make sure you do this E

Class, this week we are working on essay two! Let’s try to help each other out. Here are the instructions.  Part 1 (Essay 2–Paragraphs) First (in your initial response), post at least two paragraphs of essay two. You may post any paragraphs you wish, but please tell us which paragraphs they are and also be sure to include your thesis statement at the top of your post if you are not sharing paragraph one. Please put your thesis in bold. Also include at least one citation and one Works Cited entry. Part 2 (MLA or Essay Help) Do you have any questions about MLA usage thus far? Is there anything troubling you about this essay? Do you need help in any specific area? Did you find any aspect of this essay (research, outlining, drafting, etc.) particularly stressful? If so, let us help! *** For your student replies, answer some or all of the checklist questions below (enough to reach the required word counts, please). Please do NOT copy and paste the questions into your post, but please do include the numbers, so we will know to which questions you are responding. Answer in complete sentences. An example is below.    4. I do not see a transition word in your topic sentence for paragraph two. Perhaps you could add “furthermore” at the beginning of the sentence.    Here are the questions.    Is the thesis statement one concise sentence (i.e., a statement, not a question)? Is it the last sentence of the introduction? Does it contain three clear parts? What are the three topics that will be discussed in this essay? Does the topic sentence of each paragraph coordinate with the thesis statement and in the correct order (i.e., the same order they are presented in the thesis statement)? Do the supporting details of each paragraph support that particular topic sentence? Are there any sentences that do not belong? Why do they not belong? Did the author use transitions? Which words are transitions and where are they used? Can you suggest any other transition words that would work well in this essay?  Did the author use third person only and avoid first and second person? See the Grammar Review if you need examples of each. Did the author use contractions (e.g., don’t, can’t, won’t)? If so, where do you see these words? You may suggest a revision, if you wish. Did the author write enough words per paragraph (at least 100)? Did the author write approximately 5-7 well developed sentences per paragraph? Do you see any misspelled words or other grammatical problems? Use your grammar review handout, a dictionary, or a previously recommended site.  Did the author use signal phrases and in-text citations within the essay? Example: Critic John Smith indicates that “quote from article” (page number).  Are the sources listed in alphabetical order and in MLA style on the Works Cited page?  Which APUS library search engines were used, and are they listed in italics? (Hint: Sources should be listed in alphabetical order according to the author’s last name. If the author is unknown, alphabetize by the first important word in the title.) The grading rubric for this forum is attached below. This week’s initial post will not be submitted through Turnitin since your essay will be submitted through Turnitin under Assignments.

English

There Is No Unmarked Woman

(originally titled “Marked Women, Unmarked Men”)

by Deborah Tannen, The New York Times Magazine, June 20, 1993.

Some years ago I was at a small working conference of four women and eight men. Instead of concentrating on the discussion I found myself looking at the three other women at the table, thinking how each had a different style and how each style was coherent.

One woman had dark brown hair in a classic style, a cross between Cleopatra and Plain Jane. The severity of her straight hair was softened by wavy bangs and ends that turned under. Because she was beautiful, the effect was more Cleopatra than plain.

The second woman was older, full of dignity and composure. Her hair was cut in a fashionable style that left her with only one eye, thanks to a side part that let a curtain of hair fall across half her face. As she looked down to read her prepared paper, the hair robbed her of bifocal vision and created a barrier between her and the listeners.

The third woman’s hair was wild, a frosted blond avalanche falling over and beyond her shoulders. When she spoke she frequently tossed her head, calling attention to her hair and away from her lecture.

Then there was makeup. The first woman wore facial cover that made her skin smooth and pale, a black line under each eye and mascara that darkened already dark lashes. The second wore only a light gloss on her lips and a hint of shadow on her eyes. The third had blue bands under her eyes, dark blue shadow, mascara, bright red lipstick and rouge; her fingernails flashed red.

I considered the clothes each woman had worn during the three days of the conference: In the first case, man-tailored suits in primary colors with solid-color blouses. In the second, casual but stylish black T-shirts, a floppy collarless jacket and baggy slacks or a skirt in neutral colors. The third wore a sexy jump suit; tight sleeveless jersey and tight yellow slacks; a dress with gaping armholes and an indulged tendency to fall off one shoulder.

Shoes? No. 1 wore string sandals with medium heels; No. 2, sensible, comfortable walking shoes; No. 3, pumps with spike heels. You can fill in the jewelry, scarves, shawls, sweaters — or lack of them.

As I amused myself finding coherence in these styles, I suddenly wondered why I was scrutinizing only the women. I scanned the eight men at the table. And then I knew why I wasn’t studying them. The men’s styles were unmarked.

THE TERM “MARKED” IS a staple of linguistic theory. It refers to the way language alters the base meaning of a word by adding a linguistic particle that has no meaning on its own. The unmarked form of a word carries the meaning that goes without saying — what you think of when you’re not thinking anything special.

The unmarked tense of verbs in English is the present — for example, visit. To indicate past, you mark the verb by adding ed to yield visited. For future, you add a word: will visit. Nouns are presumed to be singular until marked for plural, typically by adding s or es, so visit becomes visits and dish becomes dishes.

The unmarked forms of most English words also convey “male.” Being male is the unmarked case. Endings like ess and ette mark words as “female.” Unfortunately, they also tend to mark them for frivolousness. Would you feel safe entrusting your life to a doctorette? Alfre Woodard, who was an Oscar nominee for best supporting actress, says she identifies herself as an actor because “actresses worry about eyelashes and cellulite, and women who are actors worry about the characters we are playing.” Gender markers pick up extra meanings that reflect common associations with the female gender: not quite serious, often sexual.

Each of the women at the conference had to make decisions about hair, clothing, makeup and accessories, and each decision carried meaning. Every style available to us was marked. The men in our group had made decisions, too, but the range from which they chose was incomparably narrower. Men can choose styles that are marked, but they don’t have to, and in this group none did. Unlike the women, they had the option of being unmarked.

Take the men’s hair styles. There was no marine crew cut or oily longish hair falling into eyes, no asymmetrical, two-tiered construction to swirl over a bald top. One man was unabashedly bald; the others had hair of standard length, parted on one side, in natural shades of brown or gray or graying. Their hair obstructed no views, left little to toss or push back or run fingers through and, consequently, needed and attracted no attention. A few men had beards. In a business setting, beards might be marked. In this academic gathering, they weren’t.

There could have been a cowboy shirt with string tie or a three-piece suit or a necklaced hippie in jeans. But there wasn’t. All eight men wore brown or blue slacks and nondescript shirts of light colors. No man wore sandals or boots; their shoes were dark, closed, comfortable and flat. In short, unmarked.

Although no man wore makeup, you couldn’t say the men didn’t wear makeup in the sense that you could say a woman didn’t wear makeup. For men, no makeup is unmarked.

I asked myself what style we women could have adopted that would have been unmarked, like the men’s. The answer was none. There is no unmarked woman.

There is no woman’s hair style that can be called standard, that says nothing about her. The range of women’s hair styles is staggering, but a woman whose hair has no particular style is perceived as not caring about how she looks, which can disqualify her for many positions, and will subtly diminish her as a person in the eyes of some.

Women must choose between attractive shoes and comfortable shoes. When our group made an unexpected trek, the woman who wore flat, laced shoes arrived first. Last to arrive was the woman in spike heels, shoes in hand and a handful of men around her.

If a woman’s clothing is tight or revealing (in other words, sexy), it sends a message — an intended one of wanting to be attractive, but also a possibly unintended one of availability. If her clothes are not sexy, that too sends a message, lent meaning by the knowledge that they could have been. There are thousands of cosmetic products from which women can choose and myriad ways of applying them. Yet no makeup at all is anything but unmarked. Some men see it as a hostile refusal to please them.

Women can’t even fill out a form without telling stories about themselves. Most forms give four titles to choose from. “Mr.” carries no meaning other than that the respondent is male. But a woman who checks “Mrs.” or “Miss” communicates not only whether she has been married but also whether she has conservative tastes in forms of address — and probably other conservative values as well. Checking “Ms.” declines to let on about marriage (checking “Mr.” declines nothing since nothing was asked), but it also marks her as either liberated or rebellious, depending on the observer’s attitudes and assumptions.

I sometimes try to duck these variously marked choices by giving my title as “Dr.” — and in so doing risk marking myself as either uppity (hence sarcastic responses like “Excuse me!”) or an overachiever (hence reactions of congratulatory surprise like “Good for you!”).

All married women’s surnames are marked. If a woman takes her husband’s name, she announces to the world that she is married and has traditional values. To some it will indicate that she is less herself, more identified by her husband’s identity. If she does not take her husband’s name, this too is marked, seen as worthy of comment: she has done something; she has “kept her own name.” A man is never said to have “kept his own name” because it never occurs to anyone that he might have given it up. For him using his own name is unmarked.

A married woman who wants to have her cake and eat it too may use her surname plus his, with or without a hyphen. But this too announces her marital status and often results in a tongue-tying string. In a list (Harvey O’Donovan, Jonathan Feldman, Stephanie Woodbury McGillicutty), the woman’s multiple name stands out. It is marked.

I HAVE NEVER BEEN inclined toward biological explanations of gender differences in language, but I was intrigued to see Ralph Fasold bring biological phenomena to bear on the question of linguistic marking in his book “The Sociolinguistics of Language.” Fasold stresses that language and culture are particularly unfair in treating women as the marked case because biologically it is the male that is marked. While two X chromosomes make a female, two Y chromosomes make nothing. Like the linguistic markers s, es or ess, the Y chromosome doesn’t “mean” anything unless it is attached to a root form — an X chromosome.

Developing this idea elsewhere, Fasold points out that girls are born with fully female bodies, while boys are born with modified female bodies. He invites men who doubt this to lift up their shirts and contemplate why they have nipples.

In his book, Fasold notes “a wide range of facts which demonstrates that female is the unmarked sex.” For example, he observes that there are a few species that produce only females, like the whiptail lizard. Thanks to parthenogenesis, they have no trouble having as many daughters as they like. There are no species, however, that produce only males. This is no surprise, since any such species would become extinct in its first generation.

Fasold is also intrigued by species that produce individuals not involved in reproduction, like honeybees and leaf-cutter ants. Reproduction is handled by the queen and a relatively few males; the workers are sterile females. “Since they do not reproduce,” Fasold says, “there is no reason for them to be one sex or the other, so they default, so to speak, to female.”

Fasold ends his discussion of these matters by pointing out that if language reflected biology, grammar books would direct us to use “she” to include males and females and “he” only for specifically male referents. But they don’t. They tell us that “he” means “he or she,” and that “she” is used only if the referent is specifically female. This use of “he” as the sex-indefinite pronoun is an innovation introduced into English by grammarians in the 18th and 19th centuries, according to Peter Muhlhausler and Rom Harre in “Pronouns and People.” From at least about 1500, the correct sex-indefinite pronoun was “they,” as it still is in casual spoken English. In other words, the female was declared by grammarians to be the marked case.

Writing this article may mark me not as a writer, not as a linguist, not as an analyst of human behavior, but as a feminist — which will have positive or negative, but in any case powerful, connotations for readers. Yet I doubt that anyone reading Ralph Fasold’s book would put that label on him.

I discovered the markedness inherent in the very topic of gender after writing a book on differences in conversational style based on geographical region, ethnicity, class, age and gender. When I was interviewed, the vast majority of journalists wanted to talk about the differences between women and men. While I thought I was simply describing what I observed — something I had learned to do as a researcher — merely mentioning women and men marked me as a feminist for some.

When I wrote a book devoted to gender differences in ways of speaking, I sent the manuscript to five male colleagues, asking them to alert me to any interpretation, phrasing or wording that might seem unfairly negative toward men. Even so, when the book came out, I encountered responses like that of the television talk show host who, after interviewing me, turned to the audience and asked if they thought I was male-bashing.

Leaping upon a poor fellow who affably nodded in agreement, she made him stand and asked, “Did what she said accurately describe you?” “Oh, yes,” he answered. “That’s me exactly.” ‘And what she said about women — does that sound like your wife?” “Oh yes,” he responded. “That’s her exactly.” “Then why do you think she’s male-bashing?” He answered, with disarming honesty, “Because she’s a woman and she’s saying things about men.”

To say anything about women and men without marking oneself as either feminist or anti-feminist, male-basher or apologist for men seems as impossible for a woman as trying to get dressed in the morning without inviting interpretations of her character. Sitting at the conference table musing on these matters, I felt sad to think that we women didn’t have the freedom to be unmarked that the men sitting next to us had. Some days you just want to get dressed and go about your business. But if you’re a woman, you can’t, because there is no unmarked woman.

Should people under 18 be subjected to legal curfews or restricted driving privileges?

Assignment 2: LASA 1: Course Project Task I

Argument Paper Section 1

Your local town is addressing the following issues in its law-making:

1. Should people under 18 be subjected to legal curfews or restricted driving privileges?

2. Should libraries be required to install filtering software or otherwise censor the materials that they provide?

3. Should insurance companies in your state be required to pay for breast reconstruction, birth control pills, or Viagra?

4. Should the use of camera phones be banned in local gymnasiums or other locations?

As an active citizen, you ask to research and present to the town’s citizens one of the above issues. The governing body has agreed and asks that your presentation be specifically designed to show citizens of the community how and why one of the issues above is controversial and how to be educated consumers of information regarding this issue. They ask this because the citizens will be voting on these issues in future elections and the governing body wants its citizens to be properly educated on these topics.

In your presentation, make sure you include the following:

Remember, you are giving a presentation to an audience that does not know much, if anything, about your topic.

  • Explain the issue, including definitions of common terms involved in the issue and why this issue is controversial.
  • Identify and describe three to four different conclusions that are drawn when arguments related to the issue are made.
  • Summarize the kinds of evidence typically used for each constructed argument related to the issue. Be sure to discuss the reasons these kinds of evidence are used and/or are most effective.
  • Analyze how each of the different conclusions regarding the topic use particular evidence to support their claims, paying particular attention to analyzing how the conclusions rely on different facts, different sources of evidence, or different reasoning from other conclusions. In other words, explain why certain groups would use a particular type of evidence while an opposing group would use a different type of evidence, or how two groups can represent that same data in two completely different ways.
  • Utilize at least three different sources and properly cite them throughout the presentation.

The presentation should be 8 to 10 slides long, and each slide should have complete, formally written slide notes (proper grammar, APA formatting, and academic tone) for record-keeping purposes and in the event there are citizens who are deaf or hard-of-hearing at your presentation. The slide notes must include proper APA citation of sources, proper paragraphing, and proper grammar and tone. Visually, the slides should be easy to read. A properly APA-formatted reference page must be the last slide of your presentation. See the rubric for more specific requirements of the presentation.

poverty response

in 500-600 words apply my metaethical theory to some aspect of the issue that was discussed in the reading in order to demonstrate what the moral approach to the issue is.
Every society lives under certain agreeable rules and regulations that guide their operations thereby maintaining social order. Similarly, when adopting a structure of decision making, ethical consideration must be in play to ensure the morals and values of a community are not infringed. Ethics determines whether an action is moral or immoral. The discussion below evaluates the best approach to ethics supported by ethical theories.

Understanding what the greatest benefit for society is the best approach to ethics. The approach gets its guidance from the ethical principle of beneficence. Beneficence principle indicates that every moral action must evaluate what is right as well as good; what generates the largest measure of good over evil (Page, 2012). The beneficence principle explains how an action is moral or immoral as supported by two ethical theories utilitarianism and rights.

Utilitarianism theory states that what is ethically correct should be an action that brings the greatest benefit to society. Based on two types of utilitarianism act and rule, a person act must yield more benefit to people regardless of the person’s feelings and societal constraints (Mill, 2016). It also takes the form of justice and fairness when benefiting society. Utilitarianism ethics dictates determining what action is moral should go beyond personal interest and take the interest of others in the community. Through utilitarian ethics, an action that brings fewer advantages to people is immoral. For instance, if a person intends to use a natural resource like a river to dump factory by-products at the expense of others the action is immoral. However, if he/she uses the same river to supply water to people his/her action becomes ethically correct. In the two instances, the use of the river that offers more benefits, the supply of water, becomes the ethically correct action.

Rights theory indicates that some privileges established by society must take the highest priority. Notably, rights are ethically correct as well as valid as the largest population in the community endorses them (MacKinnon and Fiala, 2014). Rights and utilitarian theories are complementary as they insist on the larger population benefits. Society goals, as well as ethical priorities, are the primary determinants of action morality.

The approach of involving society principles and priorities using utilitarian and rights theories is the best approach to explaining the morality of an action. The community wellbeing takes center stage. As explained by the two theories, an action is correct based on its consequences. Bentham’s Hedonic calculus states that immoral action causes more pain than happiness and pleasure (West, 2013). Therefore, determining the benefits to the society that offers more happiness and benefits should be the measure of action’s morality.

Rule utilitarianism and rights approach focuses on justice and fairness of an action. Besides, it dwells in the principles of beneficence and justice that are imperative while evaluating actions. The principles conform to metaethics that investigates whether ethical principles go beyond individual expressions (McCloskey, 2013). An understanding that action morality takes more than personal feelings appreciates that moral principles are not mere social interventions. Summarily, what makes an action moral or immoral is the benefits accrued from its consequences, the people who benefit from the actions as well as what level of justice and fairness gets associated with the action based on societal principles and priorities.  

english

Ten Quotes:  To Kill a Mockingbird

           While reading Harper Lee’s To Kill a Mockingbird, be on the lookout for telling quotations from the novel.  Highlight/Underline these and note in the margin which of the assignment requirements each satisfies. 

           One approach is to, every day, type up the quotes you have found from your reading as well as your commentary on them.  When you have finished the novel, you will only need to select the BEST quotes to submit.  Be aware that your opinions on what quotes are significant and why may well change as you read and your understanding of the book deepens. 

           Here are some guidelines:

  • Copy your quotation absolutely accurately. Note the page number(s).
  • Be sure to completely explain your quote and the function it fills in To Kill a Mockingbird. Anyone reading your quotations and explications should not have to read the assignment sheet to figure out what you are writing about.  Think of these as mini-essays, and remember to explain your thinking thoroughly.
  • Format your paper according to class word processing guidelines.

           As an example, if we were doing this project on Mark Twain’s The Adventures of Tom Sawyer, here is one way you could answer #5:

           Huckleberry came and went, at his own free will. He slept on doorsteps in fine weather and in empty hogsheads in wet; he did not have to go to school or to church, or call any being master or obey anybody; he could go fishing or swimming when and where he chose, and stay as long as it suited him; nobody forbade him to fight; he could sit up as late as he pleased; he was always the first boy that went barefoot in the spring and the last to resume leather in the fall; he never had to wash, nor put on clean clothes; he could swear wonderfully.  In a word, everything that goes to make life precious, that boy had.  So thought every harassed, hampered, respectable boy in St. Petersburg. (46)

This description of a child who is without parents or a home would be sad, except that the narrator tells us that other boys envy Huck his absolute freedom.  Because the point of view is third-person omniscient, we get an objective description of Huck and learn how he appeals to his friends before we even meet him on the page.  If Huck or another boy told the story, we probably would be as biased towards Huck as his companions are.

Your quotes may be of any length, long or short.  You may begin each quote explanation with the quotation itself, as above, you may use the quote last or you may insert the quote in your explanation. The precise style of each explanation is up to you.

Assignment:

Find quotes for the information below. Remember, the exercises in this module are to prepare you for the final exam.

  1. Select a quotation from the novel that illustrates plot development and explain how the plot is expanding at that particular point.
  2. Select a quotation from To Kill a Mockingbird that depicts a social issue. Explain how and link it to a theme of the work. 
  3. Select the quotation that has the most profound effect on the reader (you again) and explain why.

paper 13

2 assignments 

the first one 

I want you to read the pages I POSTED (upload ) and answer these 4 question with a paragraph for each question , critical thinking . try to make it page and a half . double space . font 12 

– The most important information/key concepts we need to understand from these chapters are:

– How can I use the information in the chapters to help me with my daily mindfulness practice?

–  In what ways will the material learned in these chapters help me manage my stress more effectively?

–  What are your thoughts and feedback regarding the information and activities for each chapter?

assignment two: I have attached a sheet called mindful awareness  just fill it out with 2 sentence in each question .

The whole purpose of this assignment is to start getting in the frame of mind that when you encounter a stressor in life, you automatically default to this mindful model to help become responsive vs. reactive. Therefore, this is done weekly with that goal in mind. The chapters that you read can be an inspiration for your journal, however, you can apply your weekly journal to ANY mindful experience you choose to participate in, it doesn’t have to be directly linked to the chapter. Examples of what you may journal about: breathing, eating, cooking, walking, exercising, gardening, journaling, painting etc.

1. Acknowledge (describe the experience).

2. Intentional Attention (describe what each of your senses were experiencing during that moment).

3. Accept Without Judgment (discuss about how you were able to be present in that experience without any external filters or distractions and what that felt like).

4. Action Toward Change (write about what you learned as a result of this experience and how this experience made you more aware for the future).

5. Mindful Meditation Experience (Mindful Practice) write about your thoughts, feelings, and experiences you had during or after your meditation experience.

Each of us is different so we will all have unique experiences and interpret the readings/materials in various ways. There is no right or wrong answer with this assignment. It is meant for you to practice learning mindfulness as part of your daily routine. As long as I can tell you are reading the course materials and are somehow relating it to what is happening in your daily life, what you decide to reflect on is up to you. It is your journal for personal growth and reflection! It is also kept private between student and instructor.

fill out assignment 2 in this formula of answer . thank you. 

Mindful Awareness Reflection Journal

1. Acknowledge

Describe your experience

2. Intentional Attention

Describe what you noticed

BREATH:

BODY:

EMOTIONS:

THOUGHTS:

3. Accept Without Judgment

Describe judgment; acceptance

4. Action Toward Change

Intention/willingness; new perspective

5. Mindful Meditation Experience (Mindful Practice)

What did you notice about your meditation experience this week?

Analyzing a Published Work

 

One of the most important skills you will use throughout your career and personal life is analytical thinking. Analytical thinking requires you to identify the purpose or intent of a document, and determine whether the assertions or claims are valid and reasonable.

This assignment will help you to develop the skills necessary to determine the meaning found within a text. You will find an op/ed piece from an online newspaper, then write an essay in which you analyze the article. The intent of this essay is not to argue for or against the content; instead, you are analyzing what the article does in terms of purpose, approach, and effectiveness.

*Note that no one writes a polished essay in a single sitting. Start early and give yourself time for multiple revisions.

Step 1:

Go to an online newspaper website such as:

·        Chicago Tribune http://www.chicagotribune.com/

·        The Kansas City Star http://www.kansascity.com/

·        The New York Times http://www.nytimes.com/

Find an article in the Op/ED (Opinion/Editorial) section that is argumentative in nature.

Step 2:

Analyze the article using the following questions as a guide.

1.   What is the purpose of the text? In other words, what does the author want his or her readers to believe and/or do after reading the article?

2.   What strategies does the author use to achieve his/her purpose? Does the author use facts, examples, experiences, logic, assumptions, data, sources, expert opinion, and so on to prove his or her position? Be sure to give examples. You could also try to determine if the position is presented as more of a Classical argument or a Rogerian argument.

3.   What are the strengths and weaknesses of the approach the author used? Do you detect bias that is unreasonable? Does the author use unreasonable assertions, stereotypes, or faulty information to make his or her points? Does the author place the opposition in an unfair light? Does the author distort the arguments of those who disagree? Does the author fail to recognize the weaknesses in his or her own position? Does the author leave out important information? Does the author back up his or her assertions with evidence, or does he or she simply make assumptions? What would most improve the argument? Explain your answers.

Remember, you are not arguing for or against the content of the article you choose; you are analyzing how the author supports the claims that are made. Your analysis consists of identifying the author’s purpose, and determining whether the strategies used by the author are reasonable.  Be objective.

1.     To be clear: Your readers should not know what your position is about the subject. 

2.     Do not include personal opinion or personal judgments about the subject matter.

3.     Do not include personal narrative.

Step 3:

Analysis Checklist – Use these questions to evaluate your essay against the assignment requirements

1.     Does the source article discuss a current controversial topic?

2.     Does you analysis identify the argument (point of view)?

3.     Does your analysis use effective transitions as it progresses from paragraph to paragraph?

4.     Does your analysis avoid personal opinion, casual language, or first or second person language (I or You)?

5.     Is the analysis complete? Does information need to be added or deleted to complete the assignment?

6.     Does this analysis meet the assignment criteria?

Use APA Format for this assignment: This analysis should be presented in the form of a single essay, complete with a title page, an introduction, three body paragraphs (purpose, approach, and effectiveness), a conclusion, and a full References page.

Designing Value-Based Service

Designing Value-Based Service

Designing Value-Based Service

As the rate of innovation increases, companies face expanding product/service lines, shorter product and service lifecycles, and more frequent product/service transitions. All of these can bring tremendous value but also pose enormous challenges and risks.

The article “The Art of Managing New Product Transitions by Erhun, Gonclave, and Hopman (2007) from the readings for this module includes a matrix titled “Product Drivers and Risk Factors,” which focuses on Intel, a company that manufactures high-tech products (p. 76). Based on your readings and research, address the following issues:

  • Redesign the product risk factor matrix so that the factors are appropriate for a services firm that delivers traditional tax accounting and audit services. For example, among the supply risks, assume that the company relies on individuals with specific knowledge of the tax law in the jurisdictions where its clients operate, be it state, federal, or foreign.
  • Now, assume that the firm wants to develop a management consultancy practice. (Alternatively, you may choose to add a legal services line instead.). Create a separate new matrix that summarizes the additional risk factors for this firm launching a management consultancy or legal services line. What additional risk factors are you adding to your matrix?
  • Explain how the business risks differ between traditional tax and audit services and management consulting services. In your opinion, what are the three biggest risks the firm faces if it diversifies into the new service line?
  • Recommend whether the firm should organically grow into a consultancy service or acquire a third party to achieve new goals. Justify your recommendations.

Develop a 7 slide presentation in PowerPoint format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.ppt.

Be sure to include the following in your presentation:

  • A title slide
  • An agenda slide
  • A reference slide
  • Headings for each section
  • Speaker notes to support the content in each slide

By  January 17, 2016, deliver your assignment to the 

Erhun, F., Gonçalves, P., & Hopman, J. (2007). The art of managing new product transitions. MIT Sloan Management Review, 48(3), 73. (ProQuest Document ID:224964759) http://search.proquest.com.libproxy.edmc.edu/docview/224964759?accountid=34899

 

 

Assignment 2 Grading Criteria
Maximum Points

Redesigned the product risk factor matrix for a services firm that has traditionally provided tax and audit services and now wants to develop into a management consultancy.

20

Created a new matrix that summarizes the additional risk factors for this firm launching a management consultancy or legal services line. Identified additional risk factors to add to the matrix.

20

Explained how the business risks differ between these two types of services. Listed and ranked the three biggest risks if the firm diversifies into the new service line.

36

Recommended with appropriate justification on whether the firm should organically grow itself into a consultancy or acquire a third party to achieve its goals

12

Wrote using ethical scholarship, visual aesthetics, proper grammar, and mechanics.

12
Total:
100

 

Attachments: 

Research Methods and Statistics for Criminal Justice

Research Methods and Statistics for Criminal Justice

Research Methods and Statistics for Criminal Justice

Step 1: 3-4 paragraphs

Create your hypothesis for your Individual Project in Unit 2 before completing this assignment. Quantitative design should address the descriptive and the inferential statistical analysis that will be used to analyze the data. Qualitative design needs should define how the data will be organized, what trends will be looked at, and how differences and similarities will be identified.

  • Explain the various means available to you for gathering data on the topic you have chosen.
  • Explain at least 3 different means of collecting appropriate data and how you would analyze it.
  • What challenges exist when collecting quantitative data?
  • What challenges exist when collecting qualitative data?

Step 2: A 10-12 page research proposal describing a project the student would be interested in completing. 

You will design an original research project. Although you will not have enough time to complete and analyze the data for your research, you will develop an original research design plan and present it in the form of a proposal and the elements that are necessary to complete the research.

The proposal should consist of three (3) sections:

  1. A description of the research problem or subject;
  2. A review of existing literature on the subject; and
  3. A methodology section explaining how the data would be gathered for the study and the statistical methods used to analyze the data explaining the reasons for the choice of each.

Adress the following in 10-12 pages

Part 1

  • Select a current issue in criminal justice and begin to research previous studies and literature that are available using the library, Internet, and other available resources. Choose an issue that relates to one of the following criminal justice topics:
    • Corrections
    • Juvenile justice
    • Victimology
  • Then, write the draft of the introduction to the topic and related issues (variables) that impact this issue.
  • Follow the introduction with a summary statement of the purpose for your research.

Part 2

  • Then, develop a literature review (annotated bibliography) with a minimum of 10 references that will begin the research for your research project.

Part 3

  • How do you intend to gather the data for your study? Explain.
  • What are 3–4 types of statistical methods can be used to analyze the data? Explain in detail
    • What are the advantages and disadvantages of each type of statistical data analysis method? Explain.
  • Which method do you prefer to use most? Why?

Situational Reactions

****DUE IN 10HRS!!!****

Situational Reactions

Read the following three situations. Describe what you would do in EACH situation. Integrate the elements of reasoning and intellectual standards in your writing to show an understanding of the material behind your personal example

Your essay should include the use of at least two (2) of the elements of reasoning and two of the (2) intellectual standards for EACH of the three (3) scenarios you will be discussing.

Do not worry about your answers being right or wrong – your work will be evaluated on its connection to the material – not the behavior you would engage in if you found yourself in these situations.

Scenario A: You are a soldier in the U.S. Military and are deployed in a foreign country during a war. A raid on a suspected military target went wrong, and your squad opened fire on several innocent people. Your commander asks you and the rest of the squad to make it look like they opened fire up on you first.

  • How would you respond?
  • How might your response change (or would it change) if the rest of your squad didn’t agree with you?

Scenario B: As a new police officer, you pull someone over for speeding. You note some suspicious behavior and feel it is justified for you to search the offender’s vehicle. After searching the vehicle, you confiscate several ounces of marijuana, which is still illegal in the state you serve.

You realize that the computer system is down, so you cannot chronicle this bust until you return to the station. After learning this, your partner, who is a decorated officer with more than 15 years on the force, pulls you aside and tells you that his wife is sick and he could really use that marijuana at home for medicinal purposes to help her with her pain.

  • How would you respond to your partner?
  • Does it make a difference that he is a much more experienced officer?

Scenario C: Your child, Johnny, is a senior in high school, and has, up until this year, earned very good grades in his coursework. Because of his academic achievement, he has been awarded a full academic scholarship to a good university.

Now, Johnny has a first-year teacher who assigns work that seems inappropriately difficult, and Johnny is struggling. Though his grades in his other classes are exceptional, he will need to earn a C or better for this class if he hopes to keep his scholarship, and it all hinges on his score on the last assignment in this difficult class.

The assignment is on a topic that your professor did her graduate work on, so you know there’s no way a high schooler should be expected to do well in this assignment. Still, if Johnny doesn’t ace this assignment, he will not earn a good enough course grade to keep his scholarship.

  • Do you actively help him complete the assignment, or do you let him do it himself, knowing that without your help he will fail the assignment, not because he isn’t smart enough or dedicated enough, but because the assignment is inappropriately difficult?