Apply: Internal and External Environmental Analysis

You work for a consulting firm whose primary objective is to help businesses improve their strategic operations. Your firm recently was hired by a newspaper company named Hoosier Media Inc. The client’s print newspaper circulation and subscriptions have declined, resulting in 30% lower revenues over the last five years. Online ad revenues have increased but currently account for just 5% of the company’s revenue. You have been tasked with providing a comprehensive internal and external analysis to help the firm improve its business operations.

Create a 700- to 1,050-word analysis that includes the following:

  • Identify economic, legal, and regulatory forces and trends.
  • Critique how well the organization adapts to change.
  • Discuss the primary internal organizational considerations.
  • Discuss the primary external organization considerations.
  • Identify the major issues and/or opportunities the company faces based on your analysis.

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In the land of free trade the public does not view all industries as equal. Do you believe that is ethical? Do you believe that some industries are unfairly targeted?

In the land of free trade the public does not view all industries as equal. Do you believe that is ethical? Do you believe that some industries are unfairly targeted? Should it not be consumers’ choice to partake in products that are not healthy for them, or do those companies have an ethical obligation to protect people? In this assignment you will choose one (1) industry to write about. Ideas could include tobacco, soda, alcohol, casinos, or candy companies, just to name a few.
Write a one and a half to two (1 ½ – 2) page paper in which you:

  1. Become an advocate for either the consumer or the industry. Prepare an argument explaining the major reasons why you support either the consumer or the industry. Make sure to include details on the role capitalism plays in corporate decision-making.
  2. Use at least two (2) quality references. Note: Wikipedia and other Websites do not qualify as academic resources.

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Comparison Matrix and Outline: Doctoral Identity

Before beginning the synthesis process, it is important to become acquainted with the analysis and comparison of empirical articles. In this assignment, you will engage with the Comparison Matrix, a tool for analysis and comparison of empirical articles. You will also prepare an outline for a paper to be written based on the information gathered during your interaction with the matrix.

General Requirements:

Use the following information to ensure successful completion of the assignment:

Directions:

Read the articles listed above.

Complete the Comparison Matrix for each of the articles.If a component is not found in the article, enter N/A in the related cell in the table.

Construct an outline for a paper that will explain and compare the articles you read for this assignment. The paper will require identification of elements and themes common to the articles as well as a statement of the conclusions that can be drawn when the articles are taken together as a single entity You will be writing the paper in the next assignment

Expanded Comparison Matrix

Article 1 Article 2 Article 3
Title/Author(s)
Persistent GCU library link
Purpose of the study

What is the author’s rationale for selecting this topic? Does he build a strong case?

Research Question(s)

What question(s) does the author present?

Literature Review

How is this organized? What are the main themes found in the review? Who are the main authors used?

Sample Population(s)

What group(s) is/are being studied?

Limitations

What are the limitations of the study? Why can it only encompass so much?

Results/ Conclusions

What did the author find through the study? Was the original question answered?

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The Monroe Doctrine became one of the crucial foundations of American foreign policy over the next century; what was the occasion for Monroe’s articulation of this doctrine, and what were the circumstances motivating its adoption?

Read Chapters 9 – 10 and the Monroe Doctrine. Once all reading is complete, respond to the following items:

  • The Monroe Doctrine became one of the crucial foundations of American foreign policy over the next century; what was the occasion for Monroe’s articulation of this doctrine, and what were the circumstances motivating its adoption?
  • What reasons were used by Monroe to justify this foreign policy pronouncement, and how do they relate to arguments made during the revolutionary and early republic periods?

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The Federalists OR the Republicans

you will CHOOSE ONE of the political parties to write on: either the Federalists OR the Republicans.  Choose whichever party interests you, or choose a party that you don’t know much about. Once you choose your party, you will assume the role of a member from that party – pretend that you are either a Federalist or Republican from the 1790s. There are three parts to this assignment:

1. You will write a minimum of two paragraphs discussing the political, economic, and diplomatic views of your political party (based on the content from the textbook). Your political views will include your perspective on state and national government (how strong or weak should they be); your economic views will include your perspective on economic directions that the nations should take (or not take); your diplomatic views will include your perspective on France and England (which nation do you support? why?).

2. You will also write a 3rd paragraph
 on one of the primary source readings:- If you are a Federalist, you will explain what the Alien and Sedition Acts are and give examples from the Acts that you think are necessary to support your position (ex: what parts of the Alien Acts are necessary for the survival of the United States?).
-If you are a Republican, you will explain what the Kentucky Resolutions are and give examples from the Resolutions that you think are necessary to support your position (ex: what role should states play when the national government oversteps its authority?).

I choose to be the federalist

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China’s Impact on Japan and Korea

Unit 3 Essay: China’s Impact on Japan and Korea

You have now read a chapter on the early history of East Asia that focused primarily on the history of China but also included the equally important early histories of Japan and Korea. In an essay of approximately 800 words, please explain when and how Japan’s and Korea’s histories were impacted by China, but also what was unique about the historical development of each. To do so, you will want to take as your starting point the period during which East Asia first becomes clearly identifiable as a cultural sphere with developed states in each case – roughly, the sixth to eighth centuries. In writing your essay and thinking about its structure, you might consider the following questions, although you should make your own judgment about what should and should not be included and discussed:

  1. Should the introduction define the term East Asia, the period of time in East Asian history under consideration, and which countries are being included in the discussion?
  2. Should the introduction define clearly the topic that will be discussed and also offer a tentative assessment? (For example, to what extent were Japan and Korea impacted by China and to what extent were their histories entirely unique?)
  3. Should the essay assess the status of China as of the Tang Dynasty, when Korea and Japan were developing into unified states? (For example, by that point in time, what kinds of political systems and intellectual traditions had emerged in China?)
  4. Should a concise overview of how a state emerged in both Japan and Korea and the points at which China had an impact on that process be given?
  5. How did the development of Korea and Japan differ?
  6. How will the essay be concluded? You might reflect on question 5.

Reading Material for the Essay

In addition to reading the reviewing the relevant sections in our textbook on China, Japan, and Korea, also review two additional sources relevant to our essay topic.

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Compare the backgrounds of Jefferson and Paine; did Paine have an advantage or disadvantage by not being born in the colonies? Explain.

Read Chapters 5 – 6. Pay special attention to the Common Sense excerpt in the Voices of Freedom box in Chapter 5. Also, read the Declaration of Independence in the Appendix of your textbook. You may use Chapter 5 as background material on Thomas Paine and Thomas Jefferson. Once all reading is complete, respond to the following items:

  • Compare the backgrounds of Jefferson and Paine; did Paine have an advantage or disadvantage by not being born in the colonies? Explain.
  • Examine the language used in both documents; who is the audience for each writer?
  • Why does Jefferson not discuss slavery in the Declaration?
  • What do Paine and Jefferson say about the monarchy in their respective documents?
  • Why does Jefferson focus more on the king than parliament?

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What case decided by the New York State Supreme Court in 1805 established that property ownership included the right to develop property for business purposes?

Directions: Quiz #3 contains two parts. In the first part, type the answer that best completes the sentence or answers the question. In the second part, respond to each of the short answer questions in your own words. Each of the questions in Section 1 is worth 1 point. Each of the questions in Section 2 is worth 8 points. The highest total score possible is 50 points. Do not use any outside sources or risk earning a 0 for this assignment!

  1. What case decided by the New York State Supreme Court in 1805 established that property ownership included the right to develop property for business purposes?
  2. By 1830, what percentage of the Lowell, Massachusetts, textile workforce consisted of women?
  3. By the late 1840s, what percentage of the population in the United States held about two-thirds of the country’s wealth.
  4. What New York senator’s demand in 1819 that Missouri prohibit slavery before gaining statehood provoked fierce debate over Congress’s authority to regulate slavery?
  5. In years, what was the life expectancy of slaves in the United States in 1850?
  6. How much was the annual average spent for internal improvements during Andrew Jackson’s presidency?
  7. Who started the Children’s Aid Society in 1853 in New York City that would become a model of change through effective education and self-help?
  8. What was the name of Lansford Hastings’s 1845 book that provided practical information and rationale for western emigration within the United States?
  9. How many settlers did California have by 1860?
  10. What law passed by the United States Congress in 1851 supposedly validated Spanish and Mexican land titles?

1. The period between 1790 and 1850 witnessed numerous and various efforts to reform United States society. Identify four distinct reform movements that occurred in the United States during this time period and that have at least two similarities in their ideals and/or objectives. Explain these two similarities and explain how each of the four movements demonstrates each of the similarities. Then, for each of the movements, indicate one specific way in which that movement differs from the other three.

2. Chapter 10 of the course text details a new style of politics that developed during the changing political culture of the 1820s and 1830s. Describe the major characteristics of the new political culture of the 1820s and 1830s. Clearly indicate three distinct particular characteristics of the new political culture of the 1820s and 1830s. Then, describe two distinct ways in which the new political culture influenced the daily lives of people in the United States.

3. The course text notes that significant economic growth occurred in the United States between 1820 and 1860. Describe three distinct aspects of United States society that reflected that growth. Then, explain two distinct national or international developments from the time period that helped produce that growth. Be clear in explaining how each of the developments helped to produce the United States’ economic growth. Finally, indicate two distinct beneficial outcomes of that growth and two distinct troublesome outcomes of that growth.

4. Chapter 9 of the course text provides a detailed account of the interworking elements of the system of slavery within the Old South, including descriptions of kinds of lives lived by various groups who inhabited the region. Describe the interrelationships among slaves, slave owners, and southern Whites who did not own slaves. Compare and contrast the lives of each group with the lives of the other two. Then, provide three distinct reasons slave owners used to justify the slavery system. Be sure to explain each reason clearly to distinguish it effectively from the other two. Finally, indicate two distinct ways in which slaves resisted slavery within their everyday lives.

5. The course text states that in the mid-1800s many people in the United States felt a sense of uniqueness about the United States that helped drive westward expansion. As the course text elaborates, “rooted in Puritan utopianism and revolutionary republicanism, this sense of uniqueness and mission also stemmed from the rapid growth and progress of the early nineteenth century” (365). With this in mind, looking back over the course, explain how each of the following elements of United States history influenced attitudes on western expansion in the mid-1800s: Puritan utopianism, revolutionary republicanism, and mid-1800s’ economic growth. Be clear and specific in connecting each of these elements to westward expansion in the mid-1800s. Then, explain how these elements conflicted with the attitudes and experiences of Native Americans and Spanish with whom United States. westward expansion came into contact. Clearly explain how Native American groups differed from United States groups in their attitudes and experiences as the two came into contact on the western frontier. Then, clearly explain how Spanish groups differed from United States groups in their attitudes and experiences as the two came into contact on the western frontier.

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Besides being an anti-slavery movement, how does abolitionism enhance a fundamentally different value system in the North than is evident in the South

Answer Each Question in 300-500 words each  — summarize content, examine evidence, analyze and suggest interpretations

READ: !!! Abolitionist tract by David Walker “An Appeal to the Coloured Citizens:

AppealtotheColouredPeopleoftheWorld.doc

 Declaration of Sentiments   

6D.DeclarationofSentiments.doc

    1.  Read the Abolitionist tract by David Walker “An Appeal to the Coloured Citizens” and explain how his argument fits with your texts information about abolitionism right before the Civil War (particularly with John Brown)
    2. Besides being an anti-slavery movement, how does abolitionism enhance a fundamentally different value system in the North than is evident in the South – also think of this question in terms of the Woman’s rights movement begun in Northern states after 1848. How does the document “Declaration of Sentiments show a clear divide between North and South.

3.  Now that you’ve read about both Northern and Southern society prior to the Civil War, what are the main                    differences (economic sytstems, treatment of women, religious experimentation, views on the worth of                        people meaning the mentality of the planter v. the abolitionist) and what makes them so significant so as to eventually cause a Civil War?

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History 1301 DB7

Provide a comprehensive response to the question(s) below. Be sure to draft your response in your own words (do not quote verbatim from the textbook or internet).  Should be 200 – 300 words long.

Read Chapters 13-14 and the Emancipation Proclamation. Once all reading is complete, respond to the following items:

In early 1863, President Lincoln issued the Emancipation Proclamation.

  • Why did Lincoln decide to issue the Proclamation at this particular time?
  • What factors determined this decision?
  • What did the President hope to gain?
  • What were the limitations of the Proclamation, and what was its larger historical significance?

The Emancipation Proclamation

·

The Emancipation Proclamation (page 1)
Record Group 11
General Records of the United States

President Abraham Lincoln issued the Emancipation Proclamation on January 1, 1863, as the nation approached its third year of bloody civil war. The proclamation declared “that all persons held as slaves” within the rebellious states “are, and henceforward shall be free.”

Despite this expansive wording, the Emancipation Proclamation was limited in many ways. It applied only to states that had seceded from the Union, leaving slavery untouched in the loyal border states. It also expressly exempted parts of the Confederacy that had already come under Northern control. Most important, the freedom it promised depended upon Union military victory.

Although the Emancipation Proclamation did not end slavery in the nation, it captured the hearts and imagination of millions of Americans and fundamentally transformed the character of the war. After January 1, 1863, every advance of federal troops expanded the domain of freedom. Moreover, the Proclamation announced the acceptance of black men into the Union Army and Navy, enabling the liberated to become liberators. By the end of the war, almost 200,000 black soldiers and sailors had fought for the Union and freedom.

From the first days of the Civil War, slaves had acted to secure their own liberty. The Emancipation Proclamation confirmed their insistence that the war for the Union must become a war for freedom. It added moral force to the Union cause and strengthened the Union both militarily and politically. As a milestone along the road to slavery’s final destruction, the Emancipation Proclamation has assumed a place among the great documents of human freedom.

The original of the Emancipation Proclamation of January 1, 1863, is in the National Archives in Washington, DC. With the text covering five pages the document was originally tied with narrow red and blue ribbons, which were attached to the signature page by a wafered impression of the seal of the United States. Most of the ribbon remains; parts of the seal are still decipherable, but other parts have worn off.

The document was bound with other proclamations in a large volume preserved for many years by the Department of State. When it was prepared for binding, it was reinforced with strips along the center folds and then mounted on a still larger sheet of heavy paper. Written in red ink on the upper right-hand corner of this large sheet is the number of the Proclamation, 95, given to it by the Department of State long after it was signed. With other records, the volume containing the Emancipation Proclamation was transferred in 1936 from the Department of State to the National Archives of the United States.

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