Select a country that starts with the same letter as the first letter of your last name. As manager of your organization’s global operations, you are responsible to research the challenges and opportunities of staffing and managing a diverse workforce in your new location (i.e., a country of your choice other than the U.S.). Please note that diversity includes more than race and gender; it also includes other differences such as age, lifestyle, skills, ethnicity, work ethics, and so forth (Thomas, 2002).

Select a country for your company’s business. Your assignment is to conduct research about the country you selected for your company’s business and prepare a slide presentation for the CEO addressing the following:

Provide a brief overview of the country you selected for the company’s new business venture, such as the following: location; population; workforce; official language; discrimination laws; type of government (e.g., democratic, totalitarian, communist, etc.); and any other information you feel is important to understand to run a successful business.
What are some of the communications and cultural differences between the two countries, and how would those impact your business? Please explain and provide examples.
Are there differences in discrimination laws between the two countries? How would you address these differences? For example, if race, age, and/or gender were not protected by law in the country you selected, would you be able to follow the same hiring practices as in the United States? Why or why not?
Conclude your research report for your CEO by explaining some and the advantages and disadvantages of a diverse workforce.

Thomas, R. R. (1992). Beyond race and gender: Unleashing the power of your total work force by managing diversity. New York: AMACOM Division, American Management Association

Social and behavioral intelligence is crucial to presenting yourself as a professional and collaborating successfully with your peers and supervisors. In Units 1 and 2 you explored and learned about what defines a professional presence. You reflected on your own current professional image and where growth and change would strengthen it.

In this Assignment you will create a standard PowerPoint presentation representing yourself as a professional. Be sure to reflect on what you have learned thus far in the course as you complete this Assignment. Instructions for creating a PowerPoint are listed in the Unit 3 Learning Activities.

Instructions:

Your PowerPoint presentation should include a total of 5 slides using the following format:

•Slide 1: Cover page that includes your name, course, section number, date, and the Assignment title. •Slide 2: Introduction – who you are and your chosen professional field. •Slide 3: A brief overview of how you perceive yourself professionally. You may include a photo. •Slide 4: A description of attributes which contribute to professionalism in your chosen field such as professional attire, communication, and behavior. •Slide 5: Cite all sources you have used. Save the PowerPoint in .ppt format and submit it into the Unit 4 Dropbox. When you are ready to submit it, go to the Dropbox and complete the steps below:

•Click the link that says Submit an Assignment

Review the e-text and other readings, and pick out five terms or concepts. At least one term must be included from each week’s learning (You will need to look ahead for your term from Week 5). “Terms” can be either general or specific.

Write an essay where you define and explain these five terms and apply them to a critique of management in either a past or present workplace or life experience. Focus should be placed on how to improve the management in your company or life, using what you’ve learned. For example, you might choose “employee buy-in to the BCP” as a concept. Then, you could write about how your organization’s decision-making methods could be improved based on research, text, lecture, etc. material on this topic.

The Final Exam is to be
· in APA format (If you were weak in this, by now you should be much better because you’ve taken advantage of your teammates’ knowledge),
· in MS Word with a title page,
· an Executive Summary,
· an introductory paragraph,
· a discussion portion with graphics and/or charts (If you didn’t know how to do this, by now you should have learned from a team member),
· a conclusion paragraph,
· and a reference page with at least four references (minimum of three references must come from the articles in the UOP Library).

A few terms talked about in Business Continuity Management
Week 1 – Ethical and cultural considerations
Week 2 – Communication and teamwork
Week 3 – Business continuity or crisis management
Week 4 – Risk Analysis or Training employees for Disasters
Week 5 – Disaster preparedness or exposure to disasters:

3. It is discovered that, at a health club, the owner has been putting a notation on the application of black membership applicants that reads “DNWAM”, which means “do not want as member. In addition, the black membership applicants are charges higher fees and are much less likely to be financed as other non black applicants. Can the black applicants bring a successful action under Title VII?

4. A black female employee is told that she cannot come to work with her hair in decorative braids traditionally worn in Africa, and if she continues to do so, she will be terminated. Does the employee have a claim under Title VII?

5. Bennie’s Restaurant chain routinely hires blacks, but it only assigns them to the lower-paying jobs as kitchen help, rather than as higher-paid servers, salad bar helpers, or managers. Bennie’s says it does not discriminate because it has many black employees. If suit is brought by the black employees, who will likely win? [based on Denny’s Rest]

Please show ALL work.

1. A manager is trying to decide whether to purchase a certain part or to have it produced internally. Internal production could use either of two processes. One would entail a variable cost of $17 per unit and an annual fixed cost of $200,000; the other would entail a variable cost of $14 per unit and an annual fixed cost of $240,000. Three vendors are willing to provide the part. Vendor A has a price of $20 unit for any volume up to 30,000 units. Vendor B has a price of $22 per unit for demand of 1,000 units or less, and $18 per unit for larger quantities. Vendor C offers a price of $21 per unit for the first 1,000 units, and $19 per unit for additional units.

a. If the manager anticipates an annual volume of 10,000 units, which alternative would be the best for a cost standpoint?
b. For 20,000 units, which alternative would be best?
c. Determine the range for which each alternative is best. Are there any alternatives that are never best? Which?

The Road to a Healthier Life

What is one thing you [Word choice. You and your mean general humanity. In academic writing, second person (you and your) should be replaced with a third person pronoun (he, she, it, one, and they). ] can control in your [Do not use second person in academic writing.] life? I will give you [Do not use second person in academic writing.] a minute to think about it….Healthful Eating. Healthful eating is important to reach your [Do not use second person in academic writing.] optimum health. And if you [Do not use second person in academic writing.] care about your [Do not use second person in academic writing.] health, it is the first to step to a healthier life.

Eating healthy makes you [Do not use second person in academic writing.] feel so much better about yourself. Fatty filled foods leave you [Do not use second person in academic writing.] feeling overly full and groggy all the time. Do you [Do not use second person in academic writing.] ever have that feeling after eating? I’m [Contractions should not be used in academic writing. Contractions are shortened versions of two words that are created with the use of an apostrophe where some letters are left out. Example – don’t = do not, can’t = cannot, isn’t = is not.] sure you [Do not use second person in academic writing.] do, we have all been there one time or another. Your [Do not use second person in academic writing.] self-esteem will be higher if you [Do not use second person in academic writing.] chose the healthy route. Your [Do not use second person in academic writing.] friends will notice the weight you [Do not use second person in academic writing.] lost and they [This is a run-on sentence because there is not a comma before the conjunction. Run-on sentences occur when conjunctions (and/or) and punctuation marks (commas and semicolons) are not used properly. ] will compliment [Use complement and compliment correctly. As a noun, complement means something that completes, and compliment means recognition or praise. As a verb, complement means to complete, and compliment means to praise. ] you [Do not use second person in academic writing.] . Maybe even that special someone might give you [Do not use second person in academic writing.] the look, you [Do not use second person in academic writing.] have been waiting for. Doesn’t [Contractions should not be used in academic writing.] that sound good? Everybody wants to hear great [Eliminate colloquial language in academic writing. Colloquial language is informal phrasing that is used when speaking, but it is not acceptable in academic writing. Rather, use exceptional or another similar word instead of great.] things about themselves. And not even that, [Remove comma] you [Do not use second person in academic writing.] will have the good feeling of knowing that you [Do not use second person in academic writing.] did something great [Colloquial – use exceptional] for yourself [Run-on sentence. Place a comma before the conjunction.] . Your [Do not use second person in academic writing.] clothes will fit better and hey, you [Do not use second person in academic writing.] will even look better in that new bikini or outfit you [Do not use second person in academic writing.] just bought. I am [Use a.m. for this abbreviation.] not trying to make someone you [Do not use second person in academic writing.] are not; I am [Use a.m. for this abbreviation.] just trying to open your [Do not use second person in academic writing.] mind to something that is good for you [Do not use second person in academic writing.] [Run-on sentence. Place a comma before the conjunction.] . We all can stand to try something new and healthy and why not start today?

Now, I know you [Do not use second person in academic writing.] are like well, okay, [Word choice. Eliminate colloquial language in academic writing. Colloquial language is informal phrasing that is used when speaking, but it is not acceptable in academic writing. Use all right instead of okay or ok.] that sounds good and all but I [Run-on sentence. Place a comma before the conjunction.] like what I eat and healthy food is so expensive. I shake my head at that statement because although some healthy food is expensive there are so many ways around that whole ordeal. You [Do not use second person in academic writing.] do not have to buy name brand food because it is popular. For example, healthy choice, slim fast, Atkins diet. News flash: Most of those foods are expensive because they are popular. And boxed foods are not always as healthy as home made foods. So how about making your [Do not use second person in academic writing.] own food? There are so many foods and choices to choose from. Instead of using ground hamburger meat for many of your [Do not use second person in academic writing.] dishes, you [Do not use second person in academic writing.] can use turkey meat. I use it myself and it [Run-on sentence. Place a comma before the conjunction.] is very healthy and has almost no oil or fat at all. In fact, you [Do not use second person in academic writing.] do not even have to drain the meat. There is also the choice of using creative meal ideas with chicken breast, an array of vegetables and salads, etc. You [Do not use second person in academic writing.] can also use a George Forman Grill to cut down on the fats in your [Do not use second person in academic writing.] meat. Grilling and baking are so much healthier that fried foods. Fish is also good source of nutrition and it [Run-on sentence. Place a comma before the conjunction.] offers a low fat choice. You [Do not use second person in academic writing.] can also bake or grill the fish. Frying fish is just too fattening. I have just offered you [Do not use second person in academic writing.] some delicious choices for transitioning yourself into a healthy lifestyle, so what is your [Do not use second person in academic writing.] excuse now?

If a way around the price does not get you [Do not use second person in academic writing.] to change, think about our children. There are so many obese children in the world, it is ridiculous. Instead of sitting in the house watching sponge bob, they should be outside running and playing. Also, [Word choice. Eliminate also at the beginning of a sentence.] involving them an after school or extracurricular activity might help too. Instead giving in to child’s wants of junk, you [Do not use second person in academic writing.] can give them alternative healthy snacks. Those snacks can range from carrots to apples. Healthy snacks are an easy way to transition your [Do not use second person in academic writing.] child to healthy meals. A good way to transition your [Do not use second person in academic writing.] child to healthy meals is to let them help you [Do not use second person in academic writing.] prepare the meals. That way they feel proud that they got to [Eliminate colloquial language in academic writing. Colloquial language is informal phrasing that is used when speaking, but it is not acceptable in academic writing. Instead, use received.] help mommy or daddy and of course [Comma before “of course”] [Insert comma] they will want to eat them. The prevention of obesity starts with the parents, we must make the change. Do it as a family, it is wonderful idea. There are too many children on various talk shows with an obesity problem. Their mom’s are always saying they give their kids [Eliminate colloquial language in academic writing. Colloquial language is informal phrasing that is used when speaking, but it is not acceptable in academic writing. Rather, use children instead of kids.] what they want because they love them. But if they really [Word choice. Really is a weak word whose literal meaning is “not imaginary.” Use truly or another specific adjective for more effective writing. ] loved their kids [Colloquial – use children instead of kids] wouldn’t [Contractions should not be used in academic writing.] they want them to be healthy. I believe that shows more love than getting into things they obviously do not need. Obesity leads to various health problems such as asthma, heart problems and adult obesity and sometimes death. The latter probably caught you [Do not use second person in academic writing.] attention. So how about making that change, let’s help our kids [Colloquial – use children instead of kids] .

Last but certainly not least, once you [Do not use second person in academic writing.] have began healthy eating, you [Do not use second person in academic writing.] must exercise. I know you [Do not use second person in academic writing.] are thinking, no not this one. But in order to lose weight and maintain a healthy diet you [Do not use second person in academic writing.] must exercise. I learned this interesting fact while working at 24 Hour Fitness. Diet and exercise go hand in hand [A hyphen is required between these two words. Place a hyphen between two words that act as an adjective. No space appears before or after the hyphen. Example – a well-known play.] . These two thing can not be fads either or just until you [Do not use second person in academic writing.] lose weight. Diet and exercise are lifestyle choices. Have you [Do not use second person in academic writing.] noticed that most people who exercise and diet and lose weight might gain it back a short time later? That is because they did their plan until they thought it was good enough and stopped. That just can not happen. You [Do not use second person in academic writing.] have stick with it and everything will be better in the long run [Eliminate all clichés for more effective academic writing. A cliché is a phrase that has been used so much that it has no specific meaning. ] . Now some of you [Do not use second person in academic writing.] might want to take the easy way out. I am [Use a.m. for this abbreviation.] talking about [Eliminate colloquial language in academic writing. Colloquial language is informal phrasing that is used when speaking, but it is not acceptable in academic writing. Rather, use discussing, speaking of, or stating instead of talking about.] plastic surgery, pills and many weight loss shots. Those are also short-term fixes. If you [Do not use second person in academic writing.] take pill or shots, you [Do not use second person in academic writing.] have to think about the future. Eventually, you [Do not use second person in academic writing.] will stop using the pill or stop getting the shots and chances are you [Do not use second person in academic writing.] may or may not gain the weight back. It’s [Contractions should not be used in academic writing.] a 50/50 [A word-slash-word combination is inappropriate in an academic paper. Write it out word-slash-word.] toss up. And to all you [Do not use second person in academic writing.] guys who love the idea of plastic surgery as your [Do not use second person in academic writing.] fix, did you [Do not use second person in academic writing.] know you [Do not use second person in academic writing.] must also diet to keep the weight they took away off. You [Do not use second person in academic writing.] learn new things everyday.

So with all the things I have taught you [Do not use second person in academic writing.] , what are you [Do not use second person in academic writing.] thinking now? Hopefully [Insert comma] the answer is I am [Use a.m. for this abbreviation.] going start the transition to healthy eating. As I have said in paragraphs before you [Do not use second person in academic writing.] will feel about yourself, you [Do not use second person in academic writing.] can create a great [Colloquial – use exceptional] budget and it [Run-on sentence. Place a comma before the conjunction.] is an awesome way to keep your [Do not use second person in academic writing.] kids [Colloquial – use children instead of kids] healthy. Make the great [Colloquial – use exceptional] choice, make the right choice, and make the healthy choice!!! You [Do not use second person in academic writing.] ‘ll [Contractions should not be used in academic writing.] be glad you [Do not use second person in academic writing.] did.

Need about 200 words for the following article, please do not post opinion and any references to the article below must be quoted and referenced. Please read below:

Having had many discussions on ethical issues and why we think the way we do, reply to David Brooks, the author of the editorial below. Be specific; do not offer your opinion. Support your comment.

Article:

A little while ago, a national study authorized by Congress found that abstinence education programs don’t work. That gave liberals a chance to feel superior because it turns out that preaching traditional morality to students doesn’t change behavior.

But in this realm, nobody has the right to feel smug. American schools are awash in moral instruction ? on sex, multiculturalism, environmental awareness and so on ? and basically none of it works. Sex ed doesn’t change behavior. Birth control education doesn’t produce measurable results. The fact is, schools are ineffectual when it comes to values education. You can put an adult in front of a classroom or an assembly, and that adult can emit words, but don’t expect much impact.

That’s because all this is based on a false model of human nature. It’s based on the idea that human beings are primarily deciders. If you pour them full of moral maxims, they will be more likely to decide properly when temptation arises. If you pour them full of information about the consequences of risky behavior, they will decide to exercise prudence and forswear unwise decisions.

That’s the way we’d like to think we are, but that’s not the way we really are, and it’s certainly not the way teenagers are. There is no central executive zone in the brain where all information is gathered and decisions are made. There is no little homunculus up there watching reality on a screen and then deciding how to proceed. In fact, the mind is a series of parallel processes and loops, bidding for urgency.

We’re not primarily deciders. We’re primarily perceivers. The body receives huge amounts of information from the world, and what we primarily do is turn that data into a series of generalizations, stereotypes and theories that we can use to navigate our way through life. Once we’ve perceived a situation and construed it so that it fits one of the patterns we carry in our memory, we’ve pretty much rigged how we’re going to react, even though we haven’t consciously sat down to make a decision.

Construing is deciding.

A boy who grew up in a home where he was emotionally rejected is going to perceive his girlfriend differently than one who grew up in a happier home, even though he might not be able to tell you why or how. Women who grow up in fatherless homes menstruate at an earlier age than those who don’t, and surely perceive their love affairs differently as well.

Women who live in neighborhoods with a shortage of men wear more revealing clothing and are in general more promiscuous than women in other neighborhoods. They probably are not conscious of how their behavior has changed, but they’ve accurately construed their situation (tougher competition for mates) and altered their behavior accordingly.

When a teenage couple is in the backseat of a car about to have sex or not, or unprotected sex or not, they are not autonomous creatures making decisions based on classroom maxims or health risk reports. Their behavior is shaped by the subconscious landscapes of reality that have been implanted since birth.

Did they grow up in homes where they felt emotionally secure? Do they often feel socially excluded? Did they grow up in a neighborhood where promiscuity is considered repulsive? Did they grow up in a sex-drenched environment or an environment in which children are buffered from it? (According to a New Zealand study, firstborns are twice as likely to be virgins at 21 than later-born children.)

In other words, the teenagers in that car won’t really be alone. They’ll be in there with a whole web of attitudes from friends, family and the world at large. Some teenagers will derive from those shared patterns a sense of subconscious no-go zones. They’ll regard activities in that no-go zone the way vegetarians regard meat ? as a taboo, beyond immediate possibility.

Deciding is conscious and individual, but perceiving is subconscious and communal. The teen sex programs that actually work don’t focus on the sex. They focus on the environment teens live in. They work on the substratum of perceptions students use to orient themselves in the world. They don’t try to lay down universal rules, but apply the particular codes that have power in distinct communities. They understand that changing behavior changes attitudes, not the other way around.

They understand that whether it’s in middle school or the Middle East, getting human nature right is really important. We’re perceivers first, not deciders.

Brooks,D (2007, June 22). When Preaching Flops. New York Times, Editorial Pg.

Review the e-text and other readings, and pick out five terms or concepts. At least one term must be included from each week’s learning (You will need to look ahead for your term from Week 5). “Terms” can be either general or specific.

Write an essay where you define and explain these five terms and apply them to a critique of management in either a past or present workplace or life experience. Focus should be placed on how to improve the management in your company or life, using what you’ve learned. For example, you might choose “employee buy-in to the BCP” as a concept. Then, you could write about how your organization’s decision-making methods could be improved based on research, text, lecture, etc. material on this topic.

The Final Exam is to be
· in APA format (If you were weak in this, by now you should be much better because you’ve taken advantage of your teammates’ knowledge),
· in MS Word with a title page,
· an Executive Summary,
· an introductory paragraph,
· a discussion portion with graphics and/or charts (If you didn’t know how to do this, by now you should have learned from a team member),
· a conclusion paragraph,
· and a reference page with at least four references (minimum of three references must come from the articles in the UOP Library).

A few terms talked about in Business Continuity Management
Week 1 – Ethical and cultural considerations
Week 2 – Communication and teamwork
Week 3 – Business continuity or crisis management
Week 4 – Risk Analysis or Training employees for Disasters
Week 5 – Disaster preparedness or exposure to disasters:

Plant Structure Lab Report Form For this lab you will need: magnifying glass, two stalks celery, red food coloring, cup of water, and knife. Examine the various leaf samples shown in the course. Identify simple and compound leaves.  Make a quick sketch of an example of each leaf type, and label the petiole, axillary bud, leaf blade, and leaf veins.

Simple leaf sketch Compound leaf sketch 1) What is the characteristic venation pattern of monocots?

2) What is the characteristic venation pattern of dicots?

Sort the leaves shown in the course into monocots and dicots on the basis of the leaf venation. Dicot or moncot? 3) Coffee leaf 4) Sugar maple 5) Horse Chestnut 6) Oak 7) Carya 8) What cell organelle would you expect to be abundant in the parenchyma of the leaf?

9) What gas is necessary for photosynthesis to occur?

10) What gas is a product of photosynthesis?

Examine the image of the epidermis of lilac leaf. This slide was prepared by peeling the epidermal layer from a leaf. 
Paradermal section of lilac leaf, lower leaf epidermis. 11) You should be able to find guard cells and stomata. Are the stomata open or closed?

Make a sketch of the guard cells as you see them in the above photograph.

Sketch of guard cells

Obtain one or two stalks of celery.  Use a sharp knife and slice cleanly across the bottom of the celery stalk. Repeat the process at least once on another stalk. Place the cut stalks into a glass. Add water and red food coloring solution to the glass, at least one inch deep of solution. Place the glass and stalks in a sunny spot, and check back periodically.

Once the red color has risen at least half-way up the stalk, place one of these stalks on a plate or cutting board and slice as thin a slice as you can across the stalk base.  Place this small slice on a clean plate and observe the slide with a magnifying glass. Do you see any cells? Make a sketch below of what you see.

Sketch of celery slice: STEMS:

12) What is transported in the xylem?

13) What is transported in the phloem?

14) Examine the image of a prepared slide of a cross section of Medicago stem (pictured in the drop and drag activity) Notice that the vascular bundles are arranged in a circular arrangement. Is this the stem of a monocot or dicot?

Label the oldest and the youngest xylem in the picture of a woody stem cross section of the woody dicot Tilia shown in the drop and drag activity. The inner rings are the oldest of the sample with the outer rings are the youngest. The oldest rings of xylem are generally filled with resins and metabolic wastes and are consequently no longer important in transport within the plant. This heartwood is often the most aromatic and beautiful wood of a tree.

15) What is the age of the stem you are examining above?

16) The original pith is still located in the center of the stem (inside the vascular bundles). What type of cells makes up the pith?

ROOTS: Examine the photograph of a prepared slide of the root cross section. Notice that the section is circular in outline since it was cut across the root.  The vascular tissue of the root is concentrated in a single vascular bundle or stele in the center of the root.

17) How does this compare to the number of vascular bundles in the stem?

A layer of cells called the endodermis surrounds the stele. Xylem is found towards the center of the stele and phloem towards the outside of the stele. 18) How does this compare to their arrangement in the stem?

19) The meristematic region is protected in the root by the presence of a root cap. How is the meristematic region protected in the stem tip?

20) In which of these regions would you expect to find the specialized cells of vascular tissue?

21) In which of these regions are the cells genetically identical?

22) Why?

3. It is discovered that, at a health club, the owner has been putting a notation on the application of black membership applicants that reads “DNWAM”, which means “do not want as member. In addition, the black membership applicants are charges higher fees and are much less likely to be financed as other non black applicants. Can the black applicants bring a successful action under Title VII?

4. A black female employee is told that she cannot come to work with her hair in decorative braids traditionally worn in Africa, and if she continues to do so, she will be terminated. Does the employee have a claim under Title VII?

5. Bennie’s Restaurant chain routinely hires blacks, but it only assigns them to the lower-paying jobs as kitchen help, rather than as higher-paid servers, salad bar helpers, or managers. Bennie’s says it does not discriminate because it has many black employees. If suit is brought by the black employees, who will likely win? [based on Denny’s Rest]