Read attachments that go along with this For this assignment, determine the best leadership theory for you to portray and then compare that to your “invisible mentor” in a paper. Examine yourself using leadership theories, and determine the best theory you should use. Do the same for your mentor – determine the leadership theory they exhibit. Then, compare yourself to your mentor.For the assignment, submit the following in a two-minute presentation. Your presentation will consist of voiceover/narration (from you) with visuals. The visuals can be created using PowerPoint, Prezi, or something similar. (USE POWERPOINT)Analysis of the leadership theory you should portray.Assessment of the leadership theory your “invisible mentor” portrays.Comparison between the two:What is similar?What is different?How should you adapt your leadership to be more effective?I will do the voiceover, just create a presentation and add notes at the bottom so I know what to say.
Module 03 Course Project – Compare Yourself to Your Invisible Mentor (leadership course)
In two paragraphs Choose two artists and their work in this module and discuss the following:
Artist #1: Discuss what you observe about thepresentation of the body through dance in relation to one of the theories discussed in this course (“othering” “cultural appropriation,” “hybridity” “fusion,” “appropriation,” “primitivism,” and “objectification,” “gaze theory” or “gender representation/performance”). Be sure include discussion on specific choreography found in in this module, and descriptions of the movement citing timestamps.
Artist #2 Discuss how popular culture has influenced thematic content. For example, you may choose to discuss Jack Cole’s Jazz choreography in Kismet in relation to “orientalism,” and how during the golden era and into the 1950’s, the fascination with “exotic cultures” influenced the thematic content and costume choices, etc. Be sure include discussion on specific choreography found in in this module, and descriptions of the movement citing timestamps.
Remember that strong posts connect ideas, draw from the readings and videos (specifically the ones provided in this course) and give specific movement examples to support observations!
Dance history choose two artists and their work in this module and discuss the following
Zhejiang University The Impact of Globalization on International Business Essay
Zhejiang University The Impact of Globalization on International Business Essay.
1. A critical discussion of a new international business issue/conception/phenomenon/perspective/theory and your viewpoint. (it can be found in textbook but please pay attention on how innovation you are going to write about this short essay)The argument (the argument means different expert have different perspective about a theory or phenomenon) should be supported or justified by high quality academic references and well organized.2. the words: between 1000-1200 wordsThe evaluation would be made base on 1) the innovation about the knowledge; 2) the justification and the well documentation of the sources; 3) the critical thinking. 4) the width and deep of preparation; 5) other excellence and academic potential reflected in the discussion.My notes: The paper depends on the depth and breadth of the extracurricular reading, as well as its novelty. English is not my first language. I hope you can use simple grammar and vocabulary when writing this paper, because it is more in line with my English level. In addition, I have attached the PowerPoint and textbook of the chapters I have learned this semester, I hope it will be helpful to you!Also, the issue/conception/phenomenon/perspective/theory can be related to textbook, but please pay attention on how innovation you are going to write about this short essay. Also, citation is important! Please use APA or MLA, please!
Zhejiang University The Impact of Globalization on International Business Essay
History homework help
term paper help History homework help. Watch the Frontline program online.Frontline: A Class Divided http://www.pbs.org/wgbh/pages/frontline/shows/divided/A Class Divided explores the nature of prejudice. Third grade teacher Jane Elliott deliberately created a classroom situation to teach her students how it feels to be on the receiving end of discrimination. This is an encore presentation of the classic documentary on third-grade teacher Jane Elliott’s “blue eyes/brown eyes” exercise, originally conducted in the days following the assassination of Rev. Martin Luther King Jr. in 1968. This classic classroom experiment, conducted in the late 1960s in a small Midwestern town, demonstrates how quickly and easily schoolchildren can internalize prejudice and discriminate. Years later, these children discuss the valuable lessons they learned from this experiment. Elliott employs this same teaching strategy with a group of adults in the workplace, and discusses their reactions.This assignment is designed to allow you to synthesize what you have been learning about the various dimensions of diversity and the necessity of treating everyone in an inclusive, sensitive and respectful manner.Discrimination Paper Part I: Interpersonal ReflectionAfter viewing the video, consider the following questions and write your response. Your response should be 4-5 pages and should address each question thoroughly, reflecting an accurate representation of what you have learned in this course. Demonstrate scholarship by utilizing supporting resources to justify your ideas and responses:What did you learn from the film? What scene or scenes do you think you’ll still remember a month from now and why those scenes?Did any part of the film surprise you? Do you think someone with a disability, of a different sexual orientation, an older American or some of a different religion would also find it surprising? Why or why not?Both Elliott and her former students talk about whether this exercise should be done with all children. What do you think? If the exercise could be harmful to children, as Elliott suggests, what do you think actual discrimination might do? Use an example, different from the example you used to describe labels, from what you have learned about people with disabilities, older people, sexual minorities, or people of differing religions.How can negative and positive labels placed on a group become self-fulfilling prophecies? Use an example from what you have learned about people with disabilities, older people, sexual minorities, or people of differing religions.Based on what you have learned in this course, discuss an example (either from the video or from your experiences) that illustrates each of the following statements:Dimensions of diversity may be hidden or visible.Dimensions of diversity are in a constant state of flux.Dimensions of diversity are not always clear-cut or easily defined.Discrimination Paper Part II: Personal InterviewFor Part II of this assignment, you will have a conversation with someone who you feel may have faced discrimination. Examples include someone with a disability, an older American, someone who is a sexual minority, or someone who lives in a multicultural family. After choosing an individual to interview, explain to this individual what you have seen in the Class Divided program. Invite them to watch the program, or parts of the program, with you. After watching or discussing the program, pose the following questions to the individual. Be sure to explain the reason for your questions and why you have selected them to participate in the interview:What, if any, discrimination do you experience?How have you coped with this situation?What do you think needs to change at the cultural level to reduce discrimination?Following your refection (Part I listed above), add 2-3 pages to your paper which addresses the following:A description of the individual you chose to interview and why. Explain how you went about approaching this individual for the interview.What are your observations about the person’s view of discrimination and how it affects his/her daily life?Did the interaction with the person change your view of discrimination? If so, explain how the interaction has affected you either positively or negatively. If it did not change your view of discrimination, explain why.How well do you think you would cope with discrimination from this person’s perspective?Finally, what is the best manner in which to advocate for those facing discrimination? What actions will you change based on what you have learned in this course and how will you serve as an advocate for those individuals who face discrimination?Your final assignment, consisting of both Part I and II, should be approximately 6 -8 pages. Be sure to address each topic listed above and, as appropriate, cite the online course, the textbook, and other credible sources to substantiate the points you are making. For example, when discussing an example of how diversity may be hidden or invisible cite sources, which you have referenced to substantiate the points you are making.Assignment 1 Grading CriteriaMaximum PointsDescribes what was learned from the film and explains what scene(s) will be remembered.20Clarifies how some scenes were personally surprising and addresses how someone else may find the film surprising.24Expresses whether the class exercise should be done with all children. Provides an example of how discrimination impacts children.20Discusses positive and negative labeling and, with an example, depicts how labeling can become a self-fulfilling prophecy.24Provides examples that illustrate how diversity may be hidden, is in a constant state of flux, and how diversity is not always straightforward.40Interviews an individual different from them. Describes the individual and reasons for choosing the individual and provides observations about the individual’s views on, and experience with, discrimination, and what specific challenges, if any, he or she has faced.56Explains whether this interview changed their personal view of discrimination and discusses how the student would cope with discrimination from this person?s perspective.24Expresses, personally, how to advocate for those facing discrimination and future actions to take based on what has been learned in this course.28Style (8 points): Tone, audience, and word choiceOrganization (16 points): Introduction, transitions, and conclusionUsage and Mechanics (16 points): Grammar, spelling, and sentence structureAPA Elements (24 points): In text citations and references, paraphrasing, and appropriate use of quotations and other elements of style64Total:300History homework help
This assignemnt is 2 parts.please see attached files for project 1 part 1 and project 1 part 2All i need is the symbols on both parts. the symbols need to be original work not similar or exactly look like some one else’s work. see attached files and let me know if you have a question. i need you to draw them with dark pen so i can see them and re-draw everything because i need to have a spesefic paper for the finished work. All you need to do just come up with symbols for both parts. part 1 use the templete and create the symbolls on 3 different papers)Part 2 (18 sketches of a star symbol by using the templete provided) everything is explained in the attached files.
Implications of China’s Rapid Economic Development
Global firm and global business environment If current trends continue, China may be the world’s largest economy by 2050. Discuss the possible implications of such a development for: The world trading system The main implication of China’s economic rise is that China has become a major engine of global economic and trade growth. From 2000–2005, China’s economic growth has averaged 9.5 percent in real terms; but its imports have tripled from $225 billion in 2000 to $660 billion in 2005 (Bergsten et al, 2006). As a result of this, China alone has accounted for about 12 percent of the growth of global trade, an impressively high share given that in 2000 it accounted for less than 4 percent of global trade. Indeed, although China’s economy is a small fraction of that of the United States, in the first half of this decade, China’s trade grew so fast that it contributed half again as much as the United States to the expansion of global trade. As a result, should China’s economy begin to approach, and even overtake, the United States as the world’s largest economy, global trade would potentially see a corresponding, albeit disproportionately, large increase in size. However, running counter to this is that China’s massive trade surpluses, most notably a $202 billion surplus with the United States (Bergsten et al, 2006), hugely exacerbate political frictions in several developed nations. This has led to pervasive pressures being brought in many countries to reduce their dependence on cheap, labour-intensive Chinese imports; and to redress the balance of these surpluses. Should China’s economy grow to surpass the US, these pressures may become unbearable, and protectionist measures may win support in many nations. This would undoubtedly harm the global trading system however it would be likely to make a fatal impact because, as several countries have found with the US, if you want to participate in global trade, you have to be willing to deal with the biggest economy. The world monetary system China’s monetary policy currently presents two major issues for the world monetary system. Firstly, due to China’s fixed peg to the U.S. dollar, the renminbi has depreciated on a real trade-weighted basis since the start of 2002 when the value of the dollar began to depreciate significantly when compared to major currencies such as the euro (Bergsten et al, 2006). Second, even though China’s productivity growth has slowed somewhat in recent years, the fact that it still exceeds its trade partners’ average, when combined with the artificial peg to the dollar, makes its goods disproportionately more competitive in global markets. As China’s economy grows ever larger, and the US trade deficit continues to worsen, the demand for the dollar will fall further. This, combined with China’s position as the country with the world’s second largest surplus country, should lead China to allow its currency to appreciate against the dollar, and thus transition to a growth path driven more by domestic consumption than by farther increases in its external surplus, which is already far too large for the rest of the world to accept. If China were to allow its currency to appreciate significantly it likely would lead to the desired general appreciation of Asian currencies relative to the dollar, and would thus increase China’s importance in a world monetary system no longer dominated by the dollar and the euro. Moreover, if China allows the renminbi to appreciate, it reduces the risk of stimulating a harmful protectionist response in the United States, and perhaps elsewhere. The business strategy of today’s European and U.S. based global corporations. As China’s economy becomes ever more important, global corporations will have to deal with China and Chinese companies and consumers if they wish to remain globally competitive. However, China’s internal competitive pressures will grow ever stronger, with several firms manufacturing similar products and local firms becoming stronger players. Consequently, before a multinational firm can introduce a new product to China, it must first evaluate every aspect of its homegrown marketing strategy to see where adaptations may be necessary, especially if a firm is entering China with a culturally specific product, such as automobiles, foods or clothing (Dayal-Gulati and Lee, 2004). As China’s cultural norms are so different from those in the West, global corporations will increasingly create whole business divisions devoted to tapping into the Chinese market, and will seek strategic alliances with local businesses to benefit from their knowledge. Equally, as China’s economy grows, increasing numbers of global corporations will begin basing more of their operations in China to take advantage of the strength of the local economy and the relatively low wage rates. However, this will not necessarily be a fundamental shift, and will likely fit into many of these corporations’ existing global strategies of having separate offices for Europe, America, Australasia etc. Global commodity prices China’s rise has important distributional implications for the global economy. Its massive exports of labor-intensive goods have led to significant declines in the relative prices of those goods. This, in turn, has put downward pressure on the relative wages of unskilled workers, even in advanced industrial economies. The other side of the coin is that China’s imports are mostly skill- and capital-intensive investment goods, and commodities. Thus China’s burgeoning import demand is raising the relative wages of skilled labor, the profit share of output, and commodity prices. Should the Chinese economy grow to match that of the US, without shifting its balance away from labor-intensive manufacturing, global commodity prices could rise significantly as Chinese demand for these commodities continues to rise. However, as China’s economy continues to grow, and if political resistance to its export policies remains strong, China may well look to shift its economy away from resource heavy manufacturing, into the skill- and capital-intensive investment goods and services. This shift may also be driven by China’s desire to reduce its dependence on the US, Japan Taiwan and South Korea, who supply almost 45% of Chinese imports, primarily electrical machinery and professional and scientific equipment (Economist Intelligence Unit, 2007). Again, in this area it may be political pressures, rather than economic, that prove to be most pervasive. References Bergsten, C. F. Gill, B. Lardy, N. R. and Mitchell, D. (2006) China: The Balance Sheet: What the World Needs to Know Now About the Emerging Superpower. PublicAffairs. Dayal-Gulati, A. and Lee, A. Y. (eds) (2004) Kellogg on China: Strategies for Success. Kogan Page. Economist Intelligence Unit (2007) Country Report – China. The Economist.