Your paper should be used to both demonstrate your mastery/understanding of the assigned material. The best papers will critically engage the relevant ideas presented on this topic. While relating to

Your paper should be used to both demonstrate your mastery/understanding of the assigned material. The best papers will critically engage the relevant ideas presented on this topic. While relating to these questions on a personal level is encouraged, I also want to see you weave in a discussion of the readings that reflect your close reading of the assigned material and thoughtful reflection of the ideas presented in class.

1500 WORD MINIMUM

MUST USE BOOK AND CITE

The readings (and related presentations) that are particularly relevant to this topic are:

Oliver, Melvin L. and Thomas M. Shapiro. “Black Wealth/White Wealth: A New Perspective onRacial Inequality” Available on ICollege.

Johnson, Heather Beth (2014) The American Dream and the Power of Wealth: Choosing Schools andInheriting Inequality in the Land of Opportunity. Second Edition. Routledge Press.

Video: Race: The Power of an Illusion. The House We Live In.

Rothstein, Richard (2017) The Color of Law: A Forgotten History of How Our Government SegregatedAmerica. Liveright Publishing

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The Research Project to be developed individually or in groups up to 5 students
you can choose the
1. Topic (contact your instructor for approval with 3 possible topics and the list the group members first and last names if you are working in a group, or your name if you are working individually); should be related with the Health Care field but not necessary a disease. Once you have a recommended topic by your instructor you can begin your work: Definition and description of the topic in at least 2 paragraphs and an explanation of the topic with your own words.
2. Hypothesis something that you want to prove or disprove related to the topic, research all information about and find numbers of cases that relate to the hypothesis.
3. Statistics: Report the statistics or number of cases related to your hypothesis (the CDC Center for Disease Control or WHO World Health Organization) can be the source, compare them over 2 periods of time (for example 4 years ago and last year) whiting the last 5 years. List the findings and describe the period of time and number of cases comparing the 2 times.
4. Graphics: create your own graphics (bar or pie type) with your findings (number of cases) during the 2 periods of time that you selected (less than 5 years ago); do not copy them.
5. Conclusion: describe a conclusion that may or not validate your hypothesis; you must follow the rules of the scientific method.
6. Bibliographic information: list of the references

Include all information required (topic, hypothesis, statistics, graphics, conclusion, bibliographic information and make this word document 4 to 5 pages)

1. Click the announcements tab, and click the research project and follow the instructions.
2. Create a word document, reasonable amount of information (not 1 or 2 pages) 4 to 5 pages at least and font size 10 or 12
3. You can turn this in before or the due date.
Save your Project on your computer submit it on Canvas, each member of the group should be listed on the first page and should submit it individually on Canvas for you to have a grade. Make sure you include all items required.

Good Luck

Dr. Lombo

Please use information from the case and answer the following questions. 1. If Buffet’s reasoning for preferring share repurchase valid according to the Example in the case? Please use the Excel file

Please use information from the case and answer the following questions.

1. If Buffet’s reasoning for preferring share repurchase valid according to the Example in the case? Please use the Excel file provided to support your argument.2. Is a “Homemade dividend” (selling a small portion of shares) a viable alternative to cash dividends for the investor?

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Files: FIN 3480 Assignment 1 Excel template (1).xlsx, FIN3480 Assignment 2 Case.pdf

Throughout the semester, our readings and discussions focused on the process of developing instructional methods designed to accomplish the goals of hoped for competencies that we have discussed in we

Throughout the semester, our readings and discussions focused on the process of developing instructional methods designed to accomplish the goals of hoped for competencies that we have discussed in weeks past. We will focus on how to consider which instructional method will be most effective to accomplish given goals in relation to promoting a global perspective in teaching through service learning, values clarification, cultural competence, and social responsibility.

Cultural Competence activity choose a specialty area or topic that you would see yourself teaching from the list below (or add your own).

Course Selection Ideas:

Medical-Surgical course for undergraduate nursing education

Answer the following questions:

What might you do at the beginning of the course? Identify 2 unique (and new for you) teaching strategies. Look at the readings and Outlines from the Bastable PowerPoints (In the Modules section, as resources under Module 6) for simulation, blended learning, role-playing, gaming, etc.

Consider the following with discussions: How do you engage students? Please state your reasoning for selecting these teaching strategies, discuss advantages and possible limitations, and how you intend to use it in your fictitious (or real) classroom. These may be ones that you hope to use in your teaching plan or they do not have to be, that is your decision.

500 word min…. APA format

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FIND THE FOLLOWING: TOP VIEW using ABSOLUTE COORDINATES FRONT VIEW using RELATIVE COORDINATES RIGHT SIDE VIEW using POLAR COORDINATES

FIND THE FOLLOWING:

TOP VIEW using ABSOLUTE COORDINATES

FRONT VIEW using RELATIVE COORDINATES

RIGHT SIDE VIEW using POLAR COORDINATES

An organism had a gene sequence ATGGATACGT that underwent mutation in the noncoding region and formed ATGCGATACGT. The sequence underwent a substitutionan insertiona deletion mutation. This mutation w

An organism had a gene sequence ATGGATACGT that underwent mutation in the noncoding region and formed ATGCGATACGT. The sequence underwent a substitutionan insertiona deletion mutation. This mutation won’t will may or may not alter the protein function.

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IT117M1: Complete a detailed plan for a website project in a formal design document. Assessment Instructions: The first step to any project is planning. It is important to have a plan in place so the

IT117M1: Complete a detailed plan for a website project in a formal design document.

Assessment Instructions:

The first step to any project is planning. It is important to have a plan in place so the project can be executed efficiently. There are a number of tools that can be used for planning and preparing for project execution. You will use one of these tools known as a planning worksheet. Your goal is to plan to create a website for a fictitious restaurant. You will complete the given planning worksheet as preparation for the development of this fictitious restaurant.

Minimum Submission Requirements

This Assessment is the first step in creating a website. While you will not be creating any actual Web pages, you will be compiling the information needed to get started and efficiently work on pages if you were to develop the website.

Your diagram and plan should include the following:

Website plan must include the following pages.
- index.html (home page)
- aboutus.html
- menu.html
- contactus.html
- chef.html
- history.html
- Additional page (topic of your choice)
Files must be named as specified in the diagram and worksheet. Arrows should connect pages in site map to show linkage (connection) between pages as shown in sample diagram.

Download website_planning_worksheet.doc and complete all sections. You will use this document to answer important questions about your fictitious website.

Using research from industry and scholarly resources, the Web, and the sample sitemap document, create a site map for your fictitious restaurant website. Be sure to include all required pages in your site map. Create the site map in MS Word or PowerPoint.

Written work should be free of spelling, grammar, and APA errors. Points deducted from the grade for each writing, spelling, or grammar error are at your instructor’s discretion. Be sure to appropriately cite all outside research using APA formatting.

Directions for Submitting Your Assessment

Save the Microsoft Word document as Assessment1_Lastname.docx and submit it to the Assessment 1 Dropbox.

Plagiarism

Plagiarism is an act of academic dishonesty. It violates the University Honor Code, and the offense is subject to disciplinary action. You are expected to be the sole author of your work. Use of another person’s work or ideas must be accompanied by specific citations and references. Whether the action is intentional or not, it still constitutes plagiarism.

For more information on University’s Plagiarism policy, refer to the current University Catalog.

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Files: IT117_M1_website_planning_worksheet.doc

Explain the relationship b/n Total Product, Marginal Product of Labor, Average Variable Product of Labor and output Elasticity of labor.

Week 5 Assignment – Professional Experience: Presentation Summary Overview The Professional Experience assignments in this course are designed to help prepare you for communicating in a professional wo

Week 5 Assignment – Professional Experience: Presentation Summary Overview

The Professional Experience assignments in this course are designed to help prepare you for communicating in a professional work setting. When you are writing in the workplace, it is essential to:

Follow any specific directions you receive.
Consider who it is you are communicating with.
Consider what your overall purpose in communication is.

To earn full credit, make sure you complete all assignment requirements and follow the instructions exactly as written. See the scoring guide rubric for specific grading criteria.

If you submit your Professional Experience assignment before the due date and you are not satisfied with your grade, you may resubmit one time for an opportunity for full credit points. Check with your professor for the resubmission deadline.

Instructions

For this Professional Experience, you will create the first three slides of your PowerPoint deck due in Week 6. This PowerPoint will inform how social media can help an organization improve in an area such as sales, performance, culture, or positive image to the public. Your audience will be a manager who is familiar with social media but wants to learn more about how its use can help an organization reach its goals. Review the Week 6 assignment to help guide your work for this assignment.

To complete this assignment:

Download and review the Week 5 PPT Resources [PPTX].
Save the file to your desktop using the following file name format:
- LastName_PE3_PPT.pptx
  - Example: Smith_PE3_PPT.pptx

Requirements

Identify a topic of how a company leverages social media in the workplace.
- Do not use any other topics.
Develop the first three slides of your presentation
- Develop a title slide with the name of your presentation, your name, and the date of submission.
- Develop an agenda slide that lists the key information you might use in your body slides for Week 6.
- Develop an introduction slide that provides an overview of the uses of social media and your main idea for the presentation.
Apply best practices for developing presentations as described in Figure 12.1 Process for Planning, Preparing, and Rehearsing Presentation in the BCOM text as a guide for developing your presentation.
Apply best practices for planning presentation information as described in Figure 12.2 Presentation Planner in the BCOM text to organize the information for your presentation.
Save all the changes you made to your presentation with the file name of LastName_PE3_PPT.pptx and submit the file to this Professional Experience: Presentation Summary assignment by the deadline.

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Skill(s) Being Assessed: Problem SolvingCriteria for Success:Provide recommendations that address the scenario with an explanation of how the proposed actions address different aspects of the problem.

Skill(s) Being Assessed: Problem SolvingCriteria for Success:
- Provide recommendations that address the scenario with an explanation of how the proposed actions address different aspects of the problem.
- Support all conclusions/recommendations with relevant resources (managers’ letters and one outside resource)
- Demonstrate a logical thought process used to arrive at conclusions, including how sources were analyzed.
- Produce writing that is clear and well organized and applies appropriate SWS style. Writing contains accurate grammar, mechanics, and spelling.
- Your timeline (created in the Week 3 Assignment).
- Inventory Manager’s Recommendation Letter [PDF].
- Loss Prevention Manager’s Recommendation Letter [DOCX].
- 1 outside resource (see Step 3 below).
- Employee Handbook Excerpt [DOCX].
- Ethics Pledge [PDF] (signed by all employees).
- Online Auction Posting for Tech Equipment [DOCX].
- Scope Invoice [DOCX].
- Inventory Manager’s Email [PDF].
- Copy of the Police Report Filed After the Incident [PDF].

Scenario: The general manager has asked for a recommendation on what should happen following the loss prevention issue identified in the Week 3 Assignment. Your recommendation will join the recommendations from the inventory manager and the loss prevention manager to help determine punishment (if any) for the employees involved.As Viewpoint director, your role is to be an advocate for all employees. Your primary responsibility is to relate employee concerns to leadership and provide guidance on situations involving employee discipline.Steps to complete: In Week 5, complete the following in Chapter 5 of your webtext. You will then download the completed assignment from the Webtext and submit the following in Blackboard:STEP 1: Review the timeline you created in the Week 3 Assignment (and the feedback you received from your instructor) to reacquaint yourself with the currently known facts of the incident.

STEP 2: Examine the additional sources provided (Pages 5.7–5.9 of the Webtext) and determine how you will use them to formulate a recommendation.You will need to analyze the benefits and drawbacks of the recommendations from the inventory manager and the loss prevention manager and determine how you will use them in your own recommendation.

STEP 3: You should find one or more additional sources to help support your recommendation. These resources should contain information that the provided sources do not include. Additional support and guidance is provided on Page 5.10 of the Webtext. For example, you could use a resource that addresses how other companies have dealt with similar situations, an article that addresses a certain aspect of your recommendation, or a relevant professional experience that helps inform your conclusions.

STEP 4: Write a recommendation based on your sources. Your message should provide your recommended outcome (or outcomes) and an explanation for how you arrived at your conclusions. A template is provided on Page 5.11 in the Webtext.Refer to the length and formatting of the inventory and loss prevention managers’ letters to guide your work. The example letters are of varying quality, so take that into consideration when reviewing the format and content. Make sure your writing is professional and includes appropriate language, organization, and grammar.

Your recommendation may include all or parts of the recommendations of either manager or may be completely different. Whichever option you choose, you must provide an explanation for how you arrived at your conclusions.

STEP 5: Format your work according to the Strayer Writing Standards [PDF]. Please take a moment to review the SWS documentation for details.

STEP 6: Download your completed assignment from Chapter 5 of the Webtext.

STEP 7: Submit your assignment in Blackboard.

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Skill(s) Being Assessed: Problem Solving Criteria for Success: In this assignment, you will: Construct a timeline that includes all key events, arranged in a logical order, and based on credible info

Skill(s) Being Assessed: Problem Solving

Criteria for Success: In this assignment, you will:

Construct a timeline that includes all key events, arranged in a logical order, and based on credible information from provided sources.
Include information in the timeline that is accurate, objective and relevant to a workplace incident.
Produce writing that is clear and well organized and applies appropriate SWS style. Writing contains accurate grammar, mechanics, and spelling.

What to submit/deliverables: A timeline of events based on the sources provided in the assignment.

What is the value of doing this assignment?

You are bombarded with information everyday, from news and social media, family and friends, instructors and peers at school, and from colleagues at work. This information is often unclear, misleading, or based on partial knowledge. You need to piece together incomplete information, or information from different sources (some credible, some less so, or that represent different perspectives) in order to solve problems and make sense of evidence.

In this assignment, you have the opportunity to practice your problem-solving skill working through information (some more or less credible) in order to piece together the events of an unfortunate workplace incident. This will give you the opportunity to practice your problem-solving skill by identifying and presenting clear and accurate information as the first step in the problem-solving process. You will use different sources of information as clues you must piece together, identify important questions to follow up on, and uncover connections that will allow you to reach evidence-based conclusions. Doing so will not only help you be successful in this course, but as you learn to use credible information to help solve problems in your personal and professional life.

This will lay the foundation for your second assignment where you will make (or decide against) disciplinary recommendations based on your findings.

Your goal for this assignment is to: Practice your problem-solving skill by analyzing different sources of information in order to create a timeline of events to help you piece together the details of a problem (a workplace event).

What you need to complete this assignment: To complete this assignment, you will need the following resources:

Loss Prevention Interview Transcripts for Michael, Sarah, and Rachelle; and Security Camera Footage [DOCX] (a time-stamped transcript).
Office Layout Map [PDF].

Note: All of the resources above can be found on the Submit page in Week 3 of Blackboard.

Scenario:

A valuable piece of technology testing equipment went missing from your company after arriving in a shipment. The same day, a seemingly identical item was posted for sale on an internet auction site. Three employees were present within the 90-minute window that the item went missing.You are the director of Viewpoint, the company’s employee relations department. The Viewpoint Director position, a role in Human Resources, means that you are an advocate for all employees and that your primary responsibility is to relate employee concerns to leadership and provide guidance on situations involving employee discipline (as requested). The inventory manager has asked you to assist in this loss prevention case by constructing a timeline of events as the first step.

Steps to complete: In Week 3, complete and submit your assignment in BlackBoard using the following steps:

STEP 1: Review the transcripts of all three employees (Page 3.10 in the Webtext) and the security camera footage (Page 3.11). Do not use any other sources. Space for note taking is provided in the Webtext. As you review the sources, use the provided space to take notes on the following:

What information did you learn from each source?
What do the sources agree on?
What events definitely happened, and which likely happened?
What conflicting information do you notice?

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STEP 2: Determine the most relevant information needed to construct the best possible timeline based on the provided sources. What information you choose to include (and exclude) will be an important part of your timeline clarity and accuracy. Ensure information is placed properly in the chart.

STEP 3: Create a timeline based on the information you’ve determined most relevant. The timeline template is located on Page 3.12 in the Webtext. As you create your timeline, consider the following:

Is the timeline easy to understand? Does it read clearly and in a logical order?
Is the language and presentation appropriate for a professional audience? Consider grammar, choice of wording, and visual effectiveness.

STEP 4: Download your complete timeline from the webtext. Once downloaded, review the timeline for accuracy and completeness. Edit as needed. Note: The timeline template provided in the webtext has a set number of blank areas for you to fill. If you decide there are fewer or a greater number of events than the spaces provided, you can add additional entries to your timeline after downloading the template.

STEP 5: Submit your timeline via Blackboard on the Submit page in Week 3. Note: Your grade will be based on a combination of the information you choose to include, your timeline, and its clarity. Review the rubric on the assignment submission page.

This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions.

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Problem Solving Skills Discussion Board Post The Discussion Assignment Create a thread answering the prompt below. Post your opening response no later than 11/4/2022 by 11:59 pm EST. There are sev

Problem Solving Skills Discussion Board Post

The Discussion Assignment

Create a thread answering the prompt below. Post your opening response no later than 11/4/2022 by 11:59 pm EST.

There are several Dos and Don’ts when overcoming obstacles to critical thinking. For example, avoid egocentric thinking or be aware of your social conditioning. Select two Dos and/or Don’ts and try to think of a time when these Dos and/or Don’ts helped or hindered you. When considering your examples, were there any negative consequences as a result of the barrier, and how could they have been avoided.

As you are completing this assignment apply it to FTCC and/or your classes. If you are using real-world examples, which it is hoped you will, please do not use “real” names.

Grading Criteria

Summarize your responses to these questions in essay form and post as your initial post in this discussion forum.

You want to buy a car that has a price of $25,000. You will trade in a vehicle that has payments of $277.84 per month. You have 3.0 years left at an APR of 6%. They will give you $6000 in trade in. If

You want to buy a car that has a price of $25,000. You will trade in a vehicle that has payments of $277.84 per month. You have 3.0 years left at an APR of 6%. They will give you $6000 in trade in. If you trade in and finance the car for 6 years @ 7% APR, what will your payment be?

Essay Length: Double spaced, between 750 and 1000 words (including references) Include a properly formatted bibliography at the end of your essay. Your essay must start with a comprehensive introduct

Essay

Length: Double spaced,

between 750 and 1000 words (including references)

Include a properly formatted bibliography at the end of your essay. Your essay must start with a comprehensive introduction which includes: i. The position the author takes on the key question; ii. Your thesis; and iii. An explanation of how your essay will be organized. Your essay must have a clear paragraph structure, each starting with a clear topic sentence.

Papers should be double spaced, with 12 point font (such as Times New Roman, Arial or Cambria) and one inch margins. Use paragraph format and provide a title page and a bibliography. Each page of your essay (except the title page) must be numbered.

Course Material: Books used in course :

1. Birch, Kean (Ed.). 2017. Business and Society. A Critical Introduction. London: Zed Books.

2. Shea, Victor and William Whitla. 2005. Foundations: Critical Thinking, Reading and Writing. Toronto: Pearson/Prentice Hall.

Only use these books as reference no other reference allowed

TOPIC: Explain the differences between the competitive sector and the monopolistic sector, in terms of market mechanisms and sales effort. What are the strategies used by monopoly capital to stimulate effective demand? Provide a definition of planned obsolescence and its social consequences.

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Rolling over short-dated futures contracts is the same as taking one long-dated futures contract if (a) The interest rates are constant. (b) The average change in the spot price is zero over the life

Rolling over short-dated futures contracts is the same as taking one long-dated futures contract if (a) The interest rates are constant. (b) The average change in the spot price is zero over the life of the contract. (c) There is daily mark-to-market of both the short-dated and long-dated contracts. (d) The size (notional value) of the open position in the futures does not change over the horizon of the transactions.

Calm Seas could be organized a number of different ways. As described in previous sections, Calm Seas manufactures and sells ocean kayaks. They produce both composite and plastic ocean kayaks that the

Calm Seas could be organized a number of different ways. As described in previous sections, Calm Seas manufactures and sells ocean kayaks. They produce both composite and plastic ocean kayaks that they sell to retail stores in North America and to distributors around the world.

They also sell directly to outfitting and tour companies, to groups that teach people how to kayak and to educational institutions and sports organizations. Calm Seas must look back to their mission statement and then figure out which structure might allow them to accomplish this best.

Questions

Which one would be the best organization structure for Calm Seas? Provide justifications

Please answer the questions and number them- 6 questions
And READ PART 1 And 2 give feedbacks on them do you agree and disagree? Please be brief on this response.
Find a current article that relates to this topic and describe how it relates…..attached article link
FOLLOW INSTRUCTIONS
MAX word count: 400-word count

Marketing and communication

respond to the questions related to case 10.1 and 10.2

CASE 10.1 Rebranding 4-H

In the late 19th century, more than half of all Americans lived on farms. New farming techniques, based on science, were being developed through university research, but older generations of farmers were slow to adopt them (Joslyn, 2017). Some thought that the only way to achieve implementation of new methods might be to educate young people, who would eventually take over their family farms. In 1902, A. B. Graham started an after-school program for farm kids in Ohio (4-H, n.d.-a). The Cooperative Extension System was established within the U.S. Department of Agriculture in 1914, and Graham’s clubs eventually became nationalized as the nonprofit organization known as 4-H, meaning “head, heart, hands, and health” (Stein, 2016). The goals were to advance new farming technology by educating young people and to provide opportunities for growth for rural kids. By 2016, 4-H had become the largest youth development organization in the United States, serving six million young people through a network of 110 public universities and 3,000 local agricultural extension offices across the country (National 4-H Council, 2016). Although less well-known as an organization by many Americans, 4-H was engaging more young people than the Boy Scouts and Girl Scouts combined (Joslyn, 2017).

By 2016, the world had changed since the founding of 4-H, and the organization needed to adapt in order to continue its impact and growth. More than 80 percent of Americans were living in urban areas (Joslyn, 2017). Less than one half of American kids ages 8 to 18 were engaged in any youth-development organization at all (Joslyn, 2017). More than one half of 4-H members were white, at a time when African American and Hispanic communities were growing, especially in urban areas (Shapiro, 2016). Even in some rural areas, many young people were of Latino/Hispanic backgrounds, and most were not involved in 4-H (Joslyn, 2017). Many of 4-H’s 25 million alumni said they had lost their connection to the organization (Stein, 2016).

The organization’s programs had evolved with the changing times, but its brand had not kept pace. Originally established to advance scientific techniques in agriculture, by the 2000s, 4-H programs were emphasizing tech science, technology, engineering, and mathematics (STEM), including a popular robotics curriculum (Joslyn, 2017). But its plan to increase participation to 10 million young people by 2025 was hampered by perceptions; it was still seen by many people as being all about “cows and plows” (Stein, 2016).

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Changing the brand would require reemphasizing the mission of youth empowerment and the relevance of 4-H programs to developing skills for addressing diverse issues in today’s society, not just agriculture (Wood, 2016). It would also require moving beyond agricultural regions and into cities as well as attracting a more diverse membership. “We want to ensure that our program has a welcome mat in every community,” 4-H’s national CEO explained. “We know if we don’t get them ready for leadership, we may have a huge leadership void affecting every industry and sector in the future” (Shapiro, 2016).

Working with an advertising agency that provided pro bono services, the national 4-H office launched a rebranding campaign, focusing on three program areas: STEM, healthy living, and civic engagement (Stein, 2016). A plan was developed for advertising to promote the new themes on TV, radio, and the Internet (Stein, 2016). The messages were developed in consultation with young people and 4-H alumni. Advertising was targeted on Generation X and millennial mothers who were former 4-H members and who had children in the 6 to 18 age range (Stein, 2016). Alumni were another target. Most had grown up in rural areas but now lived in urban communities. The marketing would try to remind them of 4-H’s roots while also informing them about its contemporary focus (Tadena, 2016).

A First-Generation 4-H Families Initiative was launched in Midwestern states to engage Hispanic kids (Joslyn, 2017). A survey of young people had revealed a desire to develop leadership skills and confidence. In response, 4-H launched its “Grow True Leaders” campaign, with a rally in Washington, DC, that featured prominent alumni (National 4-H Council, 2016). New online resources were developed to engage kids in hands-on learning and enable them to share experiences (4-H, n.d.-b). Writing about the 4-H brand makeover, Heather Joslyn (2017) identifies five lessons that she offers as points of advice:

Be willing to rethink everything about how you operate.

Double down on popular programs.

Tell your story. And give the participants the tools to tell their stories.

Invite alumni to stay involved.

Listen to your staff, your affiliates, and the people you serve.

Andrew Bosworth, a 4-H alumnus who went on to become an executive at Facebook, also offers advice on building a brand in the era of social media. It is just no longer possible for an organization to control its brand as it might have done in the past. Today, Bosworth says, “you really have to empower your community to own your brand, to be its ambassadors. And that means giving up some control you used to assert” (Joslyn, 2017).

Questions Related to Case 10.1

Which principles from this chapter are illustrated by the case of 4-H?

Think back on (or read again) the discussion of strategic planning in Chapter 7. What strengths, weaknesses, opportunities, and threats do you think 4-H might have identified, leading to the changes discussed in this case?

Can you think of other nonprofit organizations with brands that may not accurately reflect their programs today, perhaps some with which you have been involved or that have become familiar to you as a result of hearing and reading about them? In broad terms, how do you think their messages might be revised in order to change perceptions? Can new messages solve their problems or will that also require new programs?

In 2012, the Susan G. Komen Foundation, one of the nation’s leading breast cancer research organizations, announced that it was discontinuing funding to Planned Parenthood, one of the nation’s largest providers and advocates in the field of reproductive health care. Komen had provided funds to Planned Parenthood to support breast cancer screenings. The announcement that it would no longer fund Planned Parenthood created a national controversy that eventually led Komen to reverse its decision. The reaction, much of it expressed on social media, reflected the nation’s divided views regarding abortion, but it also provided a case study of nonprofit communication strategies and the power of social media.

Planned Parenthood responded quickly to Komen’s announcement, immediately posting information on its Facebook page and on Twitter, attracting more than 1,000 comments in the first 24 hours. In contrast, Komen waited two days to mention the controversy on its Facebook page and then offered a less-than-detailed explanation: “Grant-making decisions are not about politics—our priority is and always will be the women we serve” (Panepento, 2012). By that time, Planned Parenthood’s posting had received more than 2,000 comments, and the extensive online discussion had captured the attention of traditional news media. The story came to dominate national news, with Planned Parenthood largely framing the dialogue.

In subsequent days, Komen’s founder and CEO, Nancy Brinker, responded in more detail. But she offered inconsistent explanations for the termination of funding to Planned Parenthood. At first, she stated that Komen’s policy prohibited funding for organizations that were under investigation. Some noted that while a congressional committee was investigating the question of whether Planned Parenthood had used federal funds to provide abortions, there was no criminal investigation of the organization underway. Brinker then explained that Planned Parenthood did not conduct breast cancer screenings directly but rather referred women to other providers, offering that as a reason for defunding by Komen (Condon, 2012). In another interview, Brinker suggested that the reasons for ending support were related to Komen’s “new standards of criteria for how we can measure our results and effectiveness in communities,” but she did not explain how Planned Parenthood had failed to meet those standards (NBC News, 2012).

Within three days of its announcement that it would cease funding Planned Parenthood, Komen reversed its position and offered an apology. Komen’s board chair and other officials resigned. Contributions to Komen declined by 22 percent in the year following the controversy, while gifts to Planned Parenthood increased (“Komen Gifts Plunged,” 2014). In 2014, Komen’s CEO, Judith Salerno, said that the organization had “moved past” the controversy (“Komen Has ‘Moved Past,’” 2014). Contributions continued to decline, to $201 million in 2015, but then increased to $211 million in 2016, suggesting that perhaps Komen was indeed rebounding (Leslie, 2017). Meanwhile, a new phrase to describe the potential impact of social media criticism on a nonprofit had entered the vocabulary: “getting Komened” (Peregrine, 2012).

Although differing political and social views were one explanation of the controversy, some authors who analyzed the events objectively viewed it as a case study in crisis management and communications, drawing lessons for nonprofit organizations generally. Some cited Komen’s delayed and inconsistent responses as critical mistakes. As one author wrote, “YouTube, Facebook, and mass e-mail contributed mightily to the uproar by quickly informing and galvanizing hundreds of thousands of concerned individuals. Cyberspace proved to be a tenuous place, even for the dedicated. The need for charities to be media savvy was never more evident, never more on display” (Grunfeld & Lash, 2012).

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Questions Related to Case 10.2

1. Is the case of Planned Parenthood and the Susan G. Komen Foundation primarily related to the concepts of marketing, communications, or public relations? Explain.

2. How does Coombs’s situational crisis communication theory (SCCT) apply to the case of Planned Parenthood and the Susan G. Komen Foundation?

3. Leaving aside your personal views on the issues that were involved, how do you think the controversy between the Susan G. Komen Foundation and Planned Parenthood may have affected the brand of each organization?

PART 1

1. Describe and discuss the four P’s of marketing

The four P’s of marketing are product, place, price, and promotion. The product is the good or service that is offered. For a nonprofit, the product is typically whatever programs they may operate to expand their mission. The place is where the product will be made available. It is important that a product is in a place that is easily accessible for the intended clients or consumer. Price is the cost for a client to purchase the product. For nonprofit organizations, price can decided in many different ways. Some nonprofits choose to either not charge for their products or charge less than their product is worth due to their mission. Promotion is how the organization spreads the word about its product. This can include several methods of communication such as advertisements, social media posts, announcements, and others (Worth, p 284-287).

2. Marketing Segmentation is an essential concept of marketing. This involves gathering and understanding demographics and psychographics. In general describe how would a NPO identify the market segment for the commercial marketing of services or programs?

There are several factors that help an NPO identify their target market. Demographic variables are a big part of identifying the market that an NPO wishes to promote its product to. These demographic variables could be many things such as age, race, gender, income, and several other characteristics. They also may use psychographics which combine data on demographics with data on lifestyles. Using this data can help identify different populations and how to most effectively reach the target population based on common activities or finding where a higher percentage of that population live (Worth, 286).

3. What are four methods used to establish a price for a product or service offered by a NPO?

The four methods for establishing a price for a product offered by a nonprofit are cost-oriented pricing, competitive pricing, value-based pricing, and pricing based on the organizations mission. Cost-oriented pricing is when the product is priced based on the cost to make it which includes direct cost of the good or service and any overhead costs so that the organization breaks-even. Competitive pricing is when the price is lowered to compete with a similar product or when the product is improved to offer a better product at the same price as the competition. Value-based pricing is when the price is determined by perceived value of a product. The final way an NPO could determine price would be based on its mission as some NPO’s may have missions that state they either will not charge for their product or they will charge significantly lower than the value of the product (Worth, pg.287-288).

4. Why is cost-oriented pricing popular with NPO’s?

Cost-oriented pricing is popular with NPO’s because it is an easy way to determine the price for an organization who is not seeking to profit. Cost-oriented also allows the organization to make up for the resources used to produce the product so they can continue making the product or providing the service (Worth, pg.287).

5. Describe Integrated Marketing Communication (IMC) and why is the need for IMC greater for NPO’s then in other organizations?

Integrated marketing communication (IMC) is when all messages sent by an organization reflect the same values in all aspects of the organization. This means that if the organization wants to be thought of as “caring” or “respectful”, they need to ensure that their staff and their branding maintain that image. IMC is important for nonprofits because word of mouth communication is very common within these organizations. Since most nonprofits rely on volunteers to help, there is a lot of interaction between the organizations employees and members of the public. If the organization portrayed itself as one thing but did not follow those values when dealing with its volunteers or clients, it may create a negative image for the organization overall (Worth, pg.292-294.

6. What are the three elements of effective communication as described in our text and provide an example and explanation of each?

The three elements of effective communication are clarity, brevity, and consistency. Clarity is important so that the message isn’t confusing to the audience. If a message isn’t clear about how something is going to be done or why things are being done a certain way, it could lead to the message being misunderstood. Brevity is important to keep the message concise and using exact wording. The message should not be too long and should say the exact goal. Consistency is the final element of effective communication and is important for keeping order between messages (Worth, 295).

7. Provide good examples of crisis communication. Why is this so important to any organization but especially for a NPO?

Crisis communication is an organizations communications response to a crisis. A good example of crisis communication is The Nature Conservancy’s response to the BP oil spill in 2010. Unlike BP, the conservancy was willing to explain its relationship with the oil company and was willing to answer questions and criticisms. Crisis communication is important for NPOs because keeping information accurate during a crisis is important for the reputation of an organization and if the situation is not handled well, the organization could lose donors and volunteers from bad publicity (Worth, pg.295-296)

Current event

https://www.bizjournals.com/charlotte/news/2022/10/28/charlotte-partners-help-nonprofit-reach-more.htmlLinks to an external site.

This article is about how a nonprofit in Charlotte, South Carolina has partnered with other local organizations to help expand its reach. The organization’s mission is to help students who are bellow the poverty line get academic support. This partnership helps improve the nonprofits ability to fulfill its mission and improves training and technology for the organization.

Reference

Worth, M. J. (2020). Nonprofit Management (6th Edition). SAGE Publications, Inc. (US). https://bookshelf.vitalsource.com/books/9781544380001

PART 2

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The four P’s of marketing are product, place, promotion, and price. Product is related to the goods or services being offered such as education, health care, or food. Place is the location in which the product or service is available. This can be a college, hospital, or food shelter. Promotion is like marketing such as brochures, advertisements, and announcements. And price is what we pay to obtain that we want (Worth pg 285-287).

Nonprofit organizations separate their target audience by certain factors. Those factors can be age, location, occupation, gender, race, and more. Once they are able to narrow down groups to target, they implement their marketing to those defined target markets (Worth pg 286)

The approaches to establish the price for a good or service can be cost-oriented, competitive, value-based, and demand-based (Worth pg 288).

Cost-oriented pricing is more common with nonprofit organizations because it is closer to the breakeven point in terms of income vs expenses. With the cost-oriented pricing, the NPO is more likely not to “earn income” as it would net to zero.

Integrated marketing communication is the organization making sure both its marketing efforts and communication efforts are representing the same thing and the organization as a whole. It is important for nonprofit organizations to use IMC so that their message and mission are not misconstrued to the public. Worth describes an example of if an organization wants to give off the message or image of being “caring” that its logo might include fuzzy animals. But along with that, the staff and volunteers of the organization must also act and communicate in a way that the public sees the organization as caring. It should not be a one-sided image (Worth pg 292).

According to our text, there are four essential elements of effective communication. Those are “CRAM”: establishing a connection, promise a reward, inspire action, and stick in memory. Establishing a connection would be to find something in common like reaching out to pet owners about animals in need. Promising a reward could be material such as a tshirt or emotional rewards for helping. Inspiring action would be to show the work that is being done and what can be done. And stick in memory would be to leave the target audience thinking about your organization even after it is not in front of them. For example the ASPCA always had the commercials with the sad animals in cages. All four elements were covered in one 30 second commercial. (Worth pg 294)

Crisis communication is important for all organizations but especially nonprofits because it could make or break the organization. For example, worth describes the BP oil spill. When the oil spill happened, the management provided very little information to the public. It was described as a textbook example of how not to do crisis management. (Worth pg 295).

Worth, M. J. (2021). Nonprofit management: Principles and practice (6th ed.). Sage.

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2007 Federal Income Tax Table Single: OverBut not overThe tax is$0$7,82510% of the amount over $0$7,825$31,850$788 + 15% of the amount over $7,825$31,850$77,100$4,386 + 25% of the amount over $31,850$

2007 Federal Income Tax TableSingle:OverBut not overThe tax is$0$7,82510% of the amount over $0$7,825$31,850$788 + 15% of the amount over $7,825$31,850$77,100$4,386 + 25% of the amount over $31,850$77,100$160,850$15,699 + 28% of the amount over $77,100$160,850$349,700$39,149 + 33% of the amount over $160,850$349,700And Over$101,469 + 35% of the amount over $349,700

Mr. Profit had a taxable income of $35,000. He figured his tax from the table above.

1. Find his earned income level.

2. Enter the base amount. = $ 31,850431.135,173.503,1504,38625787.50

3. Find the amount over $ 431.134,3865,173.5025787.5031,8503,150 = $ 31,8505,173.50787.503,150431.134,38625

4. Multiply line 3 by 3,150787.505,173.5031,850431.134,38625% = $ 31,850787.50255,173.50431.134,3863,150

5. Add Lines 2 and 4 = $ 787.50431.13255,173.5031,8504,3863,150

6. Compute his monthly withholding would be = $ 431.1331,8503,15025787.505,173.504,386

Out of four 4 Articles you have to pick any three 3 Articles and answer all these questions below for each articles upload. You can answer for each question from 2-4 sentences. if you exceed t

Out of four 4 Articles you have to pick any three 3 Articles and answer all these questions below for each articles upload. You can answer for each question from 2-4 sentences. if you exceed then that’s totally fine. Do remember you are required to chose only 3 articles out four 4 articles. 1. What is the argument?

2. Why does the author make the argument he/she does?

3. Why was the material important to look at?

4. What contributions do you think the author made?

5. What further questions can we ask because of reading this piece? What inspires us about the article?

It is a course of mental illness related to sociology. Please read the attached files and watch the video (link below) to understand the task properly. Its one page writing with any of the following–

It is a course of mental illness related to sociology.Please read the attached files and watch the video (link below) to understand the task properly. Its one page writing with any of the following–> a TikTok vedio, advertisement, media post related to mental health.

Must watch- https://www.youtube.com/watch?v=hZvEUbtTBes&t=344s

Please complete 2 separate sanism (which means two separate writing with two separate attachment)

Depictions of sanism, share the media (photo,tweet, link, screenshot, etc.), and provide a 1-page summary discussing how sanism is identifiedin your media choice and how it is being rendered invisible

Sanism and language of mental illness- https://ivacheung.com/2015/05/sanism-and-the-language-of-mental-illness/

http://madstudiesne.weebly.com/everyday-sanism.html

Please make sure it’s plagiarism free

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Instructions: Congratulations! You have just signed a contract to purchase your first home. Your purchase price is $300,000 and you plan to put 20% down. Calculate your monthly principal and interest

Instructions:

Congratulations! You have just signed a contract to purchase your first home. Your purchase price is $300,000 and you plan to put 20% down. Calculate your monthly principal and interest payments for the life of the loan for

• a 15-year mortgage at 2.875%

• a 30-year mortgage at 3.25%.

Compare and contrast these two options.

• What are the Pros and Cons of each?

Requirements:

• Add the specifics for the type of media, length, and format.

• Submit a Word document or Excel spreadsheet.

• At least 1 page in length.

Be sure to read the criteria below by which your work will be evaluated before you write and again after you write

HCM and Phi week 1 db.docxPlease answer the following discussion boards for each person (9 people). Please check your spelling and grammar and cite each discussion boards. Write 2 paragraphs on each one.

Please answer the following discussion boards for each person (9 people). Please check your spelling and grammar and cite each discussion boards. Write 2 paragraphs on each one.

Files: HCM and Phi week 1 db.docx

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Write an Essay answering these questions within the body of the essay itself. 1. Why did NOW reject the assumption that the solution to the inequality of women was “the unique responsibility of each

Write an Essay answering these questions within the body of the essay itself.

1. Why did NOW reject the assumption that the solution to the inequality of women was “the unique responsibility of each individual woman, rather than a basic social dilemma”?

2. What social changes permitted advancing the “unfinished revolution”?

3. What goals did NOW seek, and what tactics did they intend to use? Who did they consider allies and enemies? What were the major barriers to achieving their goals?

4. How might men benefit if NOW’s goals were realized?

Equal Rights for Women

Justice and equality for women had far-reaching implications for social change. In 1966, the newly formed National Organization for Women (NOW) adopted a statement of purpose — excerpted here — that identified the changes demanded by women’s rights activists. The statement, drafted by feminist leader Betty Friedan, revealed the concerns of many American women in the 1960s.

National Organization for Women

Statement of Purpose, October 29, 1966

We, men and women who hereby constitute ourselves as the National Organization for Women, believe that the time has come for a new movement toward true equality for all women in America, and toward a fully equal partnership of the sexes, as part of the world-wide revolution of human rights now taking place within and beyond our national borders.

The purpose of NOW is to take action to bring women into full participation in the mainstream of American society now, exercising all the privileges and responsibilities thereof in truly equal partnership with men.

We believe the time has come to move beyond the abstract argument, discussion and symposia over the status and special nature of women which has raged in America in recent years; the time has come to confront, with concrete action, the conditions that now prevent women from enjoying the equality of opportunity and freedom of choice which is their right as individual Americans, and as human beings.

NOW is dedicated to the proposition that women first and foremost are human beings, who, like all other people in our society, must have the chance to develop their fullest human potential. We believe that women can achieve such equality only by accepting to the full the challenges and responsibilities they share with all other people in our society, as part of the decision-making mainstream of American political, economic and social life.

We organize to initiate or support action, nationally or in any part of this nation, by individuals or organizations, to break through the silken curtain of prejudice and discrimination against women in government, industry, the professions, the churches, the political parties, the judiciary, the labor unions, in education, science, medicine, law, religion and every other field of importance in American society.

Enormous changes taking place in our society make it both possible and urgently necessary to advance the unfinished revolution of women toward true equality, now. With life span lengthened to nearly seventy-five years it is no longer either necessary or possible for women to devote the greater part of their lives to child-rearing; yet childbearing and rearing — which continues to be a most important part of most women’s lives — still is used to justify barring women from equal professional and economic participation and advance.

Today’s technology has reduced most of the productive chores which women once performed in the home and in mass-production industries based upon routine unskilled labor. This same technology has virtually eliminated the quality of muscular strength as a criterion for filling most jobs, while intensifying America’s need for creative intelligence. In view of this new industrial revolution created by automation in the mid-twentieth century, women can and must participate in old and new fields of society in full equality — or become permanent outsiders. …

There is no civil rights movement to speak for women, as there has been for Negroes and other victims of discrimination. The National Organization for Women must therefore begin to speak.

WE BELIEVE that the power of American law, and the protection guaranteed by the U.S. Constitution to the civil rights of all individuals, must be effectively applied and enforced to isolate and remove patterns of sex discrimination, to ensure equality of opportunity in employment and education, and equality of civil and political rights and responsibilities on behalf of women, as well as for Negroes and other deprived groups.

We realize that women’s problems are linked to many broader questions of social justice; their solution will require concerted action by many groups. Therefore, convinced that human rights for all are indivisible, we expect to give active support to the common cause of equal rights for all those who suffer discrimination and deprivation, and we call upon other organizations committed to such goals to support our efforts toward equality for women.

WE DO NOT ACCEPT the token appointment of a few women to high-level positions in government and industry as a substitute for a serious continuing effort to recruit and advance women according to their individual abilities. To this end, we urge American government and industry to mobilize the same resources of ingenuity and command with which they have solved problems of far greater difficulty than those now impeding the progress of women.

WE BELIEVE that this nation has a capacity at least as great as other nations, to innovate new social institutions which will enable women to enjoy true equality of opportunity and responsibility in society, without conflict with their responsibilities as mothers and homemakers. In such innovations, America does not lead the Western world, but lags by decades behind many European countries. We do not accept the traditional assumption that a woman has to choose between marriage and motherhood, on the one hand, and serious participation in industry or the professions on the other. We question the present expectation that all normal women will retire from job or profession for ten or fifteen years, to devote their full time to raising children, only to reenter the job market at a relatively minor level. This in itself is a deterrent to the aspirations of women, to their acceptance into management or professional training courses, and to the very possibility of equality of opportunity or real choice, for all but a few women. Above all, we reject the assumption that these problems are the unique responsibility of each individual woman, rather than a basic social dilemma which society must solve. True equality of opportunity and freedom of choice for women requires such practical and possible innovations as a nationwide network of child-care centers, which will make it unnecessary for women to retire completely from society until their children are grown, and national programs to provide retraining for women who have chosen to care for their own children full time.

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WE BELIEVE that it is as essential for every girl to be educated to her full potential of human ability as it is for every boy — with the knowledge that such education is the key to effective participation in today’s economy and that, for a girl as for a boy, education can only be serious where there is expectation that it will be used in society. We believe that American educators are capable of devising means of imparting such expectations to girl students. Moreover, we consider the decline in the proportion of women receiving higher and professional education to be evidence of discrimination. This discrimination may take the form of quotas against the admission of women to colleges and professional schools; lack of encouragement by parents, counselors and educators; denial of loans or fellowships; or the traditional or arbitrary procedures in graduate and professional training geared in terms of men, which inadvertently discriminate against women. We believe that the same serious attention must be given to high school dropouts who are girls as to boys.

WE REJECT the current assumptions that a man must carry the sole burden of supporting himself, his wife, and family, and that a woman is automatically entitled to lifelong support by a man upon her marriage, or that marriage, home and family are primarily woman’s world and responsibility — hers, to dominate, his to support. We believe that a true partnership between the sexes demands a different concept of marriage, an equitable sharing of the responsibilities of home and children and of the economic burdens of their support. We believe that proper recognition should be given to the economic and social value of homemaking and child care. To these ends, we will seek to open a reexamination of laws and mores governing marriage and divorce, for we believe that the current state of “half-equality” between the sexes discriminates against both men and women, and is the cause of much unnecessary hostility between the sexes.

WE BELIEVE that women must now exercise their political rights and responsibilities as American citizens. They must refuse to be segregated on the basis of sex into separate-and-not-equal ladies’ auxiliaries in the political parties, and they must demand representation according to their numbers in the regularly constituted party committees — at local, state, and national levels — and in the informal power structure, participating fully in the selection of candidates and political decision-making, and running for office themselves.

IN THE INTERESTS OF THE HUMAN DIGNITY OF WOMEN, we will protest and endeavor to change the false image of women now prevalent in the mass media, and in the texts, ceremonies, laws, and practices of our major social institutions. Such images perpetuate contempt for women by society and by women for themselves. We are similarly opposed to all policies and practices — in church, state, college, factory, or office — which, in the guise of protectiveness, not only deny opportunities but also foster in women self-denigration, dependence, and evasion of responsibility, undermine their confidence in their own abilities and foster contempt for women.

NOW WILL HOLD ITSELF INDEPENDENT OF ANY POLITICAL PARTY in order to mobilize the political power of all women and men intent on our goals. We will strive to ensure that no party, candidate, President, senator, governor, congressman, or any public official who betrays or ignores the principle of full equality between the sexes is elected or appointed to office. If it is necessary to mobilize the votes of men and women who believe in our cause, in order to win for women the final right to be fully free and equal human beings, we so commit ourselves.

WE BELIEVE THAT women will do most to create a new image of women by acting now, and by speaking out in behalf of their own equality, freedom, and human dignity — not in pleas for special privilege, nor in enmity toward men, who are also victims of the current half-equality between the sexes — but in an active, self-respecting partnership with men. By so doing, women will develop confidence in their own ability to determine actively, in partnership with men, the conditions of their life, their choices, their future and their society.

3 paragraphsList and describe the basic assumptions, concepts, and propositions of social learning theory. Next, describe three ways these theories have been supported or criticized by research.Explai

3 paragraphs
List and describe the basic assumptions, concepts, and propositions of social learning theory. Next, describe three ways these theories have been supported or criticized by research.
Explain how critical left realist scholars would address the issue of school shootings.
Pick a theory from chapter 6. Briefly overview the concepts and propositions of the theory, then describe how the theory would explain gun violence in America.

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Write two paragraphs as if Mercedes were the main character in The Call of the Wild. Pick a scene from Chapter 5, and write the narration from her point of view.

Consider a duopoly in which homogeneous consumers of mass 1 have unit demand. Their valuation for good i = 1, 2 is v({i}) = with 1 > 2. Marginal cost of production is assumed to be zero, and firms

Consider a duopoly in which homogeneous consumers of mass 1 have unit demand. Their valuation for good i = 1, 2 is v({i}) = with 1 > 2. Marginal cost of production is assumed to be zero, and firms compete in prices. Calculate and draw the best-response function of each firm, then characterize the Nash equilibrium in the price setting game. (You can assume that consumers would choose good 1 when they are indifferent in two goods.)

Explain why operations management is critical to the success of a business. Why would developing an Internet-based business require different operations considerations for HEI? Is George Gonzales corr

Explain why operations management is critical to the success of a business. Why would developing an Internet-based business require different operations considerations for HEI? Is George Gonzales correct in his assessment that this would not be “business as usual”?

Discuss the ways in which racial residential segregation, wealth, and educational opportunities are interrelated. In what ways have these interrelated social forces acted to perpetuate racial inequali

Discuss the ways in which racial residential segregation, wealth, and educational opportunitiesare interrelated. In what ways have these interrelated social forces acted to perpetuate racialinequality? What role has public policy played in this process? How does this challenge thedominant ideology that achievement in individualized and our society is meritocratic? How doesyour family history relate to these processes? In what ways has your education and life chancesbeen either advantaged or disadvantaged as a result of racialized wealth inequalities and housingsegregation?

1500 words

The readings (and related presentations) that are particularly relevant to this topic are(MUST USE/CITE BOOKS):Oliver, Melvin L. and Thomas M. Shapiro. “Black Wealth/White Wealth: A New Perspective onRacial Inequality”

Johnson, Heather Beth (2014) The American Dream and the Power of Wealth: Choosing Schools andInheriting Inequality in the Land of Opportunity. Second Edition. Routledge Press.

Video: Race: The Power of an Illusion. The House We Live In.

Rothstein, Richard (2017) The Color of Law: A Forgotten History of How Our Government SegregatedAmerica. Liveright Publishing

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Principals of Microeconomics Discussion Board Post on Monopoly Companies Topic: Except in cases such as natural monopolies, our economy thrives on competition. Legislation such as the Sherman Anti

Principals of Microeconomics Discussion Board Post on Monopoly Companies

Topic: Except in cases such as natural monopolies, our economy thrives on competition. Legislation such as the Sherman Antitrust Act and the Clayton Act regulate behaviors to ensure that competition gets a fair opportunity. We see companies buying other companies all the time, but there are times when the government will prohibit a merger or acquisition if it significantly limits competition. Find and summarize an article that is related to one of the following:• A merger or acquisition that was prohibited by the Department of Justice• A company that was broken up for being a monopoly• A company accused or found guilty of another activity such as a cartel, collusion, predatory price, interlocking directorates, tying contracts, exclusive dealing, or price fixing to limit competition (you can find a lot of cases at https://www.justice.gov/atr/antitrust-case-filings-alpha)Read the article. Summarize the major points of the article in 5 bullets. Be sure that you are writing it in your words. Copying from the website is plagiarism and will result in a 0. You must also cite the author, the name of the article, the publication, the website (link us please), and the date of the article. A minimum of two constructive replies to classmates is required. Note: “I agree” is not a constructive reply. I need to be able to observe that you have moved the conversation forward. More extensive participation will be noted. Are you responding to those who ask you questions from your initial post?

Grading Criteria:5 bullets summarizing the article in your own words: 70 possible pointsMinimum 2 constructive responses to classmates: 20 possible pointsSpelling, punctuation, grammar, following directions (including subject name): 10 possible points

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