Read the passage. Then answer the questions.

from “The Presidency in 1960”

by John F. Kennedy

1 Today a restricted concept of the Presidency is not enough. For beneath today’s surface gloss of peace and prosperity are increasingly dangerous, unsolved, long postponed problems – problems that will inevitably explode to the surface during the next 4 years of the next administration – the growing missile gap, the rise of Communist China, the despair of the underdeveloped nations, the explosive situations in Berlin and in the Formosa Straits, the deterioration of NATO, the lack of an arms control agreement, and all the domestic problems of our farms, cities, and schools.

2 This administration has not faced up to these and other problems. Much has been said – but I am reminded of the old Chinese proverb: “There is a great deal of noise on the stairs but nobody comes into the room.”

3 The President’s state of the Union message reminded me of the exhortation from “King Lear” but goes: “I will do such things – what they are I know not . . . but they shall be the wonders of the earth.”

4 In the decade that lies ahead – in the challenging revolutionary sixties – the American Presidency will demand more than ringing manifestoes issued from the rear of the battle. It will demand that the President place himself in the very thick of the fight, that he care passionately about the fate of the people he leads, that he be willing to serve them, at the risk of incurring their momentary displeasure.

5 Whatever the political affiliation of our next President, whatever his views may be on all the issues and problems that rush in upon us, he must above all be the Chief Executive in every sense of the word. He must be prepared to exercise the fullest powers of his office – all that are specified and some that are not. He must master complex problems as well as receive one-page memorandums. He must originate action as well as study groups. He must reopen channels of communication between the world of thought and the seat of power.

6 Ulysses Grant considered the President “a purely administrative officer.” If he administered the government departments efficiently, delegated his functions smoothly, and performed his ceremonies of state with decorum and grace, no more was to be expected of him. But that is not the place the Presidency was meant to have in American life. The President is alone, at the top – the loneliest job there is, as Harry Truman has said.

7 If there is destructive dissension among the services, he alone can step in and straighten it out – instead of waiting for unanimity. If administrative agencies are not carrying out their mandate – if a brushfire threatens some part of the globe – he alone can act, without waiting for the Congress. If his farm program fails, he alone deserves the blame, not his Secretary of Agriculture.

8 “The President is at liberty, both in law and conscience, to be as big a man as he can.” So wrote Prof. Woodrow Wilson. But President Woodrow Wilson discovered that to be a big man in the White House inevitably brings cries of dictatorship.

9 So did Lincoln and Jackson and the two Roosevelts. And so may the next occupant of that office, if he is the man the times demand. But how much better it would be, in the turbulent sixties, to have a Roosevelt or a Wilson than to have another James Buchanan, cringing in the White House, afraid to move.

10 Nor can we afford a Chief Executive who is praised primarily for what he did not do, the disasters he prevented, the bills he vetoed – a President wishing his subordinates would produce more missiles or build more schools. We will need instead what the Constitution envisioned: a Chief Executive who is the vital center of action in our whole scheme of Government.

11 This includes the legislative process as well. The President cannot afford – for the sake of the office as well as the Nation – to be another Warren G. Harding, described by one backer as a man who “would when elected, sign whatever bill the Senate sent him–and not send bills for the Senate to pass.” Rather he must know when to lead the Congress when to consult it and when he should act alone.

12 Having served 14 years in the legislative branch, I would not look with favor upon its domination by the Executive. Under our government of “power as the rival of power,” to use Hamilton’s phrase, Congress must not surrender its responsibilities. But neither should it dominate. However large its share in the formulation of domestic programs, it is the President alone who must make the major decisions of our foreign policy.

13 That is what the Constitution wisely commands. And even domestically, the President must initiate policies and devise laws to meet the needs of the Nation. And he must be prepared to use all the resources of his office to ensure the enactment of that legislation–even when conflict is the result.

14 By the end of his term Theodore Roosevelt was not popular in the Congress – particularly when he criticized an amendment to the Treasury appropriation which forbade the use of Secret Service men to investigate Congressmen.

15 And the feeling was mutual, Roosevelt saying: “I do not much admire the Senate because it is such a helpless body when efficient work is to be done.”

16 And Woodrow Wilson was even more bitter after his frustrating quarrels. Asked if he might run for the Senate in 1920, he replied: “Outside of the United States, the Senate does not amount to a damn. And inside the United States the Senate is mostly despised. They haven’t had a thought down there in 50 years.”

17 But, however bitter their farewells, the facts of the matter are that Roosevelt and Wilson did get things done – not only through their Executive powers but through the Congress as well. Calvin Coolidge, on the other hand, departed from Washington with cheers of Congress still ringing in his ears. But when his World Court bill was under fire on Capitol Hill he sent no message, gave no encouragement to the bill’s leaders, and paid little or no attention to the whole proceeding – and the cause of world justice was set back.

18 To be sure, Coolidge had held the usual White House breakfasts with congressional leaders – but they were aimed, as he himself said, at “good fellowship,” not a discussion of “public business.” And at his press conferences, according to press historians, where he preferred to talk about the local flower show and its exhibits, reporters who finally extracted from him a single sentence – “I’m against that bill” – would rush to file tongue-in-cheek dispatches claiming that: “President Coolidge, in a fighting mood, today served notice on Congress that he intended to combat, with all the resources at his command, the pending bill . . .”

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From “The Presidency in 1960” by John F. Kennedy. Public Domain.

How does Kennedy mainly apply constitutional principles to support his ideas in the speech?

• He refers to the constitutional division of powers to emphasize the need for an effective President who helps balance the power of government.He refers to the constitutional division of powers to emphasize the need for an effective President who helps balance the power of government.
• He refers to the constitutional division of powers to highlight the importance of communication between the President and members of Congress.He refers to the constitutional division of powers to highlight the importance of communication between the President and members of Congress.
• He refers to the constitution to challenge the idea that strong Presidents are likely to become dictators without certain checks and balances.He refers to the constitution to challenge the idea that strong Presidents are likely to become dictators without certain checks and balances.
• He refers to the constitution to underscore a President’s responsibilities in domestic affairs, such as farming and education.He refers to the constitution to underscore a President’s responsibilities in domestic affairs, such as farming and education.

Part A

How does the author mainly use the term Chief Executive over the course of the speech?

• to highlight a President’s main role as an administrative officer and figurehead for the countryto highlight a President’s main role as an administrative officer and figurehead for the country
• to develop the idea that Presidents should work closely with Congress to get things doneto develop the idea that Presidents should work closely with Congress to get things done
• to emphasize the idea that the President must lead by example, being actively involved in governmental processes to emphasize the idea that the President must lead by example, being actively involved in governmental processes
• to underscore a President’s need to maintain positive relationships with others in government positionsto underscore a President’s need to maintain positive relationships with others in government positions

Part B

Which detail from the speech best supports the answer to Part A?

• “…demand that the President place himself in the very thick of the fight…” (paragraph 4) “…demand that the President place himself in the very thick of the fight…” (paragraph 4)
• “…delegated his functions smoothly, and performed his ceremonies of state with decorum and grace…” (paragraph 6)”…delegated his functions smoothly, and performed his ceremonies of state with decorum and grace…” (paragraph 6)
• “…a President wishing his subordinates would produce more missiles or build more schools.” (paragraph 10)”…a President wishing his subordinates would produce more missiles or build more schools.” (paragraph 10)
• “…they were aimed, as he himself said, at ‘good fellowship’…” (paragraph 18)”…they were aimed, as he himself said, at ‘good fellowship’…” (paragraph 18)

Which of the following provides the best example of a way Kennedy sought to make a connection with members of his audience who might be inclined to disagree with his points about the need for a strong President?

• “This administration has not faced up to these and other problems.” (paragraph 2)”This administration has not faced up to these and other problems.” (paragraph 2)
• “The President is alone, at the top – the loneliest job there is, as Harry Truman has said.” (paragraph 6)”The President is alone, at the top – the loneliest job there is, as Harry Truman has said.” (paragraph 6)
• “But how much better it would be, in the turbulent sixties, to have a Roosevelt or a Wilson than to have another James Buchanan, cringing in the White House, afraid to move.” (paragraph 9)”But how much better it would be, in the turbulent sixties, to have a Roosevelt or a Wilson than to have another James Buchanan, cringing in the White House, afraid to move.” (paragraph 9)
• “Having served 14 years in the legislative branch, I would not look with favor upon its domination by the Executive.” (paragraph 12)

Research Project:

Samsung Gear 2

.  The objective of
the research is to analyze the product or process in terms of the nine factors
influencing optimal timing of market entry explained on pages 95-99 of the text.

  Students
will use at least seven references,
such as periodicals, books, or journals to document their position.  These sources should be less than seven (7)
years old.  You will find that each
source may or may not discuss all of the nine timing-of-entry factors, but report
what you find.  Internet sources are not acceptable; however, the
Internet may be used to locate a source. 
All sources will be identified in a reference list, arranged in
alphabetical order and attached to the paper. 
Using the course textbook as an example, a reference list entry would
mirror the first two lines of the Required Text paragraph above, starting with
Schilling.  In the text of the research
project and in the concluding summary paragraph, the same book citation would
appear as (Schilling (2013)) located directly after the summary comment(s)
attributed to the text. 

The research project will consist
of a paragraph for each source that summarizes your findings about each applicable
factor influencing optimal timing of entry and a concluding paragraph
containing the important points about each of the factors.  Use proper in-text citations.  Your personal opinion is not welcome.  Projects will be graded on applicability,
content, proper identification of the factors relating to timing of market
entry and appropriate APA style and citations.

Completed papers will be in 12-point type, double-spaced, consisting of not less than five nor more than ten pages excluding illustrations, any cover sheet, and the reference list.  The papers will be graded on applicability, content, flow, and the proper application of APA style and citations.

  Research Presentation:  Students will take about 15 minutes to present
the results of their research to the class. 
Presentations will identify the appropriate factors from each source,
will contain a conclusion, and will be done in PowerPoint.

Required Text:

Schilling, M.A.  (2013).
Strategic Management of Technological
Innovation (4^th ed.). New York, New York:  McGraw-Hill. 
ISBN: 978-0-07-802923-3

page-95.pdf

page-96.pdf

page-97.pdf

page-98.pdf

page-99.pdf

paper outline

There was two paper exercises for this assignment. And here are the prompts for the exercises. I think this might help a little bit.

paper exercise one

paper exercise two

And below is the paper outline:

Abstract (10 pts)

An abstract is a brief statement (usually a paragraph or two) that is placed at the beginning of a

paper. Its purpose is to briefly explain what the paper is about; thus, it lets the reader know what will be

discussed (commonly so the reader can decide whether he wants to continue reading it). It also sets a

frame of reference for the reader if he or she decides to continue.

For this assignment, you are simply setting a frame of reference for the reader.

Approximately 100 words

PAGE THREE and BEYOND [For each section, please begin a new page.]

Observation and Models (20 pts)

In this section simply insert what you are supposed to do for the third homework assignment. If

what you did for that assignment is perfect, all you need do is include it here. If it is not perfect,

you need to fix any problems that exist.

Findings and Results (15 pts)

This section is asking how you would interpret certain results.

What is the data that you would collect and how does it relate to your research question? In the

previous section, you described critical experiments, but the description may have been somewhat

vague. In this section, you are being asked precisely how you would do these experiments.

In the above section, you described critical experiments, and you described the data you would

collect to do these experiments. You now need to describe how you would interpret the data.

This should have been touched on in the above section. If what you did in the previous section

was very complete, all you need to do is repeat it. For others it is another opportunity to get it

complete. To remind you of what you need to do, let’s revisit the example discussed in class: if

you find that people respect lawyers more than professors, that will mean something different

from finding that people respect professors more than lawyers.

For each model:

Describe what results you would need to find in order to support the model.

Describe what results would contradict or fail to support your model.

If the data failed to support your model, what other models might these data support?

References (15 Points)

Note: You are not being asked to write a literature review. This is a list of references. Because

this is not a true, complete research paper, you may not have actually used any references. Thus,

you need to find books, journal articles, electronic sources, etc. that are (at least slightly) related to

what your paper is about. The purpose of this section of the assignment is correctly using APA

format, not doing in-depth research.

Cite at least six sources (books, newspapers, internet, etc.). You will earn more points, if they

come from a wide variety of sources (e.g., one book, one journal, one newspaper, one website,

etc.) If the nature of your question makes it difficult to find a wide variety of sources, talk to you

TA about getting an exemption from this requirement.

The citations need to be in APA format and alphabetized. (See the syllabus for links to webpages

that can help with APA format.)

AT THIS POINT, YOUR PAPER IS FINISHED, BUT THERE ARE 10 ADDITIONAL POINTS

Well Written (10 points)

If the writing is clear and concise (following what we read in the Williams text), you will get 10

additional points.

Module 4 Case Assignment
For this assignment, you will compare/contrast the two articles on
plagiarism written by Nelms (2015) and Goldsmith (2011). You may
either look at the similarities that the two articles hold to be true with
respect to their subject matter, the differences, or both. Your essay
should be double-spaced, should include specific references and
citations to both articles, and needs to be roughly 2-3 typed pages
(not including the cover and references pages). Make sure you set the
margins at 1-inch all around.
Nelms, G. (2015, July). Why plagiarism doesn’t bother me at all: A
research-based overview of plagiarism as educational opportunity.
[Web log post]. Teaching & learning in higher ed. Retrieved
from https://teachingandlearninginhighered.org/2015/07/20/plagiarismdoesnt-
bother-me-at-all-research/

Goldsmith, K. (2011, September). It’s not plagiarism. In the digital age,
it’s ‘repurposing.’ The Chronicle of Higher Education. Retrieved
from http://www.chronicle.com/article/Uncreative-
Writing/128908?cid=trend_right_a
There are several components (1-3 listed below) to include with your
final paper to demonstrate that all the stages of the writing process,
which have been covered in this course, have been met at one of the
following levels: Excellent, Good, Average, or Poor:
1. A graphic organizer that demonstrates your brainstorming
activities, (see
http://www.readwritethink.org/files/resources/less…
75/compcon_chart.pdf).