The workers at a “big box” department store have been discontented for some time, Issues include denying any overtime despite fairly low salaries, not enough employees so that workers seldom get breaks

(1) The workers at a “big box” department store have been discontented for some time, Issues include denying any overtime despite fairly low salaries, not enough employees so that workers seldom get breaks, and abusive supervisors in some departments. Seven of the workers get together after work to discuss the idea of contacting the United Food and Commercial Workers (UFCW) union, to explore unionization.

The next day in the afternoon, a corporate jet from company headquarters elsewhere in the country flies into the local airport. Local management for the store is relieved of its duty and the individuals from the headquarters take over. All workers are forced (on company time) to view anti-union videos depicting union supporters as thugs and Communists; union staff persons are depicted as vultures just trying to take the workers’ money in dues.

The seven workers, as well as about 25 others who work near them, are called into the manager’s office and asked if they have anything in particular on their minds about working at the store. They are told in no uncertain terms that this company does not tolerate unions. A couple of them are told that they have potential for advancement in the company to managerial ranks, coupled with the observation that “Of course, when a company has a union, it’s not allowed to notice the hard work of the best employees and reward them accordingly.” One of the seven, who has had a spotty attendance record, is told that if he is tardy for work one more time, he will be dismissed.
Do you see any possible grounds for ULP charges here? What might they be? I have not given much detail about the particular workers, or about what else the new “managers” may have said. What additional facts about either would make you say “yes” or “no” in answer to the question?

(2) John has just become the leader or “ringleader” in a union organizing drive at a medium sized janitorial firm. In the past, John has been at best a mediocre worker – in the past 3 years he has been written up four times for inadequate performance. Two weeks after the organizing drive becomes public with John playing a prominent vocal role, the company tells him he is being let go, because the company is now upgrading the quality of its service, and as the manager puts it, “Halfway workers just aren’t good enough for us anymore. We’re now going to have only top notch workers who provide the best janitorial services in the city.”
Discuss the “dual motives” issue in Section 8(a)(3) discrimination ULPs, and whether you think John and the union have a chance at sustaining a ULP charge over his dismissal. Be sure to explain why you take the position you do: what is your reasoning?

(3) A bitter union organizing drive has been going on at the XYZ production company for a few months. The company is fighting the union tooth-and-nail. One of the workers (who would be represented by the union if it was successful) has been vocally and sarcastically opposing the union effort, calling his fellow workers who support the union a bunch of “little sissy pantywaists” who have to “hide behind the skirt of a union boss” rather than take responsibility for their own work lives.
One night this worker’s home gets two windows broken by thrown rocks. A message attached to one of the rocks has written on it, “Scab! SOB shithead!” The next day at work this worker charges straight at the person leading the union organizing drive (who he thinks is behind it despite having no real evidence that this is so) and punches him in the mouth, accusing him of being responsible. The company takes no disciplinary action against him, telling him to calm down and get back to work.
Please answer question ONE by ONE and use as reference Understandign Labor Law

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Perform a critical analysis of two organizations and their application of business ethics

In the Module 4 Case, you will perform a critical analysis of two organizations and their application of business ethics.

Note: You may complete the Module 4 Case and SLP in any order you prefer.

Required Reading
Download the Anglo-American and Primark case studies using the following links:

https://www.thetimes100.co.uk/new-downloads-pop.php?getFile=YW5nbG9fYW1lcmljYW4vYW5nbG9fYW1lcmljYW5fMTNfZnVsbC5wZGY=

https://www.thetimes100.co.uk/new-downloads-pop.php?getFile=cHJpbWFyay9wcmltYXJrXzE1X2Z1bGwucGRm

Scan the following article by Svennson & Woods:

Svensson, G., & Wood, G. (2008). A model of business ethics. Journal Of Business Ethics, 77(3), 303-322. Accessed on November 19, 2012 from EBSCO.

Assignment
In a well-written 5-7 page critical essay, respond to the following, using Anglo-American and Primark as examples:

Using the Svennson and Wood business ethics model, assess the ethics of the business practices of Anglo-American and Primark, discussing the costs and the benefits to organizations that act ethically.

Keys to the Assignment
•Describe what is meant by ethical business behavior;
•Describe how these two companies – Anglo-American and Primark – apply ethics in practice;
•Discuss the costs and benefits to an organization when that organization behaves ethically; and
•Choose one component of Svennson & Woods’ model (found in the journal article “A Model of Business Ethics”), and discuss how your chosen component is relevant for Anglo-American and/or Primark. For example, you might choose “external stakeholder relationships” (page 314), and discuss how Anglo-American benefits from its positive stakeholder relationships (see page 4 of the Anglo-American case study).
•Perform some additional research in the TUI Library, and use at least three or four additional sources to support your analysis. Be sure that you have properly cited all sources using APA style.
Assignment Expectations
Your paper will be evaluated using the following five (5) criteria:

•Assignment-Driven Criteria (Precision and Breadth): Does the paper fully address all Keys to the Assignment? Are the concepts behind the Keys to the Assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?
•Critical Thinking (Critical Thinking and Depth): Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?
•Business Writing (Clarity and Organization): Is the paper well written (clear, developed logically, and well organized)? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included in all papers? Are paraphrasing and synthesis of concepts the primary means of responding to the Keys to the Assignment, or is justification/support instead conveyed through excessive use of direct quotations?
•Effective Use of Information (Information Literacy and References): Does the paper demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality (library?) sources? Do additional sources used in paper provide strong support for conclusions drawn, and do they help in shaping the overall paper?
•Citing Sources: Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper end references and in-text citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all end references been included within the body of the paper as in-text citations?
Tips and Suggestions
1.Please perform a critical analysis of the Anglo-American and Primark companies – and their business ethics practices. Your paper will be graded on the rigor of your analysis.
2.Remember to follow the Well-Written Paper guidelines.

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What is Thomas Nagel’s account of sexual perversion: Provide two criticisms of Nagel’s account

What is Thomas Nagel’s account of sexual perversion? Provide two criticisms of Nagel’s account. One may be from Solomon, but one must be original.

To answer this question you must first explain Nagel’s account of sexual desire (250 words).
Then explain how Nagel determines if something is a sexual perversion. Give examples of sexual activities that are and are not perversions according to the theory and explain why in each case (250 words).

Ask yourself: Is this a successful account of sexual perversion? Then formulate your criticisms and consider how someone might respond to them (up to 250 words).

The suggested numbers of words are guidelines to show roughly how much space to give to each section. 750 is the maximum number of words, so if you write less, each section may be shorter.

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Case study: How well is Intermountain Health Care performing?

You will have to write a 1 to 2 page paper answering the questions presented to you on the syllabus for each case study (see below). You will find a copy of the case studies on Blackboard.

Your paper should be clear, concise and complete. Please adhere to APA guidelines and cover sheet. Points will be deducted if proper APA is not used, including the cover sheet. The paper should address the assigned questions in the outline below. You are encouraged to offer additional insights.

Please answer every question ONE by ONE
Case 2: Intermountain Health Care
• How well is Intermountain Health Care performing?
• What is Intermountain’s approach to the management of health care delivery?
• Why does Intermountain do it this way?
• Why don’t all health care delivery organizations do this?
USE as reference book MANAGING HEALTH ORGANIZATION FOR QUALIYT AND PERFORMANCE.

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Comparative Social Movements

Write a paragraph to page-long statement that introduces your research topic, poses your core question or questions and briefly outlines how you plan to proceed in terms of the types of sources you are considering and where you think you can find them.

Guidelines:

Topic Introduction:
The purpose of an introduction is to quickly familiarize the reader with your topic. What is it that you are going to discuss and/or research? A good way of doing this is to briefly explain what you know about the topic and why you think it is interesting and worthy of further investigation.

Research Question:
When searching for a question, or a way to state it, ask yourself: What do you think about existing interpretations of, or debates (that you know of) concerning your topic? In particular, what about prevailing understandings or interpretations of your topic seem unclear, or unsettled to you? (And, as this example illustrates, it is ok to ask more than one question. Just make sure they relate to each other, and to your central topic.)

Asking a question about the topic does two things: 1) it helps you organize your paper (and thoughts), and 2) it offers you a means of jumping into an existing debate or discussion and contributing some new idea or insight. A reader wants to know what topic or issues you plan to address, as well as what new ideas you hope to contribute to the existing discussion.

Research Outline:
I want you to start thinking about how you plan to proceed with your research. When answering this part of the assignment, think about what literature (academic articles, government or NGO reports, for example) or general sources (newspapers, broadcast news, news magazines, or books) you intend to use. Also, explain how you plan to conduct your research by either outlining a preliminary research design or describing where you think you can locate your sources (specific databases, indexes, government or NGO offices, for example).

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Statistics of securing a scholarships for high schoolers

Using any or all of the 3 article databases in the APUS Online Library (Proquest, EBSCO, and/or the LexisNexis) research the topic you have chosen in Week 2, and write an essay in which you inform the reader about the topic. Do not, however, write the essay in the first person. Instead, write in the third person—i.e., “Astronomy is an innately interesting field of study,” not “I am extremely interested in astronomy.”

We generally use third person exclusively in academic or scholarly writing, unless we are specifically directed to use first person. Last week, your narrative was written in first person, since it was about your own life. This week, you will need to be aware of what person you are in, and take out first and second person. Here is an example:

I love my country because it represents liberty and justice. This is first person. You do not want to write this in academic writing unless you are directed to write in first person.

You love your country because it represents liberty and justice. This is second person. You do not want to write this in academic writing unless you are allowed to use second person.

Americans love their country because it represents liberty and justice. This is third person. This is the preferred voice for academic writing.

Third person lends authority to your writing. Look at the difference between these two sentences:

I believe Hemingway brought a powerful masculine voice to American literature.
Hemingway brought a powerful masculine voice to American literature.

The second sentence sounds more authoritative, doesn’t it?

For Essay 2, you will need to integrate a minimum of 2 sources from any or all of the three article databases. Remember that an informative essay does not include the writer’s feelings or opinions, but simply informs the reader about the topic. Make sure you refer to your Essay 2 checklist before and after you have written your draft. All essays should be in MLA format and contain the essay checklist. Your essay should be between 500-750 words.

See Week 3 Assignment Materials for a sample essay that may be used as a template.

In your essay feedback it may be recommended that you use the tutoring services available through the library portal. Students who have utilized this resource have significantly improved their writing and raised their grades. You can find more about tutoring from the APUS Online Library homepage.

Essay 2: Writer’s Checklist for Informational Essay

1.Does my introduction clearly state my thesis and give the reader an indication of the direction my essay will take?
2.Are my topic sentences and body paragraphs clear and well developed?
3.Have I fully supported my thesis with ample supporting details and examples?
4.Have I used a sufficient number and variety of sources in my paper?
5.Are all of my sources properly cited in the body of my paper according to MLA format?
6.Does my conclusion effectively summarize my main points and restate my thesis in different words?
7.Have I carefully proofread and revised my paper for sentence variety, word choice, grammar, and punctuation?
8.Does my Works Cited page include only the sources cited in the text? Is it correctly formatted?
9.Have I used the correct margins, line spacing, and other format issues required by the MLA sample essay and the sample provided by my instructor?
DISCLAIMER: Originality of attachments will be verified by Turnitin. Both you and your instructor will receive the results.

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ndividual Analysis of Group Dynamics

Using their understanding of group dynamics and processes as well as their observations, students will complete an analysis of the group in which they participated to develop the presentation activity above. This will include an assessment of the group’s dynamics, and a consideration of the communication patterns in their group, with reference to the literature.
This is NOT to be an appraisal of the presentation itself, but rather is an analysis of the group dynamics during the development of the presentation.
Students should develop this assessment at the same time as the development of the presentation – i.e. concurrent with the group’s development.
This part of the assessment is individual – students must develop and submit their papers individually.
Marking criteria are available in the attachment above.

Additional information:
All papers should include a introduction and conclusion. Given the length of the assignment these would have to be brief.
You may use headings & sub-headings. However, you do not have to use headings and sub-headings, particularly if you have a clearly defined structure.
The number of references you use is up to you. The important point is that they have to be appropriately used; you need enough to support your points. Generally, fewer than 5 sources will probably not provide enough information, and more than 20 would probably mean unnecessary repetition.
It is always better to use the primary source rather than something cited in another reference.
The perspective is up to you – you may use first, second and third person – but consistency is important
Assignments are confidential. You may use other group member’s names when providing examples. Alternatively, you may choose to use pseudonyms. Again, consistency is important.
Given the number of students completing this short assignment, it is possible that Turnitin index percentages will be fairly high. As always, there is no set ‘cutoff’ percentage. You need to check your document for large blocks of matching text, and reference correctly.

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Look At The Instructions

Your essay will be based on a “conversation” among 3-5 sources. Use the analytical piece from Section I of the syllabus :

Cronon 1995 – The Trouble With Wilderness

as a “lens” to analyze a contemporary phenomenon in environmental politics, such as:

1. Student-led campaigns to divest university endowments, including The New School’s, from fossil fuels.

2. The Slow Food movement.

3. The People’s Climate March scheduled for September 21, 2014.

4. Conservation efforts associated with the Mannahatta Project.

5. Another contemporary environmental phenomenon of your choice, subject to instructor approval by email.

• Quotations should make up no more than 10% of your text, so use quotes judiciously and purposively. Only reference the words/phrases/sentences/passages that pertain directly to the point you are trying to prove in that paragraph. Paraphrase the author’s ideas whenever the exact wording or phrasing is not crucial to your point.

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