All instructions are specified in the attached document. Please refer to the Canadian Laws. Your best resource for this case would be the book “Employment Law for Business and Human Resources Professionals” the 2nd edition by Gail McKay, Barry Gaetz, Kathryn J. Filsinger, Terrence Harris, & Kelly Williams- Whitt.
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[order_calculator]Assignment Motivation One of the important aspects of the business world is that people use graphs and data to illustrate what is going on. The business world is quantitative and it is important to realize how businesses use numbers. However, one number by itself is not helpful to give insight. It takes at least two numbers to provide insight on something. There are some basic strategies that people use to put numbers in to context. • See how a number changes over time • Compare numbers from two or more companies • Compute a number in different ways: total sales and total sales/per employee. This assignment is to have you look at the WSJ and find instances of where this is done in articles. Page 1 of 2 Assignment For this assignment, you are to find a total of four graphs and/or tables from the WSJ online that show or illustrate the concept describe in the motivation. Use a screen capture tool to clip a graph or table and put them in a Word document (or equivalent). You must find four different examples from four different articles. Provide a description of how two numbers are being used. That is, explain in your own words, how two numbers are used and not just one. You must also provide the citation for the article. This means you need to have the title of the article, the date, and author. Use WSJ articles only, do not use Blog posts or WSJ videos.
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[order_calculator]Develop interest in the topic or issue. (Demonstrate why the content the theory deals with is important and relevant to people�s lives. Use an example, scenario, question, etc. that will make a reader want to know more. Look at speeches, newspaper and magazine articles to see how they capture attention and arouse interest.) Preview what you�ll do in the paper.
Description of Theory 20%
Name, define, and describe every major construct or variable. (Be sure to look at your Lecture Notes.) Provide examples as needed. Describe how the variables relate to one another; show how the theory works. If the theory contains major theoretic propositions, state them. Provide examples as needed.
You should provide at least one research finding, concept, or element of content about the theory that you have obtained through your research, which is not contained in either the text or class lecture notes.
Perspective
Identify the perspective (Mechanistic, Psychological, Systems) Justify your judgment. Identify major features of the perspective. Describe how these features of the perspective are demonstrated in specific aspects of the theory.
Evaluation
Identify and briefly define the criteria you will use to evaluate the theory. (Use the criteria described in Chapter 1 of the Lecture Notes.)Evaluate how strong or weak the theory is on each of the criteria you are using. Use evidence, logical reasoning and examples where appropriate to support your judgments.
Practical Application 20%
The purpose of this section is for you to demonstrate how variables and processes from the theory can be used to explain the communication scenario. You should explain as much of the episode as is possible using constructs from the theory. Use the following three steps: [repeat steps for each scenario]
Select a behavior from the scenario that you will explain. [2-3 scenario]
Identify a variable and/or process from the theory that can explain the behavior you�ve identified. Describe in detail how the variable or process you�ve identified can explain the behavior you described.
(Use the same three steps above to explain as many behaviors of the scenario as you can.)
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[order_calculator]So there are three articles corresponding to three questions and will be uploaded(those are the only resource we can use). basically just read the articles, understand it, then summarize it to answer the questions following. But I do need a philosophy major writter who is familier with logic otherwise this essay is gonna be hard to accomplish. here are the requirements: Discuss the knowability paradox, covering the following points: i) what is
Dummett’s resolution of the paradox and what role does intuitionistic logic play in
it? ii) what are the defects of this solution according to Percival? iii) how do
DeVidi and Solomon counter Percival’s criticism?
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[order_calculator]In 2008, London’s Heathrow Airport, the world’s busiest international airport, officially opened Terminal 5, (T5) (heathrowairport.com). The new terminal was designed to increase the airports capacity from 67 million passengers a year to 95 million passengers a year. (California Management Review, 2009).
Key stakeholders in megaprojects like the London Heathrow Airport project may determine if a project is a success or failure for various reasons including yet not limited to cost, scope, and risk management.
Whilst it is clear that there are many facets that can be studied with this particular case, this week, your assignment will focus on the following:
• Part 1: Critical analysis of the Heathrow Terminal 5 project (500 words).
• Part 2: Assessment of the project manager’s role in the Heathrow Terminal 5 project and Denver Airport project (250 words).
Note: You will use one submission link to submit Part 1 and Part 2. Combine Part 1 and Part 2 into one document prior to submitting.
You should use information from the textbook, journal articles, and other sources to support and properly cite your assignment.
Part 1: Critical analysis of the Heathrow Airport Terminal 5 project (500 words)
Include the following:
• Provide a critical analysis of the Heathrow Airport Terminal 5 project.
• Using the readings, research, and your experience provide an analysis of the key challenges of the project during the initial stage of the project, the midpoint of the project, and at the end of the project?
• The authors propose that there are two factors that are very important to the success of a megaproject—collaboration among various groups and system integration. Why would they suggest that these two factors are very important to the success of a megaproject? What were some of the systems that had to be integrated? Note that they say these had to be jointly optimized. Why is this true?
• One of the recommendations made by the authors is that we must abandon the idea that all projects are unique. Why did they make this recommendation? Do you agree with it?
Part 2: Assessment of the project manager’s role in the Heathrow Airport Terminal 5 project and the Denver Airport project (250 words)
After reading the article by Davies, Gann, and Douglas (2009) about the Heathrow Airport Terminal 5 project, find an article in the library that details what happened in the Denver Airport Project and compare it with the Heathrow Terminal 5 (T5) project. Include the following information in your comparison:
• Looking at the key challenges related to the projects, what are the key differences between the two projects? Take into consideration the resources, the people, and the processes.
• If you were the project manager, how would you have handled these challenges? Include why you would choose this approach and what supports this approach.
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[order_calculator]Discuss whether the following Code of Conduct is suitable for Computer Forensic professionals.
In particular, evaluate whether each point of the Code is necessary and whether the Code overall is sufficient and consistent
Task 2 (c1200 words)
For each of the Code’s six points briefly discuss its implications under the Kantian and Utilitarian ethical frameworks discussed in the module.
Hence determine whether the Code is overall Kantian or Utilitarian or neither.
The Code of Conduct
1. I will observe and honor any other code of conduct for the organizations of which I am a member of I am employed by.
2. I will keep my technical skills current.
3. I will not reveal facts, data or information without the prior consent of my client or employer.
4. I will perform services only in my areas of competence.
5. I will always acknowledge my errors and will not distort or alter the facts.
6. I am to be committed to the integrity of my profession, and will avoid situations in business or personal life where I might contribute to the wrongdoing of others or find myself viewed as a contributor to wrongdoing.
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[order_calculator]In the lead essay of “How Words Matter” for the spring 2009 issue of American Art, art historian Sarah Burns describes the importance of words to Art History. Fourteen short essays follow Burns’s introduction, each focusing on a specific word and each written by an art historian noted for their “distinguished scholarship in American art” who were asked “to muse on single words . . . that created or constructed their intellectual, historical, and methodological domains” (p. 4).
Although you are not yet, or may never intend to be, a distinguished scholar of American art, what one word would you choose to describe your “intellectual, historical, and methodological domains?” In other words, what word has shaped your university experience to date? What describes your intellectual interests, your personal history and/or your research abilities? Are you an artist? a scientist? do you write well or make the internet sing with your search skills?
Select one significant word, write a short essay modeled on those in “How Words Matter”, and relate your word and university experience to the work of one of the artists we studied in this course.
Steps to the assignment:
1) Read the collection of essays in “How Words Matter”
2) Think about your own university/scholarly experiences and select your one word (polite-company words only, please!). [Do not use any of the topic words written about in the collection of essays—come up with a unique word of your own.]
3) Select a particular work of art or the work of a particular artist we studied in this course and connect the work(s) to your word and your experiences. You can use any image from the text or of an artist we studied or covered in class. Important: Include in your essay at least one illustration of a work by the artist you selected.
4) Write your own commentary essay on: a) why you selected your word; b) how it connects to your university/scholarly experiences (as explained in paragraph 2 above); and
c) how the word and your experiences connect to the work(s) of the artist you selected. You may use the word “I” in your prose as this is a personal response paper.
Requirements:
This is not meant to be a research paper. It is a response-piece. No further research is needed. However, if you do additional research to fully understand the artist/work(s) you have selected to connect to your word and your experience, fully reference those sources.
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[order_calculator]As you learned in NR302, before any nursing plan of care or intervention can be implemented or evaluated, the nurse conducts an assessment, collecting subjective and objective data from an individual. The data collected are used to determine areas of need or problems to be addressed by the nursing care plan. This assignment will focus on collecting both subjective and objective data, synthesizing the data, and identifying health and wellness priorities for the person. The purpose of the assignment is twofold.
• To recognize the interrelationships of subjective data (physiological, psychosocial, cultural and spiritual values, and developmental) and objective data (physical examination findings) in planning and implementing nursing care
• To reflect on the interactive process that takes place between the nurse and an individual while conducting a health assessment and a physical examination.
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[order_calculator]Today, a jar of instant coffee can be found in many homes and increasingly consumers are trying out different types of
coffee, such as cappuccino, espresso, mocha and latte. The expanding consumer demand for product choice, quality and value
has led to an increase in the coffees being made available to a discerning public. ‘value’ is the way in which the consumer
views an organisation’s product in comparison with competitive offerings. So how does coffee get from growing on a tree
perhaps 1,000m up a mountainside in Africa, Asia, Central or South America, to a cup of Nescafe in your home, and in
millions of homes throughout the world?
This case study explains why Nestlé needs a first class supply chain, with high quality linkages from where the coffee is
grown in the field, to the way in which it reaches the consumer.
The Supply Chain
The supply chain is the sequence of activities and processes required to bring a product from its raw state to the finished
goods sold to the consumer. For coffee, the chain is often complex, and varies in different countries but typically
includes:
• growers – usually working on a very small plot of land of just one or two hectares. Many do some primary processing
(drying or hulling) themselves
• intermediaries – intermediaries may be involved in many aspects of the supply chain. They may buy coffee at any stage
between coffee cherries and green beans, they may do some of the primary processing, or they may collect together
sufficient quantities of coffee from many individual farmers to transport or sell to a processor, another intermediary, or
to a dealer. There may be as many as five intermediary links in the chain
• processors – individual farmers who have the equipment to process coffee, or a separate processor, or a farmers, co-
operative that pools resources to buy the equipment
• government agencies – in some countries the government controls the coffee trade, perhaps by buying the coffee from
processors at a fixed price and selling it in auctions for export
• exporters – they buy from co-operatives or auctions and then sell to dealers. Their expert know-ledge of the local area
and producers generally enables them to guarantee the quality of the shipment
• dealers/brokers – supply the coffee beans to the roasters in the right quantities, at the right time, at a price
acceptable to buyer and seller
• roasters – people like Nestlé whose expertise is to turn the green coffee beans into products people enjoy drinking. The
company also adds value to the product through marketing, branding and packaging activities
• retailers – sellers of coffee products which range from large supermarkets, to hotel and catering organisations, to small
independent retailers.
A supply chain is only as strong as its links. Different relationships exist between organisations involved in the separate
stages of the chain – whether it is in the structuring of product distribution, arrangements for payment and arrangements
for handling, or in storing the product. At the heart of these relationships is the way in which people treat each other.
Long-term business relationships need to be based on honesty and fairness – parties to a trading agreement need to feel
that they are getting a fair deal.
Growing and processing coffee
Coffee grows best in a warm, humid climate with a relatively stable temperature of about 27°C all year round. The world’s
coffee plantations are therefore found in the so-called coffee-belt that straddles the equator between the tropics of
Cancer and Capricorn.
Processing
Coffee from the tree goes through a series of processes to end up with the saleable product – the green coffee bean.
1. Picking – Coffee is picked by hand. Coffee cherries are bright red when they are ripe, but unfortunately the cherries do
not all ripen at the same time. Picking just the red cherries at harvest time produces better quality coffee, but it is
more labour intensive as each tree must be visited several times during the harvest season. Many farmers therefore strip
the tree of both ripe and unripe cherries in one pick.
2. Drying and hulling – The cherries each contain two beans which have to be separated from the surrounding layers – the
skin, the pulp and ‘parchment’ – by hulling. The beans also have to be dried, usually in the sun but sometimes by using
mechanical dryers.
3. Sorting, grading and packing – Beans are sorted by hand, sieves and machines to remove stones and other foreign matter,
to remove damaged or broken beans, and to sort beans into different qualities or ‘grades’. Coffee is packed into sacks,
usually of 60kg.
4. Bulking – Roasters, like Nestlé, will need to buy large quantities of coffee of a particular grade, so exporters in the
country of origin will bulk together numerous small batches of coffee to make up the necessary amount of the required
grade.
5. Blending – At the roasters, experts with fine palates and much experience decide which blend of coffees from various
origins to use to make the coffee products to meet the taste of their consumers.
6. Roasting – On leaving the plantation, the coffee is pale green – hence the name ‘green coffee’ for the traded product.
Only when it is roasted does it turn brown taking on its characteristic aroma and flavour. It is the roasted beans which
are used to make the coffee product.
Price – Balancing Supply And Demand
Coffee prices are determined day-to-day on the world commodity markets in London and New York and with so many
intermediaries standing between the producer and the consumer, how can we ensure that coffee growers receive a fair reward
for their labours? Is the answer – as some believe – for coffee manufacturers to cut out the intermediaries, buy their
coffee direct from farmers and guarantee a minimum price? The price of coffee is determined by the relationship between the
amount of coffee available to be sold (supply) and the amount which people want to buy (demand). If there is more coffee
available than people want to buy at current prices, the price will fall. The market thus ultimately determines the price
that the farmer receives.
There are circumstances in which farmers can receive more than the market price, for example:
• if the quality of their coffee is high
• if they undertake some or all of the processing stages which someone else would otherwise be paid to do
• if they can sell direct to a manufacturer rather than to intermediaries.
Farmers can also reduce their costs if they are able to share processing and transportation facilities with other
farmers.Coffee farmers may sell their coffee in a number of ways
• they can sell to the next link in the traditional supply chain – the collector or processor
• they may sell to government agencies in countries where the coffee trade is government controlled, although this is
becoming less common
• or, they might sell direct to a manufacturer like nestlé.
However, farmers usually cannot choose the method by which they sell their coffee. Selling directly to manufacturers is
attractive as farmers potentially receive above the market price. However, it would be impossible for all the world’s
coffee to be bought directly by manufacturers from individual farmers a few bags at a time. Although direct purchasing is
attractive, it is only one of a number of methods of trading, all of which have their merits and none of which is
necessarily fairer than the others. Ultimately it is the market price which determines how much farmers receive.
Nestlé’s Trading Methods
Nestlé is a pioneer in purchasing coffee direct from growers. A growing percentage of the company’s coffee is bought direct
from the producer and it is now one of the world’s largest direct purchasers. In countries where this is not possible
Nestlé operates in a way that takes it as close to the growers as possible.
Buying Direct
In coffee-growing countries where Nestlé also manufactures for export or local consumption, it has a policy of buying
coffee direct from the farmers. The company offers a fair price to the farmers, and so ensures regular supplies of
guaranteed quality for its own factories. Higher quality commands a higher price – a premium that Nestlé is happy to pay,
since good quality raw materials are essential to its business. In countries where direct buying takes place, there is a
widely advertised Nestlé price, and a minimum base price. By providing a reference level for growers, other traders are
forced to keep their offer prices competitive.
Nestlé began its direct buying policy in 1986 and the amounts involved have steadily increased. In 1998, around 15 per cent
of its green coffee purchases were bought directly. As an example, in the Philippines, farmers bring their produce to
Nestlé’s buying centres situated in the coffee growing regions. Quality is analysed while they wait and growers are paid on
the spot. In 1998, direct purchases accounted for over 90 per cent of the green coffee destined for its two instant coffee
factories in the country.
Buying From Dealers
In countries like the UK it is simply impossible for companies like Nestlé to buy from the hundreds of thousands of farmers
who ultimately supply the company, and so the coffee is bought from dealers using the international market. However, Nestlé
visits and gets to know as many people as possible in the supply chain. The company oversees the relationship between the
dealer and exporter and often invites shippers to the UK to train alongside its own quality assurance staff. Nestlé agrees
procedures on everything from pest control to methods of packing to ensure everyone is working towards the highest
standards of quality.
Creating wonderful cups of coffee is not only Nestlé’s business, it is the business of everyone involved in the supply
chain. It is in everyone’s interest – the farmers’ and Nestlé’s – that farmers receive a fair income from their coffee.
This ensures that they will continue to grow coffee, and to invest in increasing their yield and quality, and this in turn
guarantees the supply of quality coffee which companies like Nestlé require.
Case study adopted from www.businesscasestudies.co.uk
Answer the following three questions:
Question 1 (30 marks, 400 words)
What is ‘fair trade’? How does fair trade benefit consumers? How does it benefit organizations?
Question 2 (30 marks, 400 words)
Explain why intermediaries in the process of distribution of products, help to both lower and increase the final price of
goods. Support your answer with examples.
Question 3 (40 marks, 500 words)
Consider a company that you have previously worked for or a public FMCG company. Describe the various stages in the supply
chain and the different flows (product, information, money) involved.
General instructions for students:
Cut-off date: November 28th, 2014
TMA weight: 20% of total course grade.
Course material: Chapter 6 (Operations Management, Slack) and Chapter 11 (Dibb & Simkin) are relevant course material to
this TMA.
Plagiarism: It’s imperative that you write your answer using your own words. Plagiarism will be penalized depending on its
severity and according to AOU plagiarism policy.
Format: you are expected to write your answer in an essay format: introduction, body paragraph(s) and a conclusion. Failing
to do so could result in the deduction of up to 4 marks from your total TMA mark.
Word count: your answers are expected to be within the specified word count. A 10% deviation from word count limit is
acceptable. Not adhering to specified word count could result in the deduction of up to 4 marks of your total TMA mark.
Referencing: You are expected to use the Harvard referencing style for in-text referencing and list of reference at the
end. Failing to do so could result in the deduction of up to 4 marks of your total TMA mark.
E-library: You are expected to use E-library sources to support your answers. A minimum of 3 sources is required. Failing
to do so could result in the deduction of up to 4 marks of your total TMA mark.
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[order_calculator]Influence of My Street Photography in my Modern Photography Process and Style
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