Applications Of The Scientific Method Paper 3-5 Pages
Assignment 1: Applications of the Scientific Method Due Week 4 and worth 160 points The scientific method is useful in problem solving and decision-making in a wide variety of fields. In this assignment, you will demonstrate how to use the scientific method to make decisions and solve problems in your field of study or everyday life. Write a three to five (3-5) page paper in which you: •Explain the scientific method and describe the overall manner in which you would apply it in your field of study or everyday life. •Identify a specific problem often faced in your field of study or everyday life. Research your problem and assess your data / research. Examples of such problems could be: ◦Business ◾Developing a new product that is superior to competitor’s brands; or ◾Establishing a price for a new product using the law of supply and demand; ◦Information Systems and Technology ◾The use of personal electronic devices for work purpose, or ◾Determining in the most cost-effective computer for your business; ◦Criminal Justice ◾The reliability of eyewitness testimony, or ◾Determining what evidence is revealing to you about a crime; ◦Everyday life ◾Selecting a particular brand of detergent, or ◾Determining the most cost efficient transportation/route for your commute. •Propose one (1) testable hypothesis to explain / solve the problem. State the expected outcomes of your actions and include criteria for determining whether or not these actions would succeed. Note: Your hypothesis should be stated very precisely. •Describe the main actions that you intend to put into place to test your hypothesis that you proposed in Question 3. Describe the way in which you would evaluate the success of your program. Include the results that you would deem as a success and the results that would be considered a failure. •Discuss the wisdom behind the strategy you used to test the hypothesis from Question 4, and describe the additional steps you might take depending on the results of your test. Note: These additional steps might be to revise your original hypothesis (if the results were unsatisfactory) or to propose new hypotheses. The goal is to continuously improve your understanding of the factors influencing your outcomes, to be able to achieve greater results over time. •Use at least two (2) quality resources / references in this assignment. Note: Wikipedia and personal blogs do not qualify as quality resources. The body of the paper must have in-text citations that correspond to the references. Integrate all sources into your paper using proper techniques of quoting, paraphrasing and summarizing, along with proper use of in-text citations to credit your sources. Your report 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 or school-specific format. Check with your professor for any additional instructions. •Include a cover page containing the title of the assignment, the student’s name, the 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: •Apply concepts in physical sciences to evaluate current trends and issues in the modern world. •Describe the physical processes influencing climate and weather, including the roles of natural and anthropogenic activity on climate. •Use technology and information resources to research issues in physical sciences. •Write clearly and concisely about physical sciences using proper writing mechanics. Click here to view the grading rubric.
Foundation Of Information
MIS500-Assign2 Page 1 of 3 ASSESSMENT BRIEF Subject Code and Name MIS500 Foundations of Information Systems Assessment Assessment Two – Solution Plan Individual/Group Individual Length 2000 words Learning Outcomes This assessment addresses the following subject learning outcomes: b) Synthesise requirements and recommend a number of tested and verifiable solutions to address limitations to contemporary business problems c) Devise and communicate a strategy which embodies the principles of agile methodology, to address complex business needs across an organisation, while meeting objectives and applications of information technology. Submission By 11:59 PM AEST/AEDT Friday of Module 4.1 (week 7) Weighting 40% Total Marks 40 marks Context: The assessment suite in this subject is built on top of skills you are building in your learning activities. Although the learning activities do not carry any assessable weight by themselves, completing them and seeking input from your peers and the learning facilitator is essential for you to achieving a positive result in the subject. Before beginning this assessment, be sure that you have completed the learning activities in the modules one, two and three. Instructions: Read the feedback from the learning facilitator on your first assessment carefully. Fix any holes in your analysis and build a cache of external references if you fell short of the referencing requirement. With your (enhanced) first assessment as a starting point, use the identification of activities, sub-activities and linkages between them to formulate a solution plan for Latureae. Using the principles of agile, present a recommended systems blueprint to the Latureae management. If you make recommendations on specific systems, you should refer to external sources on how these have led other firms to significant efficiency improvements in the past. The solution plan should be appropriately justified and illustrate to management what the expected gains of implementing your solution would ideally be. MIS500-Assign2 Page 2 of 3 There is no required format for the assessment. Students should use initiative and be sure to conform to the APA referencing style, making use of external sources as appropriate. Be sure to bookend your assignment with an introduction and conclusion as well as a list of references that make considerable use of the Torrens University library and databases. Submission Instructions: You are expected to begin this assessment when you begin the trimester, especially as you relate the learning activities (formative assessment) to this and the other (summative) assessments. Be sure to keep several drafts of your work as well as your notes and any sources you used to draw on in preparing it. Extensions will be considered only in extenuating circumstances where the student has applied before the due date. At that point, students are required to provide the latest draft, in case the extension is not granted. Students are responsible for keeping appropriate back-ups and drafts of their assignments and to submit the correct version. Torrens University Australia policies apply to the preparation and submission of this assignment. MIS500-Assign2 Page 3 of 3 Learning Rubric: Assessment Two Assessment Criteria Fail (Unacceptable) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75 -84% High Distinction (Exceptional) 85-100% Solution Plan Presented to Management 30% The focus for this criterion cannot be seen in the assignment. The student seek help from the learning facilitator. The solution plan is passable, but more work is needed to focus on its explicit alignment to agile. Good insight demonstrated in the solution plan; some semblance of the agile principles can be seen. Very good insight demonstrated in the solution plan; it can be seen to align to the principles of agile. Exceptional insight demonstrated in the solution plan; it can plainly be seen to align to the principles of agile. Justification for Solution and Expected Gains to Client 30% The focus for this criterion cannot be seen in the assignment. The student should seek help from the learning facilitator. The justification for the presented plan is passable; further work may be needed to justify expected gains or otherwise explain them clearly. Good insight demonstrated in the justification for the solution; expected gains are good. Very good insight demonstrated in the justification for the solution; expected gains to management are well explained. Exceptional insight demonstrated in the justification for the solution; expected gains to management are clearly explained and justified. Presentation of Assignment, Strength of Recommendations 20% The presentation and/or recommendations may need additional work. The recommendations may need further tracing back to the analyses. The presentation is average, and the recommendations can be seen to trace back to the preceding analysis. Good presentation with appropriate recommendation presented. Very good presentation with insightful recommendations. An exceptional assignment presentation with exceptional and insightful recommendations that are to be commended. Use of External Sources 20% Work is needed here to incorporate external sources into the report. The student can be seen to have tried to integrate external sources into the report. Further work is needed and the student should consult a librarian to build their skill base. Some external sources are used. Attention should be given to the strength of the sources, the criticality the student shows or the style the student is using to cite or reference them. A number of high-quality external sources have been incorporated into the report and the references are in the APA format. Several high-quality external sources have been incorporated into the report; the student has been critical of them and the references are in the APA format.
Applying Critical Thinking Reflections
Over the past five weeks you have learned about different elements related to critical thinking. You related the concepts to your personal experiences, and evaluated your critical thinking skills. You’ve identified fallacies, evaluated arguments, and learned the role of these concepts in your daily life. Now it’s time to apply the concepts together. In this assignment, you will review a real-world scenario and apply the critical thinking skills you have developed.
Write a 350- to 700-word reflection on the scenario, using the Reflection Template. Follow the instructions within the template to complete your reflection. You will need to include an introduction paragraph to introduce your reader to the topics you will be discussing; 3 body paragraphs, each with specific questions that need to be addressed within; and a conclusion paragraph to bring your paper to a close.
Review the Critical Thinking Scenario.
Note: The Reflection Template is already formatted appropriately, and you do not need to make any changes to the format. Be sure to demonstrate your critical thinking abilities in your responses to the questions, and ensure your paper flows well from topic to topic.
The Reflection Template and Critical Thinking Scenarios have been attached to for you.
Indirect Method Vs. Direct Method And Horizontal Vs. Vertical Analysis
Week 6 Discussions and Required Resources
Part 1 and Part 2 must be at least 200 words
Part 1: Indirect Method vs. Direct Method
Financial statement preparers have two choices in preparing the statement of cash flows: the indirect method and the direct method. The indirect method is used extensively in practice even though the F.A.S.B. has expressed a preference for the direct method. Discuss the similarities and differences between the direct and indirect methods, and the advantages of using each method.
Your answer should illustrate understanding of the cash flow statement. A minimum of 100 to 200 words is required for your answer.
Part 2: Horizontal vs. Vertical Analysis
Discuss the horizontal and vertical analysis of a financial statement, and how each is used to help financial statement users make better decisions. Also, explain the liquidity, solvency, and profitability ratios introduced throughout the text. Describe how the ratios are used in analyzing a firm’s liquidity, solvency, and profitability. Your answer should illustrate understanding of financial statement analysis, including ratios. A minimum of 100 to 200 words is required for your answer.
Required Resource
Text
Kimmel, P. D., Weygandt, J. J., & Kieso, D. E. (2016). Financial accounting: Tools for business decision making (8th ed.). Retrieved from https://content.ashford.edu/
· Chapter 12: Statement of Cash Flows
· Chapter 13: Financial Analysis: The Big Picture
(Chapters 12-13 are in the attachments)
Recommended Resource
Website
http://bcs.wiley.com/he-bcs/Books?action=index&itemId=1118953908&bcsId=9831
(Chapters 12-13 PowerPoints are in the attachments)
MBA-610 Business Law
MBA 610 Final Project Part I Guidelines and Rubric Overview The first part of the final project for this course is the creation of a memorandum. Legal situations arise frequently in everyday business practice, but the assessment of the key issues is not always clear. A working understanding of essential business law concepts is critical for the successful navigation of complex and diverse business environments. Successfully addressing real-world situations will sharpen your skills in spotting issues, identifying vulnerabilities that you may face as a member of the corporate world, and becoming more sensitive to legal dilemmas that commonly arise in business. For your two-part summative assessment, you will be preparing two professional business memorandums related to the application of business law in specific hypothetical scenarios. For Final Project Part I, you will assume the role of an intern at the legal department at one of the two companies in the scenario (Greene or Howell) and compile a 10-page memo for your supervisor, which will be used to formulate an official executive brief of the lawsuits. Your findings and critical assessment of the cases will help shape the approach of corporate stakeholders to the legal matters raised, including each company’s response to each situation. The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two and Five. The final submission of Final Project Part I will be submitted in Module Eight. In this assignment, you will demonstrate your mastery of the following course outcomes: Assess the impact of business law on organizational decision making for informing strategic legal decisions Analyze pertinent facts of business client cases by effectively employing foundational law principles Select key legislation and legal precedents that impact client cases for informing legal decisions Assess the impact of public perception on companies in legal situations for informing business practices Assess the legal and ethical implications of United States companies doing business abroad for informing business decisions that are compliant with applicable domestic laws Prompt You are an intern at the legal department at one of the companies in the following scenario (Greene or Howell) and tasked with compiling a memo for your supervisor, which will be used to formulate an official executive brief of these lawsuits. Scenario Mary Jane and Allen Greene, a married couple, own a high-end costume jewelry manufacturing and distribution company called Greene’s Jewelry Wholesale, LLC. The principal place of business for Greene’s Jewelry is in Derry, New Hampshire, where it owns a warehouse and two storefronts. Originally started in 1957, the company expanded over five decades, and it now employs 502 individuals in a variety of departments, including sales and marketing, research and development, human resources, and manufacturing. The primary asset of Greene’s Jewelry is its process for creating a synthetic gold-colored material called “Ever-Gold,” which is used in Greene’s necklaces, rings, earrings, and bracelets. Ever-Gold is impervious to scratches, discoloration, oxidization, and is marketed as “everlasting gold.” Greene’s maintains this process as a trade secret. Jennifer Lawson, who has been employed for three years as a junior executive secretary in the research and development department at Greene’s Jewelry, has just learned that she is pregnant. She has earned high marks on each of her annual reviews with the company, with the exception of the fact that she routinely shows up 15 to 30 minutes late for work. Otherwise, she is deemed to be professional, articulate, diligent, and skilled in her role with the company. When Lawson advises the head of human resources, Lisa Peele, that she may have to take additional time off as a result of some high-risk factors that she will face during the course of her pregnancy, she is told that her position has been eliminated. The specific words are: “Congratulations Jennifer! That is exciting news for you. We do not need to worry about time off, though, because, regrettably, I was just going to let you know that we are downsizing and no longer have a need for any of our junior executive secretaries.” Jennifer is distraught, and immediately returns to her desk to clear it out as instructed. She removes all of her personal items, as well as the projects she was working on prior to her discussion with Lisa Peele. When she returns to her home, she realizes that she has inadvertently taken a draft letter to Greene’s intellectual property attorney, which details the secret process for creating Ever-Gold. Although Greene’s Jewelry requires all of its executives to sign covenants not to compete and confidentiality agreements, Jennifer was only required to sign a confidentiality agreement, by which she agreed never to disclose any information that she might acquire from Greene’s regarding the process used to create Ever-Gold. Panicked, and knowing that she needs a job, she calls one of Greene’s competitors, Howell Jewelry World, and advises its hiring manager that she is a former employee of Greene’s, that she needs a job, and that she has confidential information about Ever-Gold that would help Howell compete with Greene’s. The hiring manager at Howell, Naomi White, schedules an interview with Jennifer for the following day At the end of the interview, Naomi makes an offer to Jennifer to begin work with Howell immediately, but she conditions the offer on Jennifer’s execution of an employment contract. The contract contains two specific provisions that Naomi insists Jennifer read and initial, in addition to signing the contract as a whole. One of those provisions states that Jennifer will disclose the information she has regarding the Ever-Gold process prior to commencing work with Howell. The other provision is a covenant to not work for any competitor of Howell for two years after she leaves the employ of Howell, irrespective of the reason for leaving, and whether she quits or is fired. Jennifer initials both of the provisions, signs the contract for employment, and gives Naomi a copy of the letter that she removed from her desk at Greene’s. One week after she starts working with Howell, Jennifer is fired for chronic tardiness, and she thereafter gets a job working as a sales associate with the only other jewelry company in town, Triumph Jewels. Meanwhile, Greene’s learns that Howell has acquired knowledge of the secret process used to create Ever-Gold, and that Howell has tweaked the process slightly to create a product with similar characteristics and qualities to Ever-Gold. Howell, for its part, has learned that Jennifer is working for a competitor and fears that Jennifer will disclose the process to Triumph. Finally, one of Howell’s customers had developed a disfiguring rash as a direct result of the new process Howell has begun using in its jewelry. Greene’s sues Jennifer for breach of the confidentiality agreement when it learns that she has given confidential information to Howell. Jennifer counter-sues Greene’s for wrongful termination. Howell sues Jennifer for breach of the covenant not to compete, and Jennifer counter-sues for fraudulent inducement, believing that she was tricked into signing the employment contract with Howell and that Howell was never interested in hiring her, but was interested only in acquiring information on the process to create Ever-Gold. Howell also sues Triumph, claiming that it knew or should have known that Jennifer was subject to a covenant not to compete, and that Triumph should therefore be bound by its provisions. Specifically, the following critical elements must be addressed: I. Memo Introduction: Articulate what you feel are the strengths of your company’s legal claim or defense. II. Client’s Case A. Facts and Laws 1. Analyze the facts related to employment discrimination or unlawful termination based on your company’s perspective. 2. Analyze the facts related to contract issues based on your company’s perspective. 3. Identify the operative employment and contract laws that apply to your company’s case. B. Precedent 1. Select cases that support your company’s position in terms of employment discrimination or unlawful termination. Justify why they support its case. 2. Select cases that support your company’s position in terms of contract disputes. Justify why they support its case. C. Facts to be Determined 1. Determine any facts that will help you better analyze your company’s position. In other words, what questions do you need answered before you can proceed? 2. Explain how the identified facts will help establish the legal rights and/or obligations of the defendant in relation to your company. In other words, how would those facts reflect on the propriety and legality of the decisions that were made? D. Application of the Law to the Facts: Using the precedents you have selected in case law, regulations, and substantive law, assess the strengths and weaknesses of your company’s arguments in court. Is it probable your company will win this legal dispute? E. Impact Assessment 1. Based on your analysis, how do you believe this situation may affect public perception of your selected company? Will the public discourse reflect possible legal outcomes? Be sure to use specific examples. 2. Make suggestions on how to alleviate any damages to your selected company’s public perception going forward. Will action(s) related to the other party be appropriate? 3. Recommend how the company should modify specific business practices to avoid similar situations in the future. Milestones Milestone One: Introduction, Facts and Laws, Precedent, and Facts to be Determined In Module Two, you will submit your Memo Introduction, Facts and Laws, Precedent, and Facts to be Determined sections (Sections I, IIA, IIB, and IIC) of the memorandum. In the Memo Introduction, articulate what you feel are the strengths of your company’s legal claim or defense. In the Facts and Laws section, analyze the facts related to employment discrimination or unlawful termination based on your company’s perspective. Analyze the facts related to contract issues based on your company’s perspective. Identify the operative employment and contract laws that apply to your company’s case. In the Precedent section, select cases that support your company’s position in terms of employment discrimination or unlawful termination. Justify why they support its case. Select cases that support your company’s position in terms of contract disputes. Justify why they support its case. In the Facts to be Determined section, determine any facts that will help you better analyze your company’s position. In other words, what questions do you need answered before you can proceed? Explain how the identified facts will help establish the legal rights and/or obligations of the defendant in relation to your company. In other words, how would those facts reflect on the propriety and legality of the decisions that were made? This milestone should be 4–5 pages. This milestone is graded with the Final Project Part I Milestone One Guidelines and Rubric. Milestone Two: Application of the Law to the Facts and Impact Assessment In Module Five, you will submit the Application of the Law to the Facts and the Impact Assessment sections (Sections IID and IIE) of the memorandum. In the Application of the Law to the Facts section, use the precedents you have selected in case law, regulations, and substantive law, assess the strengths and weaknesses of your company’s arguments in court. Is it probable your company will win this legal dispute? In the Impact Assessment section, based on your analysis, how do you believe this situation may affect public perception of your selected company? Will the public discourse reflect possible legal outcomes? Be sure to use specific examples. Make suggestions on how to alleviate any damages to your selected company’s public perception going forward. Will action(s) related to the other party be appropriate? Recommend how the company should modify specific business practices to avoid similar situations in the future. This milestone should be 4–5 pages. This milestone is graded with the Final Project Part I Milestone Two Guidelines and Rubric. Final Submission: Memorandum In Module Eight, you will submit your completed memorandum. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded using the Final Project Part I Rubric. Deliverables Milestone Deliverable Module Due Grading One Introduction, Facts and Laws, Precedent, and Facts to be Determined sections Two Graded separately; Final Project Part I Milestone One Rubric Two Application of the Law to the Facts and Impact Assessment sections Five Graded separately; Final Project Part I Milestone Two Rubric Final Submission: Memorandum Eight Graded separately; Final Project Part I Rubric Final Project Part I Rubric Guidelines for Submission: Your professional business memorandum should adhere to the following formatting requirements: 10 pages (not including title and reference pages), double-spaced, using 12-point Times New Roman font, and one-inch margins. You should use current APA style guidelines for your citations and reference list. Generally speaking, the best memos include references to at least two cases for each point of law that is mentioned. Students also earn high marks when they cite to cases that appear to support a different legal resolution than the one presented by the student, and then distinguishing that case from the scenario described in this assignment. Such distinctions demonstrate exemplary understanding of the course materials. Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value Memo Introduction Meets “Proficient” criteria and shows keen insight into the strengths of legal claims or defenses based on the facts of business situations Articulates the strengths of company’s legal claim or defense Articulates the strengths of company’s legal claim or defense, but with gaps in accuracy or detail Does not articulate the strengths of company’s legal claim or defense 8 Facts and Laws: Unlawful Termination Meets “Proficient” criteria and demonstrates a nuanced understanding of the relationship between established law and facts of legal cases Analyzes facts related to employment discrimination or unlawful termination based on company’s perspective Analyzes facts related to employment discrimination or unlawful termination based on company’s perspective, but with gaps in accuracy or detail Does not analyze facts related to employment discrimination or unlawful termination based on company’s perspective 8 Facts and Laws: Contract Issues Meets “Proficient” criteria and demonstrates a nuanced understanding of the relationship between established law and facts of legal cases Analyzes facts related to contract issues based on company’s perspective Analyzes facts related to contract issues based on company’s perspective, but with gaps in accuracy or detail Does not analyze facts related to contract issues based on company’s perspective 8 Facts and Laws: Laws Meets “Proficient” criteria and demonstrates a nuanced understanding of how foundational law applies to client cases in business law Identifies operative employment and contract laws that apply to company’s case Identifies operative employment and contract laws that apply to company’s case, but one or more operative laws are missing or there are inaccuracies Does not identify operative employment and contract laws that apply to company’s case 8 Precedent: Unlawful Termination Meets “Proficient” criteria and justification shows keen insight into how precedents impact client cases Selects cases that support company’s position in terms of employment discrimination or unlawful termination, logically justifying selections Selects cases that support company’s position in terms of employment discrimination or unlawful termination, justifying selections, but case(s) are inappropriate for supporting case or justification has gaps in logic or detail Does not select cases that support company’s position in terms of employment discrimination or unlawful termination 8 Precedent: Contract Disputes Meets “Proficient” criteria and justification shows keen insight into how precedents impact client cases Selects cases that support company’s position in terms of contract disputes, logically justifying selections Selects cases that support company’s position in terms of contract disputes, justifying selections, but case(s) are inappropriate for supporting case or justification has gaps in logic or detail Does not select cases that support company’s position in terms of contract disputes 8 Facts to be Determined: Facts Meets “Proficient” criteria and demonstrates a broad understanding of the law principles necessary for establishing pertinent facts of client cases Determines facts needed for better analyzing company’s position Determines facts needed for better analyzing company’s position, but with gaps in logic or detail Does not determine facts needed for better analyzing company’s position 8 Facts to be Determined: Establish Meets “Proficient” criteria and demonstrates a broad understanding of the law principles necessary for establishing pertinent facts of client cases Explains how identified facts will help establish the legal rights and/or obligations of defendant in relation to company Explains how identified facts will help establish the legal rights and/or obligations of defendant in relation to company, but with gaps in logic or detail Does not explain how identified facts will help establish the legal rights and/or obligations of defendant in relation to company 8 Application of the Law to the Facts Meets “Proficient” criteria and assessment shows keen insight into the implications of laws and precedents for business decisions related to legal situations Logically assesses the strengths and weaknesses of company’s arguments in court based on selected laws and precedents, addressing likelihood of winning legal dispute Assesses the strengths and weaknesses of company’s arguments in court based on selected laws and precedents, addressing likelihood of winning legal dispute, but with gaps in logic, detail, or relevance to selected laws or precedents Does not assess the strengths and weaknesses of company’s arguments in court based on selected laws and precedents, addressing likelihood of winning legal dispute 8 Impact Assessment: Public Perception Meets “Proficient” criteria and shows keen insight into the impact of legal situations on the public perception of companies Logically evaluates how legal situation may affect public perception of company, providing specific examples Evaluates how legal situation may affect public perception of company, providing specific examples, but has gaps in logic or detail Does not evaluate how legal situation may affect public perception of company, providing specific examples 8 Impact Assessment: Damages Meets “Proficient” criteria and suggestions reflect a nuanced understanding of how public perception of legal situations impacts company responses Makes appropriate suggestions for how to alleviate damages to company’s public perception, addressing whether actions related to other party are appropriate Makes suggestions for how to alleviate damages to company’s public perception, addressing whether actions related to other party are appropriate, but not all suggestions are appropriate or key details are missing Does not make suggestions for how to alleviate damages to company’s public perception, addressing whether actions related to other party are appropriate 8 Impact Assessment: Business Practices Meets “Proficient” criteria and recommendations are especially appropriate for business decisions that are informed by public perception Makes appropriate recommendations for how the company should modify specific business practices to avoid similar situations in the future Makes recommendations on how the company should modify specific business practices to avoid similar situations in the future, but not all recommendations are appropriate or key details are missing Does not make recommendations for how the company should modify specific business practices to avoid similar situations in the future 8 Articulation of Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format Submission has no major errors related to citations, grammar, spelling, syntax, or organization Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Submission has critical errors related to citations, gramma
News Event
BMGT 496 – Project 1: News Event
Purpose: In the first assignment, you have the opportunity to see ethics in play in a real world scenario. You will read the case scenario and answers the questions in a narrative format. Use headings for each question. Headings are not the question. You are required to use the course material to support your reasoning and the conclusions made.
Outcomes met by completing this project:
1. identify ethical issues that arise in domestic and global business environments using an understanding of ethical concepts and of legal and business principles
Instructions
Step 1: Write the Introduction
Create the introductory paragraph. The introductory paragraph is the first paragraph of the paper and tells a reader the main points covered in the paper.
Step 2: Read the Case Scenario
Kobe is one of the largest steelmakers in the world and the third largest steelmaker in Japan with more than 200 subsidiaries and 62 affiliated companies in Europe, Asia, and North America. On April 1, 2018, Kiroya Kawasaki stepped down as CEO and President of Kobe Steel in the wake of an investigation after the company admitting to widespread falsification of quality data about metal supplied to automobile companies such as Toyota, Honda, Mazda, Subaru, Nissan and Ford. Kobe Steel had been falsifying quality data for as many as 10 years and was aware the company was selling substandard metal (aluminum, copper and powdered steel) that was used in making molded part to companies around the world.
Steel making is crucial to Japan’s economy and reputation for precision manufacturing providing a competitive edge over China and other countries that offer cheaper alternatives. However, this latest scandal continues to chip away at Japan’s already marred reputation. In 2016, Suzuki Motors and Mitsubishi admitted to cheating on test that exaggerated the fuel economy on its vehicles and Takata recalled tens of millions of vehicles for faulty airbags forcing the company into bankruptcy.
Noted by a corporate watchdog, Japanese companies have been considered diligent about quality control but due to time, competitive pressure or other factors, when cheating occurred, it went unchecked. Also, Japanese companies tend to discourage thorough examination or criticism from employees or independent examiners.
At Kobe, employees were supposed to test products to ensure design standards outlined in specific customer contracts were met. Kobe Steel admitted that in some cases the test were not carried out and in several instances employees deliberately altered inspection certificates or recorded false results to make it appear tests were carried out to meet quality standards. Kobe also admitted that employees at several factories altered inspection certificates on copper and aluminum products between September 2016 and August 2017. The altered records made it appear that its products met manufacturing specification set by its customers. Two known incidents of data falsification related to tensile strength, which is vital to the resistance of a material breaking under stress and powdered steel used in molded metal parts. Kobe sent the quality data to its customer who in turn approved shipment of the goods to customers.
After admitting to widespread tampering of quality data, authorities in Japan and the United States started investigating Kobe. With at least five decades of data fraud, more than 600 customers were identified as affected by Kobe’s actions. Kobe Steel supplies manufacturing parts for automobiles, trains, aircrafts, electronics and other metal products. During the internal review, Kobe confirmed findings of data falsification stating that the problem spanned four percent of the company’s output between September 2016 and August 2017. Affected products included the following products that were shipped to approximately 200 companies:
· 19,300 tons of flat-rolled and extruded aluminum products
· 19,400 units of aluminum casting and forgings
· 2,200 tons of copper products
At the time, Kobe Steel declined to reveal the names of the companies affected but indicated it had not received any complaints from customers using the affected products.
In October of 2017, Kobe Steel established an Independent Investigation Committee (IIC) that reviewed the company’s shipments between September 2016 and August 2017. The company recognized misconduct that covered the act of fabricating inspection data that did not meet customer specifications and public standards and the shipping and delivering of products to customers as if the products conformed to customer specifications and public standards.
Findings of the report revealed the involvement of executive officers in the misconduct but stated the involvement was limited to the Aluminum and Copper Business. Two executive officers were aware of the misconduct but did not report the issue to their boss who was the Head of the Aluminum and Copper Business. Another executive who was aware of the misconduct made the decision as a basic policy to gradually eliminate the production and shipment of nonconforming products. He also decided to instruct staff to improve manufacturing processes and to stop accepting part of the orders.
The report also showed former executive officers were directly involved with misconduct before becoming executive officers and failed to stop or correct the misconduct. The misconduct extended beyond the Aluminum and Copper Business to other division and Group companies.
Sources:
Boudette, N. E. (2017, October 17). Kobe Steel scandal is now subject of Justice Department inquiry. Retrieved from https://www.nytimes.com/2017/10/17/business/kobe-steel-justice-department.html
Cheong, S. (2017, October 30). The Kobe Steel scandal flows through the entire supply chain. Insight Factset. Retrieved from https://insight.factset.com/the-kobe-steel-scandal-flows-through-the-entire-supply-chain
Kobe Steel says under investigation over data tampering scandal (2018, April 25). Retrieved fromhttps://www.reuters.com/article/us-kobe-steel-probe/kobe-steel-says-under-investigation-over-data-tampering-scandal-idUSKBN1HW0BI
Report on Kobe Steel Group’s misconduct (2018, March 6). Kobe Steel Ltd. Retrieved fromhttp://www.kobelco.co.jp/english/releases/files/20180306_en.pdf
Shane, D. (2018, March 6). Kobe Steel chief is resigning over fake data scandal. CNN Money. Retrieved from https://money.cnn.com/2018/03/06/news/companies/kobe-steel-ceo-resigns-japan/index.html
Soble, J. (2017, October 13). Kobe Steel scandal grows to include subsidiaries. The New York Times. Retrieved from https://www.nytimes.com/2017/10/13/business/kobe-steel-scandal.html
Soble, J., and Boudette, N. E. (2017, October 10). Kobe Steel’s falsified data is another blow to Japan’s reputation. The New York Times. Retrieved fromhttps://www.nytimes.com/2017/10/10/business/kobe-steel-japan.html
Step 3: Answer the Following
Answer the following requirements using both the course material and case scenario facts to support the reasoning and conclusions made. You may use additional research but are limited to two additional articles related to Kobe Steel. All source material must be cited and referenced.
· Identify and discuss the ethical issues related to the Kobe Steel scandal.
· Identify the stakeholders involved in the Kobe Steel scandal. Be thorough and specific.
· Discuss the potential implications of Kobe Steel’s actions on each stakeholder or stakeholder group. Give examples.
· Discuss how corporate culture played a role in Kobe Steel’s misconduct.
· Explain how a utilitarian would view the misconduct actions of Kobe Steel.
· Explain how Aristotle would view the actions of Kobe Steel’s employees.
· Using Kant’s ethical theory, explain how the new CEO should address the quality issues and unethical behavior of the employees to ease the minds of the company’s stakeholders.
Step 4: Review the Paper
Read the paper to ensure all required elements are present. Use the grading rubric to ensure that you gain the most points possible for this assignment.
Proofread the paper for spelling and grammatical issues, and third person writing.
· Read the paper aloud as a first measure;
· Use the spell and grammar check in Word as a second measure;
· Have someone who has excellent English skills proofread the paper;
Step 5: Submit the paper in the Assignment Folder (The assignment submitted to the Assignment Folder will be considered the student’s final product and therefore ready for grading by the instructor. It is incumbent upon the student to verify the assignment is the correct submission. No exceptions will be considered by the instructor).
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 4-6 pages in length excluding the title page and reference page. Write clearly and concisely.
Completing the Paper
In order to complete this project, you will want to first read the module, Learn How to Support What You Write, as this assignment requires you to use the course material and research to support what you write. Also,
· Read and use the grading rubric while completing the exercise to ensure all requirements are met that will lead to the highest possible grade.
· 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.
· Contractions are not used in business writing, so do not use them.
· Paraphrase and do not use direct quotation marks. Paraphrase means you do not use more than four consecutive words from a source document. Instead put a passage from a source document into your own words and attribute the passage to the source document. Not using direct quotation marks means that there should be no passages with quotation marks and instead the source material is paraphrased as stated above. Note that a reference within a reference list cannot exist without an associated in-text citation and vice versa. You may not use more than four consecutive words from a source document, as doing so would require direct quotation marks. Changing words from a passage does not exclude the passage from having quotation marks. If more than four consecutive words are used from source documents, this material will not be included in the grade and could lead to allegations of academic dishonesty.
· You are expected to use the case scenarios and weekly course material to develop the analysis and support the reasoning. There should be a robust use of the course material and case scenario facts. Material used from a source document must be cited and referenced. A reference within a reference list cannot exist without an associated in-text citation and vice versa. Changing words from a passage does not exclude the passage from having quotation marks. If more than four consecutive words are used from source documents, this material will not be included in the grade and could lead to allegations of academic dishonesty.
· Use in-text citations and provide a reference list that contains the reference associated with each in-text citation.
· The only book you may use is the course eBook.
Business Ethics. (2016). Title of Chapter, Washington, D.C.: The Saylor Foundation https://resources.saylor.org/wwwresources/archived/site/textbooks/The%20Business%20Ethics%20Workshop.pdf
This project only allows you to use the course material plus two additional articles related to Kobe Steel. You may not use a dictionary or Wikipedia.
· Provide the page or paragraph number in every in-text citation presented. If the eBook does not have pages, provide the chapter title and topic heading.
Self-Plagiarism: Self-plagiarism is the act of reusing significant, identical or nearly identical portions of one’s own work. You cannot re-use any portion of a paper or other graded work that was submitted to another class even if you are retaking this course. You also will not reuse any portion of previously submitted work in this class. A zero will be assigned to the assignment if self-plagiarized. Faculty do not have the discretion to accept self-plagiarized work.
Question Below
Instructions:
1. 2 pages long
2. Free from plagiarism
3. Should have examples
4. Should have 2 citation source.
Question:
In examining Document 4 and Document 6, how did the onset of the Cold War redefine what it meant to be an American? What role do these documents suggest loyal citizens play in waging war against Communism? In examining the political cartoon (Document 5), how does the artist critique the “anti-subversive” efforts that took place during the Second Red Scare? In what ways does the McCarthy era continue to influence American society?
Document 4:
Document 4: LOOK Magazine “How to spot a Communist” (1947)
Intended to warn Americans about the perceived threat of communist activities in the United States, Leo Cherne’s “How to spot a Communist” was published in Look Magazine’s Spring 1947 edition.
The real Communist is not a liberal or a progressive. He believes in Russia first and a Soviet America. He accepts the doctrines of dictatorship as practiced in Russia. And he is prepared to use a dictator’s tactics of lies and violence to realize his ambitions.
Because the whole Communist apparatus is geared to secrecy, it is not always easy to determine just who is a Communist. But whether he is a Party card-holder or a fellow traveler, the American Communist is not like other Americans. To the Communist, everything – his country, his job, his family – take second place to his party duty. Even his sex life is synchronised with the obligations of the [communist] cause…
There is no simple definition of an American Communist. However, certain general classifications can be set up.
And if either a person or an organization falls within most of these classifications, that person or organization can be said to be following the Communists’ lead. These classifications include:
1. The belief that the war waged by Great Britain and her allies during the period from August 1939 to June 1941 (the period of the war before Russia was invaded) was an “imperialistic” war and a game of power politics.
2. The support of a foreign policy which agrees always with that followed by Soviet Russia, and which changes as the USSR policy changes.
3. The argument that any foreign or domestic policy which does not fit the Communist plan is advanced for ulterior motives and is not in the best interests of either the people or world peace.
4. The practice of criticising only American, British and Chinese policies, and never criticising Soviet policies.
5. Continually receiving favorable publicity in such Communist publications as the Daily Worker and the New Masses.
6. Continually appearing as sponsor or co-worker of such known Communist-front groups as the Committee to Win the Peace, the Civil Rights Congress, the National Negro Congress and other groups which can be described as Communist inspired because they within the classifications set forth here.
7. Continually charging critics with being “fascists,” no matter whether the criticism comes from liberals, conservatives, reactionaries or those who really are fascists.
8. Arguing for a class society by pitting one group against another; and putting special privileges ahead of community needs as, for example, claiming that labor has privileges but has no responsibilities in dealing with management.
9. Declaring that capitalism and democracy are “decadent” because some injustices exist under those systems.
Of course, actual membership [of a communist party] is 100 per cent proof, but this kind of proof is difficult to obtain. These are the five basic layers that the Communists rely on for their strength:
1. The Party member, who openly or secretly holds a membership card.
2. The fellow-traveler, who is not a Party member but who is carefully trained to follow the Communist policy.
3. The sympathiser, who may disagree with some polices, but who is in general agreement with Communist objectives.
4. The opportunist, who is unconcerned with Party goals or tactics but who believes… that the party can be used to his own advantage.
5. The muddled liberal, who despite deep disagreement with the Communist Party’s ultimate goals, co-operates with Party members in front organizations.
How not to be a sucker for a ‘left hook’
Most Americans want to help a good cause, but don’t want to help Communists hiding behind a good-cause label. Here are tips:
1. Check credentials: Before you join or help a group, find out if it opposed Britain’s “imperialistic” war and favored isolationism before Russia was invaded in 1941; if it supported the “people’s” war after Russia was invaded; if it now favors the veto as used by Russia in the UN.
2. Signing petitions… are you getting your name on a Communist list? 3. Contributing money… check carefully, you may be paying a Communist.
4. On the escalator… is your support of one group involving you in causes you didn’t know about? Check all affiliations.
5. Resolutions… does the group you support suddenly endorse other groups you know nothing about?
6. Politics… is your non-partisan group endorsing candidates? Who are they?
7. Speakers… who are the outsiders invited to address your meetings?
8. Fly-by-night issues… does your group support policies also supported by the Communist Party, and then forget those policies as soon as the Party line changes?
9. Double standard… is it sensitive about American policy in China and British policy in Palestine, but quiet about Russian policy in Iran, Poland, Rumania, Bulgaria?
10. Literature… does literature handed out at meetings endorse Party causes? 11. Social life… are you urged to buy tickets to other groups’ events? You may be contributing to other causes.
12. Demonstrations and conferences… does the local group which was set up to study the cost of living, for example, send delegates to conferences which pass resolutions on atomic energy control?
13. Membership… watch who joins and who resigns. Harold Ickes recently resigned from the Independent Citizens Committee of the Arts and Sciences; Marion Hargrove quit the Duncan-Paris Post of the American Legion and the National Committee to Win the Peace.
Document 5:
Document 5: “You read books, eh?” by Herbert Block (1949)
One of the most renowned political cartoonists in modern American History, Herb Block published this editorial cartoon in the Washington Post on April 24, 1949. This cartoon was produced as a response to the growing anti-Communist hysteria of the late 1940s and 1950s that became known as the Second Red Scare.
Document 6:
Document 6: “Enemies from Within” speech (1950)
Wisconsin Senator Joseph R. McCarthy’s rose to political prominence on the waves of anti-Communist hysteria sweeping America during the early years of the Cold War. McCarthy utilized this speech honoring Abraham Lincoln’s birthday in Wheeling, West Virginia on February 9, 1950 to launch a full scale attack upon President Truman’s administration for harboring Communists within the State Department.
Ladies and gentlemen, tonight as we celebrate the one hundred forty-first birthday of one of the greatest men in American history, I would like to be able to talk about what a glorious day today is in the history of the world. As we celebrate the birth of this man who with his whole heart and soul hated war, I would like to be able to speak of peace in our time—of war being outlawed—and of world-wide disarmament. These would be truly appropriate things to be able to mention as we celebrate the birthday of Abraham Lincoln.
Five years after a world war has been won, men’s hearts should anticipate a long peace—and men’s minds should be free from the heavy weight that comes with war. But this is not such a period—for this is not a period of peace. This is a time of “the cold war.” This is a time when all the world is split into two vast, increasingly hostile armed camps—a time of a great armament race.
Today we can almost physically hear the mutterings and rumblings of an invigorated god of war. You can see it, feel it, and hear it all the way from the Indochina hills, from the shores of Formosa, right over into the very heart of Europe itself.
The one encouraging thing is that the “mad moment” has not yet arrived for the firing of the gun or the exploding of the bomb which will set civilization about the final task of destroying itself. There is still a hope for peace if we finally decide that no longer can we safely blind our eyes and close our ears to those facts which are shaping up more and more clearly . . . and that is that we are now engaged in a show-down fight . . . not the usual war between nations for land areas or other material gains, but a war between two diametrically opposed ideologies.
The great difference between our western Christian world and the atheistic Communist world is not political, gentlemen, it is moral. For instance, the Marxian idea of confiscating the land and factories and running the entire economy as a single enterprise is momentous. Likewise, Lenin’s invention of the one-party police state as a way to make Marx’s idea work is hardly less momentous.
Stalin’s resolute putting across of these two ideas, of course, did much to divide the world. With only these differences, however, the east and the west could most certainly still live in peace.
The real, basic difference, however, lies in the religion of immoralism . . . invented by Marx, preached feverishly by Lenin, and carried to unimaginable extremes by Stalin. This religion of immoralism, if the Red half of the world triumphs—and well it may, gentlemen—this religion of immoralism will more deeply wound and damage mankind than any conceivable economic or political system.
Karl Marx dismissed God as a hoax, and Lenin and Stalin have added in clear-cut, unmistakable language their resolve that no nation, no people who believe in a god, can exist side by side with their communistic state.
Karl Marx, for example, expelled people from his Communist Party for mentioning such things as love, justice, humanity or morality. He called this “soulful ravings” and “sloppy sentimentality.” . . .
Today we are engaged in a final, all-out battle between communistic atheism and Christianity. The modern champions of communism have selected this as the time, and ladies and gentlemen, the chips are down—they are truly down.
Lest there be any doubt that the time has been chosen, let us go directly to the leader of communism today—Joseph Stalin. Here is what he said—not back in 1928, not before the war, not during the war—but 2 years after the last war was ended: “To think that the Communist revolution can be carried out peacefully, within the framework of a Christian democracy, means one has either gone out of one’s mind and lost all normal understanding, or has grossly and openly repudiated the Communist revolution.” . . .
Ladies and gentlemen, can there be anyone tonight who is so blind as to say that the war is not on? Can there by anyone who fails to realize that the Communist world has said the time is now? . . . that this is the time for the show- down between the democratic Christian world and the communistic atheistic world?
Unless we face this fact, we shall pay the price that must be paid by those who wait too long.
Six years ago, . . . there was within the Soviet orbit, 180,000,000 people. Lined up on the antitotalitarian side there were in the world at that time, roughly 1,625,000,000 people. Today, only six years later, there are 800,000,000 people under the absolute domination of Soviet Russia—an increase of over 400 percent. On our side, the figure has shrunk to around 500,000,000. In other words, in less than six years, the odds have changed from 9 to 1 in our favor to 8 to 5 against us.
This indicates the swiftness of the tempo of Communist victories and American defeats in the cold war. As one of our outstanding historical figures once said, “When a great democracy is destroyed, it will not be from enemies from without, but rather because of enemies from within.” . . .
The reason why we find ourselves in a position of impotency is not because our only powerful potential enemy has sent men to invade our shores . . . but rather because of the traitorous actions of those who have been treated so well by this Nation. It has not been the less fortunate, or members of minority groups who have been traitorous to this Nation, but rather those who have had all the benefits that the wealthiest Nation on earth has had to offer . . . the finest homes, the finest college education and the finest jobs in government we can give.
This is glaringly true in the State Department. There the bright young men who are born with silver spoons in their mouths are the ones who have been most traitorous. . . .
I have here in my hand a list of 205 . . . a list of names that were made known to the Secretary of State as being members of the Communist Party and who nevertheless are still working and shaping policy in the State Department. . . .
As you know, very recently the Secretary of State proclaimed his loyalty to a man guilty of what has always been considered as the most abominable of all crimes—being a traitor to the people who gave him a position of great trust—high treason. . . .
He has lighted the spark which is resulting in a moral uprising and will end only when the whole sorry mess of twisted, warped thinkers are swept from the national scene so that we may have a new birth of honesty and decency in government.
Unit VII Intercultural Mangement
Write a two- to three-page analysis using the Case Study (Attached “Expatriate Management at AstraZeneca.”
Your analysis should address the following questions:
1. Critically analyze AstraZeneca’s expatriate management practices.
2. According to the 2007 Expatriate Work/Life Balance Survey, 65% of expats report feeling the strain of managing the demands of work and home, leading to more anxieties at home and at the workplace. What steps can an organization take to mitigate this?
3. What decisions related to expatriates could organizations take to maximize the benefits to the company despite ongoing economic recessions? Do you think a company that paid more careful attention to selection could further boost their chances of success?
Your case study analysis should follow APA guidelines for formatting of all resources, both in-text and as references. Your analysis should include a title page and should include a separate reference page.
USE ATTACHED CASE STUDY
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