IU Art the Size and The Quality of An Image in Brochures Discussion

Discussion – Lossy vs Lossless Images Background In today’s world, you are likely to purchase stock photography for your projects. It is tempting to download the .jpg provided and begin to reformat it directly for your projects. This is not recommended – and here’s why. Every time you open and resave a .jpg, the information within it is diminished. You are literally throwing pixels away with every single save as command. Files formatted as .jpg have a lossy compression attached to them. This means the original data is not preserved. Lossless is a second compression system that preserves original data. Lossless files are larger, and that is why it is often not utilized, particularly online. Here is a short video that does an excellent job of explaining the difference between lossy and lossless compression. Notice how the narrator describes the different compressions and their effect. Much of what he explains will help you with this week’s discussion.Understanding lossy and lossless compression (Links to an external site.)(3:55 min)You are once again working with the client from week 3. You’ve gotten the job and have recreated their logo as a vector file. You are now ready to move on to work on brochures, billboards and more. The owner of the company points you to their website once again for assets, telling you that the website is the only place they have photos to use.For your initial post, please address the following questions:REPLY :Kenya CromwellThe photos from the website can work depending on the resolution. If it’s good quality or not (which file format it is saved in) will help me decide whether to convert it to a TIFF, PNG, JPEG, etc. I will have to choose if I should use lossy or lossless compression. I will have to explain to the client that depending on which photos I use, I have to do the best to get the best quality for printing and billboards. If it’s a JPEG, it will lose original data and all the assets will not be preserved. Files that are larger will be able to keep original data (lossless compression system). Lossy and lossless compression figures into this because lossless formats save the image in maximum image quality, resulting in a larger file. Images that will be printed are usually saved in this format. Lossy formats discard information when its saved, and you can never return it to its previous form; it’ll be more pixelated.Understanding lossy and lossless compression.John ShieldsFor this weeks discussion we were asked to continue working with the same client as last week. We are now moving on to several projects like brochures and billboards. We’ve been instructed to take the images from the clients web site considering they are the only ones they’ve really ever had. It’s important for the client to understand what issues we might be facing. Consider the difference between lossy and lossless image formatting. Depending on how the images on the site were formatted, will determine the quality of the projects we are soon to be working on. If we use their images, but the images aren’t lossless files such as PNG for example, they won’t be acceptable due to the loss of data. In the event that their images are lossy formatted and they still insist on using those images, they will need to understand that there is no way to go back to the images original state. The only solutions would be for them to find those original image files, or to pick new images all together. Might be a tough pill to swallow for this client, but it’s better to do what’s right than to do what’s easy. I have hope that the client will understand we’re only trying to keep their content as professional and appealing as possible. Where other designers in the past might not have even brought these issues up to them, might play a part in why they came to us to begin with. The truth is we’re trained professionals. At the end of the day, we need to do what we were trained to do. No excuses. “Print graphics are much less forgiving of artifacting and low image quality than are on-screen graphics. Where a JPEG saved at medium quality might look just fine on your monitor, when printed out, even on an inkjet printer, the loss in quality is noticeable (as is the artifacting).” (Chapman, n.d.)References:Cameron Chapman – Everything You Need to Know About Image Compression

Huma 1780a—book/film analytical essay assignment

  
For your first assignment, you will be writing an essay of approximately 3-5 pages (minimum of 750 words and maximum of 1300  words) that explores the ways that a book or film reflects a combination of elements (agent, scene, act, agency, purpose) from Burke’s pentad.  The major focus of the assignment will be on the ways that these elements work in concert and contrast to produce meaning within a particular work of fiction.  Steps to completing the assignment:
1.       Select a film or novel that you wish to analyze.   “Novel,” for the purposes of the assignment, is a fictional literary work longer than 100 pages.  The film or novel you choose must meet the following criteria:
a.       It must have been released (if a film) or published (if a novel) before 1980.  This can be easily verified by looking at the copyright page of a novel (remember to check for original publication date) or checking IMDB (internet movie database) or other, similar resources for movie release year. 
b.      It must be a work of fiction: no documentaries, (auto)biographies, self-help books, etc.  It can be based on a true story or describe real people and places but it must be a work of fiction. 
c.       It should be primarily aimed at an adult audience.  “Family friendly” work is fine but no books or films obviously aimed at children and/or adolescents (e.g, Dr. Seuss, Winnie the Pooh, Where the Wild Things Are,  etc.) are acceptable.  Ask your tutorial leader if you are uncertain as to whether your book/film meets this requirement.  This is not intended to tightly limit choices but rather to encourage students to engage material that has a greater degree of sophistication and avoid choosing a book or film simply out of familiarity or childhood experience.
York has a well-stocked library including tens of thousands of excellent novels and SMIL (Sound and Moving Image Library) has thousands of films available for borrowing and/or viewing. 
2.      Before the first paragraph, please include a bibliographic entry for the work you will be analyzing, using an established citation system (MLA, APA).
3.      The first section of the essay, after a brief introduction, should provide a short synopsis of the plot of the novel or film.  Please limit the synopsis to one paragraph, as the essay is short and space should be reserved for analysis of the structures of meaning-making within the film/novel.
4.      The next section (several paragraphs) of the essay should analyze the elements of the pentad as they are relevant to the work in question, exploring which elements are dominant and which are less important, how the importance of a given element is communicated, and how the particular medium (film or literature) assists in emphasizing particular elements of the work in question.  You should also consider how these creative decisions impact the message that work is communicating—what is the larger theme or are the larger themes of the film/novel and how is the thematic structure of the work related to the combination of pentadic elements?
5.      The final section (again, limited to one paragraph) should provide an evaluation of the overall quality of the work, supported by reasons for this opinion.  You should think of this as an opportunity to review the work in question and that your review should be informed by the analysis that precedes it.  In other words, how is the quality of the film/novel related to its structure as revealed through pentadic analysis?
Details:
1.      Your essay should be approximately 3-4 pages (750-1200 words), double-spaced.  This is very brief for a scholarly essay so you will need to be concise; a thoughtful revision and editing process is important here.
2.      Remember to stay focused on the film or novel and try to include as many details as possible to support your analysis.  A fundamental question should be: How is the film or novel creating meaning through the use of the five elements of the pentad?
3.      No external sources are required but you are welcome to consult scholarly work in the process of writing the essay.  Please cite any work that you use in accordance with proper academic practice.  Any systematic citation system (MLA, APA) is fine.
4.      Do not hesitate to contact your tutorial leader or the course director if you have questions or would like feedback on ideas.  Usually, in person meetings are best for extensive consultation (check with tutorial leader for individual preferences). 
5.      Late penalty: 2% per day (14% per week) penalty in the case of late work without documentation regarding illness or personal circumstances making timely completion impossible.

PJM 310 CSUGC Analysis of Empirical Evidence Discussion Responses

Please respond to the 2 separate student discussion: ReferencesHarrington, R. (2017). Understanding the core features needed for online systems. . Retrieved from Harrington, R. (2017). Using online project management tools. [Lynda.com video file]. Retrieved from Meredith, J. R., Mantel, S. J., Shafer, S. M. (2017). Project management: A managerial approach (10th ed.). Hoboken: Wiley.Project Management Institute. (2017). A guide to the project management body of knowledge (PMBOK® Guide) (6th ed.). Newton Square, PA: PMI Publications. RequiredChapter 10 in Project Management: A Strategic Managerial ApproachChapter 10 PowerPoints from Project Management: A Strategic Managerial ApproachPMSRC – Project Management System Resource Center.Managing projects in a virtual and global environment provides the project manager with a unique set of requirements to ensure the project runs smoothly. The project manager will have to consider differences in culture, language skills, and time zones (Binder, 2009). The company I currently work at has multiple sites throughout the country, and also does outsource a lot of it’s technical work to a company in India. The company uses virtual collaboration through web meetings and instant messaging software which allows the individuals to bridge the geographical gap. With a site in Charlotte, Denver, and India, it does make it difficult coordinating times to do a daily meeting as Denver is 2 hours behind Charlotte and 11.5 hours behind India. Most project conform to the Eastern time zone, which requires the Denver employees to attend fairly early meetings, and Individuals in India to attend very late meetings in the evening.It is also common for multiple individuals on a project team to be working remotely from their homes, which also add to the complexity for logistics. As O’Conchuir (2012) indicates, another challenge of working virtually is the lack of teambuilding that happens because people don’t know each other, and do not have regular face to face meetings. In my experience, team building does happen, it just takes longer to do so virtually. There have been situations where project managers working from home had to cancel or reschedule meetings because they were having some issues with their internet connection, or something going on at their home during a meeting.There have been situations where there is a language barrier, but typically what helps overcome those language barriers has been prototyping or providing examples to ensure the requirements are being captured correctly. Another key strategy when working a virtual or global project is the use of SaaS applications that allow the tracking of project tasks and statuses. The company I work for uses Jira to track project work, including tasks and issues. These tasks and statuses from the system are used to report project progress to all of the stakeholders.POST 2:In my current profession, I work rather remotely from my company. The actual company is based in New York and we have regionals all over the nation, not global but still dealing with different time zones and culture change from coast to coast. With the help of technology, such as webinars and even basic email a good deal of work can be done without actually having the entire sales team in one location. It also saves the company a great deal of money to not have to buy a hotel, meals, and flights each time we need to get together. As I am the youngest of all the sales team, I have somehow to become the tech expert. I think this may be the first hurdle of a global project manager, the fear the older generation seems to have with learning new technology. Going global may sound intimidating at first. Binder explains that “multicultural teams can increase the level of innovation when various standpoints are fostered and harvested” (2018). When properly ran a multicultural or global team can prove different ideas and ways of thinking creating a much more dynamic system for the project manager to use.The unique requirements of project teams and other stakeholders in a global environment can be as simple as being abreast of other countries and cultures vacation time and religious holidays. According to the writers at the College of St. Scholastica, “add to that different time zones, cultures, potential language barriers and locations around the world, and a global project manager becomes all the more important to the viability of a project” (2018). Now not only are you managing a project but also all these other variables that must line up perfectly. You will have to allow extra time for different time zones and plan meetings around them. Virtual collaboration platforms such as Skype or Zoom allow you to talk and sometimes even share your screen with multiple people at once. This allows for seamless sharing of information between multiple offices anywhere with internet access.

Criminal Justice Publicly Funded Libraries & the Study of Art Project

Part 1A This discussion has two parts:Part 1: Should libraries ban books from their collections? If you agree who should decide, should it be parents, librarians, library users, instructors or library administrators? What criteria should be used to determine if libraries should ban books, language, visual art, or content. Review (Links to an external site.) some reasons listed for banning books. Write a paragraph on your thoughts.Part 2: Should faculty teach art created by artists, writers, producers who have been accused of misconduct? In other words, would you watch a movie directed by Woody Allen? Should English faculty teach books written by Sherman Alexie or Junot Diaz? Should we separate art from artist? These articles may help you as you consider this question:Junot Díaz, Feminism and Ethnicity (Links to an external site.)Separating Art From Author (Links to an external site.)Sherman Alexie Declines Prize (Links to an external site.)Art Should Not Be Separated From Artist (Links to an external site.)Read both of these two attached articles and then use this space to post your answer to the question at the top of the article of one of the articles. (Attached Below)You are the police chief in an affluent predominately Caucasian-American city of 40,000 people. At noon on a Saturday, a group of 100 African-American protesters who advocate for a separate nation for blacks gather at a city park and sidewalks. During the protest a speaker states that the “white oppressors shall be destroyed”, “if the white man brings violence so will we”, “there will never be peace with the whites” and “rise up, do what you must to save our people from the curse of white devils”. The crowd is energized by the speech, but do not leave the park.A group of counter protesters arrive and the situation is becoming tense, but no violence has taken place. The towns mayor approaches you and indicated the speaker is attempting to arouse anger which will incite immediate violence and is disturbing the peace. The mayor demands that you as the chief of police declare the protest an unlawful assembly and if the protesters refuse to leave arrest them for disturbing the peace.Based on your readings of case law, discuss the following questions;1. As the Chief of Police how would you respond to the Mayor’s demand? Would your response be legal?2. If the protesters moved into the street and blocked traffic would that makes a difference? Explain.Review the following cases Brendin v. California Link (Links to an external site.), Hiibel v. Nevada Link (Links to an external site.) and Arizona v. Johnson Link. (Links to an external site.)Focus on vehicle passengers detention, reasonable suspicion and identification requirements. Review the following scenario then discuss the questions.You are an officer on routine patrol and observe a vehicle with an air freshener hanging from the rear view mirror. You determine it is violation of the vehicle code and make a traffic stop. You approach the vehicle and observe the driver and male passenger in the front seat, and two female passengers in the back seat. Additionally, you smell the odor of an alcoholic beverage emitting from the vehicle, however the driver is not under the influence. Both male passengers appear to be in their late 20’s, however in your opinion both female passengers appear to be under 21. You obtain the driver’s identification based on the vehicle code violation (probable cause), and you demand all three passengers provide their identification.Based on your readings of case law, discuss the following questions;1. Are the passengers considered seized(not free to leave) during a traffic stop? Explain.2. Would the officer be allowed (4th Amendment) to demand identification from none, all or just some of the passenger?Answer the questions below: 1. The term “Hate Speech” has become a popular social phrase, but what does it really mean in regards to pure freedom of speech. Review the United States Supreme Courts Opinions in Snyder v. Phelps each case and explain the rights, or restriction of rights the courts ruled on.2. In the Snyder v. Phelps case Justice Roberts wrote; “Speech is powerful. It can stir people to action, move them to tears of both joy and sorrow, and—as it did here—inflict great pain. On the facts before us, we cannot react to that pain by punishing the speaker. As a Nation we have chosen a different course—to protect even hurtful speech on public issues to ensure that we do not stifle public debate.”Do you agree with that opinion, or do you support more restrictive laws on speech? Explain your answer in detail.3. Review the following video of a man arrested in Scotland for a hate crime. Would the video he made constitute a hate crime (speech) under the First Amendment of the American. Constitution? Explain your answer?

ITS 835 UC Intuits Enterprise Risk Management Discussion

Would you implement the same ERM in your current organization (or future organization)?Select AT LEAST 3 other students’ threads and post substantive comments on those threads, evaluating the pros and cons of that student’s recommendations:post 1:I agree with the implementation of the risk management approach implemented in developing an ideal enterprise risk management. For the company to invest in fire prevention strategies as opposed to dealing with situations once they have already occurred, it was integral for the entire staff at the company to understand and adapt to the different principles of the risk management framework. The approach used to introduce and ensure that they all understood such issues was critical to the company’s success, which in turn helped achieve the objective as the company did. Hence, the approach implemented in actualizing the risk management framework was good enough for the company.Notably, different aspects of the ERM implementation were keen on achieving various objectives. However, the only thing I would change about it would be an improvement in staff involved in its development and implementation. Any employee is often enthusiastic about a program to the extent that he or she participated in its development (Hanna et al. 149). Consequently, if only the workers had a hand in development of some of the principles they would consider integral to success of the company, they would have more enthusiasm implementing the project and aiding in the adaptation of the ERM. This does not take away from the management’s oversight role, but it improves on the level of cooperation to achieving target change or improvement in a particular process. Considering that the risks available to business vary from one industry to another, I may not end up implementing the same ERM in a future organization. However, the approaches used in the program would be applicable and suffice in any organization since they include a process and not the specific activities involved therein. Therefore, I would invest in the implementation of the process, in addition to an improvement in employee participation in the project.post 2:When implementing their ERM, Intuit emphasized the need for sustainable risk management capability. Previously, the company had been using ad hoc changes to resolve specific problems as they arise. The method was very ineffective and costly, as it did not allow for prediction. Also, other operations had to be put to hold to address the problem. I agree with Intuits ERM implementation approach. Realizing current measures are incompetent in managing risk, Intuit sought a solution that addresses the challenges encountered. – To integrate risk management with normal operations, allowing for prediction and swift interception without having to halt other processes. Consequently, a standard risk framework was established across the enterprise; continuous risk attention towards new threats and possible solutions introduced; emphasized a focus on most significant risks; risk management responsibility was defined, and means for measuring and monitoring performance were introduced.Intuit’s ERM implementation has been successful in improving the company’s risk management process. The implementation process proves to be effective. However, to further improve efficiency, the risk management team should comprise of members from different departments in the organization. In this way, specific challenges to the various functions of the enterprise can be identified with ease and in the right context. The implementation process explored by Intuit is effective and volatile, hence can be adapted to other organizations with the same expected results. I would apply the same implementation process to an affiliated organization.post 3:Intuit had very informal process of managing risks in the organization. The security teams used to act on the risks as they arise and attack on them to solve the issue. This process was not only very informal but also inefficient for the organization and displays the lack of framework for risk management. Later the organization realized the need for ERM which included the risk framework, yearly assessment cycle and integrating the ERM with strategic planning process. Additionally, the organization not only focused on the process but also the capability to ensure the process is aligned with the operation and functions of the company. The organization’s strong establishment of common risk framework across organization wide helped gather all the risks irrespective of the various business operations. Focusing on the risks that have most impact on the organization growth, operations and assessing the risks on an ongoing basis helped increase the agility for the organization. Despite of having these strong foundations, the organization also defined the ownership and made the risk management accountable for respective members of the organization. This will create awareness among the team members and action on respective tasks. Lastly, measuring the performance and monitoring the same for determining the areas of improvement. The performance indicators also help in effectiveness of risk management activities.The ERM approach at this organization is a good implementation process, the framework and the various analysis as part of performance such as regression, root cause, pareto, scenario analysis are great benefit to the organizations. The ERM process discussed here provides a rigorous approach for assessments, routine performance measurements and aligning to the goals of the organization. These are things that could be used when implementing ERM for other similar business organizations.

IU The Choice of A Proper Presentation Aid Types Discussion

Discussion – Using Presentation Background As discussed earlier in this course, having compelling words to speak sometimes is not enough to be a truly effective speaker. Body language can send a message different from the words you are speaking, and so can failing to incorporate presentation aids appropriately. First, we should define what presentation aids are. A presentation aid is any type of device that helps you further drive home the point of your speech. Presentation aids can include PowerPoint slides, images, video clips, charts, graphs, sound bites, objects used as examples, and live demonstrations.The purpose of your speech often determines which aids are used and how. For example, it is much more effective to show a graph that illustrates a decline in sales than to simply state that a company has lost profits for its last four consecutive fiscal years. Similarly, if speaking to persuade others positively about climate change, a visual that compares images of a shoreline in present day to what it looked like 10, 15, or even 25 years prior will leave your audience with a better grasp of the impact such a phenomenon can have (in this case, it also goes a long way in proving your credibility). If making a case about the dangers of not wearing protective gear while riding a motorcycle, a speaker might choose to share photos of the outcome other riders have been met with who were not wearing protective gear.Using presentation aids effectively is a balancing act. As with any good infomercial or advertisement, any props used should serve a specific purpose and emphasize the points you are making to your listeners. It can be easy to miss the mark though, especially when trying to account for technical hurdles, limited resources, or other unforeseen circumstances. If sharing photos, be sure they are displayed in color and their resolution is high enough to show the detail you need. If using videos, cue them up before you begin speaking so that they are loaded and ready. Be sure to verify that all of the presentation aids you use are authentic; nothing hurts a presentation more than referencing outdated information or doctored imagery. It is also a good idea to preview the space you will be using before a speaking engagement comes up so that you can get a better sense of the tools at your disposal. If you want to incorporate a pamphlet or handout, verify the number of audience members you are expecting so that you can have enough materials prepared to share.Be sure to avoid having your presentation aids overtake your presentation. Whether slides, a video clip, or a poster board, the presentation aid is not the presentation itself. First and foremost, you are the presentation, and the aids should merely assist you in making your points. Do not incorporate so many aids that listeners could lose focus on you. Do not allow aids to disrupt your message. Lastly, choose aids that are appropriate for the occasion. While it may sound excellent to wow a crowd with a visually appealing video, if you do not have a means for projecting the video to the room, you might consider leaving it out. Do not bring small objects to hold if you are presenting to a large group. You will risk losing the attention of your listeners if only some of them are able to get the full effect of your presentation aids.Selecting presentation aids can be challenging, but this challenge should not deter you from using aids. As you consider what props might help you get your point across, keep in mind that practicing with your presentation aids can only help improve your speech and make you more comfortable when it comes time to execute.Identify three presentation aid types and discuss one advantage and one disadvantage to using each. Be sure to account for details such as audience size or speaking occasion as you explain your reasoning. First reply you need to answer:Using visual aids during a presentation or speech can be beneficial to get your message across to your audience. However, you must know when and how to use them. Three types of visual aids that can be used during a speech are things like “power point slides, whiteboards, and handouts” (Beqiri, 2018). There are advantages and disadvantages to using each. For powerpoint slides; an advantage would be having the audience more focused and a disadvantage would be that the audience may not focus on you entirely. For whiteboards, an advantage would be displaying key points and a disadvantage would be that you would need to ensure the entire audience could view. For handouts; an advantage would be the audience having a physical message in their hands, but a disadvantage could be that the audience would read instead of listen. You would need to consider things like audience size, and whether the entire audience can view your visual aids.Second reply:Three examples of presentation aids are PowerPoint, chart, or a graph. There are advantages and disadvantages to each one of these presentation aids. Some advantages to these aids are giving the audience no matter the size a chance to engage with the speaker, also understand the speech more because there are images or a graph. People understands more when they can see and hear what you are talking about. “Presentation aids have various disadvantages. One of the advantages is that they are impermanent. Some of them require being transported from one point to another like charts (Nelson,2015).” Also where using a chart or graph could really disorient the audience and prevent them from hearing what you have to say, in other words drawing attention away from your main point of the speech all together. These are things to take in account when using presentation aids when giving a speech.

IUB Political Science the United States Towards Independence Questions

Complete the Study Guide 1. In the Declaration of Independence Jefferson derives a “right of rebellion” from the claim that consent is the rightful basis of all political authority. What is the logic behind this claim about consent? Does the right of rebellion only apply against monarchs who abuse power? May it also be invoked against other “despots,” e.g. Parliament? Or does the rise of representative government make rebellion unnecessary, and also unjust? Explain, drawing on key texts to make your argument.2. According to James I, the “divine right of kings” authorizes unlimited power for monarchs. How does he make this argument in The Divine Right of Kings? How were opponents of monarchy in England able to use the doctrine to limit the power of Charles I, and expand the power of Parliament, according to Morgan? Is it possible to discover similar limits in the doctrine of “popular sovereignty,” such that representative governments may be reined in by those who fear majority rule, or at least rule by bare majorities? Or is popular government unlimited and unchecked by virtue of its claimed foundation in consent of the governed, as Loyalists like Chalmers feared?3. What are the main principles of Calvinism, and how were they reflected in the Puritan project of establishing a “city on a hill” in Massachusetts Bay Colony? Was the Puritan theology reflect in the distribution of rights and liberties among the colonists? How did the system of inclusion and exclusion in voting and office holding in New England reflect the primary goal of the colony? In what manner did the content of the criminal codes and system of enforcement reflect on the theology of the New England Puritans? Overall, did these aspects of New England impede or facilitate cooperation with other colonies? Please explain with reference to key texts.4. What implications does the Quaker (Friends) religious doctrine of the Inner Light have for conceptions of human nature? How does this contrast with the Five Points of Calvinism? Working from the Quaker Inner Light, what political principles did William Penn hope to achieve in his “Holy Experiment” in Pennsylvania? How were Penn’s goals and theological principles extended to the frame of government, voting rights, and qualifications for office? How did the laws and criminal codes reflect this same Quaker thinking? Overall, did the qualities of Pennsylvania contribute to or detract from cooperating with other colonies for independence? Explain with reference to primary texts.5. Which of the three colonial experiments – the model of Christian charity in Massachusetts, the polity of “brotherly love” in Pennsylvania, or the Anglican stronghold of Virginia—was most democratic? Which was least enthusiastic about declaring independence from Great Britain? What should we conclude about the relation between the desire for independence and the commitment to democracy in the American colonies on the eve of war in 1776, subsequent Declarations of Rights and Frames of Government, or constitutions of the independent states?6. “No taxation without representation” was a rallying cry for independence in the British colonies of North America. What sort of representation did the colonists have in mind, and why was it necessary in their view? Did their concept of representation depart from British understandings of representation in Parliament after the Glorious Revolution? If so, what accounts for this departure? If not, how did the colonies justify revolution?7. What were the principal loyalist arguments against independence, including those advanced by Chalmers in Plain Truth? On the basis of these arguments should we conclude that Loyalists opposed representative government, or were their objections aimed at the specific type of representation embodied in Paine’s “simple government”? Explain, drawing on key texts.8. What are the defects of mixed-government as Thomas Paine identifies them in Common Sense? Further, what are the defects of monarchy contained in his argument? What form does his alternative “simple government” take on, and what arguments does Paine offer to recommend it? In light of Paine’s thoughts on government in Common Sense how might we expect him to judge the various state constitutions being framed as he wrote?9. What attempts were made to form a Union between the colonies prior to independence? What motivated these attempts, what were their fates, and how did their structures compared with the eventual Articles of Confederation of the United States? What challenges to the adoption and operation of those various attempted unions can be identified and how, if at all, did those same issues reoccur for the Articles of Confederation of the United States?10. What were the main arguments in favor of independence, according to Paine? How similar were his arguments to those of the Continental Congress in its Declaration of Independence? Were there any significant differences between Paine’s advocacy of independence and the reasoning of the Declaration? If so, what were they, and what accounts for the differences? If not, what did the Declaration accomplish that Paine hadn’t already done?11. Does the structure of political authority under the Articles of Confederation reflect the “self-evident truths” expressed in the Declaration of Independence, or not? If so, show in detail how political life under the Articles faithfully reflected the Declaration. If not, explain why the Articles depart from principles that justified independence in the first place. (Note: the “structure of political authority under the Articles of Confederation” includes state governments, as well as the Confederal Congress, as you will explain in your answer.)12. “The people rule,” according to the doctrine of popular sovereignty. How, and why, did colonists interpret this fiction in a way that accepted slavery, denied women a role in political life, and reserved political office for men of means? In what sense, if any, was the cause of liberty served by these exceptions to the language of the Declaration of Independence, which speaks of universal and inalienable rights? Or is this just another example of the way in which ideological fictions mask the realities of political power?Chalmers Plain Truth Reading:

Assignment 3: helping an international friend develop as a team leader

Did not submit or incompletely recommended whether or not your friend should insert herself as a coach from the beginning. Did not submit or incompletely provided a rationale for your response.

Partially recommended whether or not your friend should insert herself as a coach from the beginning. Partially provided a rationale for your response.

Satisfactorily recommended whether or not your friend should insert herself as a coach from the beginning. Satisfactorily provided a rationale for your response.

Thoroughly recommended whether or not your friend should insert herself as a coach from the beginning. Thoroughly provided a rationale for your response.

2. Determine two (2) conflicts that could possibly arise as a result of asking people to work on days of religious significance. Propose concrete solutions for these two (2) possible conflicts.Weight: 15%

Did not submit or incompletely determined two (2) conflicts that could possibly arise as a result of asking people to work on days of religious significance. Did not submit or incompletely proposed concrete solutions for these two (2) possible conflicts.

Partially determined two (2) conflicts that could possibly arise as a result of asking people to work on days of religious significance. Partially proposed concrete solutions for these two (2) possible conflicts.

Satisfactorily determined two (2) conflicts that could possibly arise as a result of asking people to work on days of religious significance. Satisfactorily proposed concrete solutions for these two (2) possible conflicts.

Thoroughly determined two (2) conflicts that could possibly arise as a result of asking people to work on days of religious significance. Thoroughly proposed concrete solutions for these two (2) possible conflicts.

3. Determine whether or not cultural quirks could restrain the foreign manager from expressing his or her ideas readily. Provide a rationale for your response.
Weight: 10%

Did not submit or incompletely determined whether or not cultural quirks could restrain the foreign manager from expressing his or her ideas readily. Did not submit or incompletely provided a rationale for your response.

Partially determined whether or not cultural quirks could restrain the foreign manager from expressing his or her ideas readily. Partially provided a rationale for your response.

Satisfactorily determined whether or not cultural quirks could restrain the foreign manager from expressing his or her ideas readily. Satisfactorily provided a rationale for your response.

Thoroughly determined whether or not cultural quirks could restrain the foreign manager from expressing his or her ideas readily. Thoroughly provided a rationale for your response.

4. Determine two (2) actions that you can take in order to prepare yourself and your friend to become multicultural leaders. Provide two (2) examples to support your response.
Weight: 20%

Did not submit or incompletely determined two (2) actions that you can take in order to prepare yourself and your friend to become multicultural leaders. Did not submit or incompletely provided two (2) examples to support your response.

Partially determined two (2) actions that you can take in order to prepare yourself and your friend to become multicultural leaders. Partially provided two (2) examples to support your response.

Satisfactorily determined two (2) actions that you can take in order to prepare yourself and your friend to become multicultural leaders. Satisfactorily provided two (2) examples to support your response.

Thoroughly determined two (2) actions that you can take in order to prepare yourself and your friend to become multicultural leaders. Thoroughly provided two (2) examples to support your response.

5. Predict two (2) major conflicts that may arise out of nonverbal communication misunderstandings (e.g., words misinterpreted, hand gestures, looks, shoulder shrugs, names of objects, etc.). Suggest two (2) actions that your friend could take in order to diffuse these types of misunderstandings and thus make the workplace more harmonious. Justify your response.
Weight: 20%

Did not submit or incompletely predicted two (2) major conflicts that may arise out of nonverbal communication misunderstandings (e.g., words misinterpreted, hand gestures, looks, shoulder shrugs, names of objects, etc.). Did not submit or incompletely suggested two (2) actions that your friend could take in order to diffuse these types of misunderstandings and thus make the workplace more harmonious. Did not submit or incompletely justified your response.

Partially predicted two (2) major conflicts that may arise out of nonverbal communication misunderstandings (e.g., words misinterpreted, hand gestures, looks, shoulder shrugs, names of objects, etc.).Partially suggested two (2) actions that your friend could take in order to diffuse these types of misunderstandings and thus make the workplace more harmonious. Partially justified your response.

Satisfactorily predicted two (2) major conflicts that may arise out of nonverbal communication misunderstandings (e.g., words misinterpreted, hand gestures, looks, shoulder shrugs, names of objects, etc.).Satisfactorily suggested two (2) actions that your friend could take in order to diffuse these types of misunderstandings and thus make the workplace more harmonious. Satisfactorily justified your response.

Thoroughly predicted two (2) major conflicts that may arise out of nonverbal communication misunderstandings (e.g., words misinterpreted, hand gestures, looks, shoulder shrugs, names of objects, etc.).Thoroughly suggested two (2) actions that your friend could take in order to diffuse these types of misunderstandings and thus make the workplace more harmonious. Thoroughly justified your response.

6. 5 referencesWeight: 5%

No references provided

Does not meet the required number of references; some or all references poor quality choices.

Meets number of required references; all references high quality choices.

Exceeds number of required references; all references high quality choices.

7. Writing Mechanics, Grammar, and FormattingWeight: 5%

Serious and persistent errors in grammar, spelling, punctuation, or formatting.

Partially free of errors in grammar, spelling, punctuation, or formatting.

Mostly free of errors in grammar, spelling, punctuation, or formatting.

Error free or almost error free grammar, spelling, punctuation, or formatting.

8. Appropriate use of APA in-text citations and  reference sectionWeight: 5%

Lack of in-text citations and / or lack of reference section.

In-text citations and references are provided, but they are only partially formatted correctly in APA style.

Most in-text citations and references are provided, and they are generally formatted correctly in APA style.

In-text citations and references are error free or almost error free and consistently formatted correctly in APA style.

9. Information Literacy/Integration of SourcesWeight: 5%

Serious errors in the integration of sources, such as intentional or accidental plagiarism, or failure to use in-text citations.

Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing.
 

Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing.

Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing.

10. Clarity and Coherence of WritingWeight: 5%

Information is confusing to the reader and fails to include reasons and evidence that logically support ideas.

Information is partially clear with minimal reasons and evidence that logically support ideas.

Information is mostly clear and generally supported with reasons and evidence that logically support ideas.
 

Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support ideas.

Business management, negotiations | Management homework help

Need 100% authentic work, no plagiarism. Can use websites for references
Negotiations. 
1. Case titled “BARGAINING PRICE WITH THE CHINESE” (Rob March) page 2
Answer ALL the following questions:
1. “He realized the value of thinking like one’s opponent – seeing things as they do.” Explain what this means and give some examples to illustrate this view.
2. “The Chinese insisted that custom required the visitor—Glazer—to make the first presentation. This he did, even though he was accustomed to allowing his opponents to speak first” What are the advantages and drawbacks of making the first offer? 
3. “Glazer could hardly believe that he had lowered his price twenty per-cent that week”: What does this tell you about Glazer’s ZOPA?
4. What can we ‘assume’ about the way Glazer did his due diligence?  Evaluate the approach.
5. Name three tactics the Chinese used in the second meeting. Evaluate briefly how Glazer dealt with them.
6. “Glazer remembered the tight deadlines he had faced on previous trips to China; now positions had been reversed, with the Chinese facing the pressures and deadlines.”: What does this tell you about Glazer’s preparation strategy for the negotiation?
7. ”For the first time, the Chinese made a counter offer. Auger-Aiso accepted, and agreement was reached” Why do you thing Auger Aiso agreed at this point?
8. “He believed that Auger-Aiso had been awarded the contract because it had been the preferred supplier right from the start” How does this belief relate to understanding the difference between distributive and integrative bargaining?
Supply a brief heading for each answer and use the Define-Exemplify-Reflect pattern wherever possible.
Wordcount: 1200-1800 words
-Cover, Table of Contents, References and Appendix are excluded from the total word count.
• Font: Arial 11 pts. 
• Text alignment: Justified.
• The in-text References and the Bibliography have to be in the Harvard citation style.
It assesses the following learning outcomes:
Outcome 1: Have an in-depth understanding of the keys to successful negotiation
• Outcome 2: Critically appreciate negotiation styles, strategies, and tactics
• Outcome 3: Identify and create alternative negotiation strategies and tactics (own and of the other party)
• Outcome 4: Understand and apply due diligence, briefing and debriefing 
• Outcome 5: Evaluate the difference between distributive and integrative bargaining
CASE STUDY: BARGAINING PRICE WITH THE CHINESE
Overview
K. G. Marwin Inc. developed a particular technology in the 1980s, called the Trilliamp Process, that the Chinese government sought to integrate into an ethylene facility in Lanzhou, the capital of Gansu province. It signed a contract with Marwin, which in 1985 invited inquiries from U.S. and Japanese manufacturers for production of the machinery. Marwin recommended the Japanese company Auger-Aiso as most capable of producing the turbines, while the Chinese invited two U.S. companies—Federal Electric and Pressure Inc., which manufactured through the large Japanese trading company Mitsubo—to compete for the multi-million-dollar contract.
The Scene
To undertake the negotiations with the three prospective suppliers, six Chinese officials and three representatives from the Bank of China were selected. The Auger-Aiso chief negotiator was Todman Glazer, the company’s Japan branch manager from the United States who resided in Tokyo and was assisted by his Japanese colleagues. Glazer remembered the tight deadlines he had faced on previous trips to China; now positions had been reversed, with the Chinese facing the pressures and deadlines. He realized the value of thinking like one’s opponent—seeing things as they do. This was the first potential deal with China in the ethylene market, and Auger-Aiso faced stiff competition from Mitsubo, which had already cornered the Chinese oil-processing market. At the first negotiation meeting in Beijing, the Chinese insisted that custom required the visitor—Glazer—to make the first presentation. This he did, even though he was accustomed to allowing his opponents to speak first. Glazer began by addressing the excellence of Auger-Aiso technology, explaining that the manufacturing would all be done in Japan to ensure product excellence. When the Chinese offered no indication of their position or price, Glazer felt obliged to quote an upper-range price that would allow flexibility. The Chinese still made no comment. In the afternoon, the Chinese heard offers from the combined Mitsubo-Pressure team, then Federal Electric. By the end of the day, Federal Electric had dropped out of the race, accepting that it could not compete.
Revolving Doors, Changing Moods
During the first week of negotiations, a pattern emerged. The Chinese would meet with Glazer and his colleagues in the morning and ask for a price, saying that their competitors had already bid such-and-such a price, which was invariably lower than the last Auger-Aiso bid. They would meet with Mitsubo-Pressure in the afternoon and use the same approach, causing the latter to drop its price. Moreover, each meeting would end with the Chinese saying, “We will call you tomorrow.”
But, because they never called, both prospective vendors became panicky and visited the Chinese office without notice to present an even lower bid. As the Chinese kept the vendors guessing and in the dark, Glazer understood how the Chinese had earned a reputation as master negotiators. At the second meeting, tactics changed and there were different people representing the Chinese side. An antagonist would suddenly burst out in loud Chinese and harangue the Auger-Aiso side for some fifteen minutes, complaining about the quality of the machines they were offering. A protagonist would then intervene and, apologizing for his colleague, would say he had been upset about the current situation.
Glazer regarded these outbursts as no more than arranged role playing, designed to make the protagonist (the good guy) appear more trustworthy to the foreigners. But, Glazer realized, all the participants were play-acting. Then there was yet another change. The Chinese located the Auger-Aiso and Mitsubo-Pressure teams near the meeting room, in adjacent rooms. Mitsubo-Pressure would be called in and asked for its best price. After the team had returned to its room, Auger-Aisowould be called in, told the latest price, and asked if it could beat this. When the prospective vendors could drop their price no lower, they would add something to the package. Auger, for example, added oil gauges for its turbines, effectively a three-percent add-on. Even so, the Chinese still would not commit to placing an order.
When the Price Is Right
Glazer could hardly believe that he had lowered his price twenty per-cent that week; to do so would have been out of the question in the United States. On the final day, Auger-Aiso made another offer—and, for the first time, the Chinese made a counter offer. Auger-Aiso accepted, and agreement was reached. A few hours later, Mitsubo-Pres-sure came back with an even lower price, but the deal had already been struck. Glazer spoke later about how difficult it was to compete with Japanese trading companies, explaining that U.S. companies had so many factors to bear in mind, including insurance and a variety of liabilities. Meanwhile, Japanese trading companies, which had vastly different legal parameters [within which] to operate within, could more easily focus on getting contracts and closing deals. He believed that Auger-Aiso had been awarded the contract because it had been the preferred supplier right from the start.

HSCO 508 Why Dont We Listen Better James Petersen Discussion

Must include citations and sources from these books, WHICH YOU MUST OWN I WILL NOT BE PROVIDING A COPY, YOU MUST OWN THESE BOOKS! Here are the books:Why don’t we listen better- James PetersenHelping Skills For Human Service Workers Francis and WeikelI need discussion post replies for my discussion post I will be providing my initual post and then three post I need replies to.EmpathyAfter reading chapter 3, I got to understand the meaning of and importance of empathy, warmth, as well as genuineness in establishing a therapeutic alliance with clients in the human service field (Stewarts , Zediker and Witteborn, 2014).Communication is described as the continuous, collaborative process of verbal as well as nonverbal denotation making. I learned that no one person could completely control a communication incident. Also, no single person can be answerable for a communication consequence. I learned about how choices, cultures, as well as identities, figure in all communicating, and how many ordinary communication occasions, as well as conversations, are the most persuasive (Stewarts, Zediker and Witteborn, 2014). I also learned the critical skill of “nesting,” which helps one to deal with difficulties associated with the communication.The book covers all the crucial subparts of interpersonal communication without being a dry “survey of the literature.” I learned how communication and interpersonal communication are related; how identities are co-constructed; the ins and outs of verbal and nonverbal codes; perceiving and listening; expressing and disclosing; communicating with family and friends; communicating with intimate partners; coping with communication problems like deception, defensiveness, power, and verbal aggression; conflict management; bridging cultural differences; and promoting dialogue (Stewarts, Zediker and Witteborn, 2014).Here are some of the main points that the readings make: communication affects the quality of one’s life is that personal relationships affect one’s physical health. Social media promotes or destroys interpersonal contact, depending on how one uses it. Identities are built in the ways we listen to as well as talk with each other. The most effective listening is mindful, empathic, and dialogic. You can build relationships by carefully being open with and to other people. It’s crucial to separate messages from meta-messages in family talk. There are several specific ways to communicate intimacy, affection, and social support (Stewarts, Zediker and Witteborn, 2014). One can learn how to cope with hurtful words and how to reduce defensiveness. There are ways to handle the break-up of relationships gracefully and with minimal hurt. There are several specific ways to build relationships with people culturally different from you. Dialogue can help turn enemies into friends. In my opinion the chapter was very educative.ReferencesFrance, K., Weikel, K. (2014). Helping skills for human service workers building relationships and encouraging productive change (3rd ed.). Springfield, IL: Charles C Thomas, Publisher.Discussion Post I need replies to:1st Post: Julie KearnsCreate Connections for TransformationEmpathy, warmth, and genuineness combine to create one important key to assisting those who seek the help of human service professionals: connection. Connection with another individual builds a bond of trust that allows for openness in expressing information and feelings within a counseling relationship. This is not a friendship, it is a professional relationship that permits the human services professional to act as a guide, not as an instructor or drill sergeant or boss. I think this is an important distinction.France and Weikel (2014) cite Gabel’s 2013 work on transformational leadership. I would extend a bit more to include Mezirow’s (1991) transformative learning theory. Mezirow (1991) postulated that learning occurs as a result of a crisis in one’s life. In dealing with behaviors, he stated, “Behavior based on mindlessness is rigid and rule governed, while that based on mindfulness is rule guided” (Mezirow, 1991, p. 114). Being in the moment, mindful of how we listen to others, the concept is applied both to the counselor and can be applied to assist the client in breaking long-held rigid and potentially erroneous or detrimental beliefs.France and Weikel (2014) emphasize empathy, warmth, and genuineness create an alliance. This alliance creates a cooperative atmosphere in which the human services counselor and the client work together. Stewart, Zediker, and Witteborn (2012), explain that the skill of “encouraging” further assists in drawing out information from another person; therefore, it is important to have the skills of empathy, warmth, and genuineness (France Weikel, 2014) combined with the encouragement to create a strong connection of trust.The above referenced work of Mezirow (1991) is also significant in our current study as in that particular section of his book deals with meaning-making through reflection. I have a strong background in adult education, and some of the information we are learning is starting to merge with many of the adult learning theories I have studied, transformative learning theory in particular (Mezirow, 1991).ReferencesFrance, K. Weikel, K. (2014). Helping skills for human service workers: Building relationships and encouraging productive change (3rd ed.). Springfield, IL: Charles C. Thomas Publisher Inc.Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.Stewart, J., Zediker, K.E., Witteborn, S. (2012). Empathetic and dialogic listening. In J. Stewart (Ed.), Bridges not walls: A book about interpersonal communication (11th ed.) (pp. 192-207). New York, NY: McGraw Hill2nd Post:Jason PetersonEmpathy is important because it allows you to step into the other person shoes to understand how they are feeling and communicate your understanding back to them. In the human services field it is our job to help and make the client feel at ease. Building a bond is most important so that the client trusts you and will eventually show improvement. Nonverbal cues connect with verbal ones (Stewart, Duck McMahan, 2012). Nonverbal cues can be used to express empathy such as letting the client talk and engaging them with your eyes. Nodding your head when they are speaking and when it is time to respond, reflect back in a caring way to them what you heard them say. Your attitude and feelings toward the other person are also communicated nonverbally (Stewart, Duck McMahan, 2012). This can be displayed by silence, tone of voice and averting your eyes.When dealing with my subordinates I make sure to give them my full attention. Since they are so much younger I do my best not to lose them when they are telling me personal and important things. I look them in the eyes, I nod and I always reflect back in a caring way. Even though sometimes I may not agree with their thoughts, I never let them know my stance. Although I’m older I always put myself in their shoes and try to understand their thought process.Reference:Stewart, J. R., Duck, S., McMahan, D. (2012). Bridges not walls: A book about interpersonal communication. New York, NY: McGraw-Hill.Brandi SmithDB4 – Empathy, Warmth, and GenuinenessAfter completing the reading this week, it gave me some insight on areas that I can learn to communicate better in regards to warmth. Being warm does not prevent you from encouraging clients to consider the consequences of their behavior, although warmth does suggest that you refrain from offering judgmental comments conveying your own opinions of issues being discussed (France and Weikel, 2014). In having warmth I think that it is important for people to not only know the person they are communicating with but also know the type of responses they should be giving. Also, with warmth, the person that is listening is using dialogic listening. Dialogic listening helps the people in the conversation build meaning together (Stewart, Witteborn and Zediker, 2012). Warmth and dialogic listening can serve as an aid in acknowledging the speaker’s feelings and being able to move past how the listener is feeling at that present moment. This is a learning tool for me as I sometimes provide my own thoughts and opinions on what the speaker is saying rather than listening to the message they are trying to convey. Sometimes you may find yourself ready to make a judgmental statement that do not arise from a need to preserve life (France and Weikel, 2014). Practicing warmth in my everyday listening can provide a drastic change to how I communicate with others. I also believe that providing more warmth will also assist with how others may see me as flexible and confusing according to my DISC. In fostering relationships with others I do not believe it is possible to carry out a healthy relationship without genuiness, empathy, and warmth.France, K. Weikel, K. (2014). Helping skills for human service workers: Building relationships and encouraging productive change (3rd ed.). Springfield, IL: Charles C. Thomas Publisher Inc.Stewart, J. (2012). Bridges not walls: A book about interpersonal communication (11th ed.). New York, NY: McGraw-Hill Education.