silence, we remembered our dead. So many dead. So many maimed. So many bright futures consigned to the ashes of the past. So many dreams lost in the madness that had engulfed us.?[3]

Clearly, some sought a different solution from the bomb, while others, and especially those who had fought in the Pacific, found great relief that they would not have to endure another minute of combat. Justification for dropping the bomb, and opposition to it came from many quarters. For this debate, you are not limited to the months prior to August 6, 1945. The argument concerning theh use of nuclear power raged on for years to come.

You have been divided into two groups. For this forum, Group A will assume the role of an individual who supported the use of the bomb, while Group B will argue against. Each of you should post a statement in support, or in opposition to the idea of using nuclear power in World War II. Your submission should be a minimum of 200 words in length. Try not to make assumptions. Instead, assume the historical role of someone who lived in the United States at this point in history. Be creative.

After your initial submission, you are then required to continue the debate by responding to three of your classmates. Your responses should be a minimum of 100 words, and should contribute to the dialogue. Your initial response is due by 11:55pm, ET, Friday and your responses to 3 other students by 11:55pm, ET, Sunday.

[1] http://www.dannen.com/decision/int-law.html#D
[2] http://www.atomicarchive.com/Docs/ManhattanProject/Bardmemo.shtml
[3] http://www.authentichistory.com/1939-1945/1-war/4-Pacific/4-abombdecision/2-support/index.html

On September 30, 1938, the League of Nations passed a unanimous resolution for the ?Protection of Civilian Populations Against Bombing from the Air in Case of War.? In that resolution, the League noted that ?the Intentional bombing of civilian populations is illegal,? and that ?any attack on legitimate military objectives must be carried out in such a way that civilian populations in the neighborhood are not bombed through negligence.?[1]

The Manhattan Project began modestly in 1939 with a budget of $167,000 to explore the feasibility of a nuclear chain reaction. By October 1941, President Franklin Delano Roosevelt officially approved the atomic program, and established a committee to oversee it. On July 16, 1945, the US tested its first nuclear explosion. Less than a month later, on August 6, 1945 the US dropped the first atomic bomb on Hiroshima, Japan, and three days later, a second bomb on Nagasaki.

On June 27, 1945, the Undersecretary of the Navy, Ralph A. Bard sent a memo to Secretary of War Henry Stimson. ?Ever since I have been in touch with this program I have had a feeling that before the bomb is actually used against Japan that Japan should have some preliminary warning for say two or three days in advance of use. The position of the United States as a great humanitarian nation and the fair play attitude of our people generally is responsible in the main for this feeling.

During recent weeks I have also had the feeling very definitely that the Japanese government may be searching for some opportunity which they could use as a medium of surrender.?[2]

In his combat memoir With the Old Breed, Eugene Sledge would write that ?We received the news with quiet disbelief coupled with an indescribable sense of relief. We thought the Japanese would never surrender. Many refused to believe it. Sitting around in stunned silence, we remembered our dead. So many dead. So many maimed. So many bright futures consigned to the ashes of the past. So many dreams lost in the madness that had engulfed us.?[3]

Clearly, some sought a different solution from the bomb, while others, and especially those who had fought in the Pacific, found great relief that they would not have to endure another minute of combat. Justification for dropping the bomb, and opposition to it came from many quarters. For this debate, you are not limited to the months prior to August 6, 1945. The argument concerning theh use of nuclear power raged on for years to come.

For this debate, you will be part of the same groups you were assigned for the debate in Week 3. For this forum, Group A will assume the role of an individual who supported the use of the bomb. Each of you should post a statement in support, or in opposition to the idea of using nuclear power in World War II. Your submission should be a minimum of 200 words in length. Try not to make assumptions. Instead, assume the historical role of someone who lived in the United States at this point in history. Be creative.

Question 6 (250 words)

. What were the sources of the American economic recovery of the 1980s and 1990s? Who benefited from it and who did not, and why was that the case?

Question 7 (200 words)

Summarize in 250 words or less the American Reconstruction after the 1865’s and how it affected Black Empowerment.

Write a 1,050- to 1,400-word strategic objectives summary. Include your balanced scorecard and its impact on all stakeholders, and the communication plan.
Identify key trends, assumptions, and risks in the context of your final business model.
Develop the strategic objectives for your new division of the existing business in a balanced scorecard format in the context of key trends, assumptions, and risks. The strategic objectives are measures of attaining your vision and mission. As you develop them, consider the vision, mission, and values for your business and the outcomes of your SWOT analysis and supply CHAIN analysis.
Consider the following four quadrants of the balanced scorecard when developing your strategic objectives:
Shareholder Value or Financial Perspective, which includes strategic objectives in areas such as:
Market share
Revenues and costs
Profitability
Competitive position
Customer Value Perspective, which includes strategic objectives in areas such as:
Customer retention or turnover
Customer satisfaction
Customer value
Process or Internal Operations Perspective, which includes strategic objectives in areas such as:
Measure of process performance
Productivity or productivity improvement
Operations metrics
Impact of change on the organization
Learning and Growth (Employee) Perspective, which includes strategic objectives in areas such as:
Employee satisfaction
Employee turnover or retention
Level of organizational capability
NATUREof organizational culture or climate
Technological innovation
Evaluate potential alternatives to the issues and/or opportunities identified in the SWOT Analysis paper and table you completed in Week 3.
Create at least three strategic objectives for each of the four balanced scorecard areas. Base your solutions on a ranking of alternative solutions that includes the following:
Identify potential risks and mitigation plans
Analyze a stakeholder and include mitigation and contingency strategies.
Incorporate ethical implications
Develop a metric and target for each strategic objective using a balanced scorecard format.
Example: a strategic objective in the shareholder or financial perspective is to increase market share. A metric to actually measure this strategic objective of market share increase is, “The percentage of increase in market share.” The target is the specific number to be achieved in a particular time period. The target for the metric of “Increase market share” could be “Increase market share by 2% for each of the next 3 years” of an increase of 2% per year for 3 years.)
Outline a BRIEF communication plan discussing how you will communicate the company’s strategic objectives that includes the following:
Define the purpose.
Define the audience.
Identify the channel(s) of communication and why you selected that channel.

Assignment 2 Group Case Study

The case assignment for Term 3, 2016 is found in your textbook Ferrell, Fraedrich & Ferrell (2016) Business Ethics: Ethical Decision Making and Cases on p.461 available in your campus library: Case 7 Google: The Quest to Balance Privacy with Profit

Assignment 2 – Group Case Study
Topic: In groups of 3 – 4 students each group must read and complete a case study report based on the case Case 7 Google: The Quest to Balance Privacy with Profit found in the 11th edition of the prescribed Business Ethics text book by Ferrell | Fraedrich on page 461.
You are not allowed to submit on your own as an individual. Each group will complete a detailed analysis and present a 3000 word report of your analysis to your lecturer. You must engage in additional research to gather more background information as well as current information on the company and situation.
IMPORTANT:
You must address each of the 3 case questions at the end of the case study. You must submit a soft copy to the Blackboard ?Final submission link?, wait an hour, then print the blackboard safe assign report and attach it to your hard copy. Sign and attach an assignment cover sheet to your hard copy, then submit the hard copy to the lecturer in class. The percentage matching on safe assign must be no more than 15% with relevant Harvard references included.
Format: Report format, times new roman, 12 point, 1.5 line spacing. The report needs to consist at least the following:
Executive Summary: ideally one page but no more than two.
Sections 1: Introduction
Section 2: Main body of the report consisting the 3 questions at the end of case study
Sections 3: Conclusions,
Reference List (10-20 references).

Direct instruction is the most widely used strategy by practitioners in classrooms today. It consists of five elements that guide instruction from beginning to end. However, the direct instruction model also receives a great deal of criticism in the progressive classrooms of today?s school system. In chapter six the authors highlight two main components of the Direct Instruction Model.

Identify those two main components and describe the elements of each of them.
After reading the advantages and disadvantages of lecturing, take a stance on lecturing and defend whether you feel it is an effective strategy.
Questioning is complex, summarize what the author is stating about questioning as an instructional TOOL.
Explain why educators need to ask questions that require students to use higher order thinking skills.

MAKE SURE to REFER to Chapter 6 of the text, additional resources and your own insights/experiences.

Book: Hansen, C. B., Buczynski, S., and Pucket, K., S. (2015). Curriculum and Instruction for the 21st Century. Bridgepoint Education.

Read from text, Curriculum and Instruction for the 21st Century:

Chapter 6: Evidence-based Models of Teaching
This chapter explores a variety of teacher-led and student-centered instructional models.