Case Link: https://www.wired.com/story/lawsuit-claims-google-…

（No less than 650 words）

1. The Ethical Theory for the Argument : Utilitarianism

• ARGUMENT should be at least1 page, longer is much better, must follow ARGUMENT OUTLINE for the theory your team chose. (Full sentences & paragraphs, no bullets). Follow that outline exactly. Also, never begin the ARGUMENT with a summary of the facts of the case. Notice please, the paragraphs directly before the argument are summary of the facts of the case. Summarizing again would be redundant. Also, never say “I believe”, etc. This is a team paper, a team voice, not your individual view.

More Instructions are in the document. Also, you must FOLLOW THE ARGUMENT OUTLINE to write your argument.

UTILITARIAN (ARGUMENT section of OUTLINE)

1. DEFINE UTILITARIANISM: Utilitarianism promotes consequences that bring the greatest benefit and the least harm overall. (just copy and paste definition)

2. State very generally, in one sentence, if the action of the case promotes overall benefit or overall harm.

3. List all groups who benefit (a sentence)

4. Write a paragraph for each group explaining how they benefit and why

5. List all groups who are harmed (a sentence)

6. Write a paragraph for each group explaining how they are harmed and why

7. Weigh overall benefit against overall harm

Paper length 2-3 pages.

You enter your project team meeting with Mike and Tiffany to hear them discussing the tools that they found to conduct an analysis of the industry and competitors. “Mike, there are so many more tools than I even realized to give us some good data,” Tiffany states.

“I know,” Mike says. “That’s why I wanted to take some time to look at our options and figure out what information we really need to support the board’s decision.”

Mike and Tiffany both found some great tools from their research on the subject. Complete the following:

• Based on your classmates’ discussion posts for Week 2, do you still believe the tools that you selected will work best for a global strategy? Why or why not?
• What evidence do you have to support your decision?
• How would you refute the people who chose an additional tool rather than one of the tools that you selected?
• Based on the tools that you selected, provide a brief analysis of your market, using those tool.

Required elements	Potential earned points	Required element parts
Rawls’ Veil of Ignorance	0-5 points	• Demonstrates thorough understanding of Rawls’ Veil of Ignorance
Social Contract Theory	0-5 points	• Demonstrates through understanding of social contract theory
Content	0-10 points	• Addresses elements of chart thoroughly • Two organizational rules described clearly
Mechanics	0-5 points	• Uses correct grammar, spelling • Uses short, clear phrases/sentences • Uses formal language (no slang or jargon) • Appropriate for reader • Defines any abbreviations on first use
Research	0-5 points	• Uses two pieces of support from the weekly material • Sources cited APA style • Reference page for sources is correctly formatted APA style

 USE THIS FORM:

Name: _________________________________________                    Date: _______________________

Social contracts set aside self-centered interest in favor of rules that benefit everyone. All agree to do the same. (Rachels & Rachels, 2015, p.85).  Review the TED Talk on Inequality and Rawls’ Veil of Ignorance. Imagine you have the opportunity to change any social contract in our present society. If you were behind Rawls’ Veil of Ignorance, what new social contracts would you modify? Fill out the chart with your answers. Address each piece in the appropriate box.

	Example	Social Contract 1	Social Contract2
Describe the social contract	All children would have free immunizationservice from their communities.
How contract is based on Rawls’ Veil of Ignorance	From behind Rawls’ Veil, all children of allsocio-economic statuses would be protected from disease. This rule would promote equality.
Name  all parties to the social contract	Children and parents–community
Describe what each party contributes/sacrifices to show it is committed to the social contract	Parents submit to immunizations as required by community; community as a whole pays for immunizations
Describe benefits for each party in the social contract	Child receives immunization services for free; community receives citizens who will not carry diseases for the most part.
Name any consequences for not upholding the social contract	Individuals not immunized may contract and pass on disease within the community, weakening the population.

 

Choose one of your social contracts and in a brief paragraph, describe why it would work, using at least one piece of cited support from the week’s material. Reference your source(s) on an additional page, APA style.

By the mid-20^th century, the United States had become the
dominant force in international relations. Some have argued that the
United States’ military functions as the world’s “police.” This
assignment covers the manner in which this shift occurred and the
consequences the United States faces as a result of its status as
“policemen of the world.” Using the Internet and reputable news sources,
research two (2) real-life international incidents from the past five
(5) years in which:

• The U.S. used military action abroad.
• Controversy existed within the American public regarding U.S. involvement.
• Controversy existed within the country or countries affected by U.S. involvement.

Part 1

1. Write a thesis statement that is one to two (1-2) sentences long in which you:
   1. State your thesis on the significance of the current role of the US
      military, as exemplified in the two (2) real-life international
      incidents that you have researched. Justify your response.

For the first part of this assignment you
will create a thesis statement. A thesis statement is usually a single
sentence somewhere in your first paragraph that presents your main idea
to the reader. The body of the essay organizes the material you gather
and present in support of your main idea. Keep in mind that a thesis is
an interpretation of a question or subject, not the subject itself.
(Note: Please consult the Purdue OWL Website with tips on how to
construct a proper thesis; the website can be found at: https://owl.english.purdue.edu/owl/resource/545/01/

Part 2

For the next part of this assignment you
will create an outline of the main points you want to address in this
paper. This will serve as the basis for your Assignment 2.2 Final Draft.
(Note: Please use the Purdue Owl Website to assist you with this
assignment; this website can be accessed at: https://owl.english.purdue.edu/engagement/2/2/55/

1. Write a one to two (1-2) page outline in which you:
   1. Describe the two (2) international events involving the US military
      from the past five (5) years you investigated that can be traced back to
      a foreign policy created after the Civil War.
   2. List three (3) aspects of US history since 1865 that have led to the US’s rise as a world super power policeman.
   3. List three to five (3-5) international incidents since World War II where America has taken on a policing role.
   4. List three to five (3-5) driving forces that fueled international
      policy decisions involving the international incidents you outlined
      previously. (Consider treaties, exit strategies, elections, wars, etc.)
   5. Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and similar websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with
  one-inch margins on all sides; citations and references must follow APA
  format. Check for any additional instructions.
• Include a cover page containing the title of the assignment, your
  name, your professor’s name, the course title, and the date. The cover
  page and the reference page are not included in the required assignment
  page length.

The specific course learning outcomes associated with this assignment are:

• Identify and discuss the different ways that the Civil War,
  Reconstruction, and Industrialization after the Civil War have shaped
  America’s history.
• Summarize and discuss the ways that formal policies of government
  have influenced the direction of historical and social development in
  the United States.
• Recognize the major turning points in American history since the Civil War.
• Use technology and information resources to research issues in contemporary U.S. history.
• Write clearly and concisely about contemporary U.S. history using proper writing mechanics.

.

1. For this discussion, we will be looking at several interactive tutorials or quizzes that might help you and your classmates with any concepts or calculations that you are having difficulty with.

If you are having difficulty with the numerical calculations covered in this module, try this interactive tutorial:

http://www.sambaker.com/econ/cost/cost.html

If you are having difficulty with some of the conceptual issues covered in this module, try the following interactive tutorial:

http://www.pearsoncustom.com/mct-comprehensive/asset.php?isbn=1269879944&id=12353

Note that you don’t need to look at both tutorials, just pick one or the other and share with your classmates whether you found it useful or not.

Then search the web and try to find at least one other tutorial on production costs (marginal costs, variable costs, total costs, etc.) that you find useful for this module. This could be a tutorial, a video lesson, an online practice quiz, etc. Share the link with your classmates and explain what you found useful about it. As a follow-up to your first post, try using one of the tutorials that your classmates found and share your thoughts.

Part 2

1. I actually looked at both numerical calculations and conceptual issues tutorials to try to get a little more comfortable. Both were able to help me understand a little more. The capital/labor ratio is an example of production function. According to Dr. Salas-Velasco (2011) “production refers to the transformation of inputs into outputs (or products). An input is a resource that a firm uses in its production process for the purpose of creating a good or service. A production function indicates the highest output (Q) that a firm can produce for every specified combination of inputs (physical relationship between inputs and output).”

In regards to the investment tax credit, its purpose is to stop the migration of automobile manufacturing facilities by means of producing more (highest output). Therefore, reducing the price of capital relative to labor. “Typically, we would expect total product to increase as more units of the variable resources are hired and combined with the fixed resources.” Beveridge (2003). In essence, production will be greater with the increase of resources, which in turn require more units of labor.

The statute of the investment tax credit would translate into a gain in employment which is beneficial to the Detroit area. As a representative of the automakers, my concern would be stability of the firm that consequently benefits economic growth.

2. here are multiple online tools that are helpful in understanding production costs. The Pearson interactive tutorials provided to the class along with the additional tools found on-line provide a baseline understanding of production cost concepts as well as helpful checks on learning.

Pearson Tutorial Provided for MOD 2

The Pearson tutorial provides a useful in-depth understanding of production costs. The tool breaks the topic up into multiple parts in an easy to understand manor. While reading the topics within the lesson, a student has the opportunity to make notes by clicking on the note links at the bottom or even check a term with which they might not be familiar. The student is able to save the notes and then print them out to be utilized later to help study or use to help inform an assignment. Additionally, Pearson has in stride checks on learning to make for sure students understand key principles before moving to the next topic. This is helpful so students do not get all the way to the end of the lesson and missed key points that are the foundation of the learning. Last, Pearson provides the ability to download PowerPoint slides by clicking on a link on the bottom left of the tool. The only challenge of these tools is the ability to ask questions or ask advanced questions on the topics. Overall, Pearson provides a quality tool that provides a base understanding along with interactive questions to check individual learning.

Additional Online Tutorials

After multiple searches on line, there were two key forms of tutorial that were helpful in proving a base understanding of production costs. The first is by means of slides or webpage which provide a written product that can also include questions that provide the student a check on learning. These tools are very similar to the Pearson tool. The next tool are videos provided by different outlets or individuals. The one I found most interesting was a series by Jacob Clifford. I found the short videos helpful because they provided me a base knowledge of the topic without having to scan through a lot of text. As a visual learner, the videos are more helpful to how I best learn. Also having an individual provide the instruction gave a more personal approach about the key topics of the lesson. Clifford brings a lot of energy to the topic and covers a lot of information in a short period. When trying to grasp a topic this can be a challenge, but the pause button or even going back to review the topic has been key to keeping up with the lesson. Below are the links to the topics of the video series.

Diminishing Marginal Returns (3.1)

https://www.bing.com/videos/search?q=clifford+why+does+MC+and+ATC+do+that&&view=detail&mid=390BCA36CAAF24963CE2390BCA36CAAF24963CE2&&FORM=VDRVRV

Economies of Scale (3.2)

https://www.bing.com/videos/search?q=clifford+why+does+MC+and+ATC+do+that&&view=detail&mid=A5C41DF76BD471880BB9A5C41DF76BD471880BB9&&FORM=VDRVRV

Part 1: Cost of Production –Microeconomics (3.3)

https://www.bing.com/videos/search?q=tutorial+on+production+costs&&view=detail&mid=F536F125651C14358A5AF536F125651C14358A5A&rvsmid=D840F5C93B9A73A4C4BAD840F5C93B9A73A4C4BA&FORM=VDRVRV

Part 2: Cost Curves (3.3)

https://www.bing.com/videos/search?q=tutorial+on+production+costs&&view=detail&mid=F1869074461D610AACB2F1869074461D610AACB2&&FORM=VDRVRV

Marginal Cost and Average Total Cost (3.4)

https://www.bing.com/videos/search?q=clifford+why+does+MC+and+ATC+do+that&&view=detail&mid=4862FE2F6C6218A8110D4862FE2F6C6218A8110D&rvsmid=6FAC533881278FFFBB646FAC533881278FFFBB64&FORM=VDRVRV

Overall there are many venues that facilitate instruction for Production and Costs. Pearson provided a quality tool that facilitates a base understanding with interactive questions to check individual learning while the videos online provide a more personal approach to instruction on the topic. Based upon how an individual best takes in information, either method provide a good tool to help guide learning.