Write a response paper in 700 words to an article and talk posted on D2L about individuality and intelligence.

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Response paper for 1 article and 1 youtube video:
Talk: Theory of Multiple Intelligences
Below are metric from my advisor:
Write a response paper in 700 words to an article and talk posted on D2L about individuality and intelligence. The response is open-ended based on your thoughts and reactions.

What points speak to you?
Do you view connections to your own capabilities and performance?
What areas do you feel you need to work on personally and professionally?
What else do you need from DePaul or your professional life to feel ready for your future?

Why should a company engage in international business?

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Read Hout, Porter, & Rudden’s (1982) article and review the three examples of the companies that were successful in competing globally. Each of the companies had a different approach to executing global strategy. In today’s current global environment, why should a company engage in international business?

Provide a 600 to 800-word summary (formatted according to APA guidelines) answering the question(s) above using a minimum of 3 new peer reviewed journal article resources and providing examples of companies who were successful in doing this. Is their strategy similar to the Hout, Porter, & Rudden (1982) article? Explain.

Include a reference section at the bottom of the essay.

In addition, attach a 200 to 250 word annotated bibliography to the essay that adheres to APA formatting.

Identify components of negligent hiring and compensation practices, and explain policies and practices that can be used to reduce claims.

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Choose three discrimination laws from the following list that apply to employee recruitment and selection:
Civil Rights Act of 1964
ADEA
ADA
Equal Pay Act
Create a 9 to 12-slide presentation with speaker notes using Microsoft® PowerPoint®, Prezi®, Microsoft® Sway or a similar tool to summarize the following:
-Determine how the three U.S. discrimination laws you chose from the list above could be violated in the recruitment and selection of employees, and explain how to avoid those violations.
-Identify components of negligent hiring and compensation practices, and explain policies and practices that can be used to reduce claims.
-Summarize minimum wage and overtime requirements under FLSA.
-Compare at least three categories of employees (such as full time), the advantages of each of the categories compared to independent contractors, and the disadvantages of each of the categories compared to independent contractors.

Explain what the least possible change in existing social-political institutions could bring about the realization of such an ideal, or at least move us as far as possible in that direction.

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Plato took a dim view of democracy as a process for deciding what to do. Plato thought rulers should be specially trained philosophers chosen because they were incorruptible and had a deeper knowledge of reality than other people… an idea that only a philosopher could have come up with. Narrated by Aidan Turner. Scripted by Nigel Warburton.

According to Plato, a philosopher king is a ruler who possesses both a love of wisdom, as well as intelligence, reliability, and a willingness to live a simple life. Such are the rulers of his utopian city Kallipolis. … genuinely and adequately philosophize” (Plato The Republic, 5.473d).

Philosopher king

philosophy

Written By: Melissa Lane (Links to an external site.)

Philosopher king, idea according to which the best form of government is that in which philosophers’ rule. The ideal of a philosopher-king was born in Plato (Links to an external site.)’s dialogue (Links to an external site.) Republic (Links to an external site.) as part of the vision of a just city. It was influential in the Roman Empire (Links to an external site.) and was revived in European political thought in the age of absolutist (Links to an external site.) monarchs. It has also been more loosely influential in modern political movements claiming an infallible ruling elite.

In Plato’s Republic the leading character, Socrates (Links to an external site.), proposes the design of an ideal city as a model for how to order the individual soul (Links to an external site.). Such a just city will require specialized military “guards,” divided subsequently into two groups—rulers who will be “guards” in the sense of guardians, dedicated to what is good for the city rather than for themselves, and soldiers who will be their “auxiliaries.” Already at this stage of the Republic it is stressed that the guardians must be virtuous and selfless, living simply and communally as do soldiers in their camps, and Socrates proposes that even wives and children should be in common.

At the outset of Book V, Socrates is challenged by his interlocutors to explain this last proposal. In response, Socrates expounds three controversial claims, which he acknowledges will expose him to ridicule. The first is that the guardians should include qualified women as well as men; thus, the group that will become known as “philosopher kings” will also include “philosopher queens.” The second claim is that these ruling men and women should mate and reproduce on the city’s orders, raising their children communally to consider all guardians as parents rather than attach themselves to a private family household. Those children, together with those of the artisan class (Links to an external site.), will be tested, and only the most virtuous (Links to an external site.) and capable will become rulers. Thus, the group to become known as “philosopher kings” will be reproduced by merit rather than simply by birth. Finally, Socrates declares that these rulers must be philosophers:

Until philosophers rule as kings or those who are now called kings and leading men genuinely and adequately philosophize, that is until political power and philosophy entirely coincide…cities will have no rest from evils…there can be no happiness, either public or private, in any other city.

Socrates predicts that this claim will elicit even more ridicule and contempt (Links to an external site.) from his Athenian contemporaries than will equality for women rulers or commonality of sex and children. Many Athenians saw philosophers as perpetual adolescents, skulking in corners and muttering about the meaning of life, rather than taking an adult part in the battle for power and success in the city. In this view, philosophers are the last people who should or would want to rule. The Republic turns this claim upside down, arguing that it is precisely the fact that philosophers are the last people who would want to rule that qualifies them to do so. Only those who do not wish for political power can be trusted with it.

Thus, the key to the notion of the “philosopher-king” is that the philosopher is the only person who can be trusted to rule well. Philosophers are both morally and intellectually suited to rule: morally because it is in their nature to love the truth and learning so much that they are free from the greed and lust that tempts others to abuse power and intellectually because they alone can gain full knowledge of reality, which in Books V through VII of the Republic is argued to culminate in knowledge of the forms of Virtue, Beauty, and, above all, the Good. The city can foster such knowledge by putting aspiring philosophers through a demanding education, and the philosophers will use their knowledge of goodness and virtue to help other citizens achieve these so far as possible.

Thus, the emphasis in the Platonic (Links to an external site.) notion of the philosopher-king lies more on the first word than the second. While relying on conventional Greek contrasts between king and tyrant and between the king as individual ruler and the multitudinous rule of aristocracy (Links to an external site.) and democracy (Links to an external site.), Plato makes little use of the notion of kingship per se. That he had used the word, however, was key to the later career of the notion in imperial Rome (Links to an external site.) and monarchical Europe. To the Stoic (Links to an external site.) Roman emperor (Links to an external site.) Marcus Aurelius (Links to an external site.) (reigned 161–180), what mattered was that even kings should be philosophers, rather than that only philosophers should rule. To François Fénelon (Links to an external site.), the Roman Catholic (Links to an external site.) archbishop charged with the moral (Links to an external site.) education of Louis, Duc de Bourgogne, the grandson of Louis XIV (Links to an external site.), the crucial issue was that kings should possess self-restraint and selfless devotion to duty, rather than that they should possess knowledge. The enlightened (Links to an external site.) despots (Links to an external site.) of the 18th century, such as Frederick II (Links to an external site.) the Great of Prussia and Catherine II (Links to an external site.) the Great of Russia, would pride themselves on being philosopher kings and queens. But philosophy by then had left behind Plato’s focus on absolute knowledge, signifying instead the free pursuit of knowledge and the implementation of reason.

Meanwhile, in the Islamic world (Links to an external site.), the medieval (Links to an external site.) philosopher Abū Naṣr al-Fārābī (Links to an external site.) had championed the notion of a religiously devout philosopher-king. More than 1,000 years later the notion of such a figure acting as the interpreter of law inspired Ayatollah Khomeini (Links to an external site.) and the revolutionary state that he shaped in Iran. Finally, and more broadly, the notion of the philosopher ruler has come to signify a general claim to domination by an unaccountable, if putatively beneficent, elite, as in certain forms of Marxism (Links to an external site.) and other revolutionary political movements.

Plato (Links to an external site.)

Plato, ancient Greek philosopher, student of Socrates (c. 470–399 BCE), teacher of Aristotle (384–322 BCE), and founder of the Academy, best known as the author of philosophical works of unparalleled influence.… (Links to an external site.)

https://www.britannica.com/topic/philosopher-king

THE PARADOX OF THE PHILOSOPHER KING
Republic 471d – 480a

In his masterpiece dialogue, The Republic, Plato presents Socrates, speaking in the first person, retelling the course of a discussion on the nature of “justice.” The main persons who provoke the discussion in the dialogue are Glaucon and Adiemantus, Plato’s real-life brothers. Socrates is challenged to defend his belief that the virtuous life -or as it is put in the dialogue “the life of the just man”- is the greatest in happiness. To make sure that it is justice, and not merely the appearance of justice which leads to happiness, Socrates is to imagine a competition between the perfectly just man who shall appear to others (because of their ignorance) as supremely “unjust” versus the perfectly unjust man who is ruthless, observing no moral constraints in attaining what he wants, and who possess a magical ability never to “get caught” and always appear to others as supremely “just.”

Naturally, we must first determine what “justice” is. Socrates’ strategy is to analogize the human soul to the Greek city-state (polis in Greek, which gets mistranslated “republic”), for the polis is the soul of its citizens “writ large.” If we can discern where justice is found in the polis, we can then, in the analogy, see where it is found also in the individual human life. This leads Socrates to develop a model of an ideal just polis.

The view of the social-political whole which Plato gives here strikes most contemporary Western readers as “authoritarian” and neglectful of those “individual human rights” which form the philosophical basis of the democratic conception of political authority. Nevertheless, it should not be forgotten that the Greek polis is radically different from the contemporary nation-state and that Plato’s avowed purpose is not to develop a real political system. Furthermore, perhaps somewhat ironically, the conception of “natural rights” which underlies contemporary justifications of democratic government, itself derives from a conception of what it is to be human that has at least one of its roots in Plato’s philosophy.

For our purpose of understanding Plato’s theory of knowledge (epistemology ) as presented in the Theory of Forms, it is not necessary to go into the details of Plato’s ideal state; suffice it to say that as we would expect, the perfectly just state will be one ruled by the perfectly just ruler(s). In the analogy to the soul, the ruler in the polis is the parallel to the “mind” (in Greek: nous) in the soul. As the eyeball is the organ with which the body can see, so the “mind” may be thought of as the “organ” with which the soul acquires knowledge. The perfectly just soul would then be a soul “ruled” by a mind that had perfect knowledge, complete wisdom. This use of “perfect” is intended to mean no possibility of error or mistake; the perfectly just ruler(s) will necessarily do what is right, for if an error was made, one could imagine a better ruler who didn’t make that error. Such an “ideal” may very well be humanly impossible, but, Socrates insists, it is still essential to have such a perfect ideal as a kind of “yardstick” against which to measure the degree of justice or injustice in actually existing states and people.

Socrates defends his conception against three “waves” of criticism directed by Glaucon and Adiemantus. The passage assigned begins with the third -and most devastating- of these waves, and this is the challenge to explain what the least possible change in existing social-political institutions could bring about the realization of such an ideal, or at least move us as far as possible in that direction.

Socrates’ answer is known as “the paradox of the philosopher-king” and is stated dramatically at 473d: the way to bring about a just state is to have it ruled by philosophers, or what is commonly called “the Philosopher-King.” This conclusion would naturally be felt as paradoxical by most of Socrates’ listeners because philosophers were perceived as people with “their heads in the clouds” and consequently as manifestly unfitted for the realities of the political world. So now to defend his view, Socrates must finally tell us what he means by the ideal perfect “philosopher” and what sort of education would produce such a person.

We start with the root meaning of the word “philosophy”; the philosopher is the lover of wisdom. The philosopher is in pursuit of wisdom in all its forms, in love with learning. But people seek to learn many different kinds of things, are all of them philosophers? No, the philosopher is distinct from the others in that the philosopher wants to learn “the truth ” as distinct from the false illusions (being sold by sophists in the marketplace). The learning of the philosopher is, therefore, the acquisition of true infallible knowledge, whereas others, those who follow the sophists. learn merely fallible “opinions” (in Greek: Doxa)

So now the original question about justice, an ethical question, is transformed into an epistemological question: how do we distinguish true genuine knowledge (the real thing the philosopher seeks) from fallible opinions (the phony, “counterfeit” beliefs of the “lovers of opinions,” the sophists). In answer, Plato presents the most famous exposition of his “Theory of Forms” (Links to an external site.) which extends to 521b. Many crucial distinctions on which this theory is based appear in that discussion.

This is going to be different than your discussion question. But still covers the readings under Lesson 1.

For each set of readings, students will keep an active reading journal. The information you will write about will specifically come from the reading material for the week. Journals should be written in APA, and should include direct quotations, the student’s interpretation, and how the student connects these readings to the following:

A) his or her own life

B) other people who share common backgrounds with the student

C) the student’s community as a whole

D) society at large.

This assignment is more personal, only the instructor is reading it. You will be graded on your punctuation, grammar, etc. Be detailed, give examples of how you relate.

How effective has Tran been as a project manager? Explain.

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BUSI 3613: Project Teams and Leadership1 Appendix A: Midterm PaperAJAX PROJECT CASE STUDYTran was taking his dog Callie on her evening walk as the sun began to set over the coastal range. He looked forward to this time of the day. It was an opportunity to enjoy some peace and quiet. It was also a time to review events on the Ajax project and plot his next moves. Ajax is the code name given by CEBEX for a high-tech security system project funded by the U.S. Department of Defense (DOD). Tran is the project manager and his core team consisted of 30 full-time hardware and software engineers. Tran and his family fled Cambodia when he was four years old. He joined the U.S. Air Force when he was 18 and used the education stipend it provided to attend Washington State University. He joined CEBEX upon graduating with a dual degree in mechanical and electrical engineering. After working on a variety of projects for 10 years Tran decided he wanted to enter management. He went to night school at the University of Washington to earn an MBA. Tran became a project manager for the money. He also thought he was good at it. He enjoyed working with people and making the right things happen. This was his fifth project and up to now he was batting .500, with half of his projects coming ahead of schedule. Tran was proud that he could now afford to send his oldest child to Stanford University. Ajax was one of many defense projects the CEBEX Corporation had under contract with DOD. CEBEX is a huge defense company with annual sales in excess of $30 billion and more than 120,000 employees worldwide. CEBEX’s five major business areas are Aeronautics, Electronic Systems, Information & Technology Services, Integrated Systems & Solutions, and Space Systems. Ajax was one of several new projects sponsored by the Integrated Systems & Solutions division aimed at the homeland security business. CEBEX was confident that it could leverage its technical expertise and political connections to become a major player in this growing market. Ajax was one of several projects directed at designing, developing, and installing a security system at an important government installation. Tran had two major concerns when he started the Ajax project. The first was the technical risks inherent in the project. In theory the design principles made sense and the project used proven technology. Still, the technology had never been applied in the field in this mannerbefore. From past experience, Tran knew there was a big difference between the laboratory and the real world. He also knew that integrating the audio, optical, tactile, and laser subsystems would test the patience and ingenuity of his team. The second concern involved his team. The team was pretty much split down the middle between hardware and electrical engineers. Not only did these engineers have different skill sets and tend to look at problems differently, but generational differences between the two groups were evident as well. The hardware engineers were almost all former military, family men with conservative attire and beliefs. The electrical engineers were a much motlier crew. They tended to be young, single, and at times very cocky. While the hardware engineers talked about the Seattle Mariners, raising teenagers, and going to Palm Desert to play golf, the software engineers talked about Vapor, the latest concert at the Gorge amphitheater, and going mountain biking in Peru.

BUSI 3613: Project Teams and Leadership2 To make matters worse, tension between these two groups within CEBEX festered around salary issues. Electrical engineers were at a premium, and the hardware engineers resented the new hires’ salary packages, which were comparable to what they were earning after 20 years of working for CEBEX. Still the real money was to be made from the incentives associated with project performance. These were all contingent on meeting project milestones and the final completion date. Before actual work started on the project, Tran arranged a two-day team-building retreat at a lodge on the Olympic peninsula for his entire team as well as key staff from the government installation. He used this time to go over the major objectives of the project and unveil the basic project plan. An internal consultant facilitated several team-building activities that made light of cross-generational issues. Tran felt a real sense of camaraderie within the team. The good feelings generated from the retreat carried over to the beginning of the project. The entire team bought into the mission of the project and technical challenges it represented. Hardware and electrical engineers worked side by side to solve problems and build subsystems. The project plan was built around a series of five tests, with each test being a more rigorous verification of total system performance. Passing each test represented a key milestone for the project. The team was excited about conducting the first Alpha test one week early—only to be disappointed by a series of minor technical glitches that took two weeks of problem solving to resolve. The team worked extra hard to make up for the lost time. Tran was proud of the team and how hard members had worked together. The Alpha II test was conducted on schedule, but once again the system failed to perform. This time three weeks of debugging was needed before the team received the green light to move to the next phase of the project. By this time, team goodwill had been tested, and emotions were a bit frayed. A cloud of disappointment descended over the team as hopes of bonuses disappeared with the project falling further behind schedule. This was augmented by cynics who felt that the original schedule was unfair and the deadlines were impossible to begin with. Tran responded by starting each day with a status meeting where the team reviewed what they accomplished the previous day and set new objectives for that day. He believed these meetings were helpful in establishing positive momentum and reinforcing a team identityamong the engineers. He also went out of his way to spend more time with the “troops,” helping them solve problems, offering encouragement, and a sincere pat on the back when one was deserved. He was cautiously optimistic when the time came to conduct the Alpha III test. It was the end of the day when the switch was turned on, but nothing happened. Within minutes the entire team heard the news. Screams could be heard down the hallway. Perhaps the most telling moment was when Tran looked down at the company’s parking lot and saw most of his project team walking by themselves to their cars. As his dog Callie chased some wild bunnies, Tran pondered what he should do next. Questions:

1.How effective has Tran been as a project manager? Explain.

2.Using the Ajax case identify and discuss the difference between functional and

3.dysfunctional conflict on a project.

BUSI 3613: Project Teams and Leadership3

4.What problem(s) does Tran face?

5.How would you go about solving them? Why?

6.Why was it appropriate for Tran to hold the formal team-building session on the project?

What would Joe’s success in foreign markets depend on, and to what extent is his success in Brighton an indicator of his success abroad?

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Understanding (Answer 2 out of 3 Questions) (70% of final mark)

Please answer TWO out of THREE questions. There is no one single correct answer. Please use concepts and models we discussed in class to inform your answers. Highest marks are given to the most comprehensive and nuanced discussion of your selected questions.

Question 1 (max. 35 points):

You learn that in Industry X, Firm A has significantly less market share than industry leaders B and C, despite superior product quality, according to recent product tests. What does that tell you about key success factors (KSFs) in that industry? What can Firm A do to increase market share and/or to make better use of their ability to develop products of superior quality?

Question 2 (max. 35 points):

You are developing a new ‘smart jacket’ that can measure body temperature and adjust air circulation to regulate user comfort. You are thinking about partnering with a ‘smart watch’ producer to provide a convenient user interface and to allow customers to manually regulate air circulation. Using Porter’s Five Forces and the ecosystem concept, what are critical factors that may affect the profitability of this idea?

Question 3 (max. 35 points):

Your friend Joe has been awarded the Best Fish & Chips in town in his home town Brighton for the third year in a row. Joe feels quite confident about expanding his Fish & Chips restaurant all over Europe and perhaps even Asia. What would Joe’s success in foreign markets depend on, and to what extent is his success in Brighton an indicator of his success abroad?

Identity and discuss the components and elements of strategic management as part of the Strategic Management Model (Gluck and Jaunch, 1984).

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Identity and discuss the components and elements of strategic management as part of the Strategic Management Model (Gluck and Jaunch, 1984). Based your discussion on the ‘Strategic Management Model’ reading provided in the link below.
https://zahiro.files.wordpress.com/2014/11/sm2.pdf

Formalities:•Wordcount: 2000–2500words•Please ensure you present your individual reportwith a title, an introduction, and a discussion of each of the five elements, followed by a conclusion.•You should also provide a cover page, a table of contents, references and appendices. Kindly note these are excluded of the total wordcount.•Font: Arial 12,5 pts. •Text alignment: Justified.•The in-text referencesand the bibliographyshall be presented using the Harvardcitation style.
It assesses the following learning outcomes:•Outcome 1: Contextualize the strategic decisions organizations make in order to engage in strategic planning.•Outcome 2: Analyze and explain the concepts, principles and practices associated with strategy formulation and implementation.•Outcome 3: Demonstrate an understanding of thecomplexities of strategic management. •Outcome 4: Conduct and present a credible business analysis in a team setting.

Discuss how these principles, behaviours or attributes apply in a business environment

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MBA 7512Podcast ReviewSummer 202015% of overall gradeDue August 26@ Start of ClassPodcast ReviewThe Details:Review a podcast (details TBD), providing your analysis and critical thought on the concepts presented. In your analysis, provide the following:üA brief summary of the principles, behaviours or attributes reflected in the podcast (underhalfa page)üDiscuss how these principles, behaviours or attributes apply in a business environmentüWhat’s a strengthof the discussion?What’s a weakness? ü How you would apply these principles as a manageror leader? Would you? üSubmit as a .pdf to the ‘Podcast Review’ffolder on D2L

Explain in detail how your organization measures operational quality and whether these metrics accurately reflect the culture of the organization.

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Unit 5 Discussion
Prompt:

Read article: “Five Must-Have Quality Management Metrics for the Executive Dashboard” (website: https://www.qualitydigest.com/inside/quality-insider-column/five-must-have-quality-management-metrics-executive-dashboard.html)

Assignment:

Companies have traditionally struggled to establish metrics that can easily represent the effectiveness of quality in the organization.
Most often these metrics are measures of education, training/skills, certification(s), or tenure/experience.
Please compare/contrast the above metrics. Is it effective to have a manager with education, but without the industry experience? How can this person assess training needs without experience?
Explain in detail how your organization measures operational quality and whether these metrics accurately reflect the culture of the organization or propose new measures you feel would support the organization.
Please use your readings to substantiate your thoughts.
Participation Requirements:
Original discussion forum posts:
• Create a thread for your original post identified with your name.
• Prepare a quality, substantive post that addresses the objectives of the discussion forum and the expectations set forth in the grading rubric
• Include supportive evidence; such as direct applicable experience and expert sources.