In a two to three page APA paper (excluding title and reference pages), address the following:
•Discuss the evidence the CEO is using to suggest that Genex is not using technology competitively.
•Explain whether or not Devlin needed to hire Sandy, a “high-priced technology consultant,” to tell him that technology at Genex was a mess. Justify your reasoning.
•Devise a strategy to successfully implement enterprise-wide systems (such as SAP) at Genex.
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Thursday, August 29, 2013
REFLECTION ESSAY ON DIMENSION OF INTER-PROFESSIONAL PRACTICE
1, Analyse the unique role and contribution of Nursing with in the Inter-professional team.
2, Evaluate the contribution of all members of the inter- professional team in providing holistic care to patients
3, Identify and demonstrate decision making and problem solving processes associated with inter-professional practice .
4, Engage in and examine the effectiveness of collaborative activities .
5, Reflect on learning and transfer newly gained knowledge into own area of practice .
This reflective essay have to base on mental health nursing settings . May be on discharge planning of a client with mental illness in acute ward , I need only 1500 words . Reflective model need to be used , like Gibbs’ reflective cycle (1998). And need to use the current references (Harvard ).
Two or three definition of inter- professional practice .
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Literature Review: Organizing and Resourcing the ICT Function
Assessment: Literature Review:
Organizing and Resourcing the ICT Function
Assignment Size: 1500 words including references
Topic: Organizing and Resourcing the ICT Function
Topic: Organizing and Resourcing the ICT Function
IS organizations come in all shapes and sizes. Each is built around processes that it performs or supports. However, all have elements in common to facilitate interaction with MIS professionals.
Tasks
Tasks
Examine material on ?how to write a literature review?
1. Writing a good literature is a little different from writing an essay. The following links provide discussions of the structure of literature reviews and the process of writing one. Please note that these links provide only a few examples that you can find about literature review. Please have some time to read these links and search for other links/sources (do not limit your reading on literature review to these ones only) about literature review.
https://www.emeraldinsight.com/authors/guides/write/literature.htm
https://www.duluth.umn.edu/~hrallis/guides/researching/litreview.html
2. Start to find and read articles in that area " Organizing and Resourcing the ICT Function" ; select good quality controlled sources such as peer reviewed academic journals (not social media sites, blogs, Wikipedia, or web sites!).
3. Identify a number of key papers in the area. You should include a minimum of 10 and probably no more than 20 good quality sources. Ideally, the papers selected will adopt differing or contrasting positions or approaches to the topic. You will need to acknowledge these articles using a formal referencing system, in APA style in the reference section of the review.
4. Write the literature that you using a maximum of 1500 words including the reference section.
Writing quality:
1. Presentation
Writing quality:
1. Presentation
A professional level of presentation is expected, assignments should be written in good English with correct spelling and grammar and with few typographic errors.
Ideas should be correctly attributed to the articles cited, and correct full references for all papers should be provided in APA style.
The overall review should have a clear structure and present a logical sequence of ideas.
Ideas should be correctly attributed to the articles cited, and correct full references for all papers should be provided in APA style.
The overall review should have a clear structure and present a logical sequence of ideas.
2. Quality of Background Research
Evidence of the quality of the background research will be evaluated based on the quality and appropriateness of the materials cited in the reference section.
Material cited should come from recent, reputable sources, should cover a range of aspects of the topic and should present contrasting perspectives.
Material cited should come from recent, reputable sources, should cover a range of aspects of the topic and should present contrasting perspectives.
3. Quality of the Analysis, Critique and Evaluation
Credit will be given for the quality of the analysis of the review. A review should be more than a series of paragraphs that summarize papers, it should summarize the field, compare and contrast approaches and findings and provide an evaluation of the state of knowledge in the topic
Social Issue- Sexuality
Consider a social issue in which you are interested. It could be human freedom, sexuality, deviance, crime, social mobility, poverty, education, aging, and similar issues. Select a specific social issue to investigate in this assignment.
Describe the social issue in which you are interested. Be specific.
Describe how your issue fits into the field of sociology. Which sociological theories and terminology from the text apply to your social issue?
Discuss what is known and unknown about your particular issue.
Discuss the value of sociological research into your issue. Are there (or would there be) practical implications of sociological inquiry?
Use three credible sources and APA citations where appropriate. Use the checklist below to verify you meet all of the specifications of this criterion.
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Global Leadership Agenda and Theory
1.Analyze relevant global leadership concerns for the future.
2.Propose a global leadership agenda.
Provide context by defining the shaping and driving forces that impact the development of your new leadership agenda. This should include your awareness of the global impact of your company or your chosen field and its welcoming of a global diversity of ideas and leadership. It should also include what "minds" you most need to develop.
3.Evaluate the agenda in relationship to other contemporary leadership agendas.
Think about how your agenda compares to the predominant leadership model in your field. (Examples of contemporary leadership agendas might include "might makes right," "Americans know better," and "partnering makes a better product.")
Evaluate the strength of your own agenda in comparison to other possible agendas.
Evaluate the strength of your own agenda in comparison to other possible agendas.
4.Provide a rationale for selecting an emerging leadership theory as most appropriate to guide the leadership agenda.
Provide the rationale for one of the emerging leadership theories as a guide for your leadership agenda.
I.Analyze relevant global leadership concerns for the future.
a.Global leadership concern 1.
b.Global leadership concern 2.
II.Propose a global leadership agenda.
a.Global leadership agenda proposal.
i.The shaping and driving forces that impact my agenda.
ii.The global impact of my organization.
iii.The welcoming of global diversity of ideas and leadership.
III.Evaluate the agenda in relationship to other contemporary leadership agendas.
a.Predominate contemporary leadership model agenda.
b.Strength of my agenda in comparison to other possible agendas.
IV.Provide a rationale for selecting an emerging leadership theory as most appropriate to guide the leadership agenda.
a.Rationale 1.
b.Rationale 2.
a.Global leadership concern 1.
b.Global leadership concern 2.
II.Propose a global leadership agenda.
a.Global leadership agenda proposal.
i.The shaping and driving forces that impact my agenda.
ii.The global impact of my organization.
iii.The welcoming of global diversity of ideas and leadership.
III.Evaluate the agenda in relationship to other contemporary leadership agendas.
a.Predominate contemporary leadership model agenda.
b.Strength of my agenda in comparison to other possible agendas.
IV.Provide a rationale for selecting an emerging leadership theory as most appropriate to guide the leadership agenda.
a.Rationale 1.
b.Rationale 2.
Scientific Revolutions
The book required for this paper is The Structure of Scientific Revolutions by Thomas Kuhn’s
A. Annotated Bibliography. Find five Web sites that discuss Kuhn?s concept of the paradigm. At least ONE of the sites should be critical of the concept.
B. Write a Critique of Kuhn. Include in your critique:
1.Comments from Web sites;
2.A discussion of Kuhn?s evidence for the paradigm concept;
3.The effect Kuhn?s paradigm concept has on our perception that scientific discovery represents progress in our understanding of the universe.
The critique should be six to nine pages in length, typed, and double-spaced.
2.A discussion of Kuhn?s evidence for the paradigm concept;
3.The effect Kuhn?s paradigm concept has on our perception that scientific discovery represents progress in our understanding of the universe.
The critique should be six to nine pages in length, typed, and double-spaced.
Presentation for a professional Conference
write a short paper for presentation at a professional conference. The paper should describe the rationale for and process undertaken to conduct the vulnerability assessment.
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Two Parts of a Whole Person
Paper instructions:
Assignment 2: Two Parts of a Whole Person
Assignment 2: Two Parts of a Whole Person
It is important to consider factors influencing physical, cognitive, and socioemotional development long before the baby arrives. In this discussion, you will examine the relative roles of genetics and the environment. Environmental effects on development include both macrocultural and microcultural influences. Macrocultural influences are the broader influences on a child’s development, such as mass media, religious denomination, societal rules, or educational norms. Microcultural influences are those on a small scale, such as family eating habits, traditions, hierarchical structures, and routines.
Based on the principles of behaviorism, John B. Watson argued, tongue-in-cheek, that he could take a healthy baby and make him into a lawyer, doctor, or thief. Sandra Scarr argued that often a child’s genetic predispositions override the influence of the environment. Based on what you have learned so far about development, select a well-known movie that addresses the nature-versus-nurture question. Some examples are: The Blind Side, Rudy, and A Beautiful Mind. With reference to the film, respond to the following:
How influential is the role of genetics in the child’s development?
What about the role of the environment, temperament, and teratogenics, among others?
Do you agree with Watson, Scarr, both, or neither?
What about the role of the environment, temperament, and teratogenics, among others?
Do you agree with Watson, Scarr, both, or neither?
Support your arguments with research, citing sources.
Forecasting and Planning
In Units 3, 4, and 5, you will be developing our course project. First, you will select one company from the list below to focus on during these three units:
L. L. Bean.
Amazon.com—–choosing Amazon please
Starbucks.
Intel.
Johnson and Johnson.
For your Unit 3 assignment, you are to research and write about the company that you have selected from the above list and respond to the following questions. You can research your responses in your textbook, in the Capella library, and on the Internet:
Amazon.com—–choosing Amazon please
Starbucks.
Intel.
Johnson and Johnson.
For your Unit 3 assignment, you are to research and write about the company that you have selected from the above list and respond to the following questions. You can research your responses in your textbook, in the Capella library, and on the Internet:
Describe their business model and explain their supply chain strategy.
Discuss the global challenges that they face in their supply chain.
Discuss the importance of aggregate planning to their supply chain and their partners.
What role does demand forecasting play in their supply chain strategy?
Explain how pricing promotions are used to change demand.
Submit your answer in a Microsoft Word document in 800–1000 words. All written assignments should follow APA rules for attributing sources.
Discuss the global challenges that they face in their supply chain.
Discuss the importance of aggregate planning to their supply chain and their partners.
What role does demand forecasting play in their supply chain strategy?
Explain how pricing promotions are used to change demand.
Submit your answer in a Microsoft Word document in 800–1000 words. All written assignments should follow APA rules for attributing sources.
In defense of prejudice
Paper instructions:
Write an academic summary of Rauch’s “In Defense of Prejudice.” You will need to read to make sure you understand the writer’s point/thesis. In drafting and revising your assignment, remember that a summary is a compressed version of an original text, based on the observations, connections and inferences you make through close reading and annotation. Your goal is to communicate the gist of the writer’s main point, and to recognize his ideas based on connecting his points. Do not follow the organization of Rauch’s original essay. Your intro paragraph should include all his main points. Then, organize the body paragraphs of your summary by paraphrasing and moving from the most important, largest idea and ending with the least important. Also do not include your own opinions and ideas. No commentary or evaluation allowed in summary
Write an academic summary of Rauch’s “In Defense of Prejudice.” You will need to read to make sure you understand the writer’s point/thesis. In drafting and revising your assignment, remember that a summary is a compressed version of an original text, based on the observations, connections and inferences you make through close reading and annotation. Your goal is to communicate the gist of the writer’s main point, and to recognize his ideas based on connecting his points. Do not follow the organization of Rauch’s original essay. Your intro paragraph should include all his main points. Then, organize the body paragraphs of your summary by paraphrasing and moving from the most important, largest idea and ending with the least important. Also do not include your own opinions and ideas. No commentary or evaluation allowed in summary
economics
case study on obesity and market failier.
watch super size me film
and writ 1000 words related to market failer and obesity in u.k
you should consider:
how it effect long term elasticity of demand and supply, sustanability the appropriate on long term,oppourtuinity cost,balance/which is the strongest or most significant argumentand why?
and writ 1000 words related to market failer and obesity in u.k
you should consider:
how it effect long term elasticity of demand and supply, sustanability the appropriate on long term,oppourtuinity cost,balance/which is the strongest or most significant argumentand why?
Parenting Practices Over Generations
Paper instructions:
Assignment 3: Parenting Practices Over Generations
You learned in your readings that parenting practices and techniques used to shape child development are influenced by many factors including culture, socioeconomic status, non-normative life events, and cohort effects. To understand cohort effects, consider that the experiences of a child growing up in the 1940s are different in many ways from a child growing up today.
Read the article: Kotchick, B.A. & Forehand, R. (2002). Putting parenting in perspective: A discussion of the contextual factors that shape parenting practices. Journal of Child and Family Studies, 11(3), 255-269.
http://web.ebscohost.com.libproxy.edmc.edu/ehost/detail?sid=0de5858b-8bf5-4bef-b437-e4e3b5e46ed1%40sessionmgr11&vid=1&hid=7&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=afh&AN=7554170
Synthesize what you learned in your readings as well as the above article to address the following:
Using the chart/table below, list at least 4 parenting practices of 3 generations. You can describe parenting practices of 3 generations of your family members, another family you interview, or general practices of generations based on research you find. For example, how did each generation address issues such as education, extracurricular activities, breastfeeding, sleeping arrangements, religious involvement, etc.? Include brief demographic information (e.g., sex, age, region of the country) Note: 3 different generations means 3 different time periods, not 3 different people.
Now review the chart/table and discuss the following:
How were the parenting practices similar and different between generations?
Explain the concept of cohort effects. What cohort effects (e.g. historical or social events) might have influenced the parenting practices of each generation you described?
Identify and explain contextual factors (other than cohort effects) described by Kotchick and Forehand (2002) that might have influenced the parenting practices of each generation you described.
Why is it important to understand contextual factors, including cohort effects, when researching differences in parenting practices?
Now review the chart/table and discuss the following:
How were the parenting practices similar and different between generations?
Explain the concept of cohort effects. What cohort effects (e.g. historical or social events) might have influenced the parenting practices of each generation you described?
Identify and explain contextual factors (other than cohort effects) described by Kotchick and Forehand (2002) that might have influenced the parenting practices of each generation you described.
Why is it important to understand contextual factors, including cohort effects, when researching differences in parenting practices?
social initiatives or engagement
discussion and response precious
please respond to the following based on initial submission below:
Thank you for your IQ. You have made some good issues in your post, especially as you highlight that "focus of any micro finance should be very balance – making profit as well as responding to societal need for credit in equal measure". This is very true in that the micro finance structure and recapitailization is a self-regenerated capital structure. There is need that as the micro finance is people-oriented (Khavul, 2010), the business operation should be able to sustain itself and also service other credit needs too through acceptable margin or interest rate.
In your IQ conclusion, you assert that "the only way to succeed is emerging market is to engage the societal issues and not just focus on the profit and the shareholders. Any engagement in social action should not be viewed as a risk but an opportunity to do business". I quite agree with that, that social actions should be viewed as opportunity to the business even though it is always with a long-term benefits. Most of the businesses that are investing and engaging in social initiatives have doing so in view of long-term returns that the business will stand to gain. That is why good number of businesses have to develop or engage in projects /social initiatives along their operations.
On the other hand I will not totally agree with you that "the only way to succeed in emerging market is to engage in social issues". In my view, social issues are not the conditions to business success in totality, rather they may contribute in terms of organizational image and brand name / loyalty. Social initiative is not often pursued as competitive advantage but organizations engage and respond based on their degree of appreciation and determination to to contribute to societal wellbeing.
So in my view, social initiatives or engagement can promote business wellbeing but not altogether as a condition as "the only way to succeed" in emerging market. Your views.
health care organizations
Write a five to six (5-6) page paper in which you:
1.Suggest the key financial drivers that most likely will cause health care organizations to merge. Provide support for your rationale.
2.Assuming that two (2) health care organizations have merged. Determine the evaluation criteria that a financial analyst would use to evaluate the financial performance of the organization post-merger, and identify the determinants that the analyst would use to decide whether or not the merger generated favorable financial results for the organization. Provide support for your evaluation.
3.Determine the key factors that will drive the financial planning process for most organizations in the post-merger phase, and examine the related impact to the organization process. Provide support for your rationale.
4.Create an argument to assert that the financial planning process is of high value to a health care organization. Provide support for your argument.
5.Predict the financial stability of the health care industry over the next five (5) years. Provide support for your prediction.
6.Use at least three (3) quality academic resources. Note: Wikipedia and other Websites do not qualify as academic resources.
2.Assuming that two (2) health care organizations have merged. Determine the evaluation criteria that a financial analyst would use to evaluate the financial performance of the organization post-merger, and identify the determinants that the analyst would use to decide whether or not the merger generated favorable financial results for the organization. Provide support for your evaluation.
3.Determine the key factors that will drive the financial planning process for most organizations in the post-merger phase, and examine the related impact to the organization process. Provide support for your rationale.
4.Create an argument to assert that the financial planning process is of high value to a health care organization. Provide support for your argument.
5.Predict the financial stability of the health care industry over the next five (5) years. Provide support for your prediction.
6.Use at least three (3) quality academic resources. Note: Wikipedia and other Websites do not qualify as academic resources.
Why Are Schools Organised the Way They Are
Do you know of schools that have adopted an alternative approach to organising the school day? For example, some schools use another way of announcing the end of a lesson or particular block of teaching/learning. Do you know of any schools that do not use bells (or another form of announcement in sound) to mark divisions in the school day?
In this chapter we continue our focus on the way in which education, teaching and learning are practised and shaped in schools and classrooms. As we explore the question “Why are schools organised they way they are?” we will start by looking at how educational policy has shaped the way we prepare students for the world of work. Although the focus of this chapter is on secondary schooling, all teachers (primary and secondary) should have an understanding of some of the important current policies in both primary and secondary education.
In this chapter we continue our focus on the way in which education, teaching and learning are practised and shaped in schools and classrooms. As we explore the question “Why are schools organised they way they are?” we will start by looking at how educational policy has shaped the way we prepare students for the world of work. Although the focus of this chapter is on secondary schooling, all teachers (primary and secondary) should have an understanding of some of the important current policies in both primary and secondary education.
Unit Text
Allen, J (Ed.) (2004), Sociology of education: Possibilities and practices (3rd ed.), Chapter 16, Schooling that works, pp 345-364
Allen, J (Ed.) (2004), Sociology of education: Possibilities and practices (3rd ed.), Chapter 16, Schooling that works, pp 345-364
Journal 2.1
2.1.1 What are the attributes of a vocational curriculum?
2.1.2 How might the differing purposes for schooling
conflict?
2.1.1 What are the attributes of a vocational curriculum?
2.1.2 How might the differing purposes for schooling
conflict?
Education is inevitably value-laden. In this case, the use of the word ‘value’ should not be restricted to ‘values education’ such as that of the Federal Government with its emphasis on such things as ‘mateship’. ‘Value-laden’ here refers to the beliefs and hopes of people that lead them to value some approaches over others in areas such as governance, pedagogy and curriculum. This valuing leads to a politicization of education as groups, motivated by different beliefs and goals, seek to bring pressure on the decision-makers, who themselves have beliefs and goals for education. The policies and practices thus developed are themselves value-laden. In the next reading, education as a “product of politics” is discussed.
Unit Text
Allen, J (Ed.) (2004), Sociology of education: Possibilities and practices (3rd ed.), Chapter 17, Wicked problems, pp 365-376
Allen, J (Ed.) (2004), Sociology of education: Possibilities and practices (3rd ed.), Chapter 17, Wicked problems, pp 365-376
Journal 2.2
2.2.1 Evaluate the Public Instruction Act of 1880 for its
impact on NSW society.
2.2.1 Evaluate the Public Instruction Act of 1880 for its
impact on NSW society.
PART B: Worldviews and Education
In this part we are to clarify the meaning of “worldviews” and “religious orientations” and then see how they are relevant to the study of education and schooling, not just Christian or “religious” education, but education and schooling in general.
The intention of this part of the chapter is to understand how, and describe how and why worldviews and religious orientations need to be considered as contexts for education.
What is a Worldview?
The term ‘worldview’ has been defined in many different ways by different authors or theorists, many of whom work in quite disparate academic disciplines. The definition provided by Dr. Stuart Fowler (1990) is particularly helpful:
“A worldview is a set of action-motivating beliefs that constitute the common-sense wisdom of those who live by it. The pattern of the worldview by which people live is known from the pattern of their actions, rather than from the faith they confess. Most of the time people cannot say what theirworldview is. It is implicit in the way they act which they simply take for granted as a normal way to act. In short, a worldview functions by establishing what a people regard as normal. In acting in accordance with a worldview I am simply acting in the appropriate way.”
(Fowler, S. (Ed.) 1990, Christian Schooling: Education for freedom)
The relationship between a people and their worldview is like that between fish and the water in which they live. As the proverb goes, “Fish are the last to discover water”, so too a particular people are often the last to discover (identify or articulate or completely understand) their own worldview. Worldviews are not merely analytical or logical or intellectual frameworks or constructs, nor are they purely or only conceptual in character. He goes on to explain:
“A worldview is not like a philosophy that someone writes out in a systematic way for us to read. Its beliefs are not written out in confessional form like a creed or confession of faith. Seldom, if ever, do people spell out in any way the worldview by which they live.”
(Fowler, S. (Ed.) 1990, Christian Schooling: Education for freedom)
Sire (2004) supplies us with a definition with a slightly different emphasis. He agrees that worldview is a spiritual orientation and cannot be reduced to a set of doctrinal beliefs or propositions. Few people would feel they could describe their worldview in such terms in any case. His carefully crafted definition is as follows:
‘A worldview is a commitment, a fundamental orientation of the heart, that can be expressed as a story or in a set of presuppositions (assumptions which may be true, partially true or entirely false) which we hold (consciously or subconsciously, consistently or inconsistently) about the basic constitution of reality, and that provides the foundation on which we live and move and have our being.’
(Sire, J.W., 2004. Naming the Elephant)
In this part we are to clarify the meaning of “worldviews” and “religious orientations” and then see how they are relevant to the study of education and schooling, not just Christian or “religious” education, but education and schooling in general.
The intention of this part of the chapter is to understand how, and describe how and why worldviews and religious orientations need to be considered as contexts for education.
What is a Worldview?
The term ‘worldview’ has been defined in many different ways by different authors or theorists, many of whom work in quite disparate academic disciplines. The definition provided by Dr. Stuart Fowler (1990) is particularly helpful:
“A worldview is a set of action-motivating beliefs that constitute the common-sense wisdom of those who live by it. The pattern of the worldview by which people live is known from the pattern of their actions, rather than from the faith they confess. Most of the time people cannot say what theirworldview is. It is implicit in the way they act which they simply take for granted as a normal way to act. In short, a worldview functions by establishing what a people regard as normal. In acting in accordance with a worldview I am simply acting in the appropriate way.”
(Fowler, S. (Ed.) 1990, Christian Schooling: Education for freedom)
The relationship between a people and their worldview is like that between fish and the water in which they live. As the proverb goes, “Fish are the last to discover water”, so too a particular people are often the last to discover (identify or articulate or completely understand) their own worldview. Worldviews are not merely analytical or logical or intellectual frameworks or constructs, nor are they purely or only conceptual in character. He goes on to explain:
“A worldview is not like a philosophy that someone writes out in a systematic way for us to read. Its beliefs are not written out in confessional form like a creed or confession of faith. Seldom, if ever, do people spell out in any way the worldview by which they live.”
(Fowler, S. (Ed.) 1990, Christian Schooling: Education for freedom)
Sire (2004) supplies us with a definition with a slightly different emphasis. He agrees that worldview is a spiritual orientation and cannot be reduced to a set of doctrinal beliefs or propositions. Few people would feel they could describe their worldview in such terms in any case. His carefully crafted definition is as follows:
‘A worldview is a commitment, a fundamental orientation of the heart, that can be expressed as a story or in a set of presuppositions (assumptions which may be true, partially true or entirely false) which we hold (consciously or subconsciously, consistently or inconsistently) about the basic constitution of reality, and that provides the foundation on which we live and move and have our being.’
(Sire, J.W., 2004. Naming the Elephant)
Worldviews and Stories
When worldviews are expressed or articulated, this is sometimes done in narrative form, as a story (or stories). New Testament scholar, Tom Wright (1992, p 123), argues that “worldviews provide the stories through which human beings view reality. Narrative is the most characteristic expression of worldview…”
The Christian educator, Harry Fernhout, has offered a different account of the relationship between worldviews and stories. He argues that “A worldview does not, as Wright suggests, provide stories; rather, the other way around. An embracing, plausibility-giving story provides a worldview. A worldview is story- formed; we could say that a worldview is a kind of condensation or shorthand (a first ordering) of a life-shaping story” (Fernhout, 1997, pp. 85-86). In the case of the Christian faith, the life-shaping story of the gospel of Jesus Christ would or should provide the worldview for the believer.
When worldviews are expressed or articulated, this is sometimes done in narrative form, as a story (or stories). New Testament scholar, Tom Wright (1992, p 123), argues that “worldviews provide the stories through which human beings view reality. Narrative is the most characteristic expression of worldview…”
The Christian educator, Harry Fernhout, has offered a different account of the relationship between worldviews and stories. He argues that “A worldview does not, as Wright suggests, provide stories; rather, the other way around. An embracing, plausibility-giving story provides a worldview. A worldview is story- formed; we could say that a worldview is a kind of condensation or shorthand (a first ordering) of a life-shaping story” (Fernhout, 1997, pp. 85-86). In the case of the Christian faith, the life-shaping story of the gospel of Jesus Christ would or should provide the worldview for the believer.
Activity
Access the following website for some fascinating clips in relation to worldview. There is both a clear explanation of the concept and a consideration of its religious nature as an introduction to the next section of this unit. Watch some of the clips listed alongside this one, and you will see the extent of the debate around religious worldviews that is taking place on the net.
The Truth Project: What is Worldview? http://www.youtube.com/watch?v=Txez9sJUtaE
Access the following website for some fascinating clips in relation to worldview. There is both a clear explanation of the concept and a consideration of its religious nature as an introduction to the next section of this unit. Watch some of the clips listed alongside this one, and you will see the extent of the debate around religious worldviews that is taking place on the net.
The Truth Project: What is Worldview? http://www.youtube.com/watch?v=Txez9sJUtaE
Worldviews and Religious Commitments
As you no doubt discovered in the YouTube clips, worldviews are animated and directed by foundational and determinative religious commitments. These religious commitments or orientations provide shape and direction to both our worldviews and stories, and, in turn, our individual and communal lives. Human religious commitments direct, energise and shape the lives of a particular people in all their culture-making activities.
All facets and areas of our lives are ‘bound together’ by integrating our lives through a fundamental religious commitment to an ultimate source of order and meaning. (The word ‘religion’ originates from the Latin word religio which means ‘to bind’). A biblical perspective leads us to recognise the importance of basic human and foundational religious commitments or orientations in unifying, shaping and directing human life. According to the Scriptures, religion is not something one person has in greater ‘measure’ than another; everyone is equally religious, but people worship different gods. As religious creatures we seek an ultimate source of order and meaning for our lives. Being ‘religious’ does not necessarily mean holding beliefs about God or other supernatural beings. Being human is to be ‘religious’ in the sense that everyone is involved in a “quest for order and meaning” in and for life (Wentz, 1987).
The Scriptures speak of the centrality of religion to our lives throughout the use of the word ‘heart’ in human life (see Proverbs 4:23, Deut. 15:10, Judges 19:9, Isa. 65:14; John 16:6, 22, Acts 2:26, Romans 1:24, 10:1). It is interesting to note that the word for ‘heart’ appears over one thousand times in the Bible, far more frequently than the word for ‘soul’.
“The heart is the fountain from which all human existence flows. Feelings, desires and emotions are connected with the heart. (Human) understanding is also related to the heart; from the heart comes intelligible thoughts and words…With the heart humans also plan and make decisions. This does not mean that the heart is seen as the one single organ from which all human thinking, feeling, and willing comes. Rather the heart is seen as the indispensable centre of all human life. Nothing functions except as it is moved by the heart…. (The heart) is the religious core in which all human lifeisintegrated. Theheart,thisintegratingcoreofhumanexistence,is neither rational, nor emotional, nor volitional but religious. It is the centre of our humanness where God encounters us and we encounter God, either to embrace him in love or to turn from him in, often disguised, hate.”
(Fowler, 1991, pp 7-8).
All worldviews and ways of life of a people or culture are rooted in, and given coherence by, and give expression to, a fundamental religious commitment (or orientation) to something or someone that is (taken to be) divine, to something or someone that is believed to be the ultimate source of order and meaning in and for life. Alternatively, religion may be defined as a belief in something (within or beyond creation) as divine, that is to say, a commitment to something that does not depend on anything else for its existence (see Clouser, 1991, 1996).
As you no doubt discovered in the YouTube clips, worldviews are animated and directed by foundational and determinative religious commitments. These religious commitments or orientations provide shape and direction to both our worldviews and stories, and, in turn, our individual and communal lives. Human religious commitments direct, energise and shape the lives of a particular people in all their culture-making activities.
All facets and areas of our lives are ‘bound together’ by integrating our lives through a fundamental religious commitment to an ultimate source of order and meaning. (The word ‘religion’ originates from the Latin word religio which means ‘to bind’). A biblical perspective leads us to recognise the importance of basic human and foundational religious commitments or orientations in unifying, shaping and directing human life. According to the Scriptures, religion is not something one person has in greater ‘measure’ than another; everyone is equally religious, but people worship different gods. As religious creatures we seek an ultimate source of order and meaning for our lives. Being ‘religious’ does not necessarily mean holding beliefs about God or other supernatural beings. Being human is to be ‘religious’ in the sense that everyone is involved in a “quest for order and meaning” in and for life (Wentz, 1987).
The Scriptures speak of the centrality of religion to our lives throughout the use of the word ‘heart’ in human life (see Proverbs 4:23, Deut. 15:10, Judges 19:9, Isa. 65:14; John 16:6, 22, Acts 2:26, Romans 1:24, 10:1). It is interesting to note that the word for ‘heart’ appears over one thousand times in the Bible, far more frequently than the word for ‘soul’.
“The heart is the fountain from which all human existence flows. Feelings, desires and emotions are connected with the heart. (Human) understanding is also related to the heart; from the heart comes intelligible thoughts and words…With the heart humans also plan and make decisions. This does not mean that the heart is seen as the one single organ from which all human thinking, feeling, and willing comes. Rather the heart is seen as the indispensable centre of all human life. Nothing functions except as it is moved by the heart…. (The heart) is the religious core in which all human lifeisintegrated. Theheart,thisintegratingcoreofhumanexistence,is neither rational, nor emotional, nor volitional but religious. It is the centre of our humanness where God encounters us and we encounter God, either to embrace him in love or to turn from him in, often disguised, hate.”
(Fowler, 1991, pp 7-8).
All worldviews and ways of life of a people or culture are rooted in, and given coherence by, and give expression to, a fundamental religious commitment (or orientation) to something or someone that is (taken to be) divine, to something or someone that is believed to be the ultimate source of order and meaning in and for life. Alternatively, religion may be defined as a belief in something (within or beyond creation) as divine, that is to say, a commitment to something that does not depend on anything else for its existence (see Clouser, 1991, 1996).
From the beginning, God intended that humans acknowledge him as the one true source of order and meaning in and for our lives. However, with the entrance of sin into the world people are more inclined to trust the ‘gods’ – idols – of our own making that we have established as ultimate sources of order and meaning. We are no longer inclined to take God at his word, but we are only too willing to trust those things that we have autonomously decided deserve our ultimate trust and service. A number of Christian schools in Australia have Educational Creed statements that are similar to the following:
“We confess that human life in its entirety is religion, unfolding itself as service of the one true God or of a God substitute’.
(http://www.tyndale.edu.au/PDF/EDUCATIONAL%20CREED.pdf)
Christian economist and former member of the Dutch parliament, Bob Goudzwaard (1975), identified three basic biblical rules that describe and explain how a people’s basic religious commitment to their ‘god’ affects their daily lives and thoughts:
“The first basic rule is that every man is serving god(s) in his life…. The God we have as our resting point in life can be the living God. But we can also seek the resting point of our lives (our happiness and goals) within the creation. We can seek it in our material wealth, in our intellectual capacity, or in progress by means of technique….
“The second basic rule is that every man is transformed into an image of his god. The choice of a god, or a real resting point in our lives, is not without consequences…. People are transformed into an image of the god of their choice. The apostle Paul describes this law in the first chapter of his letter to the Romans. Paul speaks of about those who exchanged the splendour of the living God for other gods: birds, beasts and creeping things. And Paul continues:
(Rom 1:24- 25). They have become the image of their god. Likewise, when we choose
progress by means of technique to be our god (as the foundation of our final hope and trust in life), we should not be surprised to find ourselves transformed and deformed into an extension of a machine. When human intellect and our own ratio (reason) become our deepest source of trust and knowledge, we will ultimately rationalize ourselves as well. Then the love for our husbands, our wives, and our families might well disappear because it cannot stand the test of rationality. Marriage and family are, after all, not qualified by reason but by troth and fidelity.
“The third basic rule is that mankind creates and forms a structure of society in his own image. In the development of human civilization, man forms, creates, and changes the structure of his society and in doing so he portrays in his work the intention of his own heart. He gives to the structure of that society something of his own image and likeness. In it he betrays something… of his own god”Click Here To Get More On This Essay!!!
“We confess that human life in its entirety is religion, unfolding itself as service of the one true God or of a God substitute’.
(http://www.tyndale.edu.au/PDF/EDUCATIONAL%20CREED.pdf)
Christian economist and former member of the Dutch parliament, Bob Goudzwaard (1975), identified three basic biblical rules that describe and explain how a people’s basic religious commitment to their ‘god’ affects their daily lives and thoughts:
“The first basic rule is that every man is serving god(s) in his life…. The God we have as our resting point in life can be the living God. But we can also seek the resting point of our lives (our happiness and goals) within the creation. We can seek it in our material wealth, in our intellectual capacity, or in progress by means of technique….
“The second basic rule is that every man is transformed into an image of his god. The choice of a god, or a real resting point in our lives, is not without consequences…. People are transformed into an image of the god of their choice. The apostle Paul describes this law in the first chapter of his letter to the Romans. Paul speaks of about those who exchanged the splendour of the living God for other gods: birds, beasts and creeping things. And Paul continues:
(Rom 1:24- 25). They have become the image of their god. Likewise, when we choose
progress by means of technique to be our god (as the foundation of our final hope and trust in life), we should not be surprised to find ourselves transformed and deformed into an extension of a machine. When human intellect and our own ratio (reason) become our deepest source of trust and knowledge, we will ultimately rationalize ourselves as well. Then the love for our husbands, our wives, and our families might well disappear because it cannot stand the test of rationality. Marriage and family are, after all, not qualified by reason but by troth and fidelity.
“The third basic rule is that mankind creates and forms a structure of society in his own image. In the development of human civilization, man forms, creates, and changes the structure of his society and in doing so he portrays in his work the intention of his own heart. He gives to the structure of that society something of his own image and likeness. In it he betrays something… of his own god”Click Here To Get More On This Essay!!!
Given the impact of worldviews on daily life, it is of extreme importance for educators to understand major worldviews. The unit text by Smart will introduce you to these, with an accompanying critique. Ten worldviews are considered, including a Christian worldview. If the definitions discussed above are valid, then it is important to note that there is no such thing as THE Christian worldview.
Unit Text
Smart, S. (Ed.) 2007, A spectator’s guide to worldviews, Bluebottle, Sydney. (Introduction, Chapters 1, 2 and 3.)
Smart, S. (Ed.) 2007, A spectator’s guide to worldviews, Bluebottle, Sydney. (Introduction, Chapters 1, 2 and 3.)
Journal 2.3
2.3.1 According to Smart, what are the four key worldview
questions?
2.3.2 After reading Chapter 1 briefly summarise a Christian
Worldview (no more than a page).
2.3.1 According to Smart, what are the four key worldview
questions?
2.3.2 After reading Chapter 1 briefly summarise a Christian
Worldview (no more than a page).
The Worldview Narrative of Australian Education
Neil Postman has written a devastating critique of American education in its increasingly secular form. He is especially critical of attempting to educate children without a powerful narrative providing direction and coherence. You might consider the nature of the narrative driving education in Australia as you read the following excerpt.
Neil Postman has written a devastating critique of American education in its increasingly secular form. He is especially critical of attempting to educate children without a powerful narrative providing direction and coherence. You might consider the nature of the narrative driving education in Australia as you read the following excerpt.
Provided Reading 2.1
Postman, N. 1996, The End of Education: Redefining the Value of School, Vintage Books, ‘The necessity of Gods’, pp 1-18
Postman, N. 1996, The End of Education: Redefining the Value of School, Vintage Books, ‘The necessity of Gods’, pp 1-18
Journal 2.4
In the light of Postman’s critique, what are the similarities of
the American situation with that of Australia?
In the light of Postman’s critique, what are the similarities of
the American situation with that of Australia?
Modernism and Postmodernism
Now we will consider two worldviews that have a significant impact on educational practice in the 20th and 21st centuries. In turn, both of these worldviews have dictated the parameters within which the syllabuses of the various Australian states have been developed. In particular, they have shaped the lens in respect to how knowledge is held to be ‘true’ and are strongly weighted with belief issues.
Modernism’s sway depends on a commitment to the scientific method as the exclusive justification for truth and leads to a strong sense of realism.
Post-modernism’s sway depends on a commitment to the role of the cultural group in justification of truth and leads to a strong sense of perspectivalism.
The following chapters from Smart, 2007, give an overview of the beliefs and values of Modernism and Postmodernism.
Now we will consider two worldviews that have a significant impact on educational practice in the 20th and 21st centuries. In turn, both of these worldviews have dictated the parameters within which the syllabuses of the various Australian states have been developed. In particular, they have shaped the lens in respect to how knowledge is held to be ‘true’ and are strongly weighted with belief issues.
Modernism’s sway depends on a commitment to the scientific method as the exclusive justification for truth and leads to a strong sense of realism.
Post-modernism’s sway depends on a commitment to the role of the cultural group in justification of truth and leads to a strong sense of perspectivalism.
The following chapters from Smart, 2007, give an overview of the beliefs and values of Modernism and Postmodernism.
Unit Text
Smart, S. (Ed.) 2007, A spectator’s guide to worldviews, Chapter 2, ‘Modernism’; Chapter 3, ‘Blown Away: Post Modernism’, pp 59-80
Smart, S. (Ed.) 2007, A spectator’s guide to worldviews, Chapter 2, ‘Modernism’; Chapter 3, ‘Blown Away: Post Modernism’, pp 59-80
Journal 2.5
2.5.1 Briefly outline the Modernist worldview by answering
the four key worldview questions (p 8 of Smart, 2007).
2.5.2 Briefly discuss some of the influences of the beliefs
and values of Postmodernism on education. Have these
influences improved education in your opinion? (No more than
two paragraphs).
2.5.1 Briefly outline the Modernist worldview by answering
the four key worldview questions (p 8 of Smart, 2007).
2.5.2 Briefly discuss some of the influences of the beliefs
and values of Postmodernism on education. Have these
influences improved education in your opinion? (No more than
two paragraphs).
Chapter 3: Culture, Schooling and Christian Education
Outcome:
• Evaluate and analyse educational theories, philosophies and movements from the perspective of a biblical worldview.
Unit Texts
Allen, J. (Ed.) 2004, Sociology of education: Possibilities and practices (3rd ed.), Social Science Press, Melbourne. Chapter 14.
Smart, S. (Ed.) 2007, A spectator’s guide to worldviews, Bluebottle, Sydney. Chapter 10. Provided Readings
Reading 3.1 Edlin, R. 1999, “Why Christian schools?” in The cause of Christian education, (3rd ed.), National Institute for Christian Education, Sydney.
References
Niebuhr, H.R. 1951 Christ and Culture Great Article book of the Hutterites (n.d.)
Outcome:
• Evaluate and analyse educational theories, philosophies and movements from the perspective of a biblical worldview.
Unit Texts
Allen, J. (Ed.) 2004, Sociology of education: Possibilities and practices (3rd ed.), Social Science Press, Melbourne. Chapter 14.
Smart, S. (Ed.) 2007, A spectator’s guide to worldviews, Bluebottle, Sydney. Chapter 10. Provided Readings
Reading 3.1 Edlin, R. 1999, “Why Christian schools?” in The cause of Christian education, (3rd ed.), National Institute for Christian Education, Sydney.
References
Niebuhr, H.R. 1951 Christ and Culture Great Article book of the Hutterites (n.d.)
Wordsworth, J.S. 1874 Rauschenbusch, WA. Theology for the Social Order
Van Brummelen, H. 1989 Hoekema, A. 1979. The Bible and The Future, p 53-54
Carson, D.A. 2008. Christ and Culture Revisited. p12 Wolters, A. 1984
PART A: Culture and Schooling
In Chapter One, Part B this unit introduced the history of 21st century schooling. It should be noted that schooling is just one option for the education of children yet it is the one that our society has endorsed since the earliest days of the colony. This commitment to schooling arose in the context of a society with particular cultural norms which held that education outside the home was a specialist activity that undergirded personal advancement. The institution of the school has therefore been a powerful influence on Australian culture as well as vice versa.
Culture is sometimes defined as ‘the collective gathering of norms, values, beliefs, activities and possessions that characterise a certain group’ (Allen, 2004, p 304). How one defines Australian culture is contestable, and has been seen to be so since post-World War II migration broadened the ethnic mix of Australian society. Australia is now a multicultural country, not only because of the various countries people have come from, but also because there are distinctive, often tribal sub-cultures, e.g. Gen Z, male, middle-class, teacher, student, and family cultures. Thus we are all members of a variety of cultural groupings.
In Chapter One, Part B this unit introduced the history of 21st century schooling. It should be noted that schooling is just one option for the education of children yet it is the one that our society has endorsed since the earliest days of the colony. This commitment to schooling arose in the context of a society with particular cultural norms which held that education outside the home was a specialist activity that undergirded personal advancement. The institution of the school has therefore been a powerful influence on Australian culture as well as vice versa.
Culture is sometimes defined as ‘the collective gathering of norms, values, beliefs, activities and possessions that characterise a certain group’ (Allen, 2004, p 304). How one defines Australian culture is contestable, and has been seen to be so since post-World War II migration broadened the ethnic mix of Australian society. Australia is now a multicultural country, not only because of the various countries people have come from, but also because there are distinctive, often tribal sub-cultures, e.g. Gen Z, male, middle-class, teacher, student, and family cultures. Thus we are all members of a variety of cultural groupings.
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These groupings all come with distinctive tastes and interests that impact on their attitude to education, which in 21st century terms is constructed as a lifelong activity. Some of the cultural groups coming to Australia as refugees have little experience of formal schooling, especially of its liberal construction in Australian schools. The formal tradition of schooling comes with a set of customs and rules that Australian-born students are inducted into from their first years in school.
On the other hand, it is of increasing importance that we understand that students from all cultural sub-groups have a common interest in popular culture. Teachers who are conscious of the need to contextualize education will realize the huge impact that technology-driven popular culture is having on the very construction of schooling in our society. More will be said about this in the units which introduce teaching and learning. The following reading emphasizes the role of popular culture in the lives of students.
These groupings all come with distinctive tastes and interests that impact on their attitude to education, which in 21st century terms is constructed as a lifelong activity. Some of the cultural groups coming to Australia as refugees have little experience of formal schooling, especially of its liberal construction in Australian schools. The formal tradition of schooling comes with a set of customs and rules that Australian-born students are inducted into from their first years in school.
On the other hand, it is of increasing importance that we understand that students from all cultural sub-groups have a common interest in popular culture. Teachers who are conscious of the need to contextualize education will realize the huge impact that technology-driven popular culture is having on the very construction of schooling in our society. More will be said about this in the units which introduce teaching and learning. The following reading emphasizes the role of popular culture in the lives of students.
Unit Text
Allen, J (Ed.) (2004), Sociology of education: Possibilities and practices (3rd ed.), Chapter 14, “Culture and Schooling’, pp 304 – 305; ‘Reality TV’?: School Students and Popular Culture’, pp 306-321
Allen, J (Ed.) (2004), Sociology of education: Possibilities and practices (3rd ed.), Chapter 14, “Culture and Schooling’, pp 304 – 305; ‘Reality TV’?: School Students and Popular Culture’, pp 306-321
Journal 3.1
In relation to the South Park example in the reading,
briefly outline why “loser television” ( eg. The Simpsons)
appeals to teenage and young adult audiences.
In relation to the South Park example in the reading,
briefly outline why “loser television” ( eg. The Simpsons)
appeals to teenage and young adult audiences.
Consumerism is one aspect of the popular culture referred to in the above Allen reading. Our students are growing up in a materialistic culture dominated by possessions. This is particularly so in relation to media and technology. For an indication of how insidious this consumerist culture can be in its influence on our students, access Melinda Tankard-Reist’s website. She refers to the sexualization of young girls who are considered as commodities along with abusive uses of technology. Of course, the impact of such distorted and unhealthy thinking flows on to the boys in our schools as well as the girls.
The next reading considers the culture of Consumerism and explores it as a significant worldview.
Activity
Follow these links to reflect on the issues raised in this section of the unit. *xplict Media – Melinda Tankard-Reist video http://www.youtube.com/watch?v=N5-NM_qvq6E
Melinda Tankard-Reist written article: http://melindatankardreist.com/2010/06/how-we-are- screwing-up-boys-with-violence-porn-drugs-and-alcohol/
NB: Your computer filters may block access to these sites given the subject matter. For your safety, we assure you this URL does contain relevant course material and does not link onwards to unsuitable content.
Activity
Follow these links to reflect on the issues raised in this section of the unit. *xplict Media – Melinda Tankard-Reist video http://www.youtube.com/watch?v=N5-NM_qvq6E
Melinda Tankard-Reist written article: http://melindatankardreist.com/2010/06/how-we-are- screwing-up-boys-with-violence-porn-drugs-and-alcohol/
NB: Your computer filters may block access to these sites given the subject matter. For your safety, we assure you this URL does contain relevant course material and does not link onwards to unsuitable content.
The next reading considers the culture of Consumerism and explores it as a significant worldview.
Unit Text
Smart, S. (Ed.) 2007, A spectator’s guide to worldviews, Chapter 10, ‘I buy therefore I am’, pp 217-236
Smart, S. (Ed.) 2007, A spectator’s guide to worldviews, Chapter 10, ‘I buy therefore I am’, pp 217-236
Journal 3.2
“My view of the world is that everybody is medicated on
something: plastic surgery, drugs, sex, religion, shopping..We’re a culture that anaesthetises ourselves with things.
And we’re also a culture that really tries hard to find
meaning where sometimes there isn’t any meaning”
- Ryan Murphy, Creator of TV Drama Nip/Tuck.
To what extent do you think our students anaesthetise
themselves with consumption of fashion and technology? In
your answer, consider the issue of ‘meaning’ in life. How
might this impact in the school setting?
“My view of the world is that everybody is medicated on
something: plastic surgery, drugs, sex, religion, shopping..We’re a culture that anaesthetises ourselves with things.
And we’re also a culture that really tries hard to find
meaning where sometimes there isn’t any meaning”
- Ryan Murphy, Creator of TV Drama Nip/Tuck.
To what extent do you think our students anaesthetise
themselves with consumption of fashion and technology? In
your answer, consider the issue of ‘meaning’ in life. How
might this impact in the school setting?
PART B: Christians and Culture: Different Approaches
Throughout history Christians have adopted a range of stances to the dominant culture in which they live. They have also held a wide range of views on other cultures and how to relate to them. This has been a consistently problematic area, hugely influenced by the home culture of the particular Christian group. Much of the spread of Christianity into developing nations, for example, was in concert with the colonial push for dominance of peoples and resources. The result was the gospel of Jesus Christ was often confused with Western ‘civilization’ and not appropriately contextualized in that ‘other’ culture.
Throughout history Christians have adopted a range of stances to the dominant culture in which they live. They have also held a wide range of views on other cultures and how to relate to them. This has been a consistently problematic area, hugely influenced by the home culture of the particular Christian group. Much of the spread of Christianity into developing nations, for example, was in concert with the colonial push for dominance of peoples and resources. The result was the gospel of Jesus Christ was often confused with Western ‘civilization’ and not appropriately contextualized in that ‘other’ culture.
British Petroleum (BP) Deepwater Horizon drilling
In April 2010, the explosion on the British Petroleum (BP) Deepwater Horizon drilling rig killed 11 workers and injured 17 others. The rig continued to gush oil into the Gulf of Mexico until it was capped on July 15, 2010. The well was declared effectively dead by the United States federal government on September 19, 2010. By this time, almost 5 million barrels of crude oil leaked into the Gulf. Marine and wildlife habitats were damaged, and tourism and fishing industries were crippled along the Gulf Coast. Fishing grounds, national parks, wildlife sanctuaries, and beaches across Louisiana, Mississippi, Alabama, and Florida were threatened by the spill. The economy of this region was damaged by the spill. Many businesses were forced to close, and many people were left unemployed. The BP oil spill is considered an example of why many businesses and organizations need better corporate responsibility standards.
Write 300-400 words on the ethical issues surrounding the BP oil spill incident of 2010. The following questions can be used as guidelines for your essay, but it is not required that all of these questions are answered. You can use your textbook to support your argument, and you can write your essay using word processing software (i.e., Microsoft Word). The use of the internet is prohibited for this research. Spelling and grammar will impact your grade.
•Why is the BP oil spill considered a matter of corporate social responsibility?
•Discuss the BP oil spill in relation to business ethics. .
•Which stakeholders were affected by the oil spill? How were these stakeholders affected?
•The natural environment is considered a stakeholder. What is BP’s responsibility to the environment?
•How will this crisis affect the way businesses create their strategic plans?
•Discuss the BP oil spill in relation to business ethics. .
•Which stakeholders were affected by the oil spill? How were these stakeholders affected?
•The natural environment is considered a stakeholder. What is BP’s responsibility to the environment?
•How will this crisis affect the way businesses create their strategic plans?
Wednesday, August 28, 2013
Presentation for a professional Conference
write a short paper for presentation at a professional conference. The paper should describe the rationale for and process undertaken to conduct the vulnerability assessment.
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Two Parts of a Whole Person
Paper instructions:
Assignment 2: Two Parts of a Whole Person
Assignment 2: Two Parts of a Whole Person
It is important to consider factors influencing physical, cognitive, and socioemotional development long before the baby arrives. In this discussion, you will examine the relative roles of genetics and the environment. Environmental effects on development include both macrocultural and microcultural influences. Macrocultural influences are the broader influences on a child’s development, such as mass media, religious denomination, societal rules, or educational norms. Microcultural influences are those on a small scale, such as family eating habits, traditions, hierarchical structures, and routines.
Based on the principles of behaviorism, John B. Watson argued, tongue-in-cheek, that he could take a healthy baby and make him into a lawyer, doctor, or thief. Sandra Scarr argued that often a child’s genetic predispositions override the influence of the environment. Based on what you have learned so far about development, select a well-known movie that addresses the nature-versus-nurture question. Some examples are: The Blind Side, Rudy, and A Beautiful Mind. With reference to the film, respond to the following:
How influential is the role of genetics in the child’s development?
What about the role of the environment, temperament, and teratogenics, among others?
Do you agree with Watson, Scarr, both, or neither?
What about the role of the environment, temperament, and teratogenics, among others?
Do you agree with Watson, Scarr, both, or neither?
Support your arguments with research, citing sources.
Forecasting and Planning
In Units 3, 4, and 5, you will be developing our course project. First, you will select one company from the list below to focus on during these three units:
L. L. Bean.
Amazon.com—–choosing Amazon please
Starbucks.
Intel.
Johnson and Johnson.
For your Unit 3 assignment, you are to research and write about the company that you have selected from the above list and respond to the following questions. You can research your responses in your textbook, in the Capella library, and on the Internet:
Amazon.com—–choosing Amazon please
Starbucks.
Intel.
Johnson and Johnson.
For your Unit 3 assignment, you are to research and write about the company that you have selected from the above list and respond to the following questions. You can research your responses in your textbook, in the Capella library, and on the Internet:
Describe their business model and explain their supply chain strategy.
Discuss the global challenges that they face in their supply chain.
Discuss the importance of aggregate planning to their supply chain and their partners.
What role does demand forecasting play in their supply chain strategy?
Explain how pricing promotions are used to change demand.
Submit your answer in a Microsoft Word document in 800–1000 words. All written assignments should follow APA rules for attributing sources.
Discuss the global challenges that they face in their supply chain.
Discuss the importance of aggregate planning to their supply chain and their partners.
What role does demand forecasting play in their supply chain strategy?
Explain how pricing promotions are used to change demand.
Submit your answer in a Microsoft Word document in 800–1000 words. All written assignments should follow APA rules for attributing sources.
In defense of prejudice
Paper instructions:
Write an academic summary of Rauch’s “In Defense of Prejudice.” You will need to read to make sure you understand the writer’s point/thesis. In drafting and revising your assignment, remember that a summary is a compressed version of an original text, based on the observations, connections and inferences you make through close reading and annotation. Your goal is to communicate the gist of the writer’s main point, and to recognize his ideas based on connecting his points. Do not follow the organization of Rauch’s original essay. Your intro paragraph should include all his main points. Then, organize the body paragraphs of your summary by paraphrasing and moving from the most important, largest idea and ending with the least important. Also do not include your own opinions and ideas. No commentary or evaluation allowed in summary
Write an academic summary of Rauch’s “In Defense of Prejudice.” You will need to read to make sure you understand the writer’s point/thesis. In drafting and revising your assignment, remember that a summary is a compressed version of an original text, based on the observations, connections and inferences you make through close reading and annotation. Your goal is to communicate the gist of the writer’s main point, and to recognize his ideas based on connecting his points. Do not follow the organization of Rauch’s original essay. Your intro paragraph should include all his main points. Then, organize the body paragraphs of your summary by paraphrasing and moving from the most important, largest idea and ending with the least important. Also do not include your own opinions and ideas. No commentary or evaluation allowed in summary
economics
case study on obesity and market failier.
watch super size me film
and writ 1000 words related to market failer and obesity in u.k
you should consider:
how it effect long term elasticity of demand and supply, sustanability the appropriate on long term,oppourtuinity cost,balance/which is the strongest or most significant argumentand why?
and writ 1000 words related to market failer and obesity in u.k
you should consider:
how it effect long term elasticity of demand and supply, sustanability the appropriate on long term,oppourtuinity cost,balance/which is the strongest or most significant argumentand why?
social initiatives or engagement
discussion and response precious
please respond to the following based on initial submission below:
Thank you for your IQ. You have made some good issues in your post, especially as you highlight that "focus of any micro finance should be very balance – making profit as well as responding to societal need for credit in equal measure". This is very true in that the micro finance structure and recapitailization is a self-regenerated capital structure. There is need that as the micro finance is people-oriented (Khavul, 2010), the business operation should be able to sustain itself and also service other credit needs too through acceptable margin or interest rate.
In your IQ conclusion, you assert that "the only way to succeed is emerging market is to engage the societal issues and not just focus on the profit and the shareholders. Any engagement in social action should not be viewed as a risk but an opportunity to do business". I quite agree with that, that social actions should be viewed as opportunity to the business even though it is always with a long-term benefits. Most of the businesses that are investing and engaging in social initiatives have doing so in view of long-term returns that the business will stand to gain. That is why good number of businesses have to develop or engage in projects /social initiatives along their operations.
On the other hand I will not totally agree with you that "the only way to succeed in emerging market is to engage in social issues". In my view, social issues are not the conditions to business success in totality, rather they may contribute in terms of organizational image and brand name / loyalty. Social initiative is not often pursued as competitive advantage but organizations engage and respond based on their degree of appreciation and determination to to contribute to societal wellbeing.
So in my view, social initiatives or engagement can promote business wellbeing but not altogether as a condition as "the only way to succeed" in emerging market. Your views.
health care organizations
Write a five to six (5-6) page paper in which you:
1.Suggest the key financial drivers that most likely will cause health care organizations to merge. Provide support for your rationale.
2.Assuming that two (2) health care organizations have merged. Determine the evaluation criteria that a financial analyst would use to evaluate the financial performance of the organization post-merger, and identify the determinants that the analyst would use to decide whether or not the merger generated favorable financial results for the organization. Provide support for your evaluation.
3.Determine the key factors that will drive the financial planning process for most organizations in the post-merger phase, and examine the related impact to the organization process. Provide support for your rationale.
4.Create an argument to assert that the financial planning process is of high value to a health care organization. Provide support for your argument.
5.Predict the financial stability of the health care industry over the next five (5) years. Provide support for your prediction.
6.Use at least three (3) quality academic resources. Note: Wikipedia and other Websites do not qualify as academic resources.
2.Assuming that two (2) health care organizations have merged. Determine the evaluation criteria that a financial analyst would use to evaluate the financial performance of the organization post-merger, and identify the determinants that the analyst would use to decide whether or not the merger generated favorable financial results for the organization. Provide support for your evaluation.
3.Determine the key factors that will drive the financial planning process for most organizations in the post-merger phase, and examine the related impact to the organization process. Provide support for your rationale.
4.Create an argument to assert that the financial planning process is of high value to a health care organization. Provide support for your argument.
5.Predict the financial stability of the health care industry over the next five (5) years. Provide support for your prediction.
6.Use at least three (3) quality academic resources. Note: Wikipedia and other Websites do not qualify as academic resources.
British Petroleum (BP) Deepwater Horizon drilling
In April 2010, the explosion on the British Petroleum (BP) Deepwater Horizon drilling rig killed 11 workers and injured 17 others. The rig continued to gush oil into the Gulf of Mexico until it was capped on July 15, 2010. The well was declared effectively dead by the United States federal government on September 19, 2010. By this time, almost 5 million barrels of crude oil leaked into the Gulf. Marine and wildlife habitats were damaged, and tourism and fishing industries were crippled along the Gulf Coast. Fishing grounds, national parks, wildlife sanctuaries, and beaches across Louisiana, Mississippi, Alabama, and Florida were threatened by the spill. The economy of this region was damaged by the spill. Many businesses were forced to close, and many people were left unemployed. The BP oil spill is considered an example of why many businesses and organizations need better corporate responsibility standards.
Write 300-400 words on the ethical issues surrounding the BP oil spill incident of 2010. The following questions can be used as guidelines for your essay, but it is not required that all of these questions are answered. You can use your textbook to support your argument, and you can write your essay using word processing software (i.e., Microsoft Word). The use of the internet is prohibited for this research. Spelling and grammar will impact your grade.
•Why is the BP oil spill considered a matter of corporate social responsibility?
•Discuss the BP oil spill in relation to business ethics. .
•Which stakeholders were affected by the oil spill? How were these stakeholders affected?
•The natural environment is considered a stakeholder. What is BP’s responsibility to the environment?
•How will this crisis affect the way businesses create their strategic plans?
•Discuss the BP oil spill in relation to business ethics. .
•Which stakeholders were affected by the oil spill? How were these stakeholders affected?
•The natural environment is considered a stakeholder. What is BP’s responsibility to the environment?
•How will this crisis affect the way businesses create their strategic plans?
RTOS (Real-Time Operating System)
4. Discuss the role of RTOS (Real-Time Operating System) and the facilities provided by it, for the application you discussed in Part 1. Discuss at least two RTOS that can be used for the deployment of your application and the real-time computing facilities offered by the RTOS.
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Compare and contrast knowledge gained from experience with knowledge
Outline Prompts
Paper instructions:
Outline Prompts
Paper instructions:
Outline Prompts
(Please write 1 page outline for each topic)
1. It has been said, “Not everything that is learned is contained in books.” Compare and contrast knowledge gained from experience with knowledge gained from books. In your opinion, which source is more important? Why?
2. Is it better to enjoy your money when you earn it, or is it better to save your money for some time in the future? Use specific reasons and examples to support your opinion.
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