Limitations of Qualitative Research

Limitations of Qualitative Research Discuss The Strengths And Limitations Of Quantitative And Qualitative Data In Supporting Knowledge Claims In The Human Sciences And At Least One Other Area Of Knowledge. Theres no such thing as qualitative data. Everything is either 1 or 0†(Fred Kerlinger) All research ultimately has a qualitative grounding(Donald Campbell) Based on what Kerlinger and Campbell said, we can see different angle of views on quantitative data and qualitative data. From Kerlinger points of view, he rejected qualitative data totally but Donald in the other hand said that the basic of all research is qualitative data. One question arises is why do this two contradict views occurred? Before answering the question, a depth understanding on how this two data works should be done at the first place. When we think about quantitative data, immediately our powerful photographic memories will recall everything that deals with numbers such as height, weight and many more. When the word qualitative data comes across our mind, we will think about something which are descriptive such as colours, beauty and so on. Qualitative data can be obtained by the qualitative research which may save the researcher from making inappropriate assumptions as they proceed to design another stage of their work. What is the significant of this two data in human lives? Basically, quantitative data and qualitative data information are evidence to support ones claim. Without the existence of this two data, the validity of a research is unacceptable because of there are no evidence to support the claims. By using our common sense, ask ourselves, can we immediately believe something is said to be true without any supporting data? The answer is exactly no. To answer the first question, the contradiction of views occur is due to the strengths and limitations of both data. Therefore, to get a clear view on how do these quantitative and qualitative data are used as the supporting evidence, we shall discuss in this in the perspective of human science. Human science is about same universal principles, processes and patterns govern and underlie human activities in different fields such as psychology, social and cultural anthropology, economic and many more. Dealing with human being is never going to be an easy task because human are very complex. The complexities of the human being has lead to the a new branch of science which is human science in order to study the behavior of human. One of the behavior that is crucial to be passed on from one generation to other generation of human being is politeness. Reader Digest has came out with a ranking of the most courteous to the least courteous city in the its January 2008 article. New York city, USA was crowned to be the most courteous. On what basis does Readers Digest magazine came out with this ranking ? To establish this ranking, Readers Digest magazine team has set up a test called Politeness Test to prove the truth behind a statement made by Lynne Truss, an author of bestselling book â€Å"Talk to the Hand† which was 70 percent of US people are ruder now than they were 20 years ago. To measure politeness of a human being is a challenging task. However, there is always a way to measure it. The simplest way to measure this is by naturalistic observational method. To apply this method, the reporter of the Readers Digest magazine had set up three tests and one of them was â€Å"document drops† (who would help them retrieve a pile of â€Å"accidently† dropped papers) For consistency, Starbucks Coffee shop was chosen to be the venue of the test. By observing the behavior of the New Yorkers who entered the coffee shop, many perceptions were made by the reporters. For example, people who was willing to pick up the â€Å"accidently † dropped document was conside red as people who had courtesy. The question is, to what extent this qualitative data obtained from the naturalistic observation method is sufficient enough to establish the ranking? The qualitative data is valid because the biggest strength of the method is it shows realistic situation. The realism of qualitative data can be obtained because the observer cannot easily change or introduce a new stimuli into the situation. However, the major weakness of this method is the risk of biasness of the observer. During the observation, the reporter of Readers Digest magazine might be influenced by emotion when observing the rudeness of people. Therefore, this will lead to the inability to draw a correct conclusion of the observation. However, in order to make the politeness test more valid, we need a set of quantitative data to support the qualitative data. The quantitative data can be obtained by establishing a corelational research. This research is structured by introducing two variables and how they interrelated. Therefore a statistical model is carried out to prove the relation between two variables. For example, let the variables be â€Å" number of who lift up the file† and â€Å" the level of courtesy† and test whether they are independent or dependent for each sample taken from a sample population of New Yorkers. The statistics data in forms of percentage will give a strong base to support the Readers Digest Politeness Test. Since politeness is a very subjective matter, this quantitative data also cannot stand alone. Hence both data are needed in supporting this claim. 2008 is the year where economic crisis hit the world. The developed countries were facing hard times because of the many business had to shut down because of the stagnant falling of demand since people controlled the expenses. In the economy cycle, the economist predicted that recession will hit for eleven months in ten years. However, this prediction is inaccurate because recent recession hit economy only in five months. This occur because economist also is in anticipation and future is uncertainties. During economic recession, exports and imports of business are slowed down and the country will experience high rate of unemployment. For the poor country, the recession gave a big impact such as increase in the rate of poverty since many  labors were dismissed. From physicality aspect, we can observe how thin the people in the poor country when economic recession hits the world. However, this qualitative data is not enough to support the economy recession. Therefore, in order to make the claim more firm, quantitative data must be obtained from example, correlation method where two variables which are demand and supply are used. The correlation between both variables shows a clear picture of the worlds economy. The lower the demand, the lower the supply implies that demand is directly proportional supply. This will lead to reasoning part to explain why the demand is falling or rising. So things will fall in the right place the cause has been justified by reasoning. Nowadays, we have seen the emergence of the personality test on the net. Most of the current personality theories concern on the identification and measurement of the specific personality. (Zuckerman, Eysenck , Eysenck 1978 ). Lets look at personality test which is more valid. For example, Dr Campbell, a researcher on the human behavior from University of Michigan carried out a personality research which ion introversion and extroversion. People might say it is easy to distinguish those who are introverts and extroverts based on the way they communicate with the society. Yes, it is true that we can distinguish the introverts and extroverts by observing their communication skill, confidence level, the way they walk and so on. People can easily percept others based on their attitude and this kind of attitude is taken as qualitative data .Again, there might be biasness in judging people. Therefore, Dr Campbell used theoretical treatments of introversion and extroversion in order to support the qualitative data. He applied the corelational method. He came out with two variables â€Å" introversion/extroversion† and â€Å"experience seeking†. A sample of his college students were given a personality scale wish measures the relationship of the variables. According to the theory, extroverts should seek for outside stimulation whilst the introverts seek the inner stimulation. To visualize the relationships, he used Eysenck Personality Inventory and Zuckermans sensation seeking scales in order to plot the data. From there, a quantitative data can be obtained to distinguish to support the qualitative data. However, the test is too objective and there might be possibilities that the sample of college students did not do the test seriously. Art demands a critical thinking in order for us not to be easily swept away along unthinkingly into its pleasures or reject it as a knowledge . In creating the feelings and beliefs, the arts certainly do not avoid knowledge claims. For example, Leonardos famous Vitruvian man drawing represents standard physicality of a human being. What is meant by standard physicality of human being? From observation method, we know a normal human being will have two hands, two legs a head and so forth. Human being is a unique creature and hence we have to explore the entire human being by using our critical and creative thinking. This Vitruvian  man drawing has all characteristics of a normal human being. This contributes to the qualitative data. Different human being has different lengths of hands, legs and so on. Does this reason enough to prove the uniqueness of a human being? Leonardo Da Vinci was the first person who look the uniqueness of from different angle. The Vitruvian man drawing portrays the standard proportion of human body. It was the version produced by Leonardo Da Vinci, who has a vast knowledge of both anatomy and geometry made him uniquely suited to the task. Leonardos famous drawings of the Vitruvian proportions of a mans body first standing inscribed in a square and then with feet and arms outspread inscribed in a circle . By using logic ,he provides the simplest illustrations on shifting the â€Å"center of the magnitude† without a corresponding change of the â€Å"centre of the normal gravity†. This remains passing through the central line from the pit of the throat through the umbilicus and pubis between the legs. Leonardo repeatedly distinguishes these two different ‘centers of a body, which is the centers of ‘magnitude and ‘gravity (Keele 252).† The fundamental measure of 24 palms comes directly from Vitruvius definition of human height being 4 cubits or 24 palms. This quantitative data is a strong evidence to support the claim that human beings are unique. Sometimes the art themselves are not the truth but it leads us to the truth. Dancing is a part of art. It is indisputable dancing has its way of brightening up the persons day. From the aspect of health, dancing gives a significant impact in reducing stress and depression. For example, a person enters a dancing studio after facing a problem will have a brighter smile after going out of the studio. To determine whether our perception is true, we can carry out an interview in order to obtain self report from that particular person. Many questions can be asked such as â€Å"how do you feel after dancing?†and so forth. From his response, we come out with perception that he is stress free. However, this method is going to give us a weak qualitative data in order to support the claim. The interviewer might be bias during the interview session. Therefore, to justify the claim that dancing contributes in reducing stress and depression, an experiment can be carried out. The strength of the method is we have full authority in controlling our variables. For example, our variable is â€Å"number of dance† and â€Å"the number of anti depressant pills taken†. First of all, a sample of people who come problematic background has to be chosen. The hypothesis is, the greater number of dancing, the lower number anti depressant pills are being consumed. A statistical data can be obtained to support the claim. Hence, the validity of the of the claim saying that dancing can reduce stress is justifiable. Based on the justification above, I concluded that qualitative data and quantitative data play important roles on supporting the knowledge claims in human science and art. Some of the claims required both qualitative and quantitative data in order to support the claims. Although both of data have their own strengths and limitations, they are complementary each other in order to justify the every single things and events that occurs in our lives. I respect both views from Fred Kerlinger and Donald Campbell because both of the views are correct and applicable in our daily lives. There is no right or wrong on both views. It depends on situation in order to use qualitative data or quantitative data to support our knowledge claims. References writing.colostate.edu/guides/research/observe/com2d3.cfm â€Å" Qualitative vs Quantitative Research† writing.colostate.edu/guides/research/observe/com2d3.cfm â€Å" Qualitative vs Quantitative Research† Toby Murcott ; â€Å"Alternative medicine on trial?†;2005;New York;Macmillan;(page 97) www.rd.com/living-healthy/good/article27599-2.html Richard S.Lehman;†Statistic Design in the Behavioral Sciences†1991;Wadsworth Publishing Company,California(page 30) www.rd.com/living-healthy/good/article27599-2.html Richard S.Lehman;†Statistic Design in the Behavioral Sciences†1991;Wadsworth Publishing Company,California(page30) Richard S.Lehman;†Statistic Design in the Behavioral Sciences†1991;Wadsworth Publishing Company,California(page30) Richard S.Lehman;†Statistic Design in the Behavioral Sciences†1991;Wadsworth Publishing Company,California(page 28) Economics Course Companion Richard S.Lehman;†Statistic Design in the Behavioral Sciences†1991;Wadsworth Publishing Company,California(page 20) Richard S.Lehman;†Statistic Design in the Behavioral Sciences†1991;Wadsworth Publishing Company,California(page 20) Theory of Knowledge Course companion http://leonardodavinci.stanford.edu/submissions/clabaugh/history/leonardo.html http://leonardodavinci.stanford.edu/submissions/clabaugh/history/leonardo.html http://www.aiwaz.net/vitruvian-man/a6

Essay --

They say it is better to be poor and happy than rich and miserable, but how about a compromise like moderately rich and moody?† – Princess Diana Diana Frances Spencer was born July 1, 1961 at Park House near Sandringham, Norfolk, United Kingdom. (Story) Diana was the youngest of John Spencer and Frances Shand Kydd’s children. Elizabeth Sarah Lavinia, was born 1955, now known as Lady Sarah McCorquodale. Cynthia Jane, was born 1957, now Lady Fellowes. John, who died ten hours after birth in 1960, and Charles Edward Maurice, born 1964, currently the ninth Earl of Spencer. The family lived in Park House on the Sandringham estate. She was born into an aristocratic family with Royal blood in the ancestry. (Coggins) When Diana was age six the Spencer’s marriage ended in a divorce which resulted in a complicated custody battle. Her father, the eighth Earl of Spencer raised Diana. (Pettinger) He eventually remarried Raine, Countess of Dartmouth, novelist, Barbara Cartland’s daughter. (Coggins) Diana, along with the rest of her siblings didn’t get along with her stepmother. Diana’s mother eventually m arried Peter Shand-Kydd, becoming The Honorable Mrs. Frances Shand-Kydd. The couple went to live on the island of Seil, Scotland. Diana first attended a preparatory school in Riddlesworth Hall at Diss, Norfolk and a boarding school in West Heath Sevenoaks, Kent. (Story) Diana wasn’t a particularly smart student. She failed all of her O-levels twice and later dropped out at the age of sixteen. She had talents in music, dancing, and domestic science. (Story) She was eventually awarded maximum help to school and school peers. She finished her schooling at Institut Alpin Videmanette in Rougemont, Switzerland. (Story) After Diana left school, she mo... ...ning of Diana’s death. In an unprecedented gesture, she announced the Union Jack would fly at half-mast at Buckingham Palace. It only took forty-five minutes for the Queen to completely reinvent her role in Diana’s ending. She went from being invisible, to being the very center of a large farewell drama to the kingdom’s beloved Princess. She was very annoyed when the press reported her new approachability was perhaps the â€Å"Diana effect.† As brief as this young woman’s life had been here on this earth, she had managed to touch so many people. She brought changes to people lives for the better. Diana was indeed a â€Å"Queen of the people’s hearts!† â€Å"Princess Diana, your heart of sympathy covers the length and breadth of the world. There shall come a time when the entire world will value you most sincerely, most lovingly and most wholeheartedly." – Sri Chinmoy (Pettinger)

Northern Colonies vs. Southern Colonies Essay

From the first settlement founded in the 1600’s, the British colonies were a varied mix of communities that grew to distinct civilizations in the 17th and 18th centuries. Queen Elizabeth helped drive the colonization of Jamestown in 1607 and ultimately the creation of other Southern colonies to help Britain’s economy flourish. In contrast, James I, Elizabeth’s successor, spurred the settlement of the Northern colonies for religious reasons when he â€Å"vowed to purge England of all radical Protestant reformers† (Davidson, et al 85). When the Pilgrims sailed the Mayflower in 1620, an error in navigation led them far north to New England, rather than the South. A second wave of Puritans led to the formation of the Massachusetts Bay colony and the growth of other Northern colonies. While the early settlers were all looking for new experiences, different types of people populated the Northern and Southern colonies. Although the two regions in the 17th and 18t h centuries may appear to be similar on the surface, there are many obvious differences in economy, treatment of Natives, and stability, stemming from the reasons they were founded in the first place. While the colonies differed in their economies and the reasons they were settled in the first place, they all benefited from â€Å"benign neglect† from Britain during much of the 17th and 18th centuries. Benign neglect was Britain’s policy of non-interference with the colonies (Davidson, et al 128). Britain was busy dealing with its own government issues and change in rulers and did not have the time to strictly administer the colonies. Because of this, both the Northern and Southern colonies flourished economically and established a relatively stable way of life. In addition, the first Colonial settlers and their descendents shared a desire for a better life, whether it was for land, money, or religious freedom. Without this benign neglect from Britain, the colonies may have never been able to prosper and set the stage for the new world the way they did. Despite a similar determination to thrive in a new world, the Northern and Southern colonies differed substantially in their economies. The Southern colonies included Virginia, Maryland, Georgia, and the Carolinas and were largely founded for profit. Because of the warm climate and fertile soil, the Southern colonies were perfect for the growth of staple crops, ranging from tobacco, rice, and sugar. A planter, â€Å"[John] Rolfe, had been obsessed with  finding a crop that could be grown in Virginia and then sold for gain across the sea. When he succeeded by growing tobacco, other English followed his lead† (Davidson, et al 53). Tobacco growth was critical for the Southern economy to succeed. But, as these crops began to prosper and England demanded more, â€Å"many of Jamestown’s colonists had little taste for labor† (Davidson, et al 59). The sudden need for cheap labor led to the reliance on slavery, which would dominate the Southern economy and way of life for many years to come. In the late 1600’s, farmers began to invest in slavery rather than white servants because they would get more years out of the slaves, and also gain title to their children (Davidson, et al 63). New laws made it nearly impossible for white Masters to free slaves, further solidifying slavery in the South. In contrast, the Northern colonies had a more industrial economy. The Northern colonies consisted of Massachusetts, Connecticut, Rhode Island, New Hampshire, New York, New Jersey, Pennsylvania, and Delaware. Almost every male settler in the North owned property, so small farms were, in fact, established across New England and the Mid Atlantic colonies (Davidson, et al 89). But unlike the South, the crops grown from these farms were not for capital, but rather for feeding the families. The soil in the North was too rocky and the climate was too unstable to have a promising agricultural industry. Many early colonists described the land as â€Å"rockbound and rugged†¦ long winters of numbing cold melted into short summers of steamy heat† (Davidson, et al 85). Also, because agriculture was limited, the need for slavery did not exist. â€Å"With little hope of prospering through commercial agriculture, New England farmers had no incentive to import large numbers of servants a nd slaves or to create large plantations† (Davidson, et al 89). Instead, they traded fur with the Indians and established major harbors in Boston and Philadelphia for international trading. Shipbuilding and fishing also dominated port cities, such as Boston. â€Å"Boston’s merchants sent fish to the Caribbean and Catholic Europe† (Davidson, et al 118). As a result of different land and climates in the North and South, their economies differed, affecting many more aspects of the colonies as well. The Indians were the original settlers in the colonies as well as the rest of what would become America. As both the Southern and Northern settlers arrived in the New World, they took vastly different approaches in their treatment of the natives. Neither  region treated the Indians ideally. When Captain John Smith sailed to Chesapeake, many of his settlers were hungry and, â€Å"he bullied the Indians for food and would have enslaved them if it had been in his power† (Davidson, et al 52). It is hard to imagine that the early settlers took the Indians’ land, but in addition, bullied them to receive food. To take the Southern treatment of Indians to an extreme, the Carolinas traded the Indians themselves as slaves. The Carolinas needed cheap labor to grow their cash crops, but they could not afford African slaves. To fund this venture, the Carolinas resold enslaved Indians they traded goods for with other Indian tribes (Davidson, et al 70). The Carolinas treated Indians like they were a commodity, rather than as human beings, all in the name of funding an even greater evil: slavery. Although the Northern Colonists were involved in a number of conflicts with the natives, they were not nearly as cruel as the South ern Colonists. John Eliot, a Puritan leader, for example, helped set up a school within Harvard, to help Indians learn English and culture (Davidson, et al 94). Although this didn’t help the Indians grow as a tribe, it did not drive them away from the Colonists and made them feel more like a community. The Northern colonies also needed help from the Indians to survive the harsh winters, so treating them well was important. In Pennsylvania, the Quakers coexisted peacefully with the Lenni Lenapes, another Indian tribe. â€Å"Before [William] Penn sold any land to colonists, he purchased it from the Indians (Davidson, et al 96). Because the Quakers settled in Pennsylvania for religious freedom, not profit, keeping peace with the Indians was part of their way of life. In short, the treatment of Indians reflected the reasons the two regions settled in America. The stability of the colonies also varied by region. The Northern colonies were significantly more stable than the Southern colonies for a variety of reasons. In the North, their settlements were closer together, creating more order and stability in their â€Å"tightly knit† communities.â€Å"The†¦ [Northern] colonists lived to an average age of 70, nearly twice as long as Virginians† (Davidson, et al 89). The population in the North also increased naturally, whereas in the South, it was artificially increased by the import of African slaves. â€Å"By 1740, 40% of all Virginians were black† (Davidson, et al 67). Also, because of the higher life expectancy in the North, families were stronger. About 90% of children in the North reached adulthood, and unlike  the Chesapeake, most parents were able to survive and provide for their family (Davidson, et al 89). In the Chesapeake region, there were few churches whereas in the North, community life centered around churches, contributing further to a more stable society, which would help the Northerners in the long run. Although the Northern and Southern colonies in the 17th and 18th centuries shared some similarities, they were, in fact, separate and distinct civilizations. The colonies varied drastically in their economies, treatment of the native people, and their stability, mainly because their reasons for settling in the New World were different as well. The Southern colonies were established primarily for profit. The Northerners were looking to break free from Catholic Britain and have freedom of religion in the New World. The unplanned arrival in Plymouth, rather than the South, contributed even more to how different the two regions really were, based on geography. These differences, while distinct early on, ultimately led to much bigger conflicts in America, almost destroying it altogether.

History of Sexuality essays

History of Sexuality essays As you may well know and as I have recently discovered, there are endless publications concerning themselves with sex. However, finding sources that deal with the subject of masturbation are few and far in between. I first began by gaining access to the Internet to begin my research under the notion that I couldnt go wrong using a tool containing such a wealth of information. After having initiated a search of the word "masturbation" and finding that nearly all of the results directed me to sites dedicated to pornography, it became obvious that I was heading in the wrong direction. I then decided to take the more traditional route by utilizing the San Francisco State University Library and Bookstore, where after much mental strain, I was able to successfully conduct a thorough research of the topic. However, much of the text I was able to find, seem to quote each other, all stemming from the works of just a few scholars from centuries past. Very little "new" ground seems to be covered, and it is almost impossible to find anything that didnt either make me yawn, or that offered me a fresh or interesting perspective. As a result, I have taken what I feel to be the most beneficial and engaging segments from the sources that I have gathered and pieced them together to create this report: The Criminal History of Masturbation. Hopefully, what little information I was able to find will be of interest to those of you who already consider yourselves experts on the subject. Masturbation, as you might suspect, is a purely solitary form of sexual behavior, and as such can tend to be regarded as even more personal and intimate than sex itself. As such, it gains a status as a taboo subject, even among people like myself who consider themselves among the sexually liberated. But, these attitudes concerning masturbation are quite recent, shifting considerably in the last 50 years or so. Historically, masturbation was not a subj...

International Business and Foreign Market Entry Essay Example

International Business and Foreign Market Entry Essay Example International Business and Foreign Market Entry Essay International Business and Foreign Market Entry Essay INTERNATIONAL BUSINESS MANAGEMENT College of Business Administration Chung-Ang University Fall 2010 MW: 01:30 02:45 ( 404) Instructor: Dr. Changbum Choi Office:14th floor Business Administration Building Telephone:(02) 820-5583 (Office) E-mail Address:choilee @ cau. ac. kr Eclasshttp:// eclass. cau. ac. kr - Office Hours:W: 3-4pm - Course Description International Business Management course is designed to assist students in understanding the global environment in which international business takes place, as well as the role and behavior of the international firm as it responds to the environment. The course aims to provide students with the knowledge, skills and sensitivities that help them manage business operations more proactively in the turbulent international environment. This will be achieved through lectures, class discussions, and cases. Because this course is a combination of lectures and business cases, strong student participation in the class discussion is required. Course Learning Objectives 1. Define international business and discuss how it differs from domestic business. 2. Define and discuss key terms and concepts related to international business. 3. Acquire a basic understanding of the structure of the global economy and the perspectives of various actors in the global economy. 4. Make well-reasoned suggestions about how to address many of the challenges and opportunities likely to arise in international business. For example, students would be expected to knowledgeably discuss the pros and cons of particular ways of entering national markets, of managing foreign exchange risk, and of selecting members for cross-cultural teams. Other issues students will be expected to learn about are outlined in this syllabus and will be addressed as the course progresses. 5. Knowledgeably discuss some of the key public policy, ethical, and environmental issues that are typically connected to international business. 6. In addition, by following through on course requirements you will have improved your written and oral communication skills and your ability to work in teams. You will also have opportunities to become more proficient in using the Internet for research. Required Text and Materials 1. Case amp; Reading Packet Class Procedures (Method of Instruction) The content of this course will be conveyed through a mix of lectures, discussions, and cases. Each approach in the mix is designed to develop and elaborate on the content of the assigned readings. Class meetings will encourage student participation. As such, students are expected: to knowledgeably discuss the assigned readings to raise questions they may have about assigned readings to participate in the class and case discussions You will be required to study the assigned readings and to present your analysis and insights to other members of the class. I do expect students to show a good grasp of the concepts and issues addressed in this course and their relevance to managers of international businesses. To that end, it would be advisable to take notes in class, but, in your reading and in the lectures and discussions try to concentrate on issues, trends and relationships rather than on memorizing definitions and statistics. Evaluation Students are expected to attend classes regularly since constant attendance offers the best opportunity to master the course material and contribute to classroom discussions. Any student who misses a class is responsible for obtaining notes from a classmate regarding any changes in assignment, exam dates, and materials covered in class discussion. Grading breakdown is as follows: 1. Mid-term Exam 25 % 2. Final Exam 30 % 3. Case presentation (in teams) 30 % 4. Quiz 15 % ____________________________________________________________ _____ Total100% Case Analysis for Group Presentation Because international management is a multidimensional challenge, we will make extensive use of case studies during the course. Each case will be presented by a team that consists of 4 to 6 members. The team presentation will be 40 minutes in length and every member in the team should participate in the presentation. Before presentation, the team has to submit PowerPoint slides on the case it analyzed and presented. Many of you may not be familiar with case analysis, so the following comments are offered as a guide. Identify the problem: identify a particular challenge presented in the case and address your comments to a particular problem. This is an important step. The value of the remainder of your analysis hinges on identifying an important problem. 2. Offer solutions to the problem: draw from the case a set of feasible solutions. This step helps to limit your analysis to a finite set of choices. 3. Develop criteria for solving the problem: from the case material, state your approach to solving the problem. What are the relevant considerations? How do you choose among the alternative solutions? This step allows you to demonstrate your ability to critically analyze the solution. Apply the criteria to the offered solutions: in a straightforward manner, develop a ranking of the offered solutions. Make your recommendation: your ranking will reveal a first best solution. State what conditions your solution depends on, and perhaps offer comments as to how this solution can be implemented. Case Presentation Grading: case presentations and written reports will be graded on a 100-point scale. More points will be given to case analyses that demonstrated an understanding of a fundamental challenge in the case, and present a persuasive argument for your proposed solution. Closing Note: The timetable and any other sections of this syllabus are subject to change and improvement as the course unfolds. SCHEDULE OF CLASSES AND ASSIGNMENTS ( FALL 2010 ) WEEK| DATE| TOPIC| READING ASSIGNMENT| 1| Sep. 1| Course Introduction| Class Orientation| Sep. 6| Case Study| Three Case Presentation| 2| Sep. 8| Foreign Market Entry| ? : (55? )* Liability of Foreignness* Competitive Advantage (Firm-specific Advantage)| | Sep. 13| Foreign Market Entry| ? : (55? )* Liability of Foreignness* Competitive Advantage (Firm-specific Advantage)| 3| Sep. 15| Foreign Market Entry| ? : - * How Is the Firm’s Competitive Advantage Created? * Article: Competitive Advantage of Nations †“ Michael Porter| | Sep. 20| Foreign Market Entry| ? : - * How Is the Firm’s Competitive Advantage Created? | 4| Sep 27| Foreign Market Entry| ? Entry Mode/ Entry Timing| | Sep 29| ( I )Int’l Business Environment| ? Understanding MNCs (Who is us? ), | 5| Oct. 4| ( I ) Int’l Business Environment| ? Globalization| | Oct. 6| ( I )Int’l Business Environment | ? Localization/ Regionalization| 6| Oct. 11| ( II )Int’l Financial Environment | ? Economic Exchange Rate Terminology (Exchange Rate, Appreciation/Depreciation) –| | Oct. 13| ( II )Int’l Financial Environment| ? Economic Exchange Rate Terminology (Exchange Rate, Appreciation/Depreciation) –| 7| Oct. 18| ( II )Int’l Financial Environment| ? Sources of US Dollar supply and demand- Chapter 7| | Oct. 20| Mid-term Exam| | 8| Oct. 25| Mid-term Exam| | | Oct. 27| | *Time for Group Meetings amp; Instructor Consultations onAssigned Cases| 9| Nov. 1| | *Time for Group Meetings amp; Instructor Consultations onAssigned Cases| | Nov. 3| Case Study| (1) Clearwater Seafoods| 10| Nov. 8| Case Study| (2) Splash Corporation(A): Competing with the Big Brands| | Nov. 0| Case Study| (3) Splash: Ready to Make Waves| 11| Nov. 15| Case Study| (4) ACH Challenge 1: Entering International Trade| | Nov. 17| Case Study| (5) Netcare’s International Expansion| 12| Nov. 22| Case Study| (6) Ribe Maskinfabrik A/S: Dveloping New Business Areas| | Nov. 24| Case Study| (7) Lundbeck Korea| 13| Nov. 29| Case Study| (8) Eli Lilly in India| | Dec. 1| Case Study| (9) Camron Auto Parts| 14| Dec. 6| Case Study| (1 0) Wil-Mor Tech| | Dec. 8| Case Study| (11) Carrefour China| 15| Dec. 13| | Reading Day| | Dec. 15| Final Exam| | 16| Dec. 20| Final Exam| | | | | |Ã'„

Write two paragraphs, each about 150 words, which present an extended Essay - 1

Write two paragraphs, each about 150 words, which present an extended definition of Jim Crow 1.0 and Jim Crow 2.0. AKA The New Jim Crow - Essay Example Under these laws, the public places or the public assets of the United States were segregated between the African Americans and the White Americans. These laws were created to promote equal treatment of the African Americans, but the public assets that were allowed to be accessed by the African Americans were quite inferior to the ones that were allocated to the White Americans. Jim Crow 2.0 is the word used to refer to a book called New Jim Crow that was authored by Michelle Alexander during the period of 2010. The book is called Jim Crow 2.0 in order to differentiate from the Jim Crow laws of 1890s which are referred to as Jim Crow 1.0. The book called Jim Crow 2.0 was authored with the purpose of informing the society that things have not changed in the American society and the African Americans are still treated almost the same way they were treated under the Jim Crow Laws. The book proposes that institutional discrimination still exists in the American society but it has taken a much subtle form. The book argues that previously laws were created to explicitly discriminate against the African Americans. Now there are no such laws, but the practices of these institutions is still the same. For example: the African American members of the American society are quite commonly labeled as criminals and due to this they have access to inferior quality of housi ng, employment opportunities and other opportunities as compared to the White Americans of the society (Cflj.org

An Historical Perspective on the Value of Wealth Essay

An Historical Perspective on the Value of Wealth - Essay Example Three prominent figures from the late 19th century were Andrew Carnegie, Booker T. Washington, and Ida Tarbell. This small group was made up of a business titan, an ex-slave and a female journalist. They were of vastly diverse backgrounds and yet all shared the common thread of being almost obsessed with the idea of wealth. All for different reasons, yet sharing some common motives. Washington, born into slavery, had worked his way up through sweat and diligence. He was a college graduate, prominent figure, and believed in the accumulation of wealth as a means to elevate your position in society. He was willing to compromise freedoms to attain modest material wealth in the notion that even modest wealth would bring greater power than social activism. He had understood the difference between rich and poor and had made a conscious plan to narrow the gap. While Washington respected the gaining of modest wealth as a means to power, Carnegie was the image of the man who collected wealth for what the wealth could do for others. He realized early in life that wealth was not an end to itself. He understood that wealth was not happiness and it was meant to be given away for public good.1 Washington and Carnegie both understood the difference between poor and rich. ... Ida Tarbell, a female journalist, took a more disparaging view of wealth as well as poverty. Though Tarbell was not a vocal advocate of women's issues, her notoriety in the field of writing and broadcasting would elevate her to prominence and pave the way for future generations of women seeking careers. Yet, she did not work to accumulate wealth. She saw wealth as concentrated in too few hands while poverty flourished. She had no attraction to wealth or money except in the capacity it had to solve hunger or suffering. She viewed a woman's right and ability to attain a factory job as a matter of gaining equal access and being recognized as more than a housewife. The opportunity to make money or prosper was not an influence in her thinking. In an undated essay she states "It is with her a question of self-respect, a question of freedom, a question of opportunity to advance, to take and make a place for herself in the community."3 To Tarbell, the pursuance of wealth was simply a by-prod uct of her quest for equality and liberation. To Washington it was a means to liberation. Carnegie, already liberated through the power of wealth, viewed it as a means to help mankind. While Carnegie was becoming the richest man in the world, Tarbell was taking journalistic aim at the class that he represented. Tarbell professed that wealth would do more good to solve social ills than in the hands of so few industrialists. Tarbell loathed wealth, considered it excessive greed and wondered how much does one man need. The best description of Tarbell's view of wealth comes from her own words: "For what then Why this relentless, cruel, insistent accumulation of money when you are already buried in