Browse Month: March 2014

Impact Of stress on organizational learning

  1. What impact does stress have on organizational learning?  Provide citations from the reading to support your response.
  2. Describe the process described in your reading for developing focused mental representations.  How will you use this in your institution?
  3. Describe a professional development scenario to introduce teachers to the five-step protocol, Memory and Deep Organizational Learning. Be sure to identify all five steps within your scenario.
  4.  How will you use the organizational focal points discussed in your reading to enhance learning in your organization? Support your response with references from the text.

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Explain how these different techniques would help you make your recommendation to Guillermo

Question details:

Capital Budget Recommendation

Guillermo Furniture, a company that manufactures midgrade and high-end sofas, has just hired you as an accountant. The owner, Guillermo Navallez, has assigned you the tasks of determining which decisions provide the greatest returns.


Read the Guillermo Furniture Scenario and review the Guillermo Furniture Data Sheets on your student Web site. Enter your name in cell A3 of the Income Information tab in the Guillermo Furniture Data Sheets. Submit the exact name you entered to your instructor. Obtain the number that is shown as a result for total assets on the Assets, Liabilities, and Equity In tab. Submit the number for total assets to your instructor. Differentiate among the various capital budget evaluation techniques.

Explain how these different techniques would help you make your recommendation to Guillermo.

Recommend a course of action based on a capital budget evaluation technique and include present value calculations as part of your recommendation. Submit your assignment as an attachment of no more than 1,050 words.


Description of the social, economic, and political forces of the times

HIS 110 Week 4 Assignment the ‎Western Experience

Individual Assignment

The Western Experience

Choose one of the following people and document your experiences, in first person, as someone living in the 19th century.

• A female pioneer on the Oregon trail

• A Mormon pioneer in Utah


• A gold miner in California

• A Shoshoni Indian in Wyoming when Europeans arrived

A white slave owner in Mexican Texas

• A Mexican Tejano or Tejana in American Texas

• A soldier at the Alamo during the battle

• A Native American displaced into Oklahoma

Write a 700- to 1,050-word journal entry, either as a story or an explanation, that includes the following:

• A description of the social, economic, and political forces of the times

• A description of the acquisition of the territory where you live by the United States and a discussion of the effects of the acquisition on your life; for example, if you chose to be a Mormon pioneer, discuss the United States’ acquisition of the Utah territory and discuss its effect on people living in the territory at the time.

Cite and reference all sourced material consistent with APA guidelines.


Basic concepts in applied economics in the context of the simulation

Question details:

Eco415 Individual Assignment: Basic Concepts Paper

· Resource: Supply and Demand simulation located on your student website
· Prepare a 1,050- to 1,400-word paper that discusses basic concepts in applied economics in the context of the simulation. Answer the following questions in the paper:

· How do changes in the business environment cause changes in supply and demand? Cite and explain at least two examples from the simulation.

· Why is marginal analysis important when making business decisions? How is marginal analysis used to respond to shifts in supply and demand? Cite and explain at least one example from the simulation.


· How did your team determine appropriate output levels in the simulation? Cite at least two examples. Were your team’s output decisions successful? If so, explain specifically how your decision making process led to financial success. If not, identify any mistakes and explain what your team could have done differently.

· What fixed and variable costs does the operating company in the simulation have? Cite at least two examples for each.

· Describe a market situation in which the operating company faces economic difficulties and the need to cut costs. What cost cutting strategies might the operating company use to remain profitable? What would be the benefits and drawbacks of each?

· Format your paper consistent with APA guidelines


Identify a tool that can be used to store your e-portfolio

This Individual assignment consists of compiling an e-portfolio of templates and work samples that can be used should you decide to start up your own consulting company. All forms must be personalized to your company and made as unique and individualized as possible. Simply copying templates found elsewhere will result in a poor grade.. </o:p>
The learning objectives for this assignment are:
identify a tool that can be used to store your e-portfolio
develop an appropriate set of templates that can be used by a consultant / consulting firm
use the experience of completing the group project to test the utility of the templates 
prepare case studies based on completed MBA projects that can be used to help you find an internship placement
1. E-portfolio
There are several electronic portfolio tools available on the web for you to choose from – is one such tool. Select a tool that you are comfortable using for your portfolio. 
2. Templates
Several examples of each of the required templates will be considered in class. You are allowed to select ones that you could use during your internship placement to include in your portfolio
3. Case Studies
Consultants use case studies to profile their work. A sample case study follows.

Analyzing Pro Forma Statements

Decide upon an initiative you want to implement that would increase sales over the next five years, (for example, market another product, corporate expansion, and so on).

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Using the sample financial statements, create pro forma statements of five year projections that are clear, concise, and easy to read. Be sure to double check the calculations in your pro forma statements. Make assumptions that support each line item increase or decrease for your forecasted statements.

Discuss and interpret the financials in relation to the initiative. Make recommendations on potential discretionary financing needs.

Write a 350 – 700 word analysis of the company’s short term and long term financing needs and determine strategies for the company to manage working capital.

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Zero based budgeting

BA (Hons) Accounting and Finance HK Advanced Management Accounting ACC09902 Coursework Assignment Latest hand-in date: Friday 1st April 2011 Background information Zero-based budgeting is used in some organisations in preference to incremental budgeting (incremental budgeting is sometimes referred to as traditional budgeting). Zero-based budgeting is mainly used in non-profit organisations and the public sector but it can also be applied to certain activities in profit organisations. Requirements: For one non-profit making or public sector organisation in Hong Kong of your choice, demonstrate how zero-based budgeting could be applied at this organisation. The content of your essay will differ, depending on your choice of organisation. Using a practical example of zero based budgeting based on your chosen organisation, give details of likely ‘decision units’ and ‘decision packages’ and the ranking process to decide which packages are accepted. You should base the practical example on your understanding of likely ‘decision units’ and ‘decision packages’; the only aspect of your example that needs to be based on true facts is your chosen organisation. NB: Your discussion must be linked to the organisation In your discussion, also include: • The advantages that a zero-based budgeting system may offer to the organisation in comparison to an incremental budgeting system. • The problems that could arise at the organisation by the introduction of zero-based budgeting. Additional marks will be awarded for use of literature in your discussion and for presentation. In addition to the main text for this module, Drury (2008), you should refer to academic literature. Citations must be included in your text using (family name, year). The full reference of all citations must be included in a References Section at the end of your discussion. Make sure that you use the Harvard System of referencing. Target length: 1400-1600 words Latest hand-in date: Friday 1st April 2011 Heather Owen and Grahame Steven January 2011 Marking Scheme Marks % Introduction, including background of ZBB and an overview of your chosen organisation. 10 Demonstration of how zero-based budgeting could be applied at your organisation. NB: Your explanation must be linked to the organisation. 45 Discussion of advantages of ZBB compared to incremental (traditional) budgeting. 15 Discussion of problems that could arise by the introduction of ZBB. 10 Conclusion. 5 References. 10 Presentation. 5 Total 100%


Analyze the role of integrated marketing communications in the marketing of automobiles such as the Mazda Protegé and MAZDA6. How is each IMC element used to market automobiles

This case was written by Professors George E. Belch and Michael A. Belch. It is intended to be used as the basis for class discussion rather than to illustrate either effective or ineffective handling of a management situation.
The case was compiled from published sources.

Discussion Questions

  1. Analyze the role of integrated marketing communications in the marketing of automobiles such as the Mazda Protegé and MAZDA6. How is each IMC element used to market automobiles?
  2. Evaluate Mazda’s decision to drop the “Get In. Be Moved’ tagline for the Protegé and adopt the “Zoom-Zoom” theme for its advertising.
  3. Evaluate the strategy Mazda is using to advertise the new MAZDA6 sports sedan. Do you agree with the decision to use a more mature and less playful approach for the MAZDA6?
  4. What recommendations would you make to Mazda regarding its integrated marketing communications strategy as the company moves forward?


Mazda has been selling cars and trucks in the highly competitive U.S. market for more than three decades. The company’s various models have always received high marks from consumers in areas such as styling, performance, reliability, and value. Sporty models such as the rotary engine RX-7, which was introduced in 1978 and was Mazda’s signature car for many years, and the Miata roadster helped the company sell nearly 400,000 cars and trucks per year in the U.S. throughout the decade of the ‘80s and into the early ‘90s. However, during the mid ‘90s Mazda embarked on an expansion program in an attempt to compete directly with Honda, Toyota and Nissan. This plan included the introduction of five new models in less than a year that resulted in a lack of focus in the company’s marketing and advertising plans. From 1994 to 1997 Mazda’s U.S. sales declined by 33 percent and reached their lowest level in 15 years as the various models were positioned primarily on the basis of value for the money. When the new president took over Mazda North American Operations in early 1997, he found an inefficient company with an image that was bouncing all around. Most of the advertising for the various Mazda models touted the prices and functional features of the cars with little attention being given to image and positioning. A change in marketing strategy as well as advertising philosophy was clearly needed if Mazda was to regain its strong position in the U.S. market.

The Road to Recovery

To begin its recovery, a new marketing strategy was developed which called for Mazda to refocus its efforts and target a younger generation of drivers who appreciate cars with sporty features and want to make a statement about themselves with their cars. In the fall of 1997 Mazda parted ways with its advertising agency of 27 years and awarded its business to a new agency, W.B. Doner & Co., now known as Doner. The new agency was given the charge of building an image that would capture Mazda’s overall personality and set it apart from other cars, i.e., to develop a brand DNA. They were also asked to develop an advertising theme that could be used for the Mazda brand rather than trying to establish a separate image for each model. Doner developed a simple but powerful slogan for Mazda, “Get In. Be Moved.” The slogan was seen as more than just an advertising tagline, it was a brand promise. Mazda’s group manager of brand strategy and communication noted that “It’s an invitation to the consumer; a motivation and a promise that you come to Mazda, you get in, and we promise that you’ll be moved by what our cars have to offer.”

Repositioning of the Protegé

One of the first challenges Doner undertook was to develop a campaign to completely reposition Mazda’s subcompact Protegé model for the 1999 model year. T
he Protegé had been positioned as a car that was a step up from a compact sedan but retained compact attributes such as fuel efficiency and price. The dual market for the Protegé included entry level young buyers and older, empty nesters who wanted a smaller second car. However, the new advertising strategy for the Protegé called for positioning it as a cool, fun and hip to drive vehicle for young, individualistic females. The ads targeted young professional women in their early 20s to mid 30s and promoted euro-chic styling, room for friends, value, reliability, and cool features of the car.
To launch the repositioning campaign for the Protegé, Doner developed several television commercials combining computer-generated backgrounds with live action and featuring a group of hip “20-somethings” carpooling in a Protegé. One of the most popular spots was called “Protegé World” and showed the group driving a Protegé through a surrealistic cityscape accompanied by a vocal set to music from the rock group Nails’ “88 Lines About 44 Women,” bemoaning the trials and tribulations of their workday lives. As the car drives off the screen, the voice over describes how the Protegé “is a change from your high-maintenance relationships.”
In addition to the commercials, Mazda also gave the redesigned Protegé a major push on the Internet. Mazda kicked off what it called “the world’s largest online automotive launch party” with banner ads on a number of web sites and portals such as Yahoo!, Excite, America Online’s Autocenter, CarPoint, and MTV. The ads led visitors to the Protegé section of Mazda’s web site, which was created by CKS Group, Mazda’s interactive agency. Once there they could start the Protegé Road Trip where users picked the traits and a photograph of an imaginary travel companion before starting on a cyber journey that included choosing virtual roads to take. Fun facts about the car were offered along the way. While online, travelers could also enter a sweepstakes to win a new Protegé and play trivia games supplied by the game show site Uproar. Mazda also mailed a CD-ROM with music, movie reviews and interviews to people who requested more information while visiting the Protegé web site. The IMC program was extended to dealer showrooms by developing point-of-purchase cubes that used the same imagery and tonality as the television and print messages.
The IMC program developed by Doner was highly successful in repositioning the Protegé and attracting younger buyers. Protegé sales increased 33 percent in the fourth quarter of 1998 and nearly 12 percent in 1999. Imagery perceptions were also used to track and evaluate the effectiveness of the campaign and revealed that the campaign was successful in creating a new image for the Protegé as younger, hipper, and more intelligent. The research also showed an increase in perceptions of the Protegé on key attributes such as overall quality, reliability, and dependability.

Zoom-Zooming in a New Direction

The success of the Protegé campaign prompted Mazda to use the “Get In. Be Moved” as it overall branding theme and as the tagline in campaigns for various other models. However, the company’s marketing executives were still not entirely sold on the tagline. In 1999 Mazda North America hired a new group manager for brand strategy and communications. She felt that Mazda still lacked a strong brand position, as “Get in. Be moved.” was too passive and vague and could just as easily work as a tagline for an airport tram as a car. The new manager was an advocate of the idea of using a unified branding effort as she felt that having a different advertising theme for every model would weaken Mazda’s overall brand image. However, she wanted a theme that could be used to appeal to the driving enthusiast in everyone and build on Mazda’s heritage as the creator of sporty vehicles such as the RX-7 and Miata roadster.
Ironically, when Doner had pitched the Mazda account in 1997, one of the creative ideas that was presented centered on a theme based on the phrase “Zoom-Zoom.” The agency had presented a “brand essence” tape that showed images of children enjoying their “wheels” which included toy cars, tricycles and bicycles. The adults in the pitch tape were shown still expecting and experiencing the same excitement when it comes to their automobiles. In early 2000 Mazda had Doner develop a new branding campaign that would communicate the idea that the company makes fun-to-drive cars for adults who are still in touch with their inner child. The first commercials in the campaign showed a young boy running up to a road and turning to the camera to whisper, “Zoom-Zoom.” Interspersed were images of children laughing and playing with wheeled objects and adults being playful as well (such as a young man riding a shopping cart through a supermarket parking lot). The message also included a bouncy, Jamaican-toned jingle that keeps repeating the “Zoom-Zoom” phrase. The “Get In. Be Moved” tagline still appeared in the ads but was no longer emphasized.
The first Mazda vehicle to use advertising featuring the “Zoom-Zoom” creative platform was the company’s new Tribute sport utility
vehicle which was positioned as an SUV with the “soul of a sports car.” The campaign for the SUV broke in August 2000 and ran through late November. The launch of the Tribute was extremely successful and its strong sales continued into 2001. Mazda had also begun incorporating the “Zoom-Zoom” phrase and music in ads for other models which resulted in increases in brand as well as advertising awareness. By the summer of 2001 Mazda had decided to phase out the “Get In. Be Moved” tagline and replace it with the “Zoom-Zoom” message in all of its advertising. Mazda and the agency refused to characterize it as a new tagline as Simmons described it as more of the “mantra” of the automaker noting that “’Zoom-Zoom’ sums up everything we stand for as a company.”
Extending the Protegé Line
By the summer of 2001, the “Zoom-Zoom” message was integrated into all new Mazda advertising which began carrying a sportier look. Advertising for the new Mazda Protegé positioned it as an agile, fun car to drive, with a sports car heritage. New commercials were developed which began with a shot of the Mazda Miata sports car, and asked the question “Where is it written that only a sports car can behave like a sports car?’ in a not so subtle attempt to associate the Protegé with the sporty Miata. The commercial also showed the new 2.0 liter engine Protegé keeping pace with the Miata on a curvy highway to demonstrate its speed and handling. All other elements of the IMC program reflected this positioning.
In addition to changing its advertising strategy, Mazda North American Operations had embarked on a new corporate strategy as well. Part of the Millennial Plan strategy included the launching of a number of new products including two models that were built on the Protegé platform, the Protegé5 and the MAZDASPEED Protegé. The Protegé5 is a four-door hatchback designed to fit into the growing niche of “crossover” vehicles. While many car buyers had rejected hatchbacks as boring and too much like station wagons, Mazda and other car companies were repositioning them as sporty and youthful, as well as practical. The target market for the Protegé5 is approximately 60 percent male, under 34 years old, college educated, with a college education and annual household incomes of nearly $70,000. From a life style perspective, the target consumer has an active lifestyle, makes time to have fun, loves to drive, and is likely to be a car enthusiast. To appeal to this audience, commercials for the Protege5 took the perspective of someone riding a bike zooming about the city, maneuvering around curves and having fun. A second commercial took a similar perspective from a skateboard. The message being conveyed was that if you think this is fun and exciting, you can now have the same experience in the new Protegé5. Advertising for the Protegé5 also noted that it was the only car to score a perfect 10 in Car & Driver Magazine’s “fun to drive” category and was ranked number one in head-to-head comparisons against other competitors in the category. Examples of some of several ads used for the Protegé5 are provided at the end of the case.
In the fall of 2002 Mazda introduced the MAZDASPEED Protegé, a high performance version of the Protegé sedan model. Mazda had previously positioned the Protegé sedan to appeal to young, college-age and professional women and the goal was to extend the appeal of the car. Mazda added some major “bells and whistles” to the MAZASPEED Protegé from a performance aspect to attract more male buyers in the same age range and appeal to real driving enthusiasts. These included a powerful 170 horsepower turbocharged engine, a sport-tuned suspension, racing inspired front air dam, a lightweight rear wing, and aggressive styling. Attempting to capitalize on a growing trend toward street rods, Mazda positioned the MAZDASPEED Protegé model as an affordable “Pocket Rocket” that appeals to the twenty-something, largely male audience that has made “slamming” (customizing compact cars with lowered suspensions, power infusions, outrageous wheels and ear-splitting sound systems) an American phenomenon. According to Mazda’s vice president of product strategy and development, “MAZDASPEED vehicles are the ultimate expression of Mazda performance. This car takes factory-tuned sport- compact performance to the extreme.”


Perhaps the most critical new product introduction from Mazda in more than a decade was the launch of the 2003 MAZDA6, the long awaited successor to the 626 family sedan. Mazda’s marketing vice president referred to the introduction of the MAZDA6 as “one of the most important launches in Mazda’s history” since it competes in the mid-size sedan segment of automobile market where most cars sell for $20,000 to $25,000. This is the most important segment of the market, because of its sales volume and the halo effect that results from having a successful brand in this segment. Mazda’s target customer in this segment is a mid-30s
car enthusiast, although not to the extreme, who lives an active lifestyle.
The advertising strategy for the MAZDA6 departed from the approach used for the Protegé, as it involved what the company describes as a “more mature” effort that is designed to position the car as a refined, sporty alternative to the Toyota Camry, Nissan Altima, and Honda Accord. While the ads still use the “Zoom-Zoom” line, the campaign features a more confident and less playful feel than that used with the Protegé. The commercials are designed to reflect a more “grown-up” approach, with the young boy that appeared in the Protegé ads removed but still delivering the “Zoom-Zoom” phrase in the voiceover. The ads also use more action shots of the car and its workings. Introductory TV spots and print ads focused on attributes such as styling, performance and handling with each calling out mechanical features like zero-loss brake boosters, double-cone synchronizers and/or the car’s double wishbone suspension. A number of the prints ads for the MAZDA6 are also provided at the end of the case.
The promotional strategy for the MAZDA6 utilized a heavily integrated communications program. Print advertising accounted for 12 percent of the overall budget with ads being run in “enthusiast” magazines as well as in lifestyle magazines and newspapers. The broadcast media schedule was heavily weighted to college and pro football and included a marketing deal between Mazda and ESPN. This deal includes advertising of the MAZDA6 through ESPN’s various media including print (ESPN Magazine), TV, radio and the Internet as well as in ESPN Zone restaurants. It also integrates the MAZDA6 into various promotions such as ESPN’s “Pigskin Pick’Em” game and “Exhilarating Moments” along with nationwide exposure through the ESPN Truck. The IMC program for the MAZDA6 also includes an extensive publicity/public relations campaign, direct mail, and the use of interactive media such as online advertising, CD-ROMs, and a mini-web site The MAZDA6 also received strong media acclaim including being named one of Car & Driver’s 10 Best Cars for 2003.

Moving Forward

During the 1980s and ‘90s Mazda North American Operations had spent much of its time and effort trying to imitate and keep up with its major competitors in the U.S. market such as Honda, Toyota and Nissan. However, by 2003 Mazda was on its way to returning to its roots as a marketer of sporty, fun-to-drive, stylish vehicles. While overall sales in 2002 had declined by 4.2 percent from the previous year, much of this decline was due to the phasing out of the Mazda 626 and Millenia models. The company had assembled a strong product line with vehicles such as the Tribute SUV, Protegé, and MAZDA6 showing very strong sales. Sales of the Protegé models rose to 83,367 units in 2002, a 5.9 percent increase over the previous year. By July 2003 sales of the MAZDA6 reached 32,297 units as the new flagship sports sedan was on track to exceed the previous year’s sales of the 626, which it had replaced.
In July 2003 Mazda introduced the new RX-8 sports car which had been in development for nearly 10 years and marked the return of the rotary engine. The RX-8 was eagerly anticipated by the automotive community and first few month’s sales were very strong. The success of the RX-8 would be critical to Mazda’s recovery as the senior vice president of marketing and product development referred to it as “our halo car, the one at the top of the mountain.” The launch campaign for the RX-8 included product placements in TV shows and films, including being featured as the escape vehicle for the hero in the movie X-Men 2. One of the launch commercials featured a man’s loving admiration of his RX-8 in his garage being interspersed with his fantasies of open-road driving. At one point he is shown hugging the car and its doors close in such a way that the vehicle seems to be returning his embrace. All of the RX-8 spots feature the “Zoom-Zoom” message.
As Mazda prepared to move forward, the issue now facing the company was to ensure that its advertising, as well as other elements of its integrated marketing communications program, would continue to resonate with consumers and support its positioning platform. Mazda had become identified as the “Zoom-Zoom” brand and a decision had to be made as to whether this was the image that would best serve the company in the highly competitive U.S. automotive market.

Medicare and a Never-Event Involving a Patient Transfer Case

The Centers for Medicare and Medicaid Services (CMS) have identified pressure ulcers, or bedsores, as one of the hospital-acquired conditions, or “never events,” that they will not reimburse at the normal rate under Medicare. Pressure ulcers develop over time. One challenge facing health care administrators and providers is getting proper reimbursement for their services in cases of patient transfer if the patient’s conditions were acquired elsewhere.</o:p>
For this Application you will analyze the legal, financial, and ethical considerations of a case involving patient transfer, based onthe following scenario:</o:p>
A Medicare patient is admitted from a skilled nursing facility for dehydration. There is a close clinical relationship between the facilities, with admissions and services at both facilities referred to each other. A day or two after admission, a pressure ulcer is assessed. There is concern at the hospital about whether they will be paid for this condition.</o:p>
The hospital staff claims that the pressure sore was caused by the local skilled nursing facility. The skilled nursing facility did not document any skin issues prior to discharge and believes the hospital is blaming it for the hospital’s poor skin care.</o:p>
As an administrator in this hospital, you would naturally want to get reimbursed for the care now required to treat this patient’s pressure ulcer, to prevent this kind of issue from happening in the future, and also to maintain good organizational ties with this skilled nursing facility.</o:p>
To prepare for this Application Assignment, complete the following:</o:p>
Review textbooks in previous courses, such as the excerpts listed in this week’s Optional Resources, or do online research to remind yourself of Medicare payment policies regarding “never events.” Reflect on the ethical implications of Medicare’s “never events” policy. What challenges would you expect to occur regarding who ends up paying for never-event conditions and the impact on quality of care?</o:p>
Do online research to learn more about pressure ulcers. What causes them and what kind of care is required to treat them?</o:p>
Review the consequences of false claims, as described in this week’s Learning Resources.</o:p>
Think through various ways in which an administrator could institute policies to help prevent or mitigate situations such as the one described above.</o:p>
The Application Assignment:</o:p>
With these thoughts in mind, write a 3-page paper in which you address the following questions:</o:p>
What are the factors (e.g., timely and appropriate clinical services) that determine whether patients at risk for pressure ulcers receive proper skin care?</o:p>
What does administration need to do to ensure that the hospital is not submitting claims for services for which payment is not available under applicable rules? Take into account the role of individuals who may want to become a whistleblower, orqui tamrelator, under the False Claims Act.
Legally, how did CMS go about deciding that it would reduce reimbursement for hospital-acquired pressure ulcers and other conditions? Does this policy make sense to you? Why? Does the policy raise any ethical issues?</o:p>
In what ways might an administrator alter systems to avoid the adverse conditions impacting payment, as described in this scenario? In particular, what, if anything, might a hospital administrator do regarding the skilled nursing facility from which this and other patients come?
Your written assignment must follow APA guidelines. Be sure to support your work with specific citations from this weeks’ Learning Resources and additional scholarly sources as appropriate. Refer to theEssential Guide to APA Style for Walden Studentsto ensure your in-text citations and reference list are correct.

Education – Secondary School

ETP410 Teaching& Learning 1 Assignment 1 Task and Instructions

Task Information

You will need to develop a location/site (e.g. Googlesite) to house your teaching and learning developmental materials in an e-portfolio. Be mindful of ethical considerations when creating your site and be sure to retain privacy (i.e. the site should only be visible to you and be password protected).  You do not submit this for assessment in ETP410 but are recommended to integrate the three tasks below into your e-portfolio.
1.       Create your Teaching Philosophy prior to commencing placement. Your philosophy can be in dot point form, organised into sections or using a graphic organiser.  It should be no longer than one page. Ensure you have a working draft to inform related dialogues you have with the mentor teacher. (1 page)
2.       Submit one lesson plan to be assessed.  Ensure that it includes specified, relevant curriculum outcomes and specific learning goals or objectives, a clear sequence of activities and attempt to concisely detail the who, what, how and when of managing individualised assessment and reporting in a classroom situation.  1-2 pages.
3.        Submit two quality reflections about your learning to date.  Your reflections can be associated with your professional experience and/or you can reflect on the ways in which your philosophy aligns to the ethical practices and the requisite graduate standards of the teaching profession. 500 words. Learning Outcomes: 1,2,3,4,5

Suggested Steps

1: Teaching Philosophy

a.       Read the relevant materials in the unit and undertake any associated tasks in Learnline first.  Use Discussion Board to clarify and extend your understanding of the task requirements and rubric performance descriptors.
b.      Brainstorm initial ideas.
c.       Explore other avenues through reading, talking and listening to other teachers/preservice teachers.
d.      Modify ideas by reflection:  examine the underlying life values your teaching beliefs are based upon.
e.      Read the ‘think-aloud’ model of writing a Teaching Philosophy for ideas or adaptations of how you are going with your own one.
f.        Organise ideas:  consider grouping, ranking, developing a graphical way of showing how the different elements of your teaching philosophy relate to each other
g.       Self-assess using the rubric and improve your work if you can.

2: Assessed Lesson Plan:

a.       Read the relevant materials in the unit and undertake any associated tasks in Learnline.  Use Discussion Board to clarify and extend your understanding of the task requirements and rubric performance descriptors.
b.      Talk to your mentor about a lesson you have taught or will teach to develop as your assessed lesson plan.  Note that your mentor may be happy with less detailed lesson plans from you than are required by your lecturer.  This is because your planning on Professional Experience is done within the context of your professional conversations with your mentor, so some things are tacit (i.e. they are assumed).  Your lecturer needs more details in the plan in order to understand the context and purpose of your lesson.
c.       Fill in a Learning Management Plan and its 8 questions to help you cover all the key areas you need to think about when planning your lesson.
d.      Familiarise yourself with the relevant Curriculum documents you will use for your Curriculum outcomes.  Don’t select too many.  Remember, any curriculum outcome breaks down into a number of related goals and outcomes.  Identify what learning objective is focal thus needing to be assessed at some point in the lesson.  There may be other things the students learn during the lesson, but if they are not the FOCUS objective (or goals), do not put them in the lesson.  Between 1-3 Curriculum outcomes usually suffice. Consider practically what is likely achievable in a single learning encounter, then further estimate the time required to manage in the ‘one-to-many’ social ratio of most regular classrooms. If you work with a multi-age class, then the word length might be closer to the two page maximum. That’s understood by the lecturer.
e.      Spend time refining your learning objectives (these stem from your Curriculum outcomes).  Consider dividing them into Declarative and Procedural Knowledge objectives.  Ensure you choose active and specific verbs in which to describe what the students will be able to know, understand and do by the end of the lesson.
f.        Consider differentiation at this stage:  how will you ensure alllevels of learners are catered for in the learning objectives, learning and assessment activities?  How will you support and extend different groups of learners, as is the law and also students’ rights (Revisit the Convention on the Rights of the Child).
g.       Ensure your learning objectives are matched by assessment activities that clearly capture evidence of learning or difficulty (you may have formal or informal ways of checking, but ensure they are specific). Differentiated plans should account for different learner levels, via proposed assessment strategies.
h.      As you develop the sequence of learning activities, keep looking back to the objectives and assessment and ensure they match.  Modify as needed.  You’ll often find that you’ve tried to do too much in one lesson.  Remember the main learning focus to help you decide what to take out and what to leave in.
i.        Consider teaching the plan.  Reflect on the experience with your mentor and then improve the plan.
j.        Self-assess using the rubric (and the related descriptors in the ETP410 unit Learning Outcomes and Graduate Attributes). Further improve your work if you can.
3:  2 Quality Reflections:
a.       Read the relevant materials in the unit and undertake any associated tasks in Learnline.  Use Discussion Board to clarify and extend your understanding of
the task requirements and rubric performance descriptors. Cite references as you write using professional writing conventions. CDU Library can assist if you are unsure. APA referencing style is preferred by the School of Education.
b.      Review your Teaching Philosophy, reflective journal and other places you may have written reflections (lesson plans etc).
c.       Identify two sections or areas that you feel demonstrate your capacity for critical reflection.  This might be a written reflection that already shows critical reflective capacity.  Or it might be a brief description or annotation that you can use as a springboard for deeper reflections.  Or it might be a section of your Teaching Philosophy that you want to link to areas of the AITSL Graduate Standards or your State or Territory’s Teacher’s Board Ethics statement.
d.      Follow the advice in Learnline about the questions to ask yourself or the other activities you can undertake in order to deepen your reflective thinking.  Try to identify the underlying assumptions or beliefs that you are bringing to the situation you’re reflecting on.  How might someone with different assumptions or beliefs think differently?  How might you think differently about the situation at different times?  What future changes does your thinking direct you towards?
e.      Write up your reflections as two separate paragraphs.  Give each paragraph a heading that identifies the reflective focus of the writing (rather than the descriptive experience from which the reflection came).  Good example:  ‘Reflection on teenage boys and reading’.  Bad example:  ‘Disaster lesson on Lockie Leonard!’  Focus your writing on what you’ve learned from reflecting on an experience.  Use details of the experience as evidence or illustration to support your conclusions.  Avoid starting with a description and then drawing conclusions, as this gives more words and focus to the description and less to the conclusions.
f.        Consider sharing your written reflections with others and take note of any advice/responses.  Consider modifying your reflection.
g.       Self-assess using the rubric (and the related descriptors in the ETP410 unit Learning Outcomes) and further improve your work if you can.
ETP410 Academic Assignment 1 Assessment Rubric
This rubric attached to the Assignment Information page is the tool which the assessors of the academic assignment will employ to assess and return your first assignment. We aim to manage a two week turnaround time. Please lodge your assignment on or before the due date. Remember, lodging is important. This is an introductory unit. We mostly want to observe that you are having a go applying relevant teaching strategies and rationales into your own teacher’s work. We invite you to also use this same rubric to self-monitor your own progress through each module. Self-monitoring is associated in research with academic achievement.


Ethics in Contemporary Society

The Prisoner’s Dilemma; What is in My Best Interest?

We learned in earlier discussions that according to Aristotle and Bentham, one’s happiness was the highest goal. Enter social contract. How does one ensure one’s self-interest when one has to compromise with another to achieve the goal? David Gauthier proposes that it is possible, offering the Prisoner’s Dilemma as an example.

According to the story of the Prisoner’s Dilemma, two people have been brought in for questioning, conducted separately, about a crime they are suspected to have committed. The police have solid evidence of a lesser crime that they committed, but need confessions in order to convict them on more serious charges. Each prisoner is told that if she cooperates with the police by informing on the other prisoner, then she will be rewarded by receiving a relatively light sentence of one year in prison, whereas her cohort will go to prison for ten years. If they both remain silent, then there will be no such rewards, and they can each expect to receive moderate sentences of two years. And if they both cooperate with police by informing on each other, then the police will have enough to send each to prison for five years. The dilemma then is this: in order to serve her own interests as well as possible, each prisoner reasons that no matter what the other does she is better off cooperating with the police by confessing. Each reasons: “If she confesses, then I should confess, thereby being sentenced to five years instead of ten. And if she does not confess, then I should confess, thereby being sentenced to one year instead of two. So, no matter what she does, I should confess.” The problem is that when each reasons this way, they each confess, and each goes to prison for five years. However, had they each remained silent, thereby cooperating with each other rather than with the police, they would have spent only two years in prison.

(Note: For additional information, you can read more about Gauthier by copying the URL into your internet browser. ( It will take you to the Internet Encyclopedia of Philosophy. The link takes you to the beginning of a great article on social contract. The outline at the beginning shows that the discussion on Gauthier and the Prisoner’s Dilemma is in the middle of the article, in the “More Recent Theories” section, following Rawls. Gauthier comments on the idea that the Prisoner’s Dilemma shows that it is in an individual’s best interest to cooperate, even when it means that they will give up some individual freedom.)

Assignment Requirements:

Write a 3-page (650-750 word) paper addressing the following questions:

  1. Consider the concepts of utilitarianism, egoism, and social contract. What moral theory—utilitarianism, egoism, or social contract—is consistent with coopering with the other prisoner and rejecting self-interest as the best option? What is the recommended course of action for each prisoner in regard to the other two theories?
  2. From your experience, is cooperation always in your best interest? Share an example. Alternatively, to state it negatively, why do selfish, self-centered people seem to prosper if cooperation is always in their best interest?

Post the 3-page (650-750 words) paper to the M2: Assignment 2 Dropbox by Wednesday, March 26, 2014. All written assignments and responses should follow citation rules for attributing sources. Please use Microsoft Word spelling/grammar checker before submitting your paper. Please remember that the plagiarism policy applies.

Read the case study at the end of Chapter 12 and the case study at the end of Chapter 13, and thoroughly answer all the following questions.

The final assignment for the course is a Final Paper on two cases. The Final Paper should demonstrate understanding of the reading as well as the implications of new knowledge. The eight- to ten-page paper should integrate readings and course discussions into work and life experiences. It may include an explanation and examples from previous experiences as well as implications for future applications.

Read the case study at the end of Chapter 12 and the case study at the end of Chapter 13, and thoroughly answer all the following questions. Supplement your answers with scholarly research using the Ashford Online Library. Each case study should be addressed in four to five pages, resulting in a combined Final Paper of eight to ten pages.

Chapter 12 Case Study: The Realco Breadmaster

  1. Develop a master production schedule for the breadmaker. What do the projected ending inventory and available-to-promise numbers look like? Has Realco “overpromised”? In your view, should Realco update either the forecast or the production numbers?
  2. Comment on Jack’s approach to order promising. What are the advantages? The disadvantages? How would formal master scheduling improve this process? What organizational changes would be required?
  3. Following up on Question 2, which do you think is worse, refusing a customer’s order upfront because you don’t have the units available or accepting the order and then failing to deliver? What are the implications for master scheduling?
  4. Suppose Realco produces 20,000 breadmakers every week, rather than 40,000 every other week. According to the master schedule record, what impact would this have on average inventory levels?

Chapter 13 Case Study: Supply-Chain Challenges in Post-Earthquake Japan

  1. What are some of the advantages of the supply chain used in the Japanese auto industry before the March 11 earthquake and tsunami? What were some of its disadvantages?
  2. Is Toyota’s plan for a “foolproof” supply chain consistent with the Lean production philosophy? Explain.
  3. Can you think of any additional ways Toyota (and its competitors in the Japanese auto industry) can improve upon the company’s plan to create a “foolproof” supply chain?
  4. What impact do you think Toyota’s plan will have on the way it handles relationship management in its supply chain?

Writing the Final Paper

The Final Paper:

  • Must be eight to ten double-spaced pages in length, in addition to the title page and reference page, and formatted according to APA style.
  • Must include a title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must begin with an introductory paragraph that has a succinct thesis statement.
  • Must address the topic of the paper with critical thought.
  • Must end with a conclusion that reaffirms your thesis.
  • Must use at least four scholarly sources, including a minimum of two from the Ashford Online Library.
  • Must document all sources in APA style.
  • Must include a separate reference page, formatted according to APA style

Sociology in our times – the Essentials ..Kendall


Sociology in our times – the Essentials ..Kendall


Chapter 4


  1. Think of a person you know well who often irritates you or whose behavior grates on your nerves (it could be a parent, friend, relative, teacher).

First, list that person’s statuses and roles. Then analyze the person’s possible role expectations,role performance, role conflicts, and role strains.

Does anything you find in your analysis help to explain the irritating behavior? How helpful arethe concepts of social structure in analyzing individual behavior?


  1. You are conducting field research on gender differences in nonverbal communication styles.

How are you going to account for variations among age, race, and social class?


  1. When communicating with other genders, races, and ages, is it better to express and acknowledge different styles or to develop a common, uniform style?


Chapter 5


  1. Who might be more likely to conform in a bureaucracy, those with power or those wantingmore power?


  1. Do the insights gained from Milgram’s research on obedience outweigh the elements

of deception and stress that were forced on its subjects?


  1. How would you organize a large-scale organization or company for the twenty-fi rst century?


Chapter 6


  1. Does public toleration of deviance lead to increased crime rates? If people were forced to

conform to stricter standards of behavior, would there be less crime in the United States?


  1. Should so-called victimless crimes, such as prostitution and recreational drug use, be decriminalized? Do these crimes harm society?


  1. As a sociologist armed with a sociological imagination, how would you propose to deal

with the problem of crime in the United States and around the world?


Stress, Mental Health Functioning, and Stress Management Interventions

Part 1: Stress and Mental Health Functioning

Create a 5- to 6-page paper in a Microsoft Word document addressing the following:

  • How might stress be different for male versus female officers?
  • How are stressors for law enforcement personnel different from those for other individuals living in the community?
  • What are some of the unique stressors encountered in law enforcement?
  • Is PTSD more prevalent in law enforcement? If so, why?
  • How much do past life-events impact current mental health functioning?

Apply APA standards to citation of sources.

Part 2: Stress Management Curriculum

Using the module readings and the Argosy University online library resources, research sources of stress and stress management methods.

In this part, you will develop a stress management curriculum to be taught at a weekly in-service training for law enforcement officers. This will be a 4-hour instructional presentation.

Create an 8- to 10-slide PowerPoint presentation addressing the following:

  • Outline the topics you will include in the presentation.
  • Include relevant research and statistics related to stressors in law enforcement work.
  • Include practical exercises and handouts for helping officers to understand and address the effects of stress related to their employment.

Support your responses giving reasons and examples from scholarly resources.

Include the following in your presentation:

  • A title slide.
  • A reference slide.
  • Headings for each section.
  • Speaker notes to support the contents of each slide.

critically analyzing

Your essay should critically analyze your chosen texts, featuring your ability to interpret meaning, compare and contrast
other works, synthesize new ideas, and demonstrate an awareness of logic and reasoning. Since you have the benefit of
drafting and revision, you should expect to produce a mechanically sound and stylistic paper, one that clearly presents a
thoughtful and original position.


1. Write an original, insightful essay in which you address one or more critical themes from at least one play and one
short story of your choosing from and Collected Fictions. Within your
analysis, discuss how the meaning is informed by specific elements of fiction and drama, how the two texts work
together, and why your analysis is relevant today.

Secondary    Sources    and    Works Cited Page

In addition to Collected Fictions, you must cite at least two secondary outside
sources that in some way strengthen your essay. Your sources might provide additional evidence to support your thesis,
illustrate a specific point you have presented, or address the viewpoint of another writer you wish to agree with or argue against

Statistics Pitfalls

As a person who understands and uses statistics to solve problems in business you know that you must use the right statistical tool to compare data against theories. If the data doesn’t support the theory under investigation, you either reject or revise your theory. (You don’t revise the data!)

However, you understand that pitfalls may exist in the data collection process and the reasoning process. For instance, you know to watch for:

  1. Making conclusions about a large population from a small sample.
  2. Making conclusions from nonrandom samples
  3. Attaching importance to rare observations
  4. Using poor survey methods

Working with someone in class or in your company…explain/discuss each pitfall and how it might impact good problem solving in the business environment. You may write a short narrative of 75-150 words or you may create an audio/video file to be viewed by members of the class.

Legal and Ethical Leadership and Management

Mathis, Inc. is a designer and manufacturer of women’s clothing and specializes in high-end women’s winter fashions. Normandale, a retailer, sells high-end products in malls throughout the country. With Mathis’s high costs, Normandale is unable to make a profit from the sale of Mathis’s products.

Countess Lori-Ann (CLA) is a Mathis competitor. Normandale sends photographs and samples of the Mathis line to CLA and instructs them to make an identical line at a lower price. Mathis labels are easily discernable in the photographs and the samples have the Mathis label attached. CLA copies the Mathis line for Normandale.

CLA sells the clothing to Normandale at a low price allowing Normandale to sell the products for a total gross profit of nearly $3 million, an increase of nearly 50% over its sale of Mathis products. Mathis discovers that Normandale is selling counterfeit products, and sends several cease-and-desist letters to them—to no avail. Mathis then sues Normandale alleging Normandale has engaged in illegal conduct. Normandale counters that it did nothing wrong.

Research business law in regard to protection of intellectual property, using your textbook, the Argosy University online library resources, and the Internet. Based on the facts of the case and research, write an analytical paper. In the paper, respond to the following questions:

  • Was it ethical for Normandale to sell the alleged knock-off products at a lower price? Explain.
  • What federal or state laws protect owners of intellectual property?  How do they apply here? Explain.
  • What damages, if any, has Mathis suffered because of Normandale’s conduct? Explain.
  • What are the differing views on the social responsibility of corporations like Normandale?
  • What ethical code could Normandale implement to prevent similar incidents in the future?
  • Do the owners of Normandale have personal liability to Mathis for damages?  Explain.
  • Do the owners of Normandale have personal criminal liability for their conduct and that of the business?  Explain.

The Importance of Listening and Responding in Effective Negotiation

The purpose of this assignment is to highlight the importance of listening and responding in negotiations and to identify ways to improve listening and speaking in various negotiation situations.

Consider a situation you observed or participated in where a negotiation occurred. This can be a situation at home as child negotiating a later bed time or a situation at work such as a co-worker negotiating for additional time off. An example of a negotiation is provided in the Webilography and is entitled: Classic Sesame Street: Ernie and Bert Can’t Communicate.  < >

Determine the kind of listening skills used in the interaction of your chosen negotiation.

Prepare a 3-5 page paper which addresses the following:

Respond to the following:

  • Describe the negotiation you observed or participated in.
  • Explain and describe what parts of the interaction employed effective listening and speaking in the negotiation.
  • Explain and describe what parts of the interaction employed ineffective listening and speaking in the negotiation.
  • Suggest and explain at least two alternative strategies which could have been used to improve communication within this negotiation.

Make sure you clearly articulate your chosen negotiation and thoroughly explain each section in your paper. Apply current APA standards for writing style to your work and cite at least 2 references (one of which may be your text book) in your paper.

Use the following file-naming convention: LastnameFirstInitial_M2_A2.doc. For example, if your name is John Smith, your document will be named SmithJ_M2_A2.doc.

By Wednesday, March 26, 2014, submit your assignment to the M2: Assignment 2 Dropbox.

IT Strategy Course

Instructions should be APA format at least 300 Words in length per question. IT Strategy Issues and Practices is the textbook.

Your response should be at least 300 words in length per question. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. Any references or citations used should be in APA style. I have also attached the chapters of the book.


Course Textbook 


McKeen, J. D., & Smith, H. (2012). IT strategy: Issues and practices (2nd ed.). Upper Saddle River, NJ: Prentice Hall.




1. Discuss resource allocation to execute IT experimentation and development plans.


2. Discuss the differences between Web 2.0 and the traditional Web. Give specific examples of how Web 2.0 applications can create interpersonal connections and how doing so can affect your organization.


3. Why is innovation necessary in a successful business? Describe the relationship that exists between innovation and strategic experimentation.


4. Discuss the changes that social computing is bringing to organizations. Do you feel these changes are good for business? Why or why not? What are some ways that you see your own company or other companies beginning to change as a result of social computing?



Using your textbook, the Argosy University online library resources, and the Internet to research market coverage and channel membership, compare the applicability of the following statement to convenience goods and to shopping goods.

“Greater coverage always means greater sales and a brand can never be available in too many places.”

Prepare a report in which you:

  • Explain the reasons why a manufacturer would pursue or not pursue maximum or near maximum coverage for convenience goods.
  • Explain the reasons why a manufacturer would pursue or not pursue maximum or near maximum coverage for shopping goods or experience goods
  • Assume you are the manufacturer of a new type of electronics product that will sell for over $300 at retail.  Describe the coverage strategy you would employ and provide your rationale.

Write your response in a 3-5 page report in MS Word format.  Apply APA standards for writing style to your work.  Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.

IT Research

This activity requires you to write a Research Paper on a subject of your choice within Technology and Innovation



Format: The Research Paper must be at least 6 pages in length, not including the cover page and references. It is required that APA format in writing course papers be used. Therefore, the APA rules for formatting, quoting,

paraphrasing, citing, and listing of sources are to be followed. Your paper must contain at least five professional

references and may include internet sources, books, and professional journals or resources related to the profession.


Example topics include:


1. Delivering Value with IT

2. Creating and Evolving a Technology Roadmap

3. Delivering IT Functions: a Decision Framework

4. Information Delivery: Its Evolving Role

5. The Identity Management Challenge


Once you have chosen your topic, please email your professor for topic approval. Search the Internet for organizations that have embraced IT and have proven successful at excelling in the area you have chosen for your topic. Include examples to demonstrate a course understanding. Suggested areas of discussion could include: employee workforce, communications, suppliers and partnerships, accountability, security and risk, etc. Develop a paper that addresses the benefits and challenges of the topic chosen. Explain how organizations relate strategically to their IT functions.

Describe the industry within which your business will be located and describe at least three recent trends in that industry.

  1. Describe the industry within which your business will be located and describe at least three recent trends in that industry. Note: This information and item b. following may be found using your NAICS number and in trade organization publications. Also, see Skill Modules 3.1, p. 54) and 7.2 (p. 190). And pages 18-190 and NAICS link above in assignment 1.
  2. Describe the market growth rate for your product/service, i.e, what is the market demand likely to be in the next 1-3 years.  You may also try using Google or Bing for this information or trade associations (Skill Module 3.1, p.54) for your proposed business idea.
  3. Describe your market segment and your market niche within that market segment, i.e. describe your customers, who they are and where they are located. Ref. pages 393-95.
  4. Describe at least three of your competitors, why they are competitors and where they are located.
  5. Where will you locate your business?  If a wholly online business what will you do to attract customers?
  6. How will you market or promote your product/service? I.e., online sales, social media marketing, search engine optimization, personal selling, etc. Describe in detail.

Current Trends and Issues in Managed Care

  • Managed care hospital reimbursement
  • Managed care provider reimbursement



  • Analyze the market forces that would favor using one reimbursement method over another.
  • Evaluate the key differences between different types of payment methodologies from the provider and hospital point of view.
  • Evaluate the advantages and disadvantages of the payment methodologies reviewed from the provider and hospital point of view.
  • Evaluate new payment methodologies resulting from the Patient Protection and Affordable Care Act (PPACA) and discuss future changes in reimbursement methodologies.
  • Compare and contrast each article to the information discussed in the course textbook.

Identify each person’s class, race, and gender, supporting your work with the text and/or outside resources.

write a 1500-word paper using APA standards that focuses on the following: Interview two different individuals regarding their positions in society. Analyze their responses regarding:

  1. Identify each person’s class, race, and gender, supporting your work with the text and/or outside resources.
  2. What role has class, race, and gender played in their lives? How do you see these stratifiers as playing a role, even if the interviewee is unaware of it?
  3. Apply one of the sociological perspectives to the individuals’ lives. Why did you choose this particular perspective? How does it explain each person’s life and life choices?
  4. What are some of the benefits and limitations to using interview as a research methodology?
  5. Analyze each person’s specific components of culture and relate them to his/her stratified position in society.

Your firm is considering to open a new factory via direct investment in Latin America and management is evaluating the specific country locations for this project.

Opening a New Factory


Your firm is considering to open a new factory via direct investment in Latin America and management is evaluating the specific country locations for this project. The pool of candidate countries has been narrowed to Honduras, Chile, and Mexico.

  • Discuss the national differences in political economy between these three countries.
  • Discuss any cultural barriers your firm may experience in each of the three countries.
  • Find each country’s rating on the corruptions perceptions index (CPI).
  • Click on this link or copy and paste it to read the country commercial guides (CCGs) prepared by the U.S. Department of State, Based on the reading, compare the FDI climate and regulations of these three countries.

Based on your findings, prepare a 3- to 4-page Microsoft Word document addressing the above questions and making a recommendation to your firm as to which country would be the best choice for your new factory.