Part 1

With regards to our Benedictine value of community, review the following blog from the Huffington Post entitled: “The Wal-Marting of American Theater,” by Scott Walters:

https://www.huffpost.com/entry/american-theater-walmarting_b_2208105

How can theater administrators retain the local flavor of their arts community and attract an audience? Do you think the homogenization of American Theater has occurred out of laziness–in that it is easier to sell a “product” which is comfortable and familiar to audiences–or necessity: the fear that an audience will not attend a theatrical “product” which is unknown? How can the marketing department address this issue…or can it? Include a primary post and two response posts.

Part 2

Post one paragraph that addresses the following: how do you define power? You may choose to consider personal power, societal power, institutional power, or governmental power. What is the responsibility that accompanies that power? In your own life, do you consider the power dynamics of you and your family / you and your coworkers / you and your friends etc… Do these power dynamics seem equitable to you or is the power out of balance?

Read the selection from Confederate Vice President Alexander H.

Stephens’ “Cornerstone Speech” of March 21, 1861, and then study the

Thomas Nast editorial cartoon, “The President’s Inaugural,” of March 23,

1861.

Based on these two documents, and what you have learned in your HIST 1301 class, consider these questions:

1. According to Stephens, what is the “cornerstone” of the confederacy?
2. Paraphrase Stephens’ main argument. What are Stephens’ fundamental assumptions about blacks and whites?
3. Demonstrate how Stephens supports his argument. To what “authority” does he appeal?
4. How does Stephens summarize the arguments of those who have a differing view?
5. What does Nast’s cartoon say about how Lincoln is viewed in the South?
6. What populations within the newly-formed Confederate States of America would be most hostile toward Abraham Lincoln, and why?
7. To
   what extent did Stephens and Nast in particular, and most Southerners
   and Northerners in general in 1861, exhibit sensitivity and tolerance in
   dealing toward women and African Americans?

Aspects of the Value-Chain Analysis to be considered are:

Discuss the two types of Value Chain activities – Primary and Support – and how they help create value by finding both “better” and “different” ways of performing these activities (apply your own organizational and/or SSM company experiences)

– Primary and Support – and how they help create value by finding both “better” and “different” ways of performing these activities (apply your own organizational experiences)

ISCUSS THE TWO TYPES OF VALUE CHAIN ACTIVITIES – PRIMARY AND SUPPORT – AND HOW THEY HELP CREATE VALUE BY FINDING BOTH “BETTER” AND “DIFFERENT” WAYS OF PERFORMING THESE ACTIVITIES (APPLY YOUR OWN ORGANIZATIONAL AND/OR SSM COMPANY EXPERIENCES)

According to Carpenter and Sanders (2008), the value chain can be divided into two different activities, primary, and support. Porter and Millar (1985) state that value-chain activities have nine generic categories (See Figure 1) and that primary activities, which are displayed on the horizontal axis, create the product, marketing, delivery, and support and servicing after the sale. Support activities, displayed on the vertical axis, are the inputs and infrastructure activities that make the primary activities possible. Stabell and Fjeldstad (1998) further explain that “Primary activities are directly involved in creating and bringing value to the customer, whereas support activities enable and improve [emphasis added] the performance of the primary activities” (p. 417).

Figure 1: Value Chain (Porter & Millar, 1985, p. 151)

Porter and Millar (1985) state that the activities that make up the value chain are interdependent and are connected by linkages. These linkages are the interaction with the performance of an activity and its effects on cost or effectiveness of other activities (p. 150).

Carpenter and Sanders (2008) state that using the resource-based view (RBV) of the firm, firms differ in their resources and capabilities, and these account for the performance difference between firms. The value chain is another way firms differentiate themselves to achieve a competitive advantage. Melding all the above information together makes finding better and different ways of performing activities seem the only logical way to create and sustain and competitive advantage.

Regarding the application of the value chain in the StratSim, each group is starting to make different decisions that will affect each subsequent decision for their firm, and if the competition is paying attention, it will affect their decisions too. I am not going to state in this post what type primary and support activities Firm A will make over the next six weeks, but we will be analyzing our and the other firms’ value chains. We will be making decisions that will allow us to perform our activities within the value chain better so that we can develop a dominant design and continue on the path to a sustained competitive advantage (Amit & Zott, 2001).

REFERENCES

Amit, R., & Zott, C. (2001). Value creation in e-business. Strategic Management Journal, 22, 493-520.

Carpenter, M. A., & Sanders, W. M. (2008). Strategic management: A dynamic perspective—Integrated StratSim simulation experience. Upper Saddle River, NJ: Pearson Prentice Hall.

Porter, M. E., & Millar, V. E. (1985, July-August). How information gives you competitive advantage. Harvard Business Review, 63(4), 149-160.

Stabell, C. B., & Fjeldstad, Ø. D. (1998). Configuring value for competitive advantage: On chains, shops, and networks. Strategic Management Journal, 19, 413-437.

468 words

part A

1. Describe just what you see in the photograph (not what you think the photograph is about). List details:

2.Describe the photograph using all of the following terms and format each term in bold when you actually use it.

• angle
• contrast
• foreground
• middle ground
• background
• framing
• cropping
• symmetry or asymmetry (choose only one)

3. What do you think is the message of your photograph?

Part B

1. What is the purpose of the photograph itself (advertisement, news, etc.)? Who is intended to see it?

2. What and/or who are pictured in the photograph? List visual fact, not interpretation:

3. What is the ‘mood’ of the photograph? What do you see that makes you think so?

4. Does the photo show an event or use a symbol you recognize?

5. How does the composition help tell the story of the photograph?

6. Does this image show about the issues, values, beliefs, and everyday life of its present-day culture?

7. What would you change about the photograph? Why? What might be another composition you would use to tell this story?

Throughout Chapters 5 and 6 of your textbook, we have explored many areas of health and wellness this week. For your Week 3 assignment you will develop one of these themes into a story or presentation for children and their families.
To begin, choose one of the following health and wellness themes:

• Engaging in Physical Activity
• Nutritious Eating
• Illness/Infection Prevention
• Staying Healthy in School
• Staying Healthy at Home

Next, decide if you want to present your theme as a story using Storybird (Links to an external site.)Links to an external site.or a presentation using PowerPoint. Your story or presentation must contain the following:

1. A clear focus on one health and wellness theme from the list above.
2. Be written for an audience of children and their families
3. At least five teaching points that are directly related to your chosen theme. The teaching points you share could be facts from the textbook, ideas, strategies, or information relating to your chosen theme that are important to understand. For example, if you choose to develop a story based on the theme of illness/infection prevention you might have a child who gets sick and has to visit the doctor. While at the doctor’s office, the child learns about five ways to prevent illness/infection. If you chose to create a presentation on this theme, you would need to include at least five examples of how you can prevent illness/infection that you want the children and families viewing your presentation to understand.
4. At least five images, sounds, or audio features that enhance your story or presentation.
5. A resource page with at least three child and family friendly resources that could be used for the family to learn more information about the theme of your story or presentation. This is separate from your reference page for the assignment.
6. Your story or presentation should be at least ten pages/slides in length (not including the title and reference pages/slides). You will include at least two scholarly sources to support your theme. Be sure to cite these in APA format on the reference page.

Paste the link to your Storybird onto a Word document for submission or upload your PowerPoint in Waypoint. You will also share the link to your Storybird or upload your PowerPoint within the Doc Sharing forum within the Tools module.

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.