Strategic Intent is defined as the relentless pursuit of a sharply focused strategy. What would you say Haier's strategic intent is
I would like a 4 pages, double-spaced, 12 size Times New Roman case study paper. I will post an article that you gonna have to read and answer in order the following questions that are based on this article only. Make sure that you indicate the question and then the answer.
1. Strategic Intent is defined as the relentless pursuit of a sharply focused strategy. What would you say Haier's strategic intent is? Defend your answer.
2. Summarize and comment on Haier's Integration Strategies.
3. Describe how Haier's global strategy is the same as, or different from, other Chinese companies.
4. Describe the strategic miscalculations that American companies trying to penetrate the Chinese white goods market have made.
Strategic Intent is defined as the relentless pursuit of a sharply focused strategy. What would you say Haier's strategic intent is I would like […]
Research Design Concepts
The goal of the assignment is to better acquaint you with some of the fundamental research concepts that are manifested in some of the technical vocabulary used in research. This assignment focuses on Understanding.
Below are technical terms that describe foundational concepts in research design:
Epistemology (in research)
Ontology (in research)
Axiology (in research)
Statistical conclusion validity
Criterion (or criterion-related) validity
Experimental design (experiments)
Quasi-experimental design (quasi-experiments)
Provide a written definition for each term expressed in your words, but supported by citation(s). Also, provide a brief description of why the concept represented by the term is important in research design (again, cite one or more sources). Please do NOT copy the brief definitions from the back of the Salkind text.
Next, address the following prompts, in writing:
1. Compare and contrast research epistemology, ontology, and axiology
2. Compare and contrast reliability, validity, and generalizability
3. Compare and contrast internal, external, and statistical conclusion validity. Next, compare and contrast construct, content, criterion validity. Finally, compare and contrast the first three (internal, external, and statistical conclusion) as a group with the second three (construct, content, criterion-related) as a group.
4. Compare and contrast basic and applied research.
5. Compare and contrast experimental to non-experimental research design.
Submit an approximately 10 page written paper, to include both the definitions and the comparison contrast responses. Include a list of references at the end. The written report should conform to the most recent publication style of the American Psychological Association (APA) which includes references as footnotes (each student may choose which style to follow).
Research Design Concepts Purpose: The goal of the assignment is to better acquaint you with some of the fundamental research concepts that are manifested […]
Compare your own cultural attitudes re gender. age, common interest, and social class to other cultures
Compare your own cultural attitudes re gender. age, common interest, and social class to other cultures. Use, for example, aspects of being students, working, traveling, and social mobility.
Non-kinship Based Social Groups
All societies classify people to some degree based on their age. In North America, for example, we generally label people as children, teenagers, adults, middle aged, and elderly or senior citizens. Such age-based categories are referred to by anthropologists as age grades. They are in a sense both achieved and ascribed statuses. People become senior citizens simply by living long enough. In other words, they have achieved this status through longevity. On the other hand, grandchildren cannot achieve elder status at the same time as their grandparents because they were born much later–there is an ascribed difference between them. In time, however, they also can become senior citizens.
In some societies, age grades are clearly recognized as distinct identifiable groups of people. Anthropologists refer to these groups as age sets. They are people of similar age and usually of the same gender who share a common identity and maintain close ties throughout their lives. They also pass through age-related statuses together as a group. The transition between these statuses is usually marked by a rite of passage.
Age sets are especially common in sub-Saharan Africa. Among the 1/4 million Masai cattle herding people of southern Kenya and northern Tanzania, for instance, male age-sets have been traditionally very important. The Masai strongly differentiate three major age-based male groups–boys, warriors, and elders. The latter two groups are also informally divided into junior and senior warriors and junior and senior elders.
Masai territory Masai woman and man (elder)
From the age of 6-8, Masai boys spend much of their time on their own, away from the community, sharing the work of herding cattle owned by their parents. At this time they develop the close male relationships that will last throughout their lives. When they are 12-14, boys are circumcised together in a ritual that marks their transition to a new status–they become morans , or warriors. In Masai culture, only morans are allowed to have long hair. They also dress differently and spend much of their time away from the community in a hidden training camp. They no longer herd cattle but now are responsible for their defense against predators such as lions and people who might steal them. While boys are not allowed to carry spears, morans do. They must remain unmarried during the 7 years that they are morans, but some of them secretly have girlfriends. In their twenties, the moran once again go through a rite of passage together. It marks their transition to the elder status and role within society. They reinforce their camaraderie at this time by drinking the blood of a freshly killed cow that has been specially sacrificed for the purpose, and their long hair is shaved off by their mothers to signify their new status. They are no longer warriors but are becoming respected decision makers and spokesmen for their families and communities. As elders, they are now allowed to get married when they can acquire sufficient numbers of cattle to pay a bride price. In Masai society girls usually marry in their teens and men in their thirties and later. Middle aged and older men typically have several wives.
Masai boy herding cattle and
young men with the traditional
dress and long hair of morans
NOTE: There is not universal agreement as to how the word “Masai” should be spelled. Some prefer “Maasai.”
Age sets also exist in other parts of the world but are generally not as important as they are in sub-Saharan Africa. For example, students who attend prestigious private universities such as Harvard, Yale, Oxford, and Cambridge usually identify with the members of their graduation class and keep in contact with them throughout their lives. They get together for reunions and help each other get jobs or arrange business deals. They generally see themselves as a closed group of people who have shared a common experience and continue to have common interests.
In addition to age, gender is also a universal basis for organizing social groups. While both men's and women's groups occur, men's associations are more common around the world. When gender-based groups exist in small-scale societies, every adult of the same gender is usually a member. In large-scale societies, gender-based groups become more institutionalized and membership is usually not mandatory. Typical gender-based groups in North America include the Boy Scouts and Girl Scouts, fraternities, sororities, and lodges (e.g., Elks, Masons, etc.).
In Britain, male rugby
clubs like this one from
Carmathan Wales are
community groups that
Groups Based on Common Interest
Voluntary associations based primarily on common interest and experience are also widespread forms of non-kinship based groups, especially in large-scale societies. Such groups are likely to have one of the following focuses:
1. vocation (e.g., trade unions, professional associations)
2. avocation (e.g., leisure activity clubs, fraternal organizations)
3. common residence (e.g., neighborhood associations)
4. religious belief (e.g., membership in a church or other religious organization)
5. political belief (e.g., political action groups, political parties)
6. past experience (e.g., widows clubs, veterans organizations, cancer survivors groups)
Membership in voluntary associations is usually based on achieved status in addition to common interest. For instance, members of the American Medical Association are trained medical professionals (an achieved status) in addition to having a common interest in supporting and advancing the medical profession in the United States.
In some cases, voluntary associations are based on ascribed status or a combination of ascribed and achieved status. For instance, organizations based on social or economic classes commonly appear as a result of unequal access to wealth and power in large-scale societies. These groups are likely to occur at all levels of society. They may be clubs of rich and powerful families who have had this status for generations–i.e., they are from “old money” families. At the other end of the economic spectrum, there may be gangs of relatively poor, disenfranchised youths. Cross-cutting these largely ascribed class-based groups may be others based on ethnic or racial identity.
Voluntary associations are less common in small-scale societies. However, when they do occur, they are usually male military associations, secret societies, or religious cults. In some indigenous societies of New Guinea, men traditionally lived together in a “big house” where they shared the secrets of their religious belief system. There were religious cults that were largely kept secret from women and very young children. Among the Indians of the North American Plains, men commonly belonged to warrior societies.
Compare your own cultural attitudes re gender. age, common interest, and social class to other cultures Compare your own cultural attitudes re gender. age, […]
The Portfolio should contain the five distinct items outlined below PLUS discussion of approximately 2,000 words in total for items 2-5.
Detail Students will hand in a complete portfolio.by electronic submission through TURNITIN by 23.55pm on the deadline date.
Missing elements will result in the portfolio receiving a fail mark.
Upon completion of this module the student should be able to:
1. Review their skills development to-date and be able to reflect upon the relevance of this to the career development process;
2. Develop and reflect upon 'employability' skills that may be new to them such as CV writing, interview skills and meeting management;
PORTFOLIO ITEM 2: Self-efficacy Personal Development Plan 25% of module mark
Full briefing will be given in the second seminar and uploaded to Moodle.
This item will be marked as part of your portfolio. This item allows you to reflect upon your own self-efficacy beliefs and how these may be developed.
SELF-EFFICACY PERSONAL DEVELOPMENT PLAN
– 3 ACTION POINTS ( SMART)
– DISCUSSION OF APPROXIMATELY 500 WORDS
PORTFOLIO ITEM 3: Current personal C.V. for an APPROPRIATE placement/entry level position presented in a suitable format for the jobs and country that you would like to find work in. 25% 0f module mark
This item is an output from an online activity that will be released in the first two weeks of the semester. It will be marked as part of your portfolio and allows you to identify an appropriate C.V style that will suit a placement or entry level job search.
– YOUR C.V.
– DISCUSSION OF APPROXIMATELY 500 WORDS
PORTFOLIO ITEM 4: Preparing for interview :- STAR Technique 25% of module mark
This item is an output from an online activity that will be released in the first three weeks of the semester. It will be marked as part of your portfolio and should allow you to begin to appreciate the nature of Interviews and to anticipate interview questions.
– COMPLETED “STAR” PREPARING FOR INTERVIEW PROFORMA
– DISCUSSION OF APPROXIMATELY 500 WORDS
PORTFOLIO ITEM 5: Psychometric Testing (two personally completed tests) 25% of module mark
This item is an output from an online activity that will be released in the second half of the semester. It will be marked as part of your portfolio. This item should allow you to appreciate the nature of psychometric testing and to build confidence in undertaking such tests.
– COMPLETE TWO PSYCHOMETRIC TESTS
– DISCUSSION OF APPROXIMATELY 500 WORDS
Carrer Development The Portfolio should contain the five distinct items outlined below PLUS discussion of approximately 2,000 words in total for items 2-5. Detail […]
Describe poll using one or two sentences. What was it about? What were the results
BUS 205 Survey Evaluation Assignment · Go to http://www.gallup.com/ . There are several polls shown on the left hand side. Pick any poll you would like. · Read the story associated with that poll. Pay special attention to the description of “Survey Methods” near the bottom of the story. 1) Describe poll using one or two sentences. What was it about? What were the results? 2) Referring to the “Survey Methods” section, describe briefly how data was gathered – when and how? 3) Do you suspect selection or response bias in these results? Explain why or why not. 4) How reliable are these results? Do you believe the conclusions or implications based on this data? Explain. 5) Compare this poll to one on, for example, ESPN.com (towards bottom of page) in which visitors to the page register their opinions on current topics. (BONUS: 1 point if you find your own survey online other than on ESPN.com and answer this question. If you do this, include a link to your poll in your submission.) Compare and contrast the methods and reliability of results between the Gallup poll and the ESPN poll (or an online poll you find yourself).
Describe poll using one or two sentences. What was it about? What were the results BUS 205 Survey Evaluation Assignment Fall 2014 [5 points] […]