Analyze the following passage, accounting for argument, context and narrative: “Carnival is what it has always been—an expression of the tensions, joys, pain and desires of people from all walks of life trying to live together harmoniously. This is the Notting Hill carnival that carnivalists and their supporters have built over the decades. This is London: a global, multicultural city which should understand that its own multiculturalism is an inextricable part of its globalism, and that the Notting Hill carnival needs London, just as London and the UK need the carnival. T.”

Analyze the following passage, accounting for argument, context and narrative: “Carnival is what it has always been—an expression of the tensions, joys, pain and desires of people from all walks of life trying to live together harmoniously. This is the Notting Hill carnival that carnivalists and their supporters have built over the decades. This is London: a global, multicultural city which should understand that its own multiculturalism is an inextricable part of its globalism, and that the Notting Hill carnival needs London, just as London and the UK need the carnival. T.”

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ECON 101 FALL 2015 EXAM 1 NAME:______________________________ 1. Suppose the price elasticity of demand for cheeseburgers equals 1.37. This means the overall demand for cheeseburgers is: A) price elastic. B) price inelastic. C) price unit-elastic. D) perfectly price inelastic. 2. The price elasticity of demand for skiing lessons in New Hampshire is less than 1.00. This means that the demand is ______ in New Hampshire. A) price elastic B) price inelastic C) price unit-elastic D) perfectly price elastic 3. If the demand for textbooks is price inelastic, which of the following would explain this? A) Many alternative textbooks can be used as substitutes. B) Students have a lot of time to adjust to price changes. C) Textbook purchases consume a large portion of most students’ income. D) The good is a necessity. 4. A major state university in the South recently raised tuition by 12%. An economics professor at this university asked his students, “Due to the increase in tuition, how many of you will transfer to another university?” One student out of about 300 said that he or she would transfer. Based on this information, the price elasticity of demand for education at this university is: (Hint: one out of 300 is how much of a percentage change? Which percentage change is greater – tuition or transfer? Apply the basic formula for elasticity that I put on the board a few times.) A) one. B) highly elastic. C) highly inelastic. D) zero. 5. Suppose the price elasticity of demand for fishing lures equals 1 in South Carolina and 0.63 in Alabama. To increase revenue, fishing lure manufacturers should: (Hint: If the demand for a product is inelastic, the price can go up and you’ll still buy it, since there are no or few substitutes. If the demand for a product is elastic, the price can go up and you’ll probably walk away from it, since substitutes are available. How might this info impact the pricing strategies of firms?) A) lower prices in each state. B) raise prices in each state. C) lower prices in South Carolina and raise prices in Alabama. D) leave prices unchanged in South Carolina and raise prices in Alabama. Read your syllabus and answer questions 6 through 10: 6. T or F: Disruptive classroom behavior includes the following: chatting with fellow students, use of electronic devices such as laptops, tablets, notebooks, and cell phones, reading or studying during class, sleeping, arriving late, departing early, studying for another class, or in any other way disturbing the class. 7. T or F: It’s OK to use my computer in class or play with my phone. There is no penalty attached to these activities and Keiser doesn’t really mind. 8. T or F: It’s OK to show up late for class and disrupt one of Keiser’s swashbuckling lectures. 9. T or F: Attendance is highly optional since it doesn’t impact my final course grade. 10. T or F: I should blow off the career plan/business plan assignment in this course because it’s unimportant to my future and not worth many points. 11. Jacquelyn is a student at a major state university. Which of the following is not an example of an explicit, or direct, cost of her attending college? A) Tuition B) Textbooks C) the salary that she could have earned working full time D) computer lab fees 12. The two principles of tax fairness are: A) the minimize distortions principle and the maximize revenue principle. B) the benefits principle and the ability-to-pay principle. C) the proportional tax principle and the ability-to-pay principle. D) the equity principle and the efficiency principle. 13. The benefits principles says: A) the amount of tax paid depends on the measure of value. B) those who benefit from public spending should bear the burden of the tax that pays for that spending. C) those with greater ability to pay should pay more tax. D) those who benefit from the tax should pay the same percentage of the tax base as those who do not benefit. 14. A tax that rises less than in proportion to income is described as: (Hint: This would have more of a negative impact on lower income earners vs. higher income earners.) A) progressive. B) proportional. C) regressive. D) structural. 15. The U.S. income tax is _______, while the payroll tax is _______. (Hint: Think income tax vs. Social Security tax.) A) progressive; progressive C) regressive; progressive B) progressive; regressive D) regressive; regressive 16. Who is currently leading in the polls to receive the Republican nomination as that party’s presidential candidate? A) Qasem Soleimani B) Abu Bakr al-Baghdadi C) Osama bin Laden D) Donald J. Trump 17. The single most important thing I’ve learned in class this term is: A) stay in frickin’ school B) stay in school and make a plan for life and my career C) the use of cheese for skyscraper construction D) both A and B above 18. Market equilibrium occurs when: A) there is no incentive for prices to change in the market. B) quantity demanded equals quantity supplied. C) the market clears. D) all of the above occur. 19. Excess supply occurs when: (Hint: Draw a supply and demand graph! Think about price ceilings and floors and the graphs of these we discussed in class.) A) the price is above the equilibrium price. B) the quantity demanded exceeds the quantity supplied. C) the price is below the equilibrium price. D) both b and c occur. 20. The single most important thing I’ve learned in class this term is: a. stay in school and look into either a study abroad or internship experience b. stay in school and make a plan for life and my career c. the untimely demise of Cecil the lion in Zimbabwe d. both a. and b. above 21. According to the textbook definition, mainstream microeconomics generally focuses on a. how individual decision-making units, like households and firms, make economic decisions. b. the performance of the national economy and policies to improve this performance. c. the relationship between economic and political institutions. d. the general level of prices in the national economy. 22. Which of the following is the best summary of the three basic economic questions? a. Who? Why? and When? b. What? How? and Who? c. When? Where? and Why? d. What? Where? and Who? 23. Which of the following is not one of the basic economic resources? a. land b. labor c. capital d. cheese e. entrepreneurship 24. The largest country in the Arabian Peninsula and home to the cities of Riyadh, Jeddah, Mecca, and Medina is: a. The Kingdom of Saudi Arabia b. California c. Spain d. Kentucky 25. T or F: The law of demand explains the upward slope of the supply curve. 26. In economics, a “marginal” value refers to: a. the value associated with an important or marginal activity. b. a value entered as an explanatory item in the margin of a balance sheet or other accounts. c. the value associated with one more unit of an activity. d. a value that is most appropriately identified in a footnote. 27. A government mandated price that is below the market equilibrium price is sometimes called. . . (Hint: Draw a graph again and think about what the government is trying to accomplish.) a. a price ceiling. b. a price floor. c. a market clearing price. d. a reservation price. 28. T or F: Entering the US job market without any education or training is crazy and should be avoided. Stay in frickin’ school, baby! 29. The law of demand states that, other things equal: a. as the price increases, the quantity demanded will increase. b. as the price decreases, the demand curve will shift to the right. c. as the price increases, the quantity demanded will decrease. d. none of the above. 30. The law of supply says: a. other things equal, the quantity supplied of a good is inversely related to the price of the good. b. other things equal, the supply of a good creates its own demand. c. other things equal, the quantity supplied of a good is positively related to the price of the good. d. none of the above. 31. A perfectly inelastic demand curve is: a. horizontal. b. downward sloping. c. upward sloping. d. vertical. 32. A trade-off involves weighing costs and benefits. a. true b. false 33. A perfectly elastic demand curve is: a. horizontal. b. downward sloping. c. upward sloping. d. vertical. 34. The second most important thing I’ve learned in class this term is: a. despair is not an option b. Donald J. Trump’s hair is real c. the use of cheese for skyscraper construction d. none of the above 35. T or F: Virtually any news item has important economic dimensions and consequences. 36. T or F: When studying economics, always think in terms of historical context. 37. This popular Asian country is populated by 1.3 billion people, has the world’s second largest economy, and uses a language that’s been in continuous use for nearly 5,000 years: a. Kentucky b. California c. Spain d. China 38. T or F: The top priority in my life right now should be my education and an internship experience. Without these, the job market is going to kick my butt! 39. Which of the following is a key side effect generated by the use of price ceilings? a. black markets b. products with too high of quality c. an excess supply of a good d. too many resources artificially channeled into the production of a good 40. Which of the following is NOT one of the four basic principles for understanding individual choice? a. Resources are scarce. b. The real cost of something is the money that you must pay to get it. c. “How much?” is a decision at the margin. d. People usually take advantage of opportunities to make themselves better off. 41. A hot mixture of pan drippings, flour, and water is commonly known as: a. interest rates and expected future real GDP. b. interest rates and current real GDP. c. inflation and expected future real GDP. d. gravy. 42. The example we used in class when discussing the inefficiency of quantity quotas was: a. Uber b. General Electric c. AT&T d. the KSU marching band 43. The term we learned in class signifying a key method of non-price competition is: a. excess supply chain management b. arbitrage c. swashbuckling d. product differentiation 44. When discussing market failure and the role of regulation in class, which company/product did we use as an example? a. Pabst Blue Ribbon b. JetBlue c. Blue Bell d. Blue Apron 45. Governments may place relatively high sales taxes on goods such as alcohol and tobacco because: a. such taxes are a significant source of revenue b. such goods exhibit inelastic demand c. such taxes may discourage use of these products d. all of the above 46. When discussing the cost of higher education in class, which country did we cite as an example of one that offers free college for qualifying students? a. USSR b. Rhodesia c. Czechoslovakia d. Germany 47. Which of the following is not an example of market failure we discussed in class? a. externalities b. public goods c. fungible goods d. common pool resources e. equity 48. T or F: As we discussed in class, the real reason why the US has lost jobs to China is the “most favored nation” (MFN) trading status granted to China by the US back in the 1980s. 49. The dude we talked about in class who coined the expression “invisible hand” and promoted self-interest and competition in his famous book “The Wealth of Nations” is: a. Abu Bakr al-Baghdadi b. Ali Khamenei c. Donald J. Trump d. Adam Smith 50. When studying for your final exams and attempting to allocate your limited time among several subjects in order to maximize your course grades (recall, we talked about this example during the first week of class), you’re almost unconsciously engaging in a form of: a. fraud b. miscellaneous serendipity b. mitosis d. marginal analysis

ECON 101 FALL 2015 EXAM 1 NAME:______________________________ 1. Suppose the price elasticity of demand for cheeseburgers equals 1.37. This means the overall demand for cheeseburgers is: A) price elastic. B) price inelastic. C) price unit-elastic. D) perfectly price inelastic. 2. The price elasticity of demand for skiing lessons in New Hampshire is less than 1.00. This means that the demand is ______ in New Hampshire. A) price elastic B) price inelastic C) price unit-elastic D) perfectly price elastic 3. If the demand for textbooks is price inelastic, which of the following would explain this? A) Many alternative textbooks can be used as substitutes. B) Students have a lot of time to adjust to price changes. C) Textbook purchases consume a large portion of most students’ income. D) The good is a necessity. 4. A major state university in the South recently raised tuition by 12%. An economics professor at this university asked his students, “Due to the increase in tuition, how many of you will transfer to another university?” One student out of about 300 said that he or she would transfer. Based on this information, the price elasticity of demand for education at this university is: (Hint: one out of 300 is how much of a percentage change? Which percentage change is greater – tuition or transfer? Apply the basic formula for elasticity that I put on the board a few times.) A) one. B) highly elastic. C) highly inelastic. D) zero. 5. Suppose the price elasticity of demand for fishing lures equals 1 in South Carolina and 0.63 in Alabama. To increase revenue, fishing lure manufacturers should: (Hint: If the demand for a product is inelastic, the price can go up and you’ll still buy it, since there are no or few substitutes. If the demand for a product is elastic, the price can go up and you’ll probably walk away from it, since substitutes are available. How might this info impact the pricing strategies of firms?) A) lower prices in each state. B) raise prices in each state. C) lower prices in South Carolina and raise prices in Alabama. D) leave prices unchanged in South Carolina and raise prices in Alabama. Read your syllabus and answer questions 6 through 10: 6. T or F: Disruptive classroom behavior includes the following: chatting with fellow students, use of electronic devices such as laptops, tablets, notebooks, and cell phones, reading or studying during class, sleeping, arriving late, departing early, studying for another class, or in any other way disturbing the class. 7. T or F: It’s OK to use my computer in class or play with my phone. There is no penalty attached to these activities and Keiser doesn’t really mind. 8. T or F: It’s OK to show up late for class and disrupt one of Keiser’s swashbuckling lectures. 9. T or F: Attendance is highly optional since it doesn’t impact my final course grade. 10. T or F: I should blow off the career plan/business plan assignment in this course because it’s unimportant to my future and not worth many points. 11. Jacquelyn is a student at a major state university. Which of the following is not an example of an explicit, or direct, cost of her attending college? A) Tuition B) Textbooks C) the salary that she could have earned working full time D) computer lab fees 12. The two principles of tax fairness are: A) the minimize distortions principle and the maximize revenue principle. B) the benefits principle and the ability-to-pay principle. C) the proportional tax principle and the ability-to-pay principle. D) the equity principle and the efficiency principle. 13. The benefits principles says: A) the amount of tax paid depends on the measure of value. B) those who benefit from public spending should bear the burden of the tax that pays for that spending. C) those with greater ability to pay should pay more tax. D) those who benefit from the tax should pay the same percentage of the tax base as those who do not benefit. 14. A tax that rises less than in proportion to income is described as: (Hint: This would have more of a negative impact on lower income earners vs. higher income earners.) A) progressive. B) proportional. C) regressive. D) structural. 15. The U.S. income tax is _______, while the payroll tax is _______. (Hint: Think income tax vs. Social Security tax.) A) progressive; progressive C) regressive; progressive B) progressive; regressive D) regressive; regressive 16. Who is currently leading in the polls to receive the Republican nomination as that party’s presidential candidate? A) Qasem Soleimani B) Abu Bakr al-Baghdadi C) Osama bin Laden D) Donald J. Trump 17. The single most important thing I’ve learned in class this term is: A) stay in frickin’ school B) stay in school and make a plan for life and my career C) the use of cheese for skyscraper construction D) both A and B above 18. Market equilibrium occurs when: A) there is no incentive for prices to change in the market. B) quantity demanded equals quantity supplied. C) the market clears. D) all of the above occur. 19. Excess supply occurs when: (Hint: Draw a supply and demand graph! Think about price ceilings and floors and the graphs of these we discussed in class.) A) the price is above the equilibrium price. B) the quantity demanded exceeds the quantity supplied. C) the price is below the equilibrium price. D) both b and c occur. 20. The single most important thing I’ve learned in class this term is: a. stay in school and look into either a study abroad or internship experience b. stay in school and make a plan for life and my career c. the untimely demise of Cecil the lion in Zimbabwe d. both a. and b. above 21. According to the textbook definition, mainstream microeconomics generally focuses on a. how individual decision-making units, like households and firms, make economic decisions. b. the performance of the national economy and policies to improve this performance. c. the relationship between economic and political institutions. d. the general level of prices in the national economy. 22. Which of the following is the best summary of the three basic economic questions? a. Who? Why? and When? b. What? How? and Who? c. When? Where? and Why? d. What? Where? and Who? 23. Which of the following is not one of the basic economic resources? a. land b. labor c. capital d. cheese e. entrepreneurship 24. The largest country in the Arabian Peninsula and home to the cities of Riyadh, Jeddah, Mecca, and Medina is: a. The Kingdom of Saudi Arabia b. California c. Spain d. Kentucky 25. T or F: The law of demand explains the upward slope of the supply curve. 26. In economics, a “marginal” value refers to: a. the value associated with an important or marginal activity. b. a value entered as an explanatory item in the margin of a balance sheet or other accounts. c. the value associated with one more unit of an activity. d. a value that is most appropriately identified in a footnote. 27. A government mandated price that is below the market equilibrium price is sometimes called. . . (Hint: Draw a graph again and think about what the government is trying to accomplish.) a. a price ceiling. b. a price floor. c. a market clearing price. d. a reservation price. 28. T or F: Entering the US job market without any education or training is crazy and should be avoided. Stay in frickin’ school, baby! 29. The law of demand states that, other things equal: a. as the price increases, the quantity demanded will increase. b. as the price decreases, the demand curve will shift to the right. c. as the price increases, the quantity demanded will decrease. d. none of the above. 30. The law of supply says: a. other things equal, the quantity supplied of a good is inversely related to the price of the good. b. other things equal, the supply of a good creates its own demand. c. other things equal, the quantity supplied of a good is positively related to the price of the good. d. none of the above. 31. A perfectly inelastic demand curve is: a. horizontal. b. downward sloping. c. upward sloping. d. vertical. 32. A trade-off involves weighing costs and benefits. a. true b. false 33. A perfectly elastic demand curve is: a. horizontal. b. downward sloping. c. upward sloping. d. vertical. 34. The second most important thing I’ve learned in class this term is: a. despair is not an option b. Donald J. Trump’s hair is real c. the use of cheese for skyscraper construction d. none of the above 35. T or F: Virtually any news item has important economic dimensions and consequences. 36. T or F: When studying economics, always think in terms of historical context. 37. This popular Asian country is populated by 1.3 billion people, has the world’s second largest economy, and uses a language that’s been in continuous use for nearly 5,000 years: a. Kentucky b. California c. Spain d. China 38. T or F: The top priority in my life right now should be my education and an internship experience. Without these, the job market is going to kick my butt! 39. Which of the following is a key side effect generated by the use of price ceilings? a. black markets b. products with too high of quality c. an excess supply of a good d. too many resources artificially channeled into the production of a good 40. Which of the following is NOT one of the four basic principles for understanding individual choice? a. Resources are scarce. b. The real cost of something is the money that you must pay to get it. c. “How much?” is a decision at the margin. d. People usually take advantage of opportunities to make themselves better off. 41. A hot mixture of pan drippings, flour, and water is commonly known as: a. interest rates and expected future real GDP. b. interest rates and current real GDP. c. inflation and expected future real GDP. d. gravy. 42. The example we used in class when discussing the inefficiency of quantity quotas was: a. Uber b. General Electric c. AT&T d. the KSU marching band 43. The term we learned in class signifying a key method of non-price competition is: a. excess supply chain management b. arbitrage c. swashbuckling d. product differentiation 44. When discussing market failure and the role of regulation in class, which company/product did we use as an example? a. Pabst Blue Ribbon b. JetBlue c. Blue Bell d. Blue Apron 45. Governments may place relatively high sales taxes on goods such as alcohol and tobacco because: a. such taxes are a significant source of revenue b. such goods exhibit inelastic demand c. such taxes may discourage use of these products d. all of the above 46. When discussing the cost of higher education in class, which country did we cite as an example of one that offers free college for qualifying students? a. USSR b. Rhodesia c. Czechoslovakia d. Germany 47. Which of the following is not an example of market failure we discussed in class? a. externalities b. public goods c. fungible goods d. common pool resources e. equity 48. T or F: As we discussed in class, the real reason why the US has lost jobs to China is the “most favored nation” (MFN) trading status granted to China by the US back in the 1980s. 49. The dude we talked about in class who coined the expression “invisible hand” and promoted self-interest and competition in his famous book “The Wealth of Nations” is: a. Abu Bakr al-Baghdadi b. Ali Khamenei c. Donald J. Trump d. Adam Smith 50. When studying for your final exams and attempting to allocate your limited time among several subjects in order to maximize your course grades (recall, we talked about this example during the first week of class), you’re almost unconsciously engaging in a form of: a. fraud b. miscellaneous serendipity b. mitosis d. marginal analysis

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Watch science of dogs documentary in YouTube. Media analysis (write as a summary (this should be one to two pages) This are the analysis questions 1- Authorship : who made this film , what do I need to know about this filmmaker to analysis this film. 2-purpose : what central questions is the film trying to answer ? What does the filmmaker want people to remember ? 3-impact : who might benefit from the messages in this film, and who might be harmed . What I have learned from this film? 4-response :what kind of actions might I take in response to this film !? 5- context : what is this film about And what makes you feel that !? 6- techniques: what techniques does the filmmaker use? – Also, summary of the film (this should be at least two pages and should include the mean ideas)

Watch science of dogs documentary in YouTube. Media analysis (write as a summary (this should be one to two pages) This are the analysis questions 1- Authorship : who made this film , what do I need to know about this filmmaker to analysis this film. 2-purpose : what central questions is the film trying to answer ? What does the filmmaker want people to remember ? 3-impact : who might benefit from the messages in this film, and who might be harmed . What I have learned from this film? 4-response :what kind of actions might I take in response to this film !? 5- context : what is this film about And what makes you feel that !? 6- techniques: what techniques does the filmmaker use? – Also, summary of the film (this should be at least two pages and should include the mean ideas)

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Select Case 1, 2, or 8 in the back of the textbook. After you have read the case, select at least one of the questions presented at the end.-If you select only one question, then you will need to elaborate with more examples and perspectives than if you select more than one, but the choice is yours. Fair warning: It is possible to fall into the trap of repeating oneself. To avoid that threat, think in advance of the different perspectives that you wish to explore. If you select more than one question, each answer will naturally be shorter. This may be a good approach if you discern that the questions lack strong potential to elicit in-depth answers. Remember to reply to the contributions of two other students in this exercise. This is a rule that we are only observing in the case analyses, given the relative complexity of the cases, compared to the chapter discussion questions. Always add value, from the textbook, news, personal experience, or all three. Indicate the case and question at the beginning, but avoid restating the question in your answer. In this respect, use the same method as in the chapter discussion questions, described in the Week 2 forum. Write at least 500 words (no minimum for replies, but do add value). Quoted passages do not contribute to the word count (so you will need to write more if you insert any quoted material). Post-edit your work carefully to catch errors. Avoid plagiarism at all cost. ——— Note on anomalous questions. Some questions will require you to work around selected details to fit the requisite discussion format. For example, Question 2 in Case 1 asks how your proposal will solve certain problems noted in answer to the previous question. If you have not actually answered Question 1, then you will have to assert one or more problems from the case, a proposed solution, and then an explanation of how your proposal may help. Question 3 is similar, in that you will need to identify a problem and a solution, followed by an argument about the budget. Although Alistair was expecting to hire a Project Engineer rather than a Quality Compliance Manager, the methods used to make the decision should be similar. The main difference in the Quality Compliance Manager position is that it is in a joint venture with a Hungarian government backed firm. International Joint Ventures (IJV) makes HRM practices more complicated because HRM practices and strategies are required for each IJV entity (Dowling, Festing, & Engle, 2013). HRM must address IJV in four stages, in which, each stage has an impact on the next. It is important for HRM to very thorough with each stage and communication through each stage is vital. To be successful, HRM must combine the IJV strategy along with the recruitment, selection, training, and development processes (Dowling et al., 2013). In light of the needs of the company and the new Quality Compliance Manager position, Alistair should choose the first candidate, Marie Erten-Loiseau. The fact that the job requires travel to France and Germany is a positive for Marie because she was born in France and was educated in France and Germany. The familiarity of these locations will help her as she meets with new business partners because she will have a good understanding of the policy and procedures required for companies in these two countries. Dowling et al., (2013), points out that the manager needs to be able to assess the desires of the stakeholders and be able to implement strategies based on their desires. Another reason for choosing Marie is that she has the most experience and has worked with Trianon for 13 years. The experience she has with the company is invaluable because she knows the goals of the company and strategies for implementing those goals. The last reason for choosing Marie is that she has been successful in her previous positions. She has lead two projects in two different countries and both were successful. This shows that she is able to adapt to the different practices of each country. There are many factors that Alistair should take into consideration to determine the correct choice for the Quality Compliance Manager position. The major factors that require consideration are the specificities of the entire situation, the reason for the assignment, and type of assignment. The four main specificities include context specificities, firm specific variables, local unit specificities, and IHRM practices (Dowling et al., 2013). The context specificities would include the differences in cultures between the assignment in Hungary and the base location for the Trianon, Marseilles. The firm specific variable includes any changes in the way operations in Hungary are conducted, whether it is strategy or HRM policies. The local unit specificities include the role of the joint venture in relation to Trianon and how this joint venture will fit into the long-term plan of the company. The company hopes that it will provide a good working relationship with the state supported airline, which will lead to more business in the future. The IHRM practices determine the employees that are hired and the training that is available to the employees. The reason for the assignment also is a major factor in determining the correct candidate. In the situation of Trianon, a joint venture with a Hungarian government back firm created a position that needed filling. The Quality Compliance Manager position allows Trianon to manage the joint venture operation, make sure it is successful, and build a strong relationship with Malev. The last major factor is the type of assignment. The Quality Compliance Manager assignment is long-term assignment because it is 3 years in duration. The joint venture is the first that the company has been involved in outside the UK so there is less familiarity on the administrative/compliance side. The candidate must act as an agent of direct control (Dowling et al., 2013) by assuring that compliance policies are followed and company strategy is implemented. Assessing whether a male or female would be the best fit for the position is also a factor that deserves consideration. The low number of female expatriates led Jessens, Cappellen, &Zanoni (2006) to research the following three myths: women have no desire to be in positions of authority in a foreign country, companies do not desire to place females in positions of authority while a foreign country, and women would be ineffective because of the views towards women in foreign countries. The research indicated that female expatriates do have conflict that arises related to their gender but the successful ones were able to turn the conflicts around based on the qualities that these women possess (Jessens et al., 2006). With all of these factors considered, I believe Marie Erten-Loiseau is the best candidate for the Quality Compliance Manager. References Dowling, P.J., Festing, M., & Engle, A.D. Sr. (2013). International Human Resource Management (6th ed.). Stamford, CT: Cengage Learning Janssens, M., Cappellen, T., &Zanoni, P. (2006). Successful female expatriates as agents: Positioning oneself through gender, hierarchy, and culture. Journal of World Business, 1-16. doi:10.1016/j.jwb.2006.01.001 2.) Case 8 – Questions 1 & 4 Multinational firms are often faced with recruiting and staffing decisions that could ultimately enhance or diminish the firm’s ability to be successful in a competitive global market. Perlmutter identified four staffing approaches for MNEs to consider based on the primary attitudes of international executives that would lay the foundation for MNEs during the recruitment and hiring process (Dowling, Festing, & Engle, 2013). At one point or another throughout the MacDougall family journey Lachlan and Lisa have served in one of the four capacities as an ethnocentric, polycentric, geocentric, and regiocentric employee. The ability to encompass all four attitudes that Perlmutter set forth is something that the MacDougall family has managed to do extremely well. The possibility for a multinational firm to recruit a family of this caliber that has been exposed and has an understanding of the positive and negative aspects of each attitude is phenomenal. This would be resourceful for any multinational firm. The MacDougal family’s exposure to cross-cultural management is also valuable. The diverse cultural background that the family has encountered on their international journey is a rarity. Cultural diversity and cross-cultural management play a critical role in MNEs because it produces a work environment that can transform the workplace into a place of learning and give the firm the availability to create new ideas for a more productive and competitive advantage over other firms (Sultana, Rashid, Mohiuddin, &Mazumder, 2013). This is something that is easy for the MacDougall family to bring to the table with the family’s given history. The expatriate lifestyle that has become second nature to the MacDougall family is beneficial for multinational firms for multifarious reasons Being raised around different cultures and then choosing to work internationally and learn different cultures has attributed to Lachlan’s successful career. The family’s ability to communicate and blend in socially among diverse cultures is an important aspect for international firms that want to stay competitive and be successful. The family has acclimated fairly easy to all of the places they have been and this is something that can be favorable when firms are recruiting employees. The MacDougall family has an upper-hand in the international marketplace naturally due to previous experiences with other countries and cultures. The exceptional way that the family has managed to conform to a multitude of other cultures and flourish is not an easy task. Marriage is not easy and many families experience a greater challenge avoiding divorcees when international mobility is involved. Lachlan and Lisa have been able to move together and this is an important aspect to the success of their marriage. Based on the case study they have a common desire to travel and both are successful in their careers. Lisa’s devotion to her husband’s successful career has put some strain on the marriage as she has had times where she felt she did not have her own identity. Military spouses experience this type of stress during long deployments and times that they have to hold the household together on their own. Another example is with employers who are transferred internationally for a short period of time or travel often. Separation of spouses can strain any marriage, but Lisa and Lachlan have been fortunate to avoid separation for any extended length of time. References Dowling, P.J., Festing, M., & Engle, A.D.Sr.(2013). International Human Resource Management. (6thed.). Stamford, CT: Cengage Sultana, M., Rashid, M., Mohiuddin, M. &Mazumder, M. (2013).Cross-cultural management and organizational performance.A Contnet analysis perspective.International Journal of Business and Management, 8(8), 133-146.

Select Case 1, 2, or 8 in the back of the textbook. After you have read the case, select at least one of the questions presented at the end.-If you select only one question, then you will need to elaborate with more examples and perspectives than if you select more than one, but the choice is yours. Fair warning: It is possible to fall into the trap of repeating oneself. To avoid that threat, think in advance of the different perspectives that you wish to explore. If you select more than one question, each answer will naturally be shorter. This may be a good approach if you discern that the questions lack strong potential to elicit in-depth answers. Remember to reply to the contributions of two other students in this exercise. This is a rule that we are only observing in the case analyses, given the relative complexity of the cases, compared to the chapter discussion questions. Always add value, from the textbook, news, personal experience, or all three. Indicate the case and question at the beginning, but avoid restating the question in your answer. In this respect, use the same method as in the chapter discussion questions, described in the Week 2 forum. Write at least 500 words (no minimum for replies, but do add value). Quoted passages do not contribute to the word count (so you will need to write more if you insert any quoted material). Post-edit your work carefully to catch errors. Avoid plagiarism at all cost. ——— Note on anomalous questions. Some questions will require you to work around selected details to fit the requisite discussion format. For example, Question 2 in Case 1 asks how your proposal will solve certain problems noted in answer to the previous question. If you have not actually answered Question 1, then you will have to assert one or more problems from the case, a proposed solution, and then an explanation of how your proposal may help. Question 3 is similar, in that you will need to identify a problem and a solution, followed by an argument about the budget. Although Alistair was expecting to hire a Project Engineer rather than a Quality Compliance Manager, the methods used to make the decision should be similar. The main difference in the Quality Compliance Manager position is that it is in a joint venture with a Hungarian government backed firm. International Joint Ventures (IJV) makes HRM practices more complicated because HRM practices and strategies are required for each IJV entity (Dowling, Festing, & Engle, 2013). HRM must address IJV in four stages, in which, each stage has an impact on the next. It is important for HRM to very thorough with each stage and communication through each stage is vital. To be successful, HRM must combine the IJV strategy along with the recruitment, selection, training, and development processes (Dowling et al., 2013). In light of the needs of the company and the new Quality Compliance Manager position, Alistair should choose the first candidate, Marie Erten-Loiseau. The fact that the job requires travel to France and Germany is a positive for Marie because she was born in France and was educated in France and Germany. The familiarity of these locations will help her as she meets with new business partners because she will have a good understanding of the policy and procedures required for companies in these two countries. Dowling et al., (2013), points out that the manager needs to be able to assess the desires of the stakeholders and be able to implement strategies based on their desires. Another reason for choosing Marie is that she has the most experience and has worked with Trianon for 13 years. The experience she has with the company is invaluable because she knows the goals of the company and strategies for implementing those goals. The last reason for choosing Marie is that she has been successful in her previous positions. She has lead two projects in two different countries and both were successful. This shows that she is able to adapt to the different practices of each country. There are many factors that Alistair should take into consideration to determine the correct choice for the Quality Compliance Manager position. The major factors that require consideration are the specificities of the entire situation, the reason for the assignment, and type of assignment. The four main specificities include context specificities, firm specific variables, local unit specificities, and IHRM practices (Dowling et al., 2013). The context specificities would include the differences in cultures between the assignment in Hungary and the base location for the Trianon, Marseilles. The firm specific variable includes any changes in the way operations in Hungary are conducted, whether it is strategy or HRM policies. The local unit specificities include the role of the joint venture in relation to Trianon and how this joint venture will fit into the long-term plan of the company. The company hopes that it will provide a good working relationship with the state supported airline, which will lead to more business in the future. The IHRM practices determine the employees that are hired and the training that is available to the employees. The reason for the assignment also is a major factor in determining the correct candidate. In the situation of Trianon, a joint venture with a Hungarian government back firm created a position that needed filling. The Quality Compliance Manager position allows Trianon to manage the joint venture operation, make sure it is successful, and build a strong relationship with Malev. The last major factor is the type of assignment. The Quality Compliance Manager assignment is long-term assignment because it is 3 years in duration. The joint venture is the first that the company has been involved in outside the UK so there is less familiarity on the administrative/compliance side. The candidate must act as an agent of direct control (Dowling et al., 2013) by assuring that compliance policies are followed and company strategy is implemented. Assessing whether a male or female would be the best fit for the position is also a factor that deserves consideration. The low number of female expatriates led Jessens, Cappellen, &Zanoni (2006) to research the following three myths: women have no desire to be in positions of authority in a foreign country, companies do not desire to place females in positions of authority while a foreign country, and women would be ineffective because of the views towards women in foreign countries. The research indicated that female expatriates do have conflict that arises related to their gender but the successful ones were able to turn the conflicts around based on the qualities that these women possess (Jessens et al., 2006). With all of these factors considered, I believe Marie Erten-Loiseau is the best candidate for the Quality Compliance Manager. References Dowling, P.J., Festing, M., & Engle, A.D. Sr. (2013). International Human Resource Management (6th ed.). Stamford, CT: Cengage Learning Janssens, M., Cappellen, T., &Zanoni, P. (2006). Successful female expatriates as agents: Positioning oneself through gender, hierarchy, and culture. Journal of World Business, 1-16. doi:10.1016/j.jwb.2006.01.001 2.) Case 8 – Questions 1 & 4 Multinational firms are often faced with recruiting and staffing decisions that could ultimately enhance or diminish the firm’s ability to be successful in a competitive global market. Perlmutter identified four staffing approaches for MNEs to consider based on the primary attitudes of international executives that would lay the foundation for MNEs during the recruitment and hiring process (Dowling, Festing, & Engle, 2013). At one point or another throughout the MacDougall family journey Lachlan and Lisa have served in one of the four capacities as an ethnocentric, polycentric, geocentric, and regiocentric employee. The ability to encompass all four attitudes that Perlmutter set forth is something that the MacDougall family has managed to do extremely well. The possibility for a multinational firm to recruit a family of this caliber that has been exposed and has an understanding of the positive and negative aspects of each attitude is phenomenal. This would be resourceful for any multinational firm. The MacDougal family’s exposure to cross-cultural management is also valuable. The diverse cultural background that the family has encountered on their international journey is a rarity. Cultural diversity and cross-cultural management play a critical role in MNEs because it produces a work environment that can transform the workplace into a place of learning and give the firm the availability to create new ideas for a more productive and competitive advantage over other firms (Sultana, Rashid, Mohiuddin, &Mazumder, 2013). This is something that is easy for the MacDougall family to bring to the table with the family’s given history. The expatriate lifestyle that has become second nature to the MacDougall family is beneficial for multinational firms for multifarious reasons Being raised around different cultures and then choosing to work internationally and learn different cultures has attributed to Lachlan’s successful career. The family’s ability to communicate and blend in socially among diverse cultures is an important aspect for international firms that want to stay competitive and be successful. The family has acclimated fairly easy to all of the places they have been and this is something that can be favorable when firms are recruiting employees. The MacDougall family has an upper-hand in the international marketplace naturally due to previous experiences with other countries and cultures. The exceptional way that the family has managed to conform to a multitude of other cultures and flourish is not an easy task. Marriage is not easy and many families experience a greater challenge avoiding divorcees when international mobility is involved. Lachlan and Lisa have been able to move together and this is an important aspect to the success of their marriage. Based on the case study they have a common desire to travel and both are successful in their careers. Lisa’s devotion to her husband’s successful career has put some strain on the marriage as she has had times where she felt she did not have her own identity. Military spouses experience this type of stress during long deployments and times that they have to hold the household together on their own. Another example is with employers who are transferred internationally for a short period of time or travel often. Separation of spouses can strain any marriage, but Lisa and Lachlan have been fortunate to avoid separation for any extended length of time. References Dowling, P.J., Festing, M., & Engle, A.D.Sr.(2013). International Human Resource Management. (6thed.). Stamford, CT: Cengage Sultana, M., Rashid, M., Mohiuddin, M. &Mazumder, M. (2013).Cross-cultural management and organizational performance.A Contnet analysis perspective.International Journal of Business and Management, 8(8), 133-146.

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Sex, Gender, and Popular Culture Spring 2015 Look through popular magazines, and see if you can find advertisements that objectify women in order to sell a product. Alternately, you may use an advertisement on television (but make sure to provide a link to the ad so I can see it!). Study these images then write a paper about objectification that deals with all or some of the following: • What effect(s), if any, do you think the objectification of women’s bodies has on our culture? • Jean Kilbourne states “turning a human being into a thing is almost always the first step toward justifying violence against that person.” What do you think she means by this? Do you agree with her reasoning? Why or why not? • Some people would argue that depicting a woman’s body as an object is a form of art. What is your opinion of this point of view? Explain your reasoning. • Why do you think that women are objectified more often than men are? • How does sexualization and objectification play out differently across racial lines? • Kilbourne explains that the consequences of being objectified are different – and more serious – for women than for men. Do you agree? How is the world different for women than it is for men? How do objectified images of women interact with those in our culture differently from the way images of men do? Why is it important to look at images in the context of the culture? • What is the difference between sexual objectification and sexual subjectification? (Ros Gill ) • How do ads construct violent white masculinity and how does that vision of masculinity hurt both men and women? Throughout your written analysis, be sure to make clear and specific reference to the images you selected, and please submit these images with your paper. Make sure you engage with and reference to at least 4 of the following authors: Kilbourne, Bordo, Hunter & Soto, Rose, Durham, Gill, Katz, Schuchardt, Ono and Buescher. Guidelines:  Keep your content focused on structural, systemic, institutional factors rather than the individual: BE ANALYTICAL NOT ANECDOTAL.  Avoid using the first person or including personal stories/reactions. You must make sure to actively engage with your readings: these essays need to be informed and framed by the theoretical material you have been reading this semester.  Keep within the 4-6 page limit; use 12-point font, double spacing and 1-inch margins.  Use formal writing conventions (introduction/thesis statement, body, conclusion) and correct grammar. Resources may be cited within the text of your paper, i.e. (Walters, 2013).

Sex, Gender, and Popular Culture Spring 2015 Look through popular magazines, and see if you can find advertisements that objectify women in order to sell a product. Alternately, you may use an advertisement on television (but make sure to provide a link to the ad so I can see it!). Study these images then write a paper about objectification that deals with all or some of the following: • What effect(s), if any, do you think the objectification of women’s bodies has on our culture? • Jean Kilbourne states “turning a human being into a thing is almost always the first step toward justifying violence against that person.” What do you think she means by this? Do you agree with her reasoning? Why or why not? • Some people would argue that depicting a woman’s body as an object is a form of art. What is your opinion of this point of view? Explain your reasoning. • Why do you think that women are objectified more often than men are? • How does sexualization and objectification play out differently across racial lines? • Kilbourne explains that the consequences of being objectified are different – and more serious – for women than for men. Do you agree? How is the world different for women than it is for men? How do objectified images of women interact with those in our culture differently from the way images of men do? Why is it important to look at images in the context of the culture? • What is the difference between sexual objectification and sexual subjectification? (Ros Gill ) • How do ads construct violent white masculinity and how does that vision of masculinity hurt both men and women? Throughout your written analysis, be sure to make clear and specific reference to the images you selected, and please submit these images with your paper. Make sure you engage with and reference to at least 4 of the following authors: Kilbourne, Bordo, Hunter & Soto, Rose, Durham, Gill, Katz, Schuchardt, Ono and Buescher. Guidelines:  Keep your content focused on structural, systemic, institutional factors rather than the individual: BE ANALYTICAL NOT ANECDOTAL.  Avoid using the first person or including personal stories/reactions. You must make sure to actively engage with your readings: these essays need to be informed and framed by the theoretical material you have been reading this semester.  Keep within the 4-6 page limit; use 12-point font, double spacing and 1-inch margins.  Use formal writing conventions (introduction/thesis statement, body, conclusion) and correct grammar. Resources may be cited within the text of your paper, i.e. (Walters, 2013).

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Module Overview Summary of Module Description For full details, go to Module Descriptor. Aims The aim of this module is to: • Develop individuals for a career in business and management • Enhance and develop employability , professional and lifelong learning skills and personal development Learning Outcomes Learners will be able to critically evaluate the acquisition of a range of academic and professional skills using a number of theoretical frameworks. Assessment – Summary Category Assessment Description Duration Word Count Weight (%) Written Assignment Essay 1 Reflective Essay N/A 3000 45 For full details, go to Assessment. Additional Information Remember that a variety of Resources is available to support your learning materials.Skills and character audit This document provides an initial picture of your skills and character. It will also provide the basis of further documents that make up the first assignment on the module. It is based on the skills statements that form a fundamental part of your Masters programme which were approved by a validation panel that consisted of members of staff in the Business School, academic staff from other higher education institutions and employers. The statements in the form are there for you and you will not be judged on whether your responses are positive or negative. The responses should enable you to identify what you are good or bad at from which you can create a personal SLOT analysis (Strengths, Limitations, Opportunities, Threats). From this SLOT analysis you can then concentrate on developing certain areas that will enhance your academic and professional development. We would very much like to” get to know” you through this document and would encourage you to also complete the notes section. In this you could give us a rationale for your responses to the questions. As a guide to how you should gauge your response consider the following: Strongly agree – I have a wide range of experience in this area and have been commended by a tutor or employer for my efforts in this area Agree – I am comfortable with this aspect and have been able to demonstrate my ability Disagree – I am Ok with this but realise that I do need to improve Strongly disagree – I know I am weak in this area and need to focus on this as I could fine this weakness to be detrimental to my progression Explain why – please take the room to consider the reasons for your answer as this is the reflection that is of most value. Do not worry if your section spills onto the next page.   Intellectual (thinking) skills Strongly Agree Agree Disagree Strongly Disagree I am a creative person who can adapt my thinking to circumstances I am able to organise my thoughts, analyse, synthesise and critically appraise situations I can identify assumptions, evaluate statements in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately Explain why: Professional/Vocational skills Strongly Agree Agree Disagree Strongly Disagree I use a wide range of techniques in approaching and solving problems. I am comfortable with a range of research techniques I am able to analyse and interpret quantitative data I am able to analyse and interpret qualitative data My leadership skills are well developed and I can adapt them to different situations I am able to manage people effectively Motivating myself and others comes easy to me I am aware of my responsibilities to myself, the organisation and other people I treat people with respect and consideration Explain why:   Key/Common skills Strongly Agree Agree Disagree Strongly Disagree I am able to use mathematical techniques to analyse data I can effectively interpret numerical data including tables and charts I am able to use a wide range of software on a PC I use a range Information Technology devices to communicate and access information I am a good listener I am able to communicate my ideas well in a face-to-face situation I can adapt my written style to suit an audiences needs I am comfortable presenting my ideas to an audience Whenever I have completed a task I always reflect on the experience with a view to seeking continuous improvement I manage my time effectively I am always prompt when asked to complete a task I am aware of the need to be sensitive to the cultural differences to which I have been exposed I am keen to learn about other people and their country and culture I enjoy working with others to complete a task I know my own character and am sensitive of this in a group situation I understand that a group is made of individuals and I am sensitive to the needs and preferences of others I will always ensure that I get my views across in a meeting I am willing to accept the viewpoint of others I always give 100% in a group task Explain why: SLOT Analysis Having responded to the statements above you should now be in a position to look forward and recognise those areas on which your development will be based. The SLOT analysis can help you to arrange this. Strengths – can be those skills and characteristics to which you have responded positively to in the previous section. It is worth noting that whilst you may be strong in these areas that does not mean you ignore their development. Indeed you may be able to utilise these strengths in the development of areas identified as weaknesses or to overcome strengths, this will enhance those skills and characteristics. Limitations – All of us can identify some sort of limitation to our skills. None of us should be afraid of doing this as this is the first stage on the improvement and development of these weaknesses. Opportunities – These arise or can be created. When thinking of this look ahead at opportunities that will arise in a professional, academic or social context within which your development can take place. Threats – Many threats from your development can come from within – your own characteristics e.g. poor time management can lead to missing deadlines. However we could equally identify a busy lifestyle as a threat to our development. Once again think widely in terms of where the threat will come from. Do not worry if you find that a strength can also be a limitation. This is often true as a characteristic you have may be strength in one situation but a limitation in another. E.g. you may be an assertive person, which is positive, but this could be negative in a group situation. Please try and elaborate this in the notes section at the foot of the table. SLOT Analysis (you may need to use two pages to set out this analysis) Strengths Limitations Opportunities Threats Analysis of the Bullet points in the SLOT table Objectives Having undertaken some analysis of your skills and characteristics the aim of this next section is to identify various aspects of your development during the course of this module, other modules on your course, and extra-curricular activities. Make sure the objectives are SMART:- S – Specific. Clearly identified from the exercises undertaken M – Measurable. The outcomes can be easily demonstrated (to yourself, and where possible others) A – Achievable. They can be done given the opportunities available to you R – Relevant. They form part of your development either on this award, in your employability prospects or in your current job role T – Timebound. They can be achieved within a given timescale Whilst there are 5 rows in the table below, please feel free to add more. However be sure that you need to do this development and that they fit within the scope of the above criteria. Area What I am going to do. How I am going to do it When I am going to do it by Force Field Analysis This technique was designed by Kurt Lewin (1947 and 1953). In the business world it is used for decision making, looking at forces that need to be considered when implementing change – it can be said to be a specialised method of weighing up the pros and cons of a decision. Having looked at your personal strengths and weaknesses we would like you to use this technique to become aware of those factors that will help/hinder, give you motivation for or may act against, your personal development. Whilst you could do this for each of your objectives we want you to think in terms of where you would like to be at the end of your Masters programme. In the central pillar, put in a statement of where you want to be at the end of the course. Then in the arrows either side look at those factors/forces that may work in your favour. Be realistic and please add as many arrows that you think may be necessary; use a separate page for the module if it makes it easier to structure your thoughts. Forces or factors working for achieving your desired outcome Where I want to be Forces or factors against working against you achieving your desired outcome

Module Overview Summary of Module Description For full details, go to Module Descriptor. Aims The aim of this module is to: • Develop individuals for a career in business and management • Enhance and develop employability , professional and lifelong learning skills and personal development Learning Outcomes Learners will be able to critically evaluate the acquisition of a range of academic and professional skills using a number of theoretical frameworks. Assessment – Summary Category Assessment Description Duration Word Count Weight (%) Written Assignment Essay 1 Reflective Essay N/A 3000 45 For full details, go to Assessment. Additional Information Remember that a variety of Resources is available to support your learning materials.Skills and character audit This document provides an initial picture of your skills and character. It will also provide the basis of further documents that make up the first assignment on the module. It is based on the skills statements that form a fundamental part of your Masters programme which were approved by a validation panel that consisted of members of staff in the Business School, academic staff from other higher education institutions and employers. The statements in the form are there for you and you will not be judged on whether your responses are positive or negative. The responses should enable you to identify what you are good or bad at from which you can create a personal SLOT analysis (Strengths, Limitations, Opportunities, Threats). From this SLOT analysis you can then concentrate on developing certain areas that will enhance your academic and professional development. We would very much like to” get to know” you through this document and would encourage you to also complete the notes section. In this you could give us a rationale for your responses to the questions. As a guide to how you should gauge your response consider the following: Strongly agree – I have a wide range of experience in this area and have been commended by a tutor or employer for my efforts in this area Agree – I am comfortable with this aspect and have been able to demonstrate my ability Disagree – I am Ok with this but realise that I do need to improve Strongly disagree – I know I am weak in this area and need to focus on this as I could fine this weakness to be detrimental to my progression Explain why – please take the room to consider the reasons for your answer as this is the reflection that is of most value. Do not worry if your section spills onto the next page.   Intellectual (thinking) skills Strongly Agree Agree Disagree Strongly Disagree I am a creative person who can adapt my thinking to circumstances I am able to organise my thoughts, analyse, synthesise and critically appraise situations I can identify assumptions, evaluate statements in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately Explain why: Professional/Vocational skills Strongly Agree Agree Disagree Strongly Disagree I use a wide range of techniques in approaching and solving problems. I am comfortable with a range of research techniques I am able to analyse and interpret quantitative data I am able to analyse and interpret qualitative data My leadership skills are well developed and I can adapt them to different situations I am able to manage people effectively Motivating myself and others comes easy to me I am aware of my responsibilities to myself, the organisation and other people I treat people with respect and consideration Explain why:   Key/Common skills Strongly Agree Agree Disagree Strongly Disagree I am able to use mathematical techniques to analyse data I can effectively interpret numerical data including tables and charts I am able to use a wide range of software on a PC I use a range Information Technology devices to communicate and access information I am a good listener I am able to communicate my ideas well in a face-to-face situation I can adapt my written style to suit an audiences needs I am comfortable presenting my ideas to an audience Whenever I have completed a task I always reflect on the experience with a view to seeking continuous improvement I manage my time effectively I am always prompt when asked to complete a task I am aware of the need to be sensitive to the cultural differences to which I have been exposed I am keen to learn about other people and their country and culture I enjoy working with others to complete a task I know my own character and am sensitive of this in a group situation I understand that a group is made of individuals and I am sensitive to the needs and preferences of others I will always ensure that I get my views across in a meeting I am willing to accept the viewpoint of others I always give 100% in a group task Explain why: SLOT Analysis Having responded to the statements above you should now be in a position to look forward and recognise those areas on which your development will be based. The SLOT analysis can help you to arrange this. Strengths – can be those skills and characteristics to which you have responded positively to in the previous section. It is worth noting that whilst you may be strong in these areas that does not mean you ignore their development. Indeed you may be able to utilise these strengths in the development of areas identified as weaknesses or to overcome strengths, this will enhance those skills and characteristics. Limitations – All of us can identify some sort of limitation to our skills. None of us should be afraid of doing this as this is the first stage on the improvement and development of these weaknesses. Opportunities – These arise or can be created. When thinking of this look ahead at opportunities that will arise in a professional, academic or social context within which your development can take place. Threats – Many threats from your development can come from within – your own characteristics e.g. poor time management can lead to missing deadlines. However we could equally identify a busy lifestyle as a threat to our development. Once again think widely in terms of where the threat will come from. Do not worry if you find that a strength can also be a limitation. This is often true as a characteristic you have may be strength in one situation but a limitation in another. E.g. you may be an assertive person, which is positive, but this could be negative in a group situation. Please try and elaborate this in the notes section at the foot of the table. SLOT Analysis (you may need to use two pages to set out this analysis) Strengths Limitations Opportunities Threats Analysis of the Bullet points in the SLOT table Objectives Having undertaken some analysis of your skills and characteristics the aim of this next section is to identify various aspects of your development during the course of this module, other modules on your course, and extra-curricular activities. Make sure the objectives are SMART:- S – Specific. Clearly identified from the exercises undertaken M – Measurable. The outcomes can be easily demonstrated (to yourself, and where possible others) A – Achievable. They can be done given the opportunities available to you R – Relevant. They form part of your development either on this award, in your employability prospects or in your current job role T – Timebound. They can be achieved within a given timescale Whilst there are 5 rows in the table below, please feel free to add more. However be sure that you need to do this development and that they fit within the scope of the above criteria. Area What I am going to do. How I am going to do it When I am going to do it by Force Field Analysis This technique was designed by Kurt Lewin (1947 and 1953). In the business world it is used for decision making, looking at forces that need to be considered when implementing change – it can be said to be a specialised method of weighing up the pros and cons of a decision. Having looked at your personal strengths and weaknesses we would like you to use this technique to become aware of those factors that will help/hinder, give you motivation for or may act against, your personal development. Whilst you could do this for each of your objectives we want you to think in terms of where you would like to be at the end of your Masters programme. In the central pillar, put in a statement of where you want to be at the end of the course. Then in the arrows either side look at those factors/forces that may work in your favour. Be realistic and please add as many arrows that you think may be necessary; use a separate page for the module if it makes it easier to structure your thoughts. Forces or factors working for achieving your desired outcome Where I want to be Forces or factors against working against you achieving your desired outcome

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ENG 100 – Critique Assignment Sheet Rough Draft Due for Peer Response: Tuesday, September 29 First Draft Due (submit for feedback): Thursday, October 1 Final Draft with Outline Due: Thursday, October 8 Highlighting, Labeling, and Reflection: Thursday, October 8 Submit hard copies in class and upload to turnitin.com (Password: English, Class ID: 10423941) What is a Critique? A critique is a “formal evaluation [that offers your] judgment of a text—whether the reading was effective, ineffective, valuable, or trivial.” In a critique, “your goal is to convince readers to accept your judgments concerning the quality of the reading” based on specific criteria you have established (Wilhoit 87). Additionally, a critique is comprised of many integrated parts: introduction to the text, introduction to and brief background on the general topic, brief summary properly placed in the essay, a discussion of the criteria chosen for evaluation, a discussion of the criteria using specific examples/information from the text (this discussion should be the largest section of your essay by far!!), instances of personal response, and a conclusion. All of these items should relate to your overall evaluation/thesis of the text. The Assignment: Instead of a written essay, your “text” will be either a movie or a documentary. You will follow the same standards that you would use for a critique based off of an essay but you will adapt the integrated parts to fit a film critique. In order to effectively address this assignment, complete the following steps: STEP I: Choose either a movie or documentary • Base your choice on the strength of your feelings, whether hate, love, respect, etc., because you do not have to like the film in order to write a solid and coherent critique. You might have more to say about a film you dislike. Also choose a genre of film that you understand (i.e. romantic comedy, drama, indie-film, comedy, documentary). • Think about the important components for this specific genre. STEP II: Watch and Annotate the film • Note the major points within the film, how you felt while watching it, and what made you feel that way. • Keep in mind the film’s genre and whether or not your chosen film fits any of those criteria. STEP III: Analyze (break the film into parts) • Break the film down into your genre-driven criteria. • Choose 4-5 criteria and then determine what sections/components of the film either represent effectiveness or ineffectiveness. STEP IV: Evaluate the film (using the criteria and your personal standards) • Evaluate the film according to the criteria list we will generate in class. • To help create your thesis claim, determine whether the film, based on your criteria and standards, is an excellent, mediocre, terrible, etc. representation of your chosen genre. • For example: While the costume and design are fantastic and interesting, the film 300 is a mediocre example of historical drama because the history of Greece and Asia is inaccurate and the female characters are weak. STEP V: Find outside sources—one should agree with you and one should disagree • Check out a review website, such as imdb.com, and locate a few reviews of your film. In your critique, you will be expected to reference other film reviewers to develop and support your own arguments. Please note that those reviews must be cited properly, both in-text citations and the Works Cited page entries. The basic structure of the critique is as follows: • An introduction that o Introduces the film and provides an adequate amount of background information, including the intended audience, to give the reader context (i.e. a cartoon might not be meant for college-age viewers) o Includes a thesis statement that presents the film as either an excellent, mediocre, or terrible representation of your chosen genre o Explains at least three-four different criteria as the basis for your thesis/argument • A summary that is o Brief, neutral and comprehensive o No more than one paragraph in length • Body Paragraphs including o Support of your thesis using specific examples from the film o More than one example to support your argument o Either direct quotes or paraphrased information from the source text, reviews, outside information (websites, blogs, credible sources) or a combination of all three to support your argument • A counter-claim o Based on an outside review/blog/article disagreeing with your opinion or one criteria o Includes either a refutation or concession of the reviewer’s opinion • A conclusion including o A restatement of your main points and thesis o A final recommendation • A Work Cited page that o Includes all referenced materials including the source text The bulk of your critique should consist of your qualified opinion of the film – unlike the summary, your opinion matters here. In the body of your paper, you will need about three to five main points to support your thesis statement. You will develop each of these points in a section of your essay, each section consisting of about three paragraphs. You will make claims in your topic sentences, provide examples from the text, and then explain your reasons, using source support where possible. Evaluation A successful critique will contain all of the following: • Creative and clearly stated criteria • A debatable thesis statement • A brief background and summary of the film • 80% of the essay is located within the body paragraphs • Topic sentences that transition from one criteria to the next • Body paragraphs clearly and accurately reflecting your criteria and opinion • Body paragraphs that include more than one example as support • Conclusion including a summation and thoughtful recommendation • Correct MLA documentation including signal phrases and in-text citations • A Work Cited page including all sources referenced • Correct grammar and mechanics • Effective and meaningful transitions • Meaningful and descriptive word choices • Literary present tense and grammatical 3rd person • Length of 3-5 pages • Follows the basic structure for a critique Possible Points (25 % of final grade): • Outline 5 % • Peer Response Workshop with Rough Draft 5 % • Highlighted Revisions, & Reflection 10 % • Final Draft: 80 % Upload to Turnitin.com, using Password: English and Class ID: 10423941. Your grade will not be finalized until you have done this.

ENG 100 – Critique Assignment Sheet Rough Draft Due for Peer Response: Tuesday, September 29 First Draft Due (submit for feedback): Thursday, October 1 Final Draft with Outline Due: Thursday, October 8 Highlighting, Labeling, and Reflection: Thursday, October 8 Submit hard copies in class and upload to turnitin.com (Password: English, Class ID: 10423941) What is a Critique? A critique is a “formal evaluation [that offers your] judgment of a text—whether the reading was effective, ineffective, valuable, or trivial.” In a critique, “your goal is to convince readers to accept your judgments concerning the quality of the reading” based on specific criteria you have established (Wilhoit 87). Additionally, a critique is comprised of many integrated parts: introduction to the text, introduction to and brief background on the general topic, brief summary properly placed in the essay, a discussion of the criteria chosen for evaluation, a discussion of the criteria using specific examples/information from the text (this discussion should be the largest section of your essay by far!!), instances of personal response, and a conclusion. All of these items should relate to your overall evaluation/thesis of the text. The Assignment: Instead of a written essay, your “text” will be either a movie or a documentary. You will follow the same standards that you would use for a critique based off of an essay but you will adapt the integrated parts to fit a film critique. In order to effectively address this assignment, complete the following steps: STEP I: Choose either a movie or documentary • Base your choice on the strength of your feelings, whether hate, love, respect, etc., because you do not have to like the film in order to write a solid and coherent critique. You might have more to say about a film you dislike. Also choose a genre of film that you understand (i.e. romantic comedy, drama, indie-film, comedy, documentary). • Think about the important components for this specific genre. STEP II: Watch and Annotate the film • Note the major points within the film, how you felt while watching it, and what made you feel that way. • Keep in mind the film’s genre and whether or not your chosen film fits any of those criteria. STEP III: Analyze (break the film into parts) • Break the film down into your genre-driven criteria. • Choose 4-5 criteria and then determine what sections/components of the film either represent effectiveness or ineffectiveness. STEP IV: Evaluate the film (using the criteria and your personal standards) • Evaluate the film according to the criteria list we will generate in class. • To help create your thesis claim, determine whether the film, based on your criteria and standards, is an excellent, mediocre, terrible, etc. representation of your chosen genre. • For example: While the costume and design are fantastic and interesting, the film 300 is a mediocre example of historical drama because the history of Greece and Asia is inaccurate and the female characters are weak. STEP V: Find outside sources—one should agree with you and one should disagree • Check out a review website, such as imdb.com, and locate a few reviews of your film. In your critique, you will be expected to reference other film reviewers to develop and support your own arguments. Please note that those reviews must be cited properly, both in-text citations and the Works Cited page entries. The basic structure of the critique is as follows: • An introduction that o Introduces the film and provides an adequate amount of background information, including the intended audience, to give the reader context (i.e. a cartoon might not be meant for college-age viewers) o Includes a thesis statement that presents the film as either an excellent, mediocre, or terrible representation of your chosen genre o Explains at least three-four different criteria as the basis for your thesis/argument • A summary that is o Brief, neutral and comprehensive o No more than one paragraph in length • Body Paragraphs including o Support of your thesis using specific examples from the film o More than one example to support your argument o Either direct quotes or paraphrased information from the source text, reviews, outside information (websites, blogs, credible sources) or a combination of all three to support your argument • A counter-claim o Based on an outside review/blog/article disagreeing with your opinion or one criteria o Includes either a refutation or concession of the reviewer’s opinion • A conclusion including o A restatement of your main points and thesis o A final recommendation • A Work Cited page that o Includes all referenced materials including the source text The bulk of your critique should consist of your qualified opinion of the film – unlike the summary, your opinion matters here. In the body of your paper, you will need about three to five main points to support your thesis statement. You will develop each of these points in a section of your essay, each section consisting of about three paragraphs. You will make claims in your topic sentences, provide examples from the text, and then explain your reasons, using source support where possible. Evaluation A successful critique will contain all of the following: • Creative and clearly stated criteria • A debatable thesis statement • A brief background and summary of the film • 80% of the essay is located within the body paragraphs • Topic sentences that transition from one criteria to the next • Body paragraphs clearly and accurately reflecting your criteria and opinion • Body paragraphs that include more than one example as support • Conclusion including a summation and thoughtful recommendation • Correct MLA documentation including signal phrases and in-text citations • A Work Cited page including all sources referenced • Correct grammar and mechanics • Effective and meaningful transitions • Meaningful and descriptive word choices • Literary present tense and grammatical 3rd person • Length of 3-5 pages • Follows the basic structure for a critique Possible Points (25 % of final grade): • Outline 5 % • Peer Response Workshop with Rough Draft 5 % • Highlighted Revisions, & Reflection 10 % • Final Draft: 80 % Upload to Turnitin.com, using Password: English and Class ID: 10423941. Your grade will not be finalized until you have done this.

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