Emerging Economies and Globalization

/in /by

This paper must be orginal in every aspect. Thank you. 

 

 

Emerging Economies and Globalization

 

Background
Markets in developed economies are approaching saturation level. Therefore, MNCs are searching for new untapped markets in emerging countries such as India and China. Since the healthcare industry will continue to grow in the future due to the size of the global population and its age composition, General Electric Healthcare (GEH) is trying to capitalize on these trends. It is expanding its operations and development of new drugs and manufacturing of the medical equipment in India and China.

 

Directions

 

Read the following articles:

  • At least one peer-reviewed article related to the trade theories in general as well as for China and India
  • Articles related to the human resource management for MNCs, cross-cultural management, expatriate training, and expatriates’ success/failure in overseas assignments
  • Articles related to GEH

Then, respond to the following:

  1. Select two trade theories that best explain why GEH expanded its operations of developing new drugs to India, and manufacturing X-ray business to China.
  2. Explain the selected theories, and then evaluate GEH’s reasoning.
  3. Explain possible pitfalls for such strategy from GEH’s perspective.
  4. Identify solutions to the possible pitfalls for the strategy.
  5. For each operation (India and China), evaluate GEH’s human resource strategy.
  6. Identify how you would design training for preparing expatriates for their assignments to India and China if you were in charge of their training prior to the overseas assignment.

Write a 7–10-page paper in Word format. Utilize at least five to seven scholarly sources in your research. Apply APA standards to citation of sources.

 

Make sure you write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.

 

Use the following file naming convention: LastnameFirstInitial_M5_A1.doc. BySaturday, November 2, 2013, deliver your assignment to the M5: Assignment 1 Dropbox.

 
Assignment 1 Grading Criteria
Maximum Points

Selected two trade theories that are specific and appropriate to the expansion of GEH. The theories explain why operations were expanded.
20

Explanation of theories is specific, accurate, and clear. The explanation includes how the theories are incorporated into the expansion of GEH. Evaluation of reasoning to expand is complete, appropriate, and accurate. The evaluation states how expanding benefits GEH.
44

Explanation of pitfalls is reasonable and appropriate. Explanation includes how and why the pitfalls are likely to occur. Pitfalls explained are reasonable based on the strategy.
44

Solutions identified are reasonable, appropriate, and likely to solve any possible problems. Solutions given explain how possible pitfalls could be remedied.
44

Evaluation of the human resource strategy is complete, specific, and in depth. The evaluation focuses on aspects of the strategy unique to each operation (i.e., diversity, acquisition, etc.).
60

Identification of training design is complete, clear, and specific. Training includes information on preparing for both professional and personal development. Justification for the training design is included.
60

Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation.
28
Total:
300

Learning/Unlearning Reflection Homework

/in /by

 

What do we mean by “learning and unlearning” (an idea we got from Richard Bolles’ classic What Color is Your Parachute)? The idea here is that as we grow and learn, some new ideas that come to us require not only learning, but unlearning as well. Some new ideas and information can enter into our awareness in a perfectly compatible and friendly way, and everything that was already in place previously stays put. In other cases, the new information overlaps current understanding or even directly contradicts it, requiring something to get materially edited, rearranged, or evicted altogether. For some of you the developmental psychology point of view that states that the decade of the 20’s are a normative period of discovery and emergence into self-authored adulthood may invite you to discard the idea that you should and can know just what you want to do with the rest of your life by at least age 25 or 26. Many other ideas we discuss in this course may not solicit that kind of adjustment or internal renegotiation. Consequently learnings and unlearnings do not always appear in coupled pairings (they’re not 1:1).

Please write up:

  • 5 learnings and unlearnings (5 ideas total – you may write more if you wish)
  • 1 of each minimum (ie: at least one learning and one unlearning)
  • 1-2 pages

Anything that you have learned in the process of participating in the course can qualify. It need not be a specific bit of material included in the lectures or the readings or exercises. It can include your own realizations in the process of working your ideas through these last few weeks or things you came to in conversations spurred by the coursework. Try to include things that are substantive to you. It’s fine to include things that you are contemplating as a learning or unlearning that you may not have committed to yet. Especially in the case of unlearnings, we often need to hold an idea for a while (even months or years sometimes) before we commit to it, make it our own, and discard the old ideas. Feel free to have your writeup include your candidates for learning and unlearning, even if you remain somewhat undecided at the moment. In that case, you may want to include what issues you’re pondering about the candidate idea. The whole point is to stop, take stock, and take ownership of what you’re getting by articulating it in a clear way.

Keep in mind that your learnings and unlearnings can include anything that you’ve learned/unlearned as a result of participating in the course, whether it’s a direct component of the curriculum or not.

DQ WK5

/in /by

Learning Resources

Required Resources

  • Course Text: Diversity in Early Care and Education
    • Review Chapter 1, “Perceiving and Responding to Differences”
    • Chapter 2, “Communicating across Cultures”
    • Chapter 3, “Working with Diversity Issues”
  • Course Text: How Culture Shapes Social-Emotional Development
    • Review the bullet points on pp. 5–6
    • Read pp. 16–24, “The Process of Cultural Reciprocity” and “Conclusion”
  • Article: Bruno, H. E. (2003). Hearing parents in every language: An invitation to ECE professionals Click for more options . Child Care Information Exchange, 153, 58–60.
    Used by permission.

Optional Resources

  • Book: Barrera, I., Corso, R. M., & Macpherson, D. (2003). Skilled dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore: Paul H. Brookes.

Communicating Effectively

When difficult issues or conflicts arise, it can be challenging to communicate effectively and reach an outcome that honors each person’s perspective. Professionals who work with infants, toddlers, and their families can benefit from practicing dialogue skills to become more confident and receptive when challenging issues emerge. As you read the following scenario, think about each individual’s perspective and reflect on the information you have read about communication this week.

Danna is 11 months old and has been coming to this childcare center since she was 4 months old. She has adapted well to the program from the beginning, and enjoys all times of day, including naptime.
One morning, Danna arrives at the center carrying a well-loved blanket bunny (a small blanket that has the head of a bunny attached to it). This is the first time Danna has brought the blanket with her to the center, though it looks like she has carried it around quite a bit at home. Maria, Danna’s mother, wants to talk with Danna’s primary caregiver, Joelle, about the blanket but several families have arrived at the same time and Joelle is very busy. Maria knows that many children need comfort objects and thinks that Danna may need some extra nurturing today because she has been spending more of her time at home caring for an elderly family member and has not been able to spend as much time with Danna. It is difficult to leave, but she cannot stay any longer.

Joelle notices that Danna’s movements around the center seem more unsteady with the blanket in tow, and also that the blanket is getting dirty. As Danna pulls to a stand, she holds the blanket bunny between her teeth, sucking on a place where it is very dirty. This concerns Joelle and so a few times throughout the day, Joelle suggests to Danna that she leave her blanket but Danna becomes upset.
Concerned that this is a health and safety issue and aware that she has never seen this blanket before, she decides to talk with Maria about the blanket bunny when she arrives to pick up Danna.
As Maria heads to the center to pick up Danna, she is hoping to learn how her daughter’s day went. She wonders if Danna needed extra nurturing, and if the blanket helped.

With this scenario in mind, review the information in Diversity in Early Care and Education on the five outcomes to cultural conflicts (pp. 54–56) and the RERUN communication process (pp. 58–60). Also, review the information presented in the article “Hearing Parents in Every Language” (Bruno, 2003).

By Day 3:

Post a sample dialogue (with at least eight lines of dialogue per person) demonstrating how Joelle and Maria could communicate effectively about this situation and work toward fostering mutual education (one of the five outcomes to conflicts) and achieving a positive resolution to this situation. Your response should demonstrate an understanding of the key ideas presented in the readings and conclude with next steps for continued relationship-building and communication.

Case Study Module 2

/in /by

   Read the following case study and answer the reflective questions.  Please provide  rationales for your answers.  Make sure to provide a citation for your answers.

 CASE STUDY: An Older Immigrant Couple: Mr. and Mrs. Arahan Mr. and Mrs. Arahan, an older couple in their seventies, have been living with their oldest daughter,  her husband of 15 years, and their two children, ages 12 and 14. They all live in a middle-income  neighborhood in a suburb of a metropolitan city. Mr. and Mrs. Arahan are both college educated and  worked full-time while they were in their native country. In addition, Mr. Arahan, the only offspring  of wealthy parents, inherited a substantial amount of money and real estate. Their daughter came to  the United States as a registered nurse and met her husband, a drug company representative. The  older couple moved to the United States when their daughter became a U.S. citizen and petitioned  them as immigrants. Since the couple was facing retirement, they welcomed the opportunity to come  to the United States. The Arahans found life in the United States different from that in their home country, but their  adjustment was not as difficult because both were healthy and spoke English fluently. Most of their  time was spent taking care of their two grandchildren and the house. As the grandchildren grew older,  the older couple found that they had more spare time. The daughter and her husband advanced in  their careers and spent a great deal more time at their jobs. There were few family dinners during  the week. On weekends, the daughter, her husband, and their children socialized with their own  friends. The couple began to feel isolated and longed for a more active life. Mr. and Mrs. Arahan began to think that perhaps they should return to the home country, where  they still had relatives and friends. However, political and economic issues would have made it  difficult for them to live there. Besides, they had become accustomed to the way of life in the United  States with all the modern conveniences and abundance of goods that were difficult to obtain in their  country. However, they also became concerned that they might not be able to tolerate the winter  months and that minor health problems might worsen as they aged. They wondered who would take  care of them if they became very frail and where they would live, knowing that their daughter had  only saved money for their grandchildren’s college education. They expressed their sentiments to  their daughter, who became very concerned about how her parents were feeling. This older couple had been attending church on a regular basis, but had never been active in other  church-related activities. The church bulletin announced the establishment of parish nursing with  two retired registered nurses as volunteers. The couple attended the first opening of the parish clinic.  Here, they met one of the registered nurses, who had a short discussion with them about the services  offered. The registered nurse had spent a great deal of her working years as a community health 

Slavery and Reconstruction

/in /by

Reconstruction is probably the least Understood period in our history. When one really begins to understand the promise of what could have been, this period becomes even more heartbreaking. We had a handful of idealistic men and women in this cbuntry who believed they were pre-sented with an unprecedented opportunity to make this country a true democracy for the very first time in our history–a place where all people created

and for a time. they did.

And we must not diminish the efforts of these individuals simply because Jim Crow began to dismantle their creation almost as soon as they cre-ated it. If anything, once one knows the level of violence these people faced for their convictions, their story almost becomes that much more harrowing and poignant.”

But it was racism and violence thal ultimately Caused the demise of Re-construction. The Ku Klux Klan rose to a great state of prominence during this time period, and it was through their efforts that vi tually all of the pro-gressive legislation put in place during this time either came to an end or

was reversed entirely. Jhec Klan used violence and fear as their political tools, and lynchings became probably their most favored mode of tor-ture and fear-mongering.

Ultimately, violence put an end to Reconstruction.

Please watch the film from the website, Without Sanctuary, and take a look at the other photographs in the containing website. (See the links – above right)

link of the video- https://www.youtube.com/watch?v=dGrXCOIx6QQ

Link of the video2- https://youtu.be/R4v_yRFf4-Y

Chapter 5 Summary- https://www.litcharts.com/lit/lies-my-teacher-told-me/chapter-5-gone-with-the-wind

link of the article- http://libcom.org/a-peoples-history-of-the-united-states-howard-zinn/9-slavery-without-submission-emancipation-without-freedom

MGT 424 – 2

/in /by

  

DMAIC / SIX SIGMA Project 

Quality Management 

DMAIC / Six-Sigma Project

In this assessment, the students are required to implement DMAIC / Six Sigma projects. Upon the completion of the projects, instructors should be able to test the students` understanding of major part of the course materials. 

Learning Outcome: 

1. Develop an appreciation of quality management theory, principles, and practices. 

2. Use quality improvement tools and practices for continuous improvement.

 

DMAIC / Six-Sigma Project

During the process of projects implementation, hypothetically for the assessment`s purposes, picture your instructor as a chief executive officer of a company at any industry of your choice. 

In order to gain the CEO` approval for quality improvement project (Six Sigma) and compete for full project`s sponsorship, you are required to provide a detailed project information to convince the instructor – supposedly the (CEO) to choose and support your project. 

Guidance for the project proposal:

The proposal must include the following:  

1. Product or Service Information: ( 100 – 150 words) – 1 point

Select an actual Product or Service from any local/international company that you would like to improve/change, and provide the following Information:

· The product or service general information such as name, features, value to customers..ect.

· Brief history about the chosen product or service (formation, sales, previous changes). 

2. The necessity for change : ( 100 – 150 words)- 1 point

· The reasons behind the improvement decision, present no less than two reasons why you think the change is important for the product /service (Leadership, Competitors Technological advances, Training requirements, Rules and regulations, Customer demands).

3. Define Stage ( Planning) : ( 200 – 300 words)- 2 points

· Define the project’s scope, goals, and objectives and its team members and sponsors ( Project charter )

· Define the current and the desired status, the project scheduling.

· Define the stakeholders affected by the project such as (employees, society, customers, stockholders, suppliers…etc)

· Identify the team you need and the members` functions that will help you throughout the project.  

· What method you plan to use for defining the project (Work Breakdown Structure, Pareto Diagrams) and why? 

4. Measure Stage: ( 100 – 150 words)- 1.5 point

· Define the new process inputs, actions and desired outputs. (Hint : Process flowchart can be used to visualize the process)

· Define measurement Systems Analysis tool, to illustrate use measurements scales such as Nominal , Ordinal , Interval , Ratio. In addition, explain the reason for use.

5. Analyze Stage: ( 100 – 150 words)- 1.5 point

· Discuss no less than two conditions that might hinder the project progression (process variation) using one of tools mentioned in chapter (15 – Analyze Stage). 

· Describe the new value delivered to the customers upon the successful implementation of the project.

6. Improve / Design stage: ( 100 – 150 words)- 1.5 point

· Present no more than two condition that can be altered to make the desired change ( cost , operation, human resource). 

· Discuss one to two techniques you plan to use to improve the efficiency of process such as lean tools,  5S …etc. 

7. Control Stage: ( 100 – 150 words)- 1.5 point

· Identify two methods that the team can use to evaluate performance after the project completion. 

· Document two to three learned lessons from the process ( This part could be connected to the overall project experience )

Answer : 

Describe the most important aspects of this course for you with respect

/in /by

To ensure we are serving our students and that students are achieving the outcomes for their program, we ask students to reflect on the experiences of the term as part of the final course assessment.

In a short paper (2-3 pages), please address each of the topics below with a 2-3 paragraph narrative for each section.

1.  Course Content: Describe the most important aspects of this course for you with respect to the content that was covered or activities in which you participated. https://excellentwriter.xyz/education-homework-help/is-the-criminal-justice-system-discriminatory-in-its-dealings-with-society/ Discuss the relevance and value or the practicum assignment with respect to your knowledge acquisition.

2.  Application of Course Content: Describe how you applied what you learned in this course at your workplace. Discuss how this course may have impacted your specific job, techniques you used at work, or other relevant aspects that show how what you learned was linked to your job.

3.  Job Experience Integration: Describe how your work experiences were used in the classroom and attributed to your performance in the course. Discuss how integrating your work experiences in class activities assisted in understanding topics discussed within the course.

Class Topic: Worldwide Accounting Diversity, International Convergence of Financial Reporting, International Financial Reporting Standards, Foreign Currency Transactions and Hedging Foreign Exchange Risk, Translation of Foreign Currency Financial Statements, International Taxation, International Transfer Pricing.

Final Selection Criteria and Applying the Criteria

/in /by

Exercise 3:

Now that you have arrived at a short list of possibilities to meet your needs, it’s time to define the make-or-break criteria which will decide between your options.

In a statement of 50-100 words

  • Describe 3 more criteria—3 features, functions, qualities, capabilities, etc—in addition to those which you developed in Exercise 2 (file) which any of the options you are considering must have. For each criterion, explain why it is necessary, and why not having it would be a liability.

For illustrations of how to do this, see these sample recommendation reports (curated by David McMurrey):

♦ The section “Points of Comparison“ in Laptop Computers

♦ The first ¶ under “Comparison of the Uninterruptible Power Supplies” in Uninterruptible Power Supply Systems

♦ The first ¶ under “Comparisons” in Blood Glucose Monitoring Systems

Now it’s time to practice evaluating one of your possible solutions by all of your criteria, both the screening and selection criteria.

Exercise 4:

In a document of about 100-150 words, apply all of your criteria to one of the two options you identified in Exercise 3. Use the point-by-point approach discussed in § 7.5 of Last, et al., and also shown in Table 1 in this resource by Reardon, et al.

For additional illustrations of how to do this, see these sample recommendation reports (curated by David McMurrey):

♦ The section “Points of Comparison“ in Laptop Computers

♦ The first ¶ under “Comparison of the Uninterruptible Power Supplies” in Uninterruptible Power Supply Systems

♦ The first ¶ under “Comparisons” in Blood Glucose Monitoring Systems

To be valid, a contract must meet certain conditions.

/in /by

  

To be valid, a contract must meet certain conditions. But a key concept of social contract theory (contractualism) seems to stretch or even violate one of those validating conditions.

philosophy

Description

Question 2 (1 point)

To be valid, a contract must meet certain conditions.  But a key concept of social contract theory (contractualism) seems to stretch or even violate one of those validating conditions. That condition is:

Question 2 options:

   

Permissible acts

  

Justice

  

Consent

  

Self-interest

Question 3 (1 point)

The “veil of ignorance” is a thought experiment in which people

Question 3 options: http://bestofassignment.com

   

are like infants who haven’t learned much yet

  

exist in a state of nature

  

are unsure what will make them happy

  

lack knowledge of their own and others’ traits or   attributes

Question 4 (1 point)

Which is NOT one of the natural rights asserted by John Locke?

Question 4 options:

   

Property

  

Pursuit of happiness

  

Liberty   https://homeworkhelpersblog.com/blog/

  

Life

Question 5 (1 point)

John Rawls describes an “Original Position” as:

Question 5 options:

   

Conditions that permit a reasonable choice of basic   principles of social justice

  

A war of every man against every man

  

A state of innocence

  

Our circumstances at birth, or the “natural   lottery”

Question 6 (1 point)

Rights that entitle you to receive benefits, privileges or assistance from another are

Question 6 options:

   

Universal Human Rights

  

Negative rights

  

Charter rights

  

Positive rights

Global Awareness Article

/in /by

 

Global Awareness Article
Purpose: Construct an evidence-based argumentative history paper
Skills:

  • Produce argumentative, thesis-driven, and evidence-based academic papers.
  • Construct evidence-based arguments demonstrating how regional and/or global processes shaped the development of a local issue in Southern Africa. (Global Awareness)

Knowledge:

  • Assess key events, central themes, and questions pertaining to South African history.

Task:

Write a minimum 500-word article contextualizing your chosen issue/topic in the historical regional, national, and/or international context. Think of this paper as the chronological overview or starting point of the topic.

For example, say you were interested in Apartheid and narrowed down you focus to the township of Soweto. If your Travel Guide topic is “Taking a Stand in Soweto” you would want to use this article assignment to write a context paper that examines the “big picture” of the Soweto township >> When and how was it created? Who lived there? Etc. You’d want to start with the discovery of gold in Johannesburg in the late nineteenth century, and discuss the impact of immigration and the mining economy on local populations. You would also want to explain how Soweto was created in the early 20th century as a way to create separate black townships. You would also want to provide context of the grievances that those in the township had against the government and explain how this resulted in the Soweto Uprising. 

Make sure your paper begins with an introduction, continues with body paragraphs, and ends with a brief conclusion. Your introduction must feature a straightforward thesis statement that identifies your historical argument. Your argument for this particular paper should answer the question: How did the regional, national, and/or international context shape the development of or effect the outcome of the topic under scrutiny? Your body paragraphs need to begin with topic sentences that establish a connection to your argument.

Double-space all text (except for footnote text). Use margins of one inch on each side of each page. Indent the first line of each paragraph.

Your paper must be at least 500 words, but should be as long as necessary to effectively answer the prompt. Paginate the paper throughout and include a word count at the end.

Submit as a Microsoft Word or PDF file.

Format your paper in accordance with the standards of the Chicago Manual of Style (Links to an external site.). Identify all directly and indirectly cited content with the aid of proper footnotes (Links to an external site.).

Submit the paper to Canvas by the date indicated. Please and by all means heed what the syllabus states with regard to academic honesty (particularly plagiarism) and late submissions.

Criteria for Evaluation:

20% Overall Impression

(Innovative, clear, and strong ideas. Displayed an excellent grasp of the material. Demonstrated mastery of the content, application, and implications. Directly addresses main question, issue, or prompt and adds new insight to the subject.)         

40% Argument & Support

(Contains a clear argument. Provides proper, compelling, and accurate evidence. The importance/relevance of evidence is clearly stated. No gaps in reasoning – the reader does not need to make any assumptions or conduct additional research to accept main argument.)

15% Sources & Citations

(Evidence is used from a wide range of sources, including lectures and course readings. All evidence is properly cited in footnotes or endnotes.)

15% Organization

(Essay contains an introduction, main body, and conclusion. Introduction lays out main argument and gives reader a sense of what to expect in the paper. The conclusion brings everything together, acknowledges the shortcomings of the paper, and provides either a connection to broader themes or suggests what further work might be done to advance the subject matter described in the paper.)

10% Clarity & Style

(All sentences are grammatically correct and clearly written. No words are misused. Technical terms, words from other languages, and other historical periods are clearly explained. All information is accurate and up-to-date. Paper has been spell-checked and proofread, and contains no errors.)