Which statement would address the e-commerce success factor of security and reliability? Answers: “I don’t want to browse through a slow website or buy from a site where paying takes too long.” “A company’s prices don’t have to be the lowest on the Web if they build a reputation for high quality, guaranteed satisfaction and top customer support while shopping and after the sale.” “I want to know about sales when I log on to a site and even get free shipping if I order a certain dollar value of goods.” “I want to receive the exact products I ordered in the timeframe promised.”

Which statement would address the e-commerce success factor of security and reliability? Answers: “I don’t want to browse through a slow website or buy from a site where paying takes too long.” “A company’s prices don’t have to be the lowest on the Web if they build a reputation for high quality, guaranteed satisfaction and top customer support while shopping and after the sale.” “I want to know about sales when I log on to a site and even get free shipping if I order a certain dollar value of goods.” “I want to receive the exact products I ordered in the timeframe promised.”

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Paper 1. Narrative Essay Overview: This first paper will be a narrative; in other words, it will be a story. As such it will have these essential items: characters, dialogue, plot, tension, and setting. You will write a story that can be fictional or autobiographical. Format: The first draft will be three typed pages, and you will bring to class 2 copies. It should have your name on every page. Ideally, it will be in MLA (Modern Language Association) format, though this is not important at that stage. See the format of the paper in the example below. Details: For your narrative, you must present a scenario wherein your character, or characters, must deal with and overcome adversity. Consider the essay “Have a Caltastic Day” as an example. In that essay, Streeter tells a success story—of a young man who springs from humble beginnings, overcomes difficult obstacles, and advances his place in the world. In your story, you too will write a story of a person who has faced difficulty. It can be any number of issues that your protagonist faces: a coming of age story involving school, friends, sports, family hardship, etc. You must have a well-developed character. You must have a plot, a clear setting, and use at least some dialogue. Again, it can be based on true events or entirely a work of the imagination. Assessment: In this story, I am looking for well-formed, clear sentences, unified and coherent paragraphs, as well as use of standard grammar, diction, and mechanics of American English. Superior essays will have a clear plot, descriptive language and have material arranged with good supporting details. Sample Paper Format Last Name 1 Your Full Name Dr. Riley-Brown ENG 110: Composition Narrative #1–Draft #1 Date Title of Paper Centered This is where the first line of your paper will go. Double space beneath your title and indent the first line of each paragraph five (5) spaces. The essay should have margins that are one each on each side. You should use Times New Roman font in 12 point font size.

Paper 1. Narrative Essay Overview: This first paper will be a narrative; in other words, it will be a story. As such it will have these essential items: characters, dialogue, plot, tension, and setting. You will write a story that can be fictional or autobiographical. Format: The first draft will be three typed pages, and you will bring to class 2 copies. It should have your name on every page. Ideally, it will be in MLA (Modern Language Association) format, though this is not important at that stage. See the format of the paper in the example below. Details: For your narrative, you must present a scenario wherein your character, or characters, must deal with and overcome adversity. Consider the essay “Have a Caltastic Day” as an example. In that essay, Streeter tells a success story—of a young man who springs from humble beginnings, overcomes difficult obstacles, and advances his place in the world. In your story, you too will write a story of a person who has faced difficulty. It can be any number of issues that your protagonist faces: a coming of age story involving school, friends, sports, family hardship, etc. You must have a well-developed character. You must have a plot, a clear setting, and use at least some dialogue. Again, it can be based on true events or entirely a work of the imagination. Assessment: In this story, I am looking for well-formed, clear sentences, unified and coherent paragraphs, as well as use of standard grammar, diction, and mechanics of American English. Superior essays will have a clear plot, descriptive language and have material arranged with good supporting details. Sample Paper Format Last Name 1 Your Full Name Dr. Riley-Brown ENG 110: Composition Narrative #1–Draft #1 Date Title of Paper Centered This is where the first line of your paper will go. Double space beneath your title and indent the first line of each paragraph five (5) spaces. The essay should have margins that are one each on each side. You should use Times New Roman font in 12 point font size.

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Homework 1 Create a Solution for a Decision-making Process. Scenario: You’re a manager for Super Joe’s Cars that operates car dealerships throughout Kansas. SJ’s just recently acquired/merged local dealerships and now needs to ‘normalize’ their employee salaries. SJ’s now employs 30 employees that are each labeled as one of the following: Sales Representative , Senior Sales Representative, and Sales Executive. Due to different dealerships paying different salaries, these salaries are all different. SJ’s merger was a success, and has $100,000 to distribute raises to employees in order to realign them and have them close as possible to the industry average. Top management would like you to design a solution that will distribute this money to employees, with the top priority of moving as many employees as possible closer to the industry average. They have provided you with the data below (yes, it’s limited data) in order to do this. They also request that each employee gets a raise of some sort. Problem: What’s the ‘best’ way to allocate these dollars to your employees? Task: Use the data to create a SPREADSHEET that distributes the $100,000 to current employees. It should be well presented (FORMAT), and automate the process – so if the $100,000 is changed, the spreadsheet updates automatically (FORMULAS). This spreadsheet should also show other important information such as: Total salaries, current average salary per rank, new salary per rank, current deviation from the industry average, new deviation from industry average (DATA). **MUST BE DONE IN MICROSOFT EXCEL!! Shane’s Tips and Tricks: Identify your goal. In this case, you are essentially coming up with a solution to ‘who gets the raise’. There are many ways to create the solution, just choose what you feel is the best way. Identify numbers! Use $ and % signs, etc. USE FORMULAS. It’s pointless to create a spreadsheet that doesn’t calculate. A good spreadsheet allows users to change the data points and test different scenarios. If you have trouble, check out Atomic Learning on the FHSU website to view tutorials if needed. Make it pretty! Your spreadsheet should be clean, concise, and formatted nicely. Ideally, I could copy your spreadsheet and present it to others without modification. Highlight important information so it can easily be found. Use an assumption table. Your formulas should not contain numbers, but instead references to cells. An assumption table holds key information that will be used in multiple areas. You should be able to make one formula, ‘pull it down or across’, and it will work for all items. Typically when you use a number from the assumption table, you want it to be an absolute reference (meaning it doesn’t change when the formula is dragged across multiple rows). To do this, simply hit the F4 key. An assumption table can be located anywhere in the spreadsheet, but should be separate from spreadsheet data. How you are graded: Refer to the rubric with the assignment for more information on how you will be graded. Data Company Sales Employee Ranks Industry Average Salary Sales Representative $50,000 Senior Sales Representative $60,000 Sales Executive $75,000 Sales Representatives Salary Davidson Kaye 55,000 Corovic,Jose 43,000 Lane, Brandon 62,000 Wei, Guang 35,000 Drew, Richard 50,000 Adams, James 33,000 Spenser, William 51,000 Ray, Tony 41,000 Ryan, Mark 38,000 Warrem, Jason 53,000 Senior Sales Representatives Salary Ashley, Jane 53,000 Corning,Sandra 46,000 Scott, Rex 56,000 Duong,Linda 52,000 Bosa, Victor 37,000 UTran,Diem Thi 45,000 Dixon, James T 53,000 Goston, Sayeh 48,000 Jordan, Matthew 38,000 Menstell,Lori Lee 65,000 Sales Executives Salary Ching, Kam Hoong 57,000 Collins,Giovanni 75,000 Dixon,Eleonor 65,000 Lee,Brandon 60,000 Lunden,Haley 55,000 Rikki, Nicole 75,000 Scott, Bryan 67,000 Angel, Kathy 88,000 Quigly, James 59,000 Pham,Mary 80,000

Homework 1 Create a Solution for a Decision-making Process. Scenario: You’re a manager for Super Joe’s Cars that operates car dealerships throughout Kansas. SJ’s just recently acquired/merged local dealerships and now needs to ‘normalize’ their employee salaries. SJ’s now employs 30 employees that are each labeled as one of the following: Sales Representative , Senior Sales Representative, and Sales Executive. Due to different dealerships paying different salaries, these salaries are all different. SJ’s merger was a success, and has $100,000 to distribute raises to employees in order to realign them and have them close as possible to the industry average. Top management would like you to design a solution that will distribute this money to employees, with the top priority of moving as many employees as possible closer to the industry average. They have provided you with the data below (yes, it’s limited data) in order to do this. They also request that each employee gets a raise of some sort. Problem: What’s the ‘best’ way to allocate these dollars to your employees? Task: Use the data to create a SPREADSHEET that distributes the $100,000 to current employees. It should be well presented (FORMAT), and automate the process – so if the $100,000 is changed, the spreadsheet updates automatically (FORMULAS). This spreadsheet should also show other important information such as: Total salaries, current average salary per rank, new salary per rank, current deviation from the industry average, new deviation from industry average (DATA). **MUST BE DONE IN MICROSOFT EXCEL!! Shane’s Tips and Tricks: Identify your goal. In this case, you are essentially coming up with a solution to ‘who gets the raise’. There are many ways to create the solution, just choose what you feel is the best way. Identify numbers! Use $ and % signs, etc. USE FORMULAS. It’s pointless to create a spreadsheet that doesn’t calculate. A good spreadsheet allows users to change the data points and test different scenarios. If you have trouble, check out Atomic Learning on the FHSU website to view tutorials if needed. Make it pretty! Your spreadsheet should be clean, concise, and formatted nicely. Ideally, I could copy your spreadsheet and present it to others without modification. Highlight important information so it can easily be found. Use an assumption table. Your formulas should not contain numbers, but instead references to cells. An assumption table holds key information that will be used in multiple areas. You should be able to make one formula, ‘pull it down or across’, and it will work for all items. Typically when you use a number from the assumption table, you want it to be an absolute reference (meaning it doesn’t change when the formula is dragged across multiple rows). To do this, simply hit the F4 key. An assumption table can be located anywhere in the spreadsheet, but should be separate from spreadsheet data. How you are graded: Refer to the rubric with the assignment for more information on how you will be graded. Data Company Sales Employee Ranks Industry Average Salary Sales Representative $50,000 Senior Sales Representative $60,000 Sales Executive $75,000 Sales Representatives Salary Davidson Kaye 55,000 Corovic,Jose 43,000 Lane, Brandon 62,000 Wei, Guang 35,000 Drew, Richard 50,000 Adams, James 33,000 Spenser, William 51,000 Ray, Tony 41,000 Ryan, Mark 38,000 Warrem, Jason 53,000 Senior Sales Representatives Salary Ashley, Jane 53,000 Corning,Sandra 46,000 Scott, Rex 56,000 Duong,Linda 52,000 Bosa, Victor 37,000 UTran,Diem Thi 45,000 Dixon, James T 53,000 Goston, Sayeh 48,000 Jordan, Matthew 38,000 Menstell,Lori Lee 65,000 Sales Executives Salary Ching, Kam Hoong 57,000 Collins,Giovanni 75,000 Dixon,Eleonor 65,000 Lee,Brandon 60,000 Lunden,Haley 55,000 Rikki, Nicole 75,000 Scott, Bryan 67,000 Angel, Kathy 88,000 Quigly, James 59,000 Pham,Mary 80,000

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HST 102: Paper 7 Formal essay, due in class on the day of the debate No late papers will be accepted. Answer the following inquiry in a typed (and stapled) 2 page essay in the five-paragraph format. Present and describe three of your arguments that you will use to defend your position concerning eugenics. Each argument must be unique (don’t describe the same argument twice from a different angle). Each argument must include at least one quotation from the texts to support your position (a minimum of 3 total). You may discuss your positions and arguments with other people on your side (but not your opponents); however, each student must write their own essay in their own words. Do not copy sentences or paragraphs from another student’s paper, this is plagiarism and will result in a failing grade for the assignment. HST 102: Debate 4 Eugenics For or Against? Basics of the debate: The term ‘Eugenics’ was derived from two Greek words and literally means ‘good genes’. Eugenics is the social philosophy or practice of engineering society based on genes, or promoting the reproduction of good genes while reducing (or prohibiting) the reproduction of bad genes. Your group will argue either for or against the adoption of eugenic policies in your society. Key Terms: Eugenics – The study of or belief in the possibility of improving the qualities of the human species or a human population, especially by such means as discouraging reproduction by persons having genetic defects or presumed to have inheritable undesirable traits (negative eugenics) or encouraging reproduction by persons presumed to have inheritable desirable traits (positive eugenics). Darwinism – The Darwinian theory that species originate by descent, with variation, from parent forms, through the natural selection of those individuals best adapted for the reproductive success of their kind. Social Darwinism – A 19th-century theory, inspired by Darwinism, by which the social order is accounted as the product of natural selection of those persons best suited to existing living conditions. Mendelian Inheritance – Theory proposed by Gregor Johann Mendal in 1865 that became the first theory of genetic inheritance derived from experiments with peas. Birth Control – Any means to artificially prevent biological conception. Euthanasia – A policy of ending the life of an individual for their betterment (for example, because of excessive pain, brain dead, etc.) or society’s benefit. Genocide – A policy of murdering all members of a specific group of people who share a common characteristic. Deductive Logic – Deriving a specific conclusion based on a set of general definitions. Inductive Logic – Deriving a general conclusion based on a number of specific examples. Brief Historical Background: Eugenics was first proposed by Francis Galton in his 1883 work, Inquiries into Human Faculty and its Development. Galton was a cousin of Charles Darwin and an early supporter of Darwin’s theories of natural selection and evolution. Galton defined eugenics as the study of all agencies under human control which can improve or impair the racial quality of future generations. Galton’s work utilized a number of other scientific pursuits at the time including the study of heredity, genes, chromosomes, evolution, social Darwinism, zoology, birth control, sociology, psychology, chemistry, atomic theory and electrodynamics. The number of significant scientific advances was accelerating throughout the 19th century altering what science was and what its role in society could and should be. Galton’s work had a significant influence throughout all areas of society, from scientific communities to politics, culture and literature. A number of organizations were created to explore the science of eugenics and its possible applications to society. Ultimately, eugenics became a means by which to improve society through policies based on scientific study. Most of these policies related to reproductive practices within a society, specifically who could or should not reproduce. Throughout the late 1800s and early 1900s a number of policies were enacted at various levels throughout Europe and the United States aimed at controlling procreation. Some specific policies included compulsory sterilization laws (usually concerning criminals and the mentally ill) as well as banning interracial marriages to prevent ‘cross-racial’ breeding. In the United States a number of individuals and foundations supported the exploration of eugenics as a means to positively influence society, including: the Rockefeller Foundation, the Carnegie Institution, the Race Betterment Foundation of Battle Creek, MI, the Eugenics Record Office, the American Breeders Association, the Euthanasia Society of America; and individuals such as Charles Davenport, Madison Grant, Alexander Graham Bell, Irving Fisher, John D. Rockefeller, Margaret Sanger, Marie Stopes, David Starr Jordan, Vernon Kellogg, H. G. Wells (though he later changed sides) Winston Churchill, George Bernard Shaw, John Maynard Keynes, Supreme Court Justice Oliver Wendell Holmes and Presidents Woodrow Wilson, Herbert Hoover and Theodore Roosevelt. Some early critics of eugenics included: Dr. John Haycroft, Halliday Sutherland, Lancelot Hogben, Franz Boaz, Lester Ward, G. K. Chesterton, J. B. S. Haldane, and R. A. Fisher. In 1911 the Carnegie Institute recommended constructing gas chambers around the country to euthanize certain elements of the American population (primarily the poor and criminals) considered to be harmful to the future of society as a possible eugenic solution. President Woodrow Wilson signed the first Sterilization Act in US history. In the 1920s and 30s, 30 states passed various eugenics laws, some of which were overturned by the Supreme Court. Eugenics of various forms was a founding principle of the Progressive Party, strongly supported by the first progressive president Theodore Roosevelt, and would continue to play an important part in influencing progressive policies into at least the 1940s. Many American individuals and societies supported German research on eugenics that would eventually be used to develop and justify the policies utilized by the NAZI party against minority groups including Jews, Africans, gypsies and others that ultimately led to programs of genocide and the holocaust. Following WWII and worldwide exposure of the holocaust eugenics generally fell out of favor among the public, though various lesser forms of eugenics are still advocated for today by such individuals as Dottie Lamm, Geoffrey Miller, Justice Ruth Bader Ginsberg, John Glad and Richard Dawson. Eugenics still influences many modern debates including: capital punishment, over-population, global warming, medicine (disease control and genetic disorders), birth control, abortion, artificial insemination, evolution, social engineering, and education. Key Points to discuss during the debate: • Individual rights vs. collective rights • The pros and cons of genetically engineering society • The practicality of genetically engineering society • Methods used to determine ‘good traits’ and ‘bad traits’ • Who determines which people are ‘fit’ or ‘unfit’ for future society • The role of science in society • Methods used to derive scientific conclusions • Ability of scientists to determine the future hereditary conditions of individuals • The value/accuracy of scientific conclusions • The role of the government to implement eugenic policies • Some possible eugenic political policies or laws • The ways these policies may be used effectively or abused • The relationship between eugenics and individual rights • The role of ethics in science and eugenics Strategies: 1. Use this guide to help you (particularly the key points). 2. Read all of the texts. 3. If needed, read secondary analysis concerning eugenics. 4. Identify key quotations as you read each text. Perhaps make a list of them to print out and/or group quotes by topic or point. 5. Develop multiple arguments to defend your position. 6. Prioritize your arguments from most persuasive to least persuasive and from most evidence to least evidence. 7. Anticipate the arguments of your opponents and develop counter-arguments for them. 8. Anticipate counter-arguments to your own arguments and develop responses to them.

HST 102: Paper 7 Formal essay, due in class on the day of the debate No late papers will be accepted. Answer the following inquiry in a typed (and stapled) 2 page essay in the five-paragraph format. Present and describe three of your arguments that you will use to defend your position concerning eugenics. Each argument must be unique (don’t describe the same argument twice from a different angle). Each argument must include at least one quotation from the texts to support your position (a minimum of 3 total). You may discuss your positions and arguments with other people on your side (but not your opponents); however, each student must write their own essay in their own words. Do not copy sentences or paragraphs from another student’s paper, this is plagiarism and will result in a failing grade for the assignment. HST 102: Debate 4 Eugenics For or Against? Basics of the debate: The term ‘Eugenics’ was derived from two Greek words and literally means ‘good genes’. Eugenics is the social philosophy or practice of engineering society based on genes, or promoting the reproduction of good genes while reducing (or prohibiting) the reproduction of bad genes. Your group will argue either for or against the adoption of eugenic policies in your society. Key Terms: Eugenics – The study of or belief in the possibility of improving the qualities of the human species or a human population, especially by such means as discouraging reproduction by persons having genetic defects or presumed to have inheritable undesirable traits (negative eugenics) or encouraging reproduction by persons presumed to have inheritable desirable traits (positive eugenics). Darwinism – The Darwinian theory that species originate by descent, with variation, from parent forms, through the natural selection of those individuals best adapted for the reproductive success of their kind. Social Darwinism – A 19th-century theory, inspired by Darwinism, by which the social order is accounted as the product of natural selection of those persons best suited to existing living conditions. Mendelian Inheritance – Theory proposed by Gregor Johann Mendal in 1865 that became the first theory of genetic inheritance derived from experiments with peas. Birth Control – Any means to artificially prevent biological conception. Euthanasia – A policy of ending the life of an individual for their betterment (for example, because of excessive pain, brain dead, etc.) or society’s benefit. Genocide – A policy of murdering all members of a specific group of people who share a common characteristic. Deductive Logic – Deriving a specific conclusion based on a set of general definitions. Inductive Logic – Deriving a general conclusion based on a number of specific examples. Brief Historical Background: Eugenics was first proposed by Francis Galton in his 1883 work, Inquiries into Human Faculty and its Development. Galton was a cousin of Charles Darwin and an early supporter of Darwin’s theories of natural selection and evolution. Galton defined eugenics as the study of all agencies under human control which can improve or impair the racial quality of future generations. Galton’s work utilized a number of other scientific pursuits at the time including the study of heredity, genes, chromosomes, evolution, social Darwinism, zoology, birth control, sociology, psychology, chemistry, atomic theory and electrodynamics. The number of significant scientific advances was accelerating throughout the 19th century altering what science was and what its role in society could and should be. Galton’s work had a significant influence throughout all areas of society, from scientific communities to politics, culture and literature. A number of organizations were created to explore the science of eugenics and its possible applications to society. Ultimately, eugenics became a means by which to improve society through policies based on scientific study. Most of these policies related to reproductive practices within a society, specifically who could or should not reproduce. Throughout the late 1800s and early 1900s a number of policies were enacted at various levels throughout Europe and the United States aimed at controlling procreation. Some specific policies included compulsory sterilization laws (usually concerning criminals and the mentally ill) as well as banning interracial marriages to prevent ‘cross-racial’ breeding. In the United States a number of individuals and foundations supported the exploration of eugenics as a means to positively influence society, including: the Rockefeller Foundation, the Carnegie Institution, the Race Betterment Foundation of Battle Creek, MI, the Eugenics Record Office, the American Breeders Association, the Euthanasia Society of America; and individuals such as Charles Davenport, Madison Grant, Alexander Graham Bell, Irving Fisher, John D. Rockefeller, Margaret Sanger, Marie Stopes, David Starr Jordan, Vernon Kellogg, H. G. Wells (though he later changed sides) Winston Churchill, George Bernard Shaw, John Maynard Keynes, Supreme Court Justice Oliver Wendell Holmes and Presidents Woodrow Wilson, Herbert Hoover and Theodore Roosevelt. Some early critics of eugenics included: Dr. John Haycroft, Halliday Sutherland, Lancelot Hogben, Franz Boaz, Lester Ward, G. K. Chesterton, J. B. S. Haldane, and R. A. Fisher. In 1911 the Carnegie Institute recommended constructing gas chambers around the country to euthanize certain elements of the American population (primarily the poor and criminals) considered to be harmful to the future of society as a possible eugenic solution. President Woodrow Wilson signed the first Sterilization Act in US history. In the 1920s and 30s, 30 states passed various eugenics laws, some of which were overturned by the Supreme Court. Eugenics of various forms was a founding principle of the Progressive Party, strongly supported by the first progressive president Theodore Roosevelt, and would continue to play an important part in influencing progressive policies into at least the 1940s. Many American individuals and societies supported German research on eugenics that would eventually be used to develop and justify the policies utilized by the NAZI party against minority groups including Jews, Africans, gypsies and others that ultimately led to programs of genocide and the holocaust. Following WWII and worldwide exposure of the holocaust eugenics generally fell out of favor among the public, though various lesser forms of eugenics are still advocated for today by such individuals as Dottie Lamm, Geoffrey Miller, Justice Ruth Bader Ginsberg, John Glad and Richard Dawson. Eugenics still influences many modern debates including: capital punishment, over-population, global warming, medicine (disease control and genetic disorders), birth control, abortion, artificial insemination, evolution, social engineering, and education. Key Points to discuss during the debate: • Individual rights vs. collective rights • The pros and cons of genetically engineering society • The practicality of genetically engineering society • Methods used to determine ‘good traits’ and ‘bad traits’ • Who determines which people are ‘fit’ or ‘unfit’ for future society • The role of science in society • Methods used to derive scientific conclusions • Ability of scientists to determine the future hereditary conditions of individuals • The value/accuracy of scientific conclusions • The role of the government to implement eugenic policies • Some possible eugenic political policies or laws • The ways these policies may be used effectively or abused • The relationship between eugenics and individual rights • The role of ethics in science and eugenics Strategies: 1. Use this guide to help you (particularly the key points). 2. Read all of the texts. 3. If needed, read secondary analysis concerning eugenics. 4. Identify key quotations as you read each text. Perhaps make a list of them to print out and/or group quotes by topic or point. 5. Develop multiple arguments to defend your position. 6. Prioritize your arguments from most persuasive to least persuasive and from most evidence to least evidence. 7. Anticipate the arguments of your opponents and develop counter-arguments for them. 8. Anticipate counter-arguments to your own arguments and develop responses to them.

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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unit 6 only Part 1: Analysis of a unit of work (1000-1500) Part 1 requires you to critically evaluate a unit of work given in terms of: • the range of approaches and methodologies to language learning and teaching this unit of work encompasses. Discuss whether there is a focus on a particular approach, eg, are the students asked to memorise / rote learn/ repeat (audio-lingual); are students required to complete a task (task based learning) or an information-gap type activity (communicative language learning); is there a focus on a specific genre? 300 – 400 • the clarity of the objectives and target language/ exponents being taught 200-300 • the selection and sequencing of the activities 200 – 300 • to what extent language exponents and skills are integrated in the activities 200 -300 • the learner group, their needs and their language level for which the unit of work would be most appropriate 100 Describe the learner group this unit is designed for: ESL students, students of English as an international language etc; what language level the unit assumes and; the students language learning needs. Part 2: Extension, addition, omission and substitution (1500 – 2000) This section of the assignment requires you to focus on the unit of work: • Comment on any extensions, additions, omissions or substitutions you would make if you were teaching this unit to the learner group you identified in Part 1, above. 500 • Give reasons for your decisions. 500 • Describe how you will assess student learning. 300 • Describe how you will evaluate the success of the unit of work. 200 • Identify any problems you anticipate in carrying out the unit of work and suggest how you would go about overcoming these. 300 • For added or substituted activities, list the resources you will need for these, and reference the materials you have used or drawn on. 200

unit 6 only Part 1: Analysis of a unit of work (1000-1500) Part 1 requires you to critically evaluate a unit of work given in terms of: • the range of approaches and methodologies to language learning and teaching this unit of work encompasses. Discuss whether there is a focus on a particular approach, eg, are the students asked to memorise / rote learn/ repeat (audio-lingual); are students required to complete a task (task based learning) or an information-gap type activity (communicative language learning); is there a focus on a specific genre? 300 – 400 • the clarity of the objectives and target language/ exponents being taught 200-300 • the selection and sequencing of the activities 200 – 300 • to what extent language exponents and skills are integrated in the activities 200 -300 • the learner group, their needs and their language level for which the unit of work would be most appropriate 100 Describe the learner group this unit is designed for: ESL students, students of English as an international language etc; what language level the unit assumes and; the students language learning needs. Part 2: Extension, addition, omission and substitution (1500 – 2000) This section of the assignment requires you to focus on the unit of work: • Comment on any extensions, additions, omissions or substitutions you would make if you were teaching this unit to the learner group you identified in Part 1, above. 500 • Give reasons for your decisions. 500 • Describe how you will assess student learning. 300 • Describe how you will evaluate the success of the unit of work. 200 • Identify any problems you anticipate in carrying out the unit of work and suggest how you would go about overcoming these. 300 • For added or substituted activities, list the resources you will need for these, and reference the materials you have used or drawn on. 200

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Does Prime Minister Thatcher’s seeming willingness to fight controvert the arguments of feminist thought about international politics? A. Yes, since feminists suggest that the world would be less power- and security-oriented, their argument fails with the evidence provided by Thatcher. B. Yes, since feminist thought uniformly believes that women are naturally peace seeking, Thatcher’s rejoicing in military success destroys feminist arguments. C. No, some feminist thought suggests that women socialized in a male dominant environment would act the same as men. D. No, because Thatcher never actually spoke about the soldiers and their successes. She was shielded from having to speak about it. E. No, some feminist thought suggests that women socialized in a male dominant environment would act the same as men AND because Thatcher never actually spoke about the soldiers and their successes; she was shielded from having to speak about it.

Does Prime Minister Thatcher’s seeming willingness to fight controvert the arguments of feminist thought about international politics? A. Yes, since feminists suggest that the world would be less power- and security-oriented, their argument fails with the evidence provided by Thatcher. B. Yes, since feminist thought uniformly believes that women are naturally peace seeking, Thatcher’s rejoicing in military success destroys feminist arguments. C. No, some feminist thought suggests that women socialized in a male dominant environment would act the same as men. D. No, because Thatcher never actually spoke about the soldiers and their successes. She was shielded from having to speak about it. E. No, some feminist thought suggests that women socialized in a male dominant environment would act the same as men AND because Thatcher never actually spoke about the soldiers and their successes; she was shielded from having to speak about it.

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ePortfolio Reflection Questions: Final Entry Please add answers to the following questions in your “ePortfolio Part 2” Google document. 1. What skills do you feel you acquired throughout the process of building your power plant that you would feel comfortable adding to a resume (remember back to your checklist if you need help)? 2. What type of a team member do you feel you became during the building process; for example: equal member, leader, machinist, reporter? Why do you feel you had to take on this role? 3. How well did your team follow their team contract written at the beginning of the semester? 4. Based on the complexity and efficiency of renewable energy you learned after this semester, what are your feelings towards pursuing a career in the energy field? Would you prefer to work with renewable energy, or other types of established energies? 5. Looking back over your build process, what do you feel you would have done differently if given a second chance? 6. Explain several pitfalls you encountered during the build process where you had to change your project from the proposal? 7. Do you feel you had all the necessary knowledge prior to beginning the energy project to build a powerful plant? If not, what other information could have been provided earlier to help? 8. Out of all the labs and the project, which activity do you feel you learned the most that will help you with your student success at ASU? Why? 9. Overall, explain your experience with FSE 100; for example, was it positive, negative, helpful in deciding your major, frustrating, too easy, too hard? 10. Provide a picture of you and your team working together.

ePortfolio Reflection Questions: Final Entry Please add answers to the following questions in your “ePortfolio Part 2” Google document. 1. What skills do you feel you acquired throughout the process of building your power plant that you would feel comfortable adding to a resume (remember back to your checklist if you need help)? 2. What type of a team member do you feel you became during the building process; for example: equal member, leader, machinist, reporter? Why do you feel you had to take on this role? 3. How well did your team follow their team contract written at the beginning of the semester? 4. Based on the complexity and efficiency of renewable energy you learned after this semester, what are your feelings towards pursuing a career in the energy field? Would you prefer to work with renewable energy, or other types of established energies? 5. Looking back over your build process, what do you feel you would have done differently if given a second chance? 6. Explain several pitfalls you encountered during the build process where you had to change your project from the proposal? 7. Do you feel you had all the necessary knowledge prior to beginning the energy project to build a powerful plant? If not, what other information could have been provided earlier to help? 8. Out of all the labs and the project, which activity do you feel you learned the most that will help you with your student success at ASU? Why? 9. Overall, explain your experience with FSE 100; for example, was it positive, negative, helpful in deciding your major, frustrating, too easy, too hard? 10. Provide a picture of you and your team working together.

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