you will write least 1000 words, direct strategy analytical report using memo format.

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Please be sure to complete this work in strict accordance with the format. This work requires at least three sources, and the source must use the APA format. See the professor’s PPT for a source reference. This task is very important to me. Please take a closer look at the professor’s PPT. Sources need to come from St Mary’s Library. The other two sources come from online. When you successfully accept this task, I will send you the password of Saint Mary’s University. There are two samples for this assignment. This task is very important to me. Thank you.

If you have followed all the requirements for the work you completed, you will receive a tip of at least $10. If not as required, then I will apply for a refund thank you.

Week 2: Building Your Intercultural Competence:

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Week 2: Building Your Intercultural Competence: Frameworks and Tools

No man is an island,
Entire of itself,
Every man is a piece of the continent,
A part of the main.
If a clod be washed away by the sea,
Europe is the less.
– John Donne (1572–1631), English poet, satirist, lawyer, cleric in the Church of England

The image depicts a small island surrounded by clear ocean water.Each person develops a sense of self through communication and interaction with other people. An individual’s environment, community, and culture coalesce to form the personal self. Since personal self forms the only way of knowing from the earliest stages of a human life, it informs the way the individual will interact with new environments, communities, and cultures.

In the last week, you explored how your culture was transmitted to you. You examined your beliefs, values, and norms, your coming of age experience, and how your culture affects the way you communicate with other people. In this week, you consider how properly understood stereotypes can assist in building cultural competence in certain situations. You also apply frameworks and tools to self-assess your skills and support intercultural communication.

Photo credit: Microsoft Corporation. (Producer). MP900430443 [Photo of tropical island in Asia]. Retrieved September 25, 2013, from http://office.microsoft.com/en-us/images/results.a…

Learning Objectives

Students will:
  • Analyze the effect of stereotypes on intercultural communication
  • Apply frameworks and tools to support intercultural communication
  • Analyze areas of study in the field of intercultural communication to develop intercultural competence

Photo Credit: [Robert Daly]/[OJO Images]/Getty Images

Learning Resources

Required Readings

Lustig, M. W., & Koester, J. (2013). Intercultural competence: Interpersonal communication across cultures (7th ed.). Boston, MA: Pearson.

  • Chapter 3, “Intercultural Communication Competence” (pp. 54–76)
  • Chapter 6, “Cultural Identity and Cultural Biases” (pp. 129–150)

Required Media

Laureate Education. (Producer). (2013b). The beginning: How one event can affect culture. [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 3 minutes.

Tanaka, K. (Producer). (2013). What kind of Asian are you? [Video file]. Retrieved from

Optional Resources

Worldnewspapers.com. (n.d.). World newspapers, magazines, and news sites in English. Retrieved from http://www.world-newspapers.com/

Discussion: Stereotypes: Categories and Concepts for Understanding the World

Picture a teacher talking to a student. In the instant that you thought of the word teacher, what image of a person jumped into your mind? What were the age, color, gender, and nationality of the imagined teacher? What was the teacher doing and wearing? Similarly, what image of a student appeared in your mind to distinguish between the two people?

Humans understand the world by creating categories and labeling concepts and, in this way, apply the concepts in a new circumstance. Stereotypes fall into this category of labeling concepts. They provide a system of coding that facilitates the acquisition of knowledge. On the other hand, stereotypes often demean people by distorting individual characteristics, skills, and abilities. By classifying people based on perceived characteristics of a group, inaccuracies arise at individual and group levels. These inaccuracies about individuals or groups can inhibit effective communication. As an intercultural communicator, however, there are some instances when using stereotypes can be helpful in gaining a level of cultural competence.

To prepare for your Discussion:

  • Review Chapter 6 in the course text. Pay particular attention to the section on stereotyping and the list of cultural categories. Have you seen or heard anyone stereotype any of these cultural categories either in the media or in your own experience?
  • Locate common stereotypes about your culture on the Internet. Do any of them surprise you? What is true about these stereotypes? What is untrue?
  • Find three common stereotypes of your culture in the media, or, using the cultural categories in Chapter 6 of the course text, think of a personal experience where you were stereotyped by your membership in one of those categories. Do you feel you are stereotyped in specific ways by certain cultural categories?
  • Reflect on a personal experience or an example in the media where your culture has been stereotyped by another culture. How does stereotyping by the sender or receiver of the message in this situation affect the intercultural communication?

Note: One of the goals of this course is to promote a wide variety of views. You are encouraged to present your honest personal viewpoint while at all times reflecting a respectful tone for the views of others.

By Day 3

Post a 2- to 3-paragraph description of two examples of a stereotype of your culture that is found in the media or that you experienced personally. Explain the effects that true and untrue aspects of the selected stereotypes have on intercultural communication. Be sure to support your ideas by connecting them to at least one of this week’s Learning Resources. Additionally, you may opt to include an outside academic resource that you have identified.

By Day 5

Respond to the posts of at least two different colleagues in one of the following ways:

  • Share an insight from having read your colleague’s posting.
  • Expand on your colleague’s posting by providing additional examples on stereotypes found in the media or experienced personally.
  • Offer an alternative view on the selected stereotype portrayal.

Support all responses by citing your resources or other scholarly material. For assistance with APA citation, review the Writing Center’s information on APA referencing in the Week 1 Learning Resources.

Submission and Grading Information

Grading Criteria

To access your rubric:
Week 2 Discussion Rubric

Post by Day 3 and Respond by Day 5

To participate in this Discussion:
Week 2 Discussion

Assignment: Intercultural Competence Frameworks and Tools

The expectations of life depend upon diligence; the mechanic that would perfect his work must first sharpen his tools.
– Confucius (550–479 BC), Chinese teacher, editor, politician

The image depicts tools in a toolbox.In order to get a job done right the first time, a professional accesses the appropriate tools before beginning a project. The job of communicating in intercultural situations requires many tools. These tools and frameworks will assist you in understanding and interpreting other cultures for positive, productive relationship building and successful interaction.

To begin to understand your level of intercultural competence and areas in which you need to improve, you need to be able to evaluate your current behaviors and reactions to intercultural situations. The Behavioral Assessment Scale for Intercultural Competence (BASIC) and description-interpretation-evaluation (D-I-E) are two evaluative tools that you can use in any situation to gain insight into your own behaviors, reactions, and perceptions. This Assignment is an opportunity to practice using evaluative tools in communication situations and will help you improve your intercultural competence.

Photo credit: Microsoft Corporation. (Producer). MP900387119 [Toolbox photo]. Retrieved September 25, 2013, from http://office.microsoft.com/en-us/images/results.a…

To prepare for this Assignment:

  • Review the BASIC and D-I-E frameworks in Chapter 3 of the course text.
  • Bring to mind an example of an intercultural interaction you had with someone whose behavior was annoying or offensive to you. How did you react? What did you think to yourself? Why? Is this a common reaction for you in an intercultural situation?
  • Consider possible alternative interpretations for this person’s behavior in this situation. Use the D-I-E framework to help you.
  • Think about your own behavior during this interaction. How much intercultural competence did you demonstrate? Use the BASIC dimensions to help you.

By Day 7

Submit a 2- to 3-page paper with four parts in which you:

  • Part 1: Briefly, and as objectively as possible, describe the intercultural interaction with someone whose behavior was annoying or offensive to you that you thought of in the “To prepare” section.
  • Part 2: Describe the situation using the D-I-E framework. Report on the alternative interpretations and evaluations that emerged from this activity. Explain what new insight this gives you into the situation and your reaction to it.
  • Part 3: Using the BASIC dimensions, evaluate your behaviors during this interaction and explain what this evaluation reveals about your intercultural interactions.
  • Part 4: Conclude with an explanation of how this exercise would help you prepare for an international job assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 2 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 2 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.
Grading Criteria

To access your rubric:
Week 2 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:
Submit your Week 2 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:
Week 2 Assignment

Discussion post minimum 400 words please include references in APA format

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  • What are some of the factors that determine whether or not a policy is cost-effective?
    • Choose a juvenile delinquency program in your state. How do the strategies used in the selected program address crime and delinquency issues?
    • Address gender policies specifically. Discuss gender policies and other theories investigating the biological impact on criminology. For example, should juvenile justice programs be unisex?
  • The context of the family is important as a focus for crime prevention efforts. How does the intergenerational transmission of criminal behavior impact possible developmental pathways for juveniles? How can early intervention reduce delinquent behavior?
    • Why is it important that policy efforts receive support for implementation?

Provide concrete and clear examples to explain your answers. Evaluate opposing views and adequately address your final conclusions.

Assignment Due!!

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Assignment 3: Implementing and Evaluating the Future at Galaxy Toys, Inc. (Week 8)

Purpose:

Continuing with the saga of Galaxy Toys, Inc., the third assignment covers the last three functions of the P-O-L-C, Organizing, Leading and Controlling. Students will look at the production floor of Galaxy Toys, Inc. through the lens of the organizing function, create an organizational chart, and assess the decision making authority associated with the organizational structure. Students will then assess change, and discuss motivation from a leadership perspective, and delve into the controlling function by looking and project specifications, interpreting data, and assessing corrective measures.

Outcome Met by Completing This Assignment:

  • integrate management theories and principles into management practices
  • organize human, physical, and financial resources for the effective and efficient attainment of organization goals
  • demonstrate leadership skills by communicating a shared vision, motivating and empowering others, and creating a culture of ethical decision-making and innovation
  • develop measures and assess outcomes against plans and standards to improve organizational effectiveness
  • identify the essential characteristics of decision making and indicate the range and types of decisions a manager makes

Step 1: Preparation for the Assignment

Before you begin writing the report, you will read the following requirements that will help you meet the writing and APA requirements. Not reading this information will lead to a lower grade:

Review “How to Analyze a Case Study” under Week 8 Content. You are expected to use the facts from the case scenario focusing on using this information to determine opportunities and solve problems.

Read the grading rubric for the assignment. Use the grading rubric while writing the report to ensure all requirements are met that will lead to the highest possible grade.

In writing this assignment, you will read and following these tasks:

Task 1: Third person writing is required. Third person means that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing). If uncertain how to write in the third person, view this link: http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person.

Task 2: Contractions are not used in business writing, so you are expected NOT to use contraction in writing this assignment.

Task 3: You are expected to paraphrase and are NOT to use direct quotes. You are expected to paraphrase, which can be learned by reviewing this link: https://writing.wisc.edu/Handbook/QPA_paraphrase2.html.

Task 4: You are responsible for APA only for in-text citations and a reference list.

Task 5: You are expected to use the facts from the case scenario paired with the weekly courses readings to develop the analysis and support the reasoning. No more than two (2) external resources can be used in completing the assignment. The expectation is that you provide a robust use of the course readings. If any material is used from a source document, it must be cited and referenced. A reference within a reference list cannot exist without an associated in-text citation and vice versa. View the sample APA paper and the How to Cite and Reference file located under Week 4 content.

Task 6: In completing the assignment, students are expected to use the facts from the case scenario and company profile paired with the weekly courses readings to develop the analysis. View the company profile here: Galaxy Toys, Inc. Company Profile.

Step 2: How to Set Up the Paper

Create a Word or Rich Text Format (RTF) document that is double-spaced, 12-point font. The final product will be between 8-10 pages in length excluding the title page and reference page and appendix. You may not exceed ten (10) pages so it is important to write clearly and concisely.

Use the following format:

  • Create a title page with title, your name, the course, the instructor’s name and date;
  • Introduction
  • Part One
  • Part Two
  • Part Three

Step 3: Create the introductory paragraph.

The introductory paragraph is the first paragraph of the paper but is typically written after writing the body of the paper (Questions students responded to above). View this website to learn how to write an introductory paragraph: http://www.writing.ucsb.edu/faculty/donelan/intro.html

Step 4: Part One-Organizing

Read critically and analyze the following scenario:

Now, it is time for all production managers to begin the organizing process. Doing so requires that managers collect the people, resources, and capital to begin production in a way that will implement the short-term production goals and objectives set through planning. The deadline for production to begin is January 31, 2018. Christmas product shipping must start in July of 2018. The budget for each branch is $300,000 for the total production budget. Currently, the production staff includes a total of 124 employees per day shift and 91 at night per plant for a total of 215 employees. Most tasks are covered in both shifts. Current production and shipping personnel per task include:

Positions

# of Day Shift

Workers

# of Night Shift Workers

Machine Operators

10

5

Machine Maintenance

3

5

Assembly Line Staff

75

60

Electronics Specialists

10

3

Packagers

10

5

Floor Supervisors

1

1

Production IT (computer machine)

1

1

Fork Lift Operators

10

10

Shipping Schedulers

1

0

Plant Maintenance

2

1

Administrative Support

Material Purchase/Secretary

1

0

To complete the Moon Mission to Jupiter’s Europa 1 project, it is projected that additional personnel are needed: Two 3D printer operators for the day shift and two for the night shift. Additionally, instead of having an on-call position for production IT, a full-time night position is needed.

The design and engineering department has provided the product specifications including materials, sizes, and 3D printers and one person per shift to produce the product. Trained personnel are needed for operating the 3D printers. The cost of one complete Moon Mission to Jupiter’s Europa 1 product is set at $7.56, which includes packaging. The 3D printers will produce the completely assembled piece including electronics and packaging in 7.36 minutes and will cost $6100 per printer.

Step 5: Assume the role of Itza Yu.

Task 1: Explain the role of a manager in the organizing phase of the POLC

Task 2: Identify and discuss five major issues with Galaxy, Inc. that Itza Yu must address in organizing the production floor for both existing production and the new project.

Step 6: Aligning People

Task 1: One of the areas of discussion that must be included in the organizing phase is that of aligning people to the task of production. Create an organizational chart that shows how Yu would organize the people and jobs on the production floor that aligns with the rest of the organization.

Task 2: Discuss why and how the organizational chart was created. This organizational chart will be used, as the template for the other branches within the organization, so be sure the structure of the production floor aligns with the organization of the company.

Step 7: Decision Making Authority

Task 1: Once you have created the chart, identify the decision making authority/flow for those individuals on the chart.

Task 2: Explain why the structure was chosen and how it best serves the decision making flow for the production floor and the company as a whole.

Step 8: Part Two-Leading Motivation

Read critically and analyze the following scenario:

During the course of production older line staff and machine workers began to see the speed and accuracy for which the 3D printers made its product. An obvious concern began to surface among the workers. The workers began to ask, “Will I still have a job next year?” Morale of plant workers began to suffer. Itza Yu knows that this concern must be addressed and morale needs to be improved. As the manager, Yu know that the business must innovate to keep growing. How can Yu improve morale?

Step 9: Motivation

Task 1: Acting as Joyce Barnhart, what advice should she give to Yu. In discussing the advice, first identify the reasons for the morale problem and how motivation affects change. Be sure to address change and the worker’s reaction to implementing change.

Task 2: Discuss the actual ideas and the specific ways Yu should take to motivate his existing employees that will build morale and keep production levels on track for the current contracts and the new project.

Step 10: Part Three-Control:

3A) Read critically and analyze the following scenario:

The following chart displays the results of the first year’s production of MMTJE1. The table was created from data supplied by the company’s entire production department managed by Keith as a means of controlling production output. It will be used by the VP in his evaluation of areas of improvement, change, or success to processes used by the production department in the production of MMTJE1. The chart describes the standard goal (identified as standard) set by the department and the result each branch obtained. A comparison of the standard to the results allows the reader to form conclusions about the success or failure of the production department to meet the goals envisioned by the company. It also allows the reader to recognize patterns from the data from which conclusions can be drawn as to the relationship between elements (e.g. cost expended vs time expended; those who spent more time had a higher cost).

Specifications

Standard

Toledo

Dayton

White Plains

Huntsville

Juarez

Cost

7.56

7.67

7.87

7.45

7.52

8.01

Time

7.36

7.32

7.46

7.31

7.32

7.59

Quality Control Problem Ratio (per 500 units)

1

2.5

4

1.5

1.75

8.75

Training Time (per hour)

30

35

38

45

48

25

Shipping Problems/Damage (per 10,000 units)

1

0.333

0.222

0.133

0.178

0.4

3D Problems (per 10,000 units)

0.2

0.25

0.286

0.111

0.1

0.4

Total Number of Pieces Produced per year

400,000

500,000

500,000

650,000

700,000

450,000

Answer the following required elements for Part Three-3A making sure that the facts of the scenario and the course readings support the reasoning of the answers provided.

Step 11: Standard Specifications

Compare the standard specifications data set with the results from each of the results for the five branches.

Step 12; Interpreting the Results

Task 1: Interpret the results for the new product production chart above.

Task 2: Detail the areas that need improvement as well as those positive conclusions the data suggests.

Step 13: Corrective Action

Task 1: Define what “corrective action” means to the manager in the control function of the POLC.

Task 2: Do you suggest Keith take, if any, corrective action for this report.

Step 13: 3B):

Read critically and analyze the following scenario:

The next meeting of the long term planning team for Galaxy Toys is scheduled for next week. All the VP’s will be there and a report must be given by all as to the viability of the “Moon Mission Jupiter’s Europa 1” toy roll out and the success or failure of the long term goals and objectives.

Keith reviewed his meeting notes with his branch managers when the production results came out. The managers seemed to all talk at once. Most all the managers seem to feel that the project was well worth the effort. It appears that many managers felt that training on the 3D printer in terms of repair and maintenance was the biggest problem. Mexico’s manager, Hernando Gonzalez, said that they lost their trained personnel to a software company and had difficulties finding replacements. The company who supplied the 3D printers provided initial training but follow up training thereafter proved a problem when personnel turnover increased. Gonzalez explained that there is a serious shortage of skilled IT personnel in Juarez. Consequently, finding qualified workers and keeping people without paying more than budget is a major problem. As a result, both the production and the IT departments are losing money. Getting a full time, IT night worker is impossible without a serious budget increase.

Step 14: Prepare a report for Keith to present to the planning team

Task 1: Follow a Report Format.

  • Introduction
  • Potential Concerns
  • Relationship Between Control Function and Long-term Planning
  • Recommendations

Task 2: Use the conclusions drawn from the chart in Part Two as well as Keith’s notes from the meeting (noted above) with the branch managers on the production results to identify at least three conclusions that have potential concern for the long-term future of the project and or company.

Task 3: Explain why and how each of the factors chosen would affect the future long-term strategic planning.

Task 4: Examine the relationship between the control process and long term planning as part of the explanation

Task 5: Offer recommendations for solutions that might be introduced along with the issues to the planning committee to address the implications of the factors chosen.

Step 15: Proofread the paper for spelling and grammatical issues, and third person writing.

  • Use the spell and grammar check in Word as a first measure;
  • Have someone who has excellent English skills to proof the paper;
  • Consider submitting the paper to the Effective Writing Center (EWC). The EWC will provide 4-6 areas that may need improvement.

Step 16: Submit the paper in the Assignment Folder.

Hide Rubrics

Rubric Name: Assignment #3

Criteria

Demonstrates an exceptional ability to explain the role of the manager in the organizing phase and in identifying and discussing five major issues Yu must address in organizing the production floor for existing production and new project; provides detailed explanation and powerful connections between identified issues/problems and the concepts studied in the course readings and case study fact pattern.

(1.26 – 1.4)

Demonstrates an excellent ability to explain the role of the manager in the organizing phase and in identifying and discussing five major issues Yu must address in organizing the production floor for existing production and new project; provides detailed explanation and appropriate connections between identified issues/problems and the concepts studied in the course readings and case study fact pattern.

(1.12 – 1.259)

Demonstrates a satisfactory ability to explain the role of the manager in the organizing phase and in identify and discuss five major issues Yu must address in organizing the production floor for existing production and new project; provides explanation and appropriate connections between identified issues/problems and the concepts studied in the course readings and case study fact pattern.

(0.98 – 1.119)

Demonstrates a limited ability to explain the role of the manager in the organizing phase and/or in identifying and discussing major issues Yu must address in organizing the production floor for existing production and new project; Failed to address five major issues, incompletely explained role of manager or made little to no connections between identified issues/problems and the concepts studied in the course readings and case study fact pattern.

(0.84 – 0.979)

Failed to explain the role of the manager and did not identify or discuss major issues Yu must address.

(0)

Demonstrates an exceptional ability to create organizational chart and to discuss the chart’s development providing detailed explanation and powerful connections between presented chart and facts from the case study and concepts studied in the course readings.

(0.945 – 1.05)

Demonstrates an excellent ability to create organizational chart and to discuss the chart’s development providing detailed explanation and appropriate connections between presented chart and facts from the case study and concepts studied in the course readings.

(0.84 – 0.944)

Demonstrates a satisfactory ability to create organizational chart and to discuss the chart’s development providing explanation and appropriate connections between presented chart and facts from the case study and concepts studied in the course readings.

(0.735 – 0.839)

Demonstrates a limited ability to create organizational chart and to discuss the chart’s development providing explanation that is lacking detail and little to no connections between presented chart and facts from the case study and concepts studied in the course readings.

(0.63 – 0.734)

Failed to create organizational chart and did not discuss its development.

(0 – 0.629)

Demonstrates an exceptional ability to identify decision making authority for those on the organizational chart and why the structure was chosen and how the structure best serves the decision making flow for the production floor and company as a whole providing detailed explanations that are clear, accurate and comprehensive delivering all relevant information.

(1.26 – 1,.4)

Demonstrates an excellently ability to identify decision making authority for those on the organizational chart and why the structure was chosen and how the structure best serves the decision making flow for the production floor and company as a whole providing clear and accurate explanations.

(1.12 – 1.259)

Demonstrates a satisfactory ability to identify decision making authority for those on the organizational chart and why the structure was chosen and how the structure best serves the decision making flow for the production floor and company as a whole providing several accurate explanations.

(0.98 – 1.119)

Demonstrates a limited ability to identify decision making authority for those on the organizational chart and why the structure was chosen and how the structure best serves the decision making flow for the production floor and company as a whole; may present the organizational chart but fails to discuss how structure serves decision making or vice versa; conclusions mare underdeveloped or lack sound reasoning.

(0.84 – 0.979)

Failed to identify decision making authority for those on the organizational chart and why the structure was chose and how the structure best serves the decision making flow.

(0)

Demonstrates an exceptional ability to use specific case study information/course material to provide detailed explanations and reasons for morale problems and how motivation is affected.

(1.26 – 1.40)

Demonstrates an excellent ability to use specific case study information/course material to provide detailed explanations and reasons for morale problems and how motivation is affected.

(1.12 – 1.259)

Demonstrates a satisfactory ability to use specific case study information/course material to provide explanations and reasons for morale problems and how motivation is affected.

(0.98 – 1.119)

Demonstrates a limited ability to use specific case study information/course material to provide explanations and reasons for morale problems and how motivation is affected; fails to use facts from case study or course material.

(0.84 – 0.979)

Failed to discuss morale problems and how motivation is affected.

(0)

Demonstrates an exceptional ability to use specific case study information/course material to provide detailed explanations and reasons for morale problems and how motivation is affected.

(1.26 – 1.40)

Demonstrates an excellent ability to use specific case study information/course material to provide detailed explanations and reasons for morale problems and how motivation is affected.

(1.12 – 1.259)

Demonstrates a satisfactory ability to use specific case study information/course material to provide explanations and reasons for morale problems and how motivation is affected.

(0.98 – 1.119)

Demonstrates a limited ability to use specific case study information/course material to provide explanations and reasons for morale problems and how motivation is affected; fails to use facts from case study or course material.

(0.84 – 0.979)

Failed to discuss morale problems and how motivation is affected.

(0)

Demonstrates an exceptional ability to compare the standard specifications with each of the results for the five branches providing clear, specific examples to illustrate the comparison. The paper includes only the information relevant to the comparison.

(1.26 – 1.4)

Demonstrates an excellent ability to compare the standard specifications with each of the results for the five branches providing clear, specific examples to illustrate the comparison. The paper includes only the information relevant to the comparison.

(1.12 – 1.259)

Demonstrates a satisfactory ability to compare the standard specifications with each of the results for the five branches providing specific examples to illustrate the comparison but information is unclear, incomplete or irrelevant to the comparison.

(0.98 – 1.119)

Demonstrates a limited ability to compare the standard specifications with each of the results for the five branches; supporting information or only one or two specifications are discussed; what is presented is irrelevant and incomplete.

(0.84 – 0.979)

Fails to compare the standard specifications with each of the results for the five branches.

(0)

Demonstrates an exceptional ability to interpret new product production chart and provides clear, detailed examples for both positive outcomes and areas of improvement; includes only the information relevant to the comparison.

(1.26 – 1.4)

Demonstrates an excellent ability to interpret new product production chart and provides clear, detailed examples for both positive outcomes and areas of improvement; includes only the information relevant to the comparison.

(1.12 – 1.259)

Demonstrates a satisfactory ability to interpret new product production chart and provide a few examples for both positive outcomes and areas of improvement; may include informationthat is irrelevant.

(0.98 – 1.119)

Demonstrates a limited ability to interpret new product production chart and provides little to no examples for both positive outcomes and areas of improvement; includes information that is irrelevant or incomplete.

(0.84 – 0.979)

Fails to interpret results for new product production chart.

(0)

Demonstrates an exceptional ability to define what corrective means to the manager in the control function providing detailed explanations that are clear, accurate and comprehensive delivering all relevant information.

(1.26 – 1.4)

Demonstrates an excellent ability to identify define what corrective action means to the manager in the control function providing detailed explanations that are accurate and comprehensive delivering all relevant information.

(1.12 – 1.259)

Demonstrates a satisfactory ability to define what corrective action means to the manager in the control function providing detailed explanations that are accurate delivering appropriate relevant information.

(0.98 – 1.119)

(0.84 – 0.979)

Demonstrates a limited ability to define what corrective action means to the manager in the control function; what is presented is irrelevant or incomplete.

Failed to define what corrective action means to the manager in the control function.

(0)

Demonstrates an exceptional ability to suggest corrective action, if any, and to explain what corrective actions are needed and why providing detailed explanations that are clear, accurate and comprehensive delivering all relevant information.

(0.945 – 1.05)

Demonstrates an excellent ability to suggest corrective action, if any, and to explain what corrective actions are needed and why providing detailed explanations that are accurate and appropriate delivering all relevant information.

(0.84 – 0.944)

Demonstrates a satisfactory ability to suggest corrective action, if any, and to explain what corrective actions are needed and why providing detailed explanations that are appropriate delivering all relevant information.

(0.735 – 0.839)

Demonstrates a limited ability to suggest corrective action, if any, and to explain what corrective actions are needed and why; what is presented is irrelevant or incomplete.

(0.63 – 0.734)

Failed to address corrective action and to explain what corrective actions are needed and why providing detailed explanations that are appropriate delivering all relevant information.

(0 – 0.62)

Draws five sound conclusions that have potential concerns for the long-term future of the project and/or company.

(0.945 – 1.05)

Draws four sound conclusions that have potential concerns for the long-term future of the project and/or company.

(0.84 – 0.944)

Draws three sound conclusions that have potential concerns for the long-term future of the project and/or company.

(0.735 – 0.839)

Draws one or two sound conclusions that have potential concerns for the long-term future of the project and/or company. May draw 3-5 conclusions that are not sound or are irrelevant for the project/company.

(0.63 – 0.734)

Fails to draw conclusions that have potential concerns for the long-term future of the project and/or company.

(0)

Demonstrates an exceptional ability to explain why and how each of the factors chosen would affect the future long-term strategic planning providing detailed explanations that are clear, accurate and comprehensive delivering all relevant information including accurate discussion about the relationship between the control function and long-term planning.

(0.945 – 1.05)

Demonstrates an excellent ability to explain why and how each of the factors chosen would affect the future long-term strategic planning providing detailed explanations that are accurate and appropriate delivering all relevant information including relationship between the control function and long-term planning including discussion about the relationship between the control function and long-term planning.

(0.84 – 0.944)

Demonstrates a satisfactory ability to explain why and how each of the factors chosen would affect the future long-term strategic planning providing detailed explanations that are appropriate delivering all relevant information including discussion about the relationship between the control function and long-term planning.

(0.735 – 0.839)

Demonstrates a limited ability to explain why and how each of the factors chosen would affect the future long-term strategic planning; what is presented is irrelevant or incomplete.

(0.63 – 0.734)

Fails to discuss why and how each of the factors chose would affect the future long-term strategic planning.

(0)

Demonstrates an exceptional ability to make recommendations to address the implications of the factors chosen providing detailed explanations that are clear, accurate and comprehensive delivering all relevant information including accurate discussion about the relationship between the control function and long-term planning.

(0.945 – 1.05)

Demonstrates an excellent ability to make recommendations to address the implications of the factors chosen providing detailed explanations that are accurate and appropriate delivering all relevant information including relationship between the control function and long-term planning including discussion about the relationship between the control function and long-term planning.

(0.84 – 0.944)

Demonstrates a satisfactory ability to make recommendations to address the implications of the factors chosen providing detailed explanations that are appropriate delivering all relevant information including discussion about the relationship between the control function and long-term planning.

(0.735 – 0.839)

Demonstrates a limited ability to make recommendations to address the implications of the factors chosen ; what is presented is irrelevant or incomplete.

(0.63 – 0.734)

Fails to discuss make recommendations to address the implications of the factors chosen.

(0)

Comments reflect a highly accomplished level of analysis, synthesis, evaluation and reasoning of the case material and case study facts resulting in accurate, thorough, and soundly reasoned conclusions.

(4.725 – 5.25)

Comments reflect an excellent level of analysis, synthesis, evaluation and reasoning of the case material and case study facts resulting in accurately reasoned conclusions.

(4.2 – 4.724 )

Comments reflect a satisfactory level of analysis, synthesis, evaluation and reasoning of the case material and case study facts resulting in partially correct conclusions that lack development or detail that demonstrates insight into reasoning.

(3.675 -4.19)

Comments reflect an unsatisfactory level of analysis, synthesis, evaluation and reasoning of the case material and case study facts, resulting in conclusions that are underdeveloped or lack soundly reasoned conclusions.

(3.15 – 3.674)

Comments reflect an unsatisfactory level of analysis, synthesis, evaluation and reasoning of the case material and case study facts, resulting in failure to draw little to no conclusions.

(0 )

Arguments or positions are well-supported with evidence from the readings/experience; ideas go beyond the course material and recognize implications and extensions of the material and concepts. Thorough use of facts from case study.

(4.725 – 5.25)

Arguments or positions are mostly supported by evidence from the readings and course content; ideas presented demonstrate student’s understanding of the material and concepts. Good use of facts from case study but are missing one or two key points.

(4.2 – 4.724)

Arguments are more often based on opinion or unclear views than on position grounded in the readings of material or external sources of material. Inconsistent use of facts from case study.

(3.675 – 4.19)

Arguments are frequently illogical and unsubstantiated; student may resort to ad hominem attacks on the author instead of making meaningful application of the material. Limited use of facts in case study and essential information presented in resources.

(3.15 – 3.674)

Arguments lack meaningful explanation or support of ideas. Lack of use of the facts presented in case study.

(0 – 3.149)

Demonstrates exceptional understanding of requirements responding completely to each aspect of assignment including minor aspects of the assignment such as using third person writing, required use of course readings, and assignment format.

(3,78 -4.20)

Demonstrates excellent understanding of requirements; missed one minor aspect of assignment.

(3.36 – 3.779)

Demonstrates satisfactory understanding of requirements; missed a key element or two minor aspects of assignment.

(2.94 – 3.359)

Fails to show a firm understanding of requirements; missed two key elements or several minor aspects of assignment.

(2.52 – 2.939)

Fails to demonstrate understanding of assignment requirements.

(0)

Strictly adheres to standard usage rules of written English, including but not limited to capitalization, punctuation, run-on sentences, missing or extra words, stylistic errors, spelling and grammatical errors. No errors found. No contractions or jargon used.

(3.15 – 3.5)

Excellently adheres to standard usage of mechanics: conventions of written English, including capitalization, punctuation, and spelling. One to three errors found.

(2.8 – 3.149)

Satisfactorily adheres to standard usage rules of mechanics: conventions of English, including capitalization, punctuation, and spelling. Four to 10 errors found.

(2.45 – 2.79)

Minimally adheres to standard usage rules of mechanics: conventions of written English, including capitalization, punctuation, and spelling. More than 10 errors found.

(2.1 – 2.449)

Does not adhere to standard usage rules of mechanics: conventions of written English largely incomprehensible; or errors are too plentiful to count.

(0 – 2.09)

No APA style or usage errors; Proper citation of source material is used throughout paper; Reference titles follow APA with only the first word, the first word after a colon and proper nouns capitalized.

(1.575 – 1.75)

Attempts in-text citations and reference list but one or two APA style errors noted or fails to use APA citations when appropriate 1-2 times.

(1.4 – 1.574)

Attempts in-text citations and reference lists; APA style errors are noted throughout document; Fails to use APA citations when appropriate 3 times in document.

(1.225 – 1.39)

Attempts in-text citations and reference lists; Fails to use APA citation when appropriate 4-5 times; or presents only 1-2 in-text citations and reference list in a paper that requires APA citations throughout the document.

(1.05 – 1.224)

No attempt at APA style; or attempts either in-text citations or reference list but omits the other.

(0 – 1.049)
Overall Score

Assignment 9 – Chapter 11

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Constructive therapists, especially solution-focused therapists, generally emphasize that therapy must be a practical and brief activity. Constructive therapists generally conduct therapy on a schedule that is more brief than most therapy orientations. Based upon this premised, and the information presented in this chapter, answer the following:

a. Do you think change can truly take place in 6-10 sessions. Why/why not? Give examples.

b. Is it appropriate, or ethical to base one’s therapy approach on what happens to the average person who enters therapy? What are the dangers/risks that might be encountered by the therapist, as well as the client?

c. Based on the information from the previous chapters, which theorists do you think might be able to incorporate this view into their existing theories, and which would not. Why?

This assignment should be a minimum of 2 ½ pages.

need help with Mythology and Folklore essay

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Paper 2

Parsons English 114 Spring 2017

Due: March 24th by 11:59pm

Choose one (1) of the following topics and write a four-six page (that’s a

minimum of four full pages) essay (or tale) in standard MLA format which is

critical, thoughtful, and/or creative. If you choosing topic 1, your paper will be

supported with several specific examples from the work(s) you are analyzing. If

you select topic 2, then you’ll be doing something a little different! Your essay

will be evaluated on both form and content. Do your best, and good luck!

In order to gain full credit, your essay must be:

• 4-6 full pages long

• written in MLA Format

• turned in on time

• Peer Reviewed in class

• Submitted to SafeAssign on time

1. Almost all cultures have their creation and pourquoi myths (including myths

about the origin of the universe, the creation of humans, the occurrence of a

massive flood or other cataclysm, etc.), as well as similar cautionary folktales,

fairytales, and urban legends. There are remarkable similarities among these

myths and tales from widely different cultures; there are also some notable

differences.

Compare one similar kind of myth, fairytale, urban legend, legend, or folktale

from three different cultures (or time periods). Discuss the similarities first.

Then focus on the key differences. Speculate on what the differences suggest

about the nature of the culture telling the story (for example, Native American

origin myths usually contain gods who appear in the form of the animals so

important to the peoples’ survival). You may use material from stories

discussed in class. You may also use other sources (such as Edith Hamilton’s

Mythology, Bulfinch’s Age of Fable, Virginia Hamilton’s In the Beginning…,

etc.; there are even several good online myth sites). Please see me for

suggestions or help starting your research. Be sure to refer directly to the myths

using summary and/or direct quotations which you document parenthetically

and list on your MLA formatted works cited page. You are required to cite all

of the examples that you use in your paper, even if you are using class

materials.

Tip: You do not have to limit yourself to Western Mythology. Consider myths

from Africa, Native American tribes, indigenous groups from Central and

South America, and Asia as well.

2. Pourquoi (why) tales are attempts to explain natural and cosmic

phenomena. In Genesis we learn the Hebrews’ ideas about the origin of labor

(both kinds), how rainbows came into being, the reason for different languages;

in Ovid’s Metamorphoses we see Greco-Roman notions of how the laurel tree

came into being, why peacocks have eyes on their tail feathers, etc.

Imagine you are the storyteller of your culture. Your task is to create your own

pourquoi tale. Using your own imagination and drawing on material that

would be significant and logical to your culture (you can define your culture

any way you want), tell the story of how ___________ came into being. You

may fill in the blank with a traditional phenomenon (such as why the sun rises

and sets) or a whackier phenomenon (such as how the hamburger stand got its

golden arches). Do NOT get all scientific about it; these are tales (stories); they

DO have internal logic, but they are also very imaginative. Be as creative as

possible.

Tip: do not write as though you are writing for a little kid. The tales we’ve read

are tightly focused (often centering on just one event); they are edgy; they have

a lot of very crisp, precise detail. You need to suggest an idea through content,

not explain an idea. It’s not as easy as you might think, but it will allow you to

do something inventive. Remember, these are usually written as a storyteller

would tell them, NOT as a first person narrative or experience. Examples

are posted in the Unit 2 folder, but please see me if you have additional

questions throughout the writing process.

external factors that have implications for successful implementation

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external factors of the company.External factors Schneider electric

Complete an analysis of the key external factors that have implications for successful implementation of your organization’s strategy and goals/objectives. You will examine your organization’s industry and the competitive conditions affecting it now or likely to do so in the future. Submit your work in your assignment folder in the form of an approximate 2,000-word double-spaced APA-formatted paper. The title page, reference list, and any appendices are not included in this suggested word count. You do not need to include an abstract.

Your paper should address these topics:

A brief explanation of the industry (or industries) in which your organization operates.
Analyze the current conditions in your organization’s industry and in its relevant general environment and their likely implications for successful implementation of your organization’s strategic goals and related actions. Be sure to address the PESTEL framework.
Apply the Five-Forces Model to enrich your understanding of the environment in which your organization is now or may be operating.
Describe your organization’s strategic group and construct a map to show its relative market position.
Summarize the threats and opportunities facing your organization gleaned from your analysis, including a narrative of your supporting rationale (SWOT analysis).
Evaluate the extent to which your organization’s current strategy appears a good match for the competitive conditions it confronts.

IMPORTANT: Do not just use someone else’s SWOT, Five Forces, or other analysis. We want you to think for yourself. Critically analyze your firm and write about your original conclusions.

RA 1: Case Analysis

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Assignment 2: RA 1: Case Analysis

For this assignment, analyze the case and answer the questions following it.

John Doe is a twenty-one-year-old Caucasian male, who was arrested at his home, which he shared with his parents and older sister. He was charged with possession and distribution of child pornography. The defendant grew up in a semirural environment. He has a slight speech impediment. He was sexually molested by a distant relative at the age of nine, who has since been incarcerated on an unrelated charge. Doe has been using marijuana and alcohol since he was fourteen. Doe was held back in second grade and subsequently was in special education classes. He had sex for the first time at the age of eighteen with a girl he knew from the neighborhood. They were both drunk at the time and she made fun of his clumsiness. He did not enjoy the experience. Doe graduated from high school at the age of nineteen and has stayed home since then. He never found employment. He is mildly depressed. Doe enjoys playing video games on his computer, which his parents bought him when he graduated from high school.
When interviewed by the arresting officers, Doe agreed to answer questions. He has been a member of several chat rooms, where child pornography in the form of both pictures and videos is shared. A subsequent search of Doe’s computer revealed hundreds of images and videos of adult males engaging in sexual activities with prepubescent children. When booked into the local jail, John sliced his wrists with a razor and attempted to hang himself using a torn T-shirt. The cuts were superficial and the noose broke, causing John to fall to the floor and hit his head. He never lost consciousness. His defense attorney requested an evaluation for competency to stand trial and legal sanity. After a three-month treatment with psychotropic medication for depression, Doe was found competent to proceed to trial. The evaluation for legal sanity did not produce significant results. Doe decided to accept a plea agreement. He pleaded guilty and was sentenced to a hundred-month sentence (eight years and four months), followed by ten years of supervised release. If he had gone to trial and lost, he could have received a prison sentence between fifteen and twenty years in length. Doe was sent to a federal prison facility specializing in treatment of sex offenders.

Based on the above information, respond to the following questions:

  • Develop an initial mental health postarrest assessment for Doe that includes a line of questioning to determine personality type and suicide risk.
  • Develop an initial investigative postarrest assessment for Doe, focusing on possible motivations for the crime in question.
  • Compare the differences between how law enforcement personnel and a forensic mental health professional would conduct assessment and criminal investigative procedures in the case of Doe.
  • Based on reviewed research, describe 3–4 personality characteristics and motivational dynamics of an individual who is capable of such a crime.
  • Develop an appropriate postconviction treatment for Doe, including specific recommendations for type of treatment (cognitive-behavioral, psychodynamic, and medication) and modality (individual and group) as well as outcome measures, which would evaluate his progress.
  • Describe 2–3 appropriate psychological tests that could be useful in psychological profiling and/or criminal investigation for this case.

Support your responses giving reasons and examples from 6–7 scholarly resources.

Write a 6- to 8-page paper in a Microsoft Word document. Apply APA standards to citation of sources.

Your paper should be written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.

Submission Details:

  • By the due date assigned, save your paper as M3_A2_Lastname_Firstname.doc and submit it to the Submissions Area.

Attachments

The ACA: An Appropriate Law for the U.S.?

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In 2010, the Affordable Care Act was approved by Congress and will be
phased in over several years. However, the argument remains as to the
law’s appropriateness in a democratic nation such as the United States.

In a substantial post, you will examine whether the ACA is or is not an
appropriate law for the United States.  You must include critical
information about the law that is currently under debate such as
quality, cost, access, technology, health care system structure, global
effect, rationing, government versus private oversight, and so on. At
least two scholarly sources are required to support your opinion. Please refrain from using news reports on the topic, as these are not scholarly sources.

Counterargument Paper

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Hello, Need help with this paper. I didn’t realized it was due tonight. Help! study emergency

Thanks!

Counterargument Paper

This paper assignment expands upon your Week One Assignment and prepares you for the Final Paper. The expansion is to learn to improve one’s argument after investigating and fairly representing the opposite point of view. The main new tasks are to revise your previous argument created in Week One, to present a counterargument (an argument for a contrary conclusion), and to develop an objection to your original argument.

Here are the steps to prepare to write the counterargument paper:

  • Begin reviewing your previous paper paying particular attention to suggestions for improvement made by your instructor.
  • Revise your argument, improving it as much as possible, accounting for any suggestions and in light of further material you have learned in the course. If your argument is inductive, make sure that it is strong. If your argument is deductive, make sure that it is valid.
  • Construct what you take to be the strongest possible argument for a conclusion contrary to the one you argued for in your Week One paper. This is your counterargument. This should be based on careful thought and appropriate research.
  • Consider the primary points of disagreement between the point of view of your original argument and that of the counterargument.
  • Think about what you take to be the strongest objection to your original argument and how you might answer the objection while being fair to both sides. Search in the Ashford University Library for quality academic sources that support some aspect of your argument or counterargument.

In your paper,

  • Present a revised argument in standard form, with each premise and the conclusion on a separate line.
  • Present a counterargument in standard form, with each premise and the conclusion on a separate line.
  • Provide support for each premise of your counterargument. Clarify the meaning of the premise and supporting evidence for the premise.
    • Pay special attention to those premises that could be seen as controversial. Evidence may include academic research sources, supporting arguments, or other ways of demonstrating the truth of the premise (for more ideas about how to support the truth of premises take a look at the instructor guidance for this week). This section should include at least one scholarly research source. For guidance about how to develop a conclusion see the Ashford Writing Center’s Introductions and Conclusions (Links to an external site.)Links to an external site..
  • Explain how the conclusion of the counterargument follows from its premises. [One paragraph]
  • Discuss the primary points of disagreement between sincere and intelligent proponents of both sides. [One to two paragraphs]
    • For example, you might list any premises or background assumptions on which you think such proponents would disagree and briefly state what you see as the source of the disagreement, you could give a brief explanation of any reasoning that you think each side would find objectionable, or you could do a combination of these.
  • Present the best objection to your original argument. Clearly indicate what part of the argument your objection is aimed at, and provide a paragraph of supporting evidence for the objection. Reference at least one scholarly research source. [One to two paragraphs]
    • See the “Practicing Effective Criticism” section of Chapter 9 of your primary textbook for more information about how to present an objection.

For further instruction on how to create arguments, see the How to Construct a Valid Main Argument (Links to an external site.)Links to an external site. and Tips for Creating an Inductively Strong Argument (Links to an external site.)Links to an external site. documents as well as the video Constructing Valid Arguments (Links to an external site.)Links to an external site..

For an example of how to complete this paper, take a look at the following Week Three Annotated Example (Links to an external site.)Links to an external site.. Let your instructor know if you have questions about how to complete this paper.

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Writing specialists are here 24/7, every day of the year, ready to support you!

The Counterargument Paper

  • Must be 500 to 800 words in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (for more information about using APA style, take a look at the APA Essay Checklist for Students (Links to an external site.)Links to an external site. webpage).
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least two scholarly sources in addition to the course text.
  • The Scholarly, Peer Reviewed, and Other Credible Sources tableView in a new window offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • Must document all sources in APA style as outlined in the Ashford Writing Center (for more information about how to create an APA reference list, take a look at the APA References List (Links to an external site.)Links to an external site. webpage).
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.