Escape Velocities on Exoplanets

1. Fill out Mass and Radius columns below using above information.

Escape Velocities on Exoplanets

Are we alone? Is the solar system unique in the Universe? No. It is just difficult to find planets because they are so tiny and dark compared to stars. Maybe direct observation is impossible even if the planet is larger than Jupiter because of the brightness of stars. However, there are some indirect methods to find them, and so far about 2,000 planetary systems have been found. In 1992 for the first time, two planets circling around Pulsar PSR 1257+12 were founded by radio astronomers using the pulsar timing method. In 1995, a planet orbiting around a main sequence star like the sun, 51 Pegasi, was discovered using radial velocity method. After that, many extra solar planets (exoplanets) were discovered using numerous indirect methods. For more further information, you may visit the following websites:

http://exoplanetarchive.ipac.caltech.edu/ http://planetquest.jpl.nasa.gov/ http://planetquest.jpl.nasa.gov/news/239#

For this activity, we are going to calculate escape velocities for several exoplanets and compare them with our major planets. Escape velocity, Ve, is defined to be the minimum velocity an object must have in order to escape the gravitational field of the planet, that is, escape the planet without ever falling back. It can be evaluated by

where M is the mass of the planet, G is the gravitational constant, g is acceleration of gravity on the planet’s surface, and R is the radius of the planet.

The selected exoplanets with some physical properties are as follows.

Kepler- 452b is located about 1,400 light years away from earth. Its size is 1.6 times of Earth’s radius and it has 5 times Earth’s mass.

51 Pegasi b is about 41 light years from Earth. Its mass is about half of that of Jupiter. Its size is about twice of that of Jupiter. Jupiter’s mass is 318 times Earth’s mass and Jupiter’s size is about 11 times Earth’s size.

Kepler-78b is located about 400 light-years from Earth. Its mass is double of Earth’s mass and its size is 1.2 times of Earth’s radius.

The distance from “Super-Earth” exoplanet, OGLE-2005-BLG-390 Lb, is about 22,000 light years. Its size is about half of that of Earth. It is five times heavier than that of Earth.

The distance between WASP-18b and Earth is about 325 light years. The mass of WASP-18b is 10 times of Jupiter’s mass, that is, about 3,180 times the mass of Earth. Its size is 11 times bigger than that of Earth’s radius.

Look at the provided table below. The first column is the name of planet, the second column is the mass, the third column is the radius, the fourth column is the escape velocity, Ve, and the fifth column is gravitational acceleration, g. In order to find the escape velocities for the given exoplanets, enter the appropriate values of their masses and radii in unit of Earth’s mass and Earth’s radius in the table below. Then, the escape velocity and gravitational acceleration will be automatically calculated. In the case of our major planets, insert data from Table 10.1 on p. 199 in the textbook. Then, you will get them, too. After completing the table, answer the questions.

Microsoft excel software is required to use the table below for automated calculation. However, if you do not have this, you can use your own calculator. It should be no problem to answer the questions.

gR R GMve 2 2

==

�1

Exoplanet name Mass [ME] Radius [RE] Ve[km/s] g [m/s/s] 51 Pegasi b Kepler -78b Kepler-452b WASP-18b

OGLE-2005-BLG-390 Lb

Our Planets Mercury Venus Earth Mars Jupiter Saturn Uranus

Neptune

2.Which planet (including both exoplanets and our major planets) is the most difficult to escape?

3.Which planet (including both exoplanets and our major planets) has the largest gravitational field, and which planet has the smallest gravitational field?

4.Which exoplanet is most like the earth? Justify your answer. Your response should be at least 50 words in length.

5.Which factor affects the escape speed? Mass and/or radius? Your response should be at least 50 words in length.

6. If one of the planets becomes a black hole, what would the escape speed be? Your response should be at least 50 words in length.

�2

�3

Escape Velocities on Exoplanets

Are we alone? Is the solar system unique in the Universe? No. It is just difficult to find planets because they are so tiny and dark compared to stars. Maybe direct observation is impossible even if the planet is larger than Jupiter because of the brightness of stars. However, there are some indirect methods to find them, and so far about 2,000 planetary systems have been found. In 1992 for the first time, two planets circling around Pulsar PSR 1257+12 were founded by radio astronomers using the pulsar timing method. In 1995, a planet orbiting around a main sequence star like the sun, 51 Pegasi, was discovered using radial velocity method. After that, many extra solar planets (exoplanets) were discovered using numerous indirect methods. For more further information, you may visit the following websites:

http://exoplanetarchive.ipac.caltech.edu/ http://planetquest.jpl.nasa.gov/ http://planetquest.jpl.nasa.gov/news/239#

For this activity, we are going to calculate escape velocities for several exoplanets and compare them with our major planets. Escape velocity, Ve, is defined to be the minimum velocity an object must have in order to escape the gravitational field of the planet, that is, escape the planet without ever falling back. It can be evaluated by

where M is the mass of the planet, G is the gravitational constant, g is acceleration of gravity on the planet’s surface, and R is the radius of the planet.

The selected exoplanets with some physical properties are as follows.

Kepler- 452b is located about 1,400 light years away from earth. Its size is 1.6 times of Earth’s radius and it has 5 times Earth’s mass.

51 Pegasi b is about 41 light years from Earth. Its mass is about half of that of Jupiter. Its size is about twice of that of Jupiter. Jupiter’s mass is 318 times Earth’s mass and Jupiter’s size is about 11 times Earth’s size.

Kepler-78b is located about 400 light-years from Earth. Its mass is double of Earth’s mass and its size is 1.2 times of Earth’s radius.

The distance from “Super-Earth” exoplanet, OGLE-2005-BLG-390 Lb, is about 22,000 light years. Its size is about half of that of Earth. It is five times heavier than that of Earth.

The distance between WASP-18b and Earth is about 325 light years. The mass of WASP-18b is 10 times of Jupiter’s mass, that is, about 3,180 times the mass of Earth. Its size is 11 times bigger than that of Earth’s radius.

Look at the provided table below. The first column is the name of planet, the second column is the mass, the third column is the radius, the fourth column is the escape velocity, Ve, and the fifth column is gravitational acceleration, g. In order to find the escape velocities for the given exoplanets, enter the appropriate values of their masses and radii in unit of Earth’s mass and Earth’s radius in the table below. Then, the escape velocity and gravitational acceleration will be automatically calculated. In the case of our major planets, insert data from Table 10.1 on p. 199 in the textbook. Then, you will get them, too. After completing the table, answer the questions.

Microsoft excel software is required to use the table below for automated calculation. However, if you do not have this, you can use your own calculator. It should be no problem to answer the questions.

�4

2.Which planet (including both exoplanets and our major planets) is the most difficult to escape?

3.Which planet (including both exoplanets and our major planets) has the largest gravitational field, and which planet has the smallest gravitational field?

4.Which exoplanet is most like the earth? Justify your answer. Your response should be at least 50 words in length.

5.Which factor affects the escape speed? Mass and/or radius? Your response should be at least 50 words in length.

6. If one of the planets becomes a black hole, what would the escape speed be? Your response should be at least 50 words in length.

�5

�6

Corporate Strategy I: Vertical Integration and diversification

Dr. Yong Li

Topics

• Announcements • Feedback on HW4 • Corporate-Level Strategy

• READ: Chapter 8 – Corporate-Level Strategy

Feedback on HW-4 • HW – 4 (Business strategy & Value chain)

• What business strategy? • “current strategy puts emphasis on JCP’s online shopping”

• Justify your answer

• Differentiation: unique features→ premium price relative to competition • Cost leadership: lower costs→ lower price with acceptable quality • Blue ocean: both at the same time by opening a new market space

The AFI Strategy Framework

✔class notes

Strategy Formulation and Implementation Across Levels: Corporate, Business, and Functional Strategy

Corporate Strategy

• Corporate strategy concerns the scope or boundaries of the firm along three dimensions:

➢ In what stages of the industry value chain should the firm participate? (vertical integration)?

➢What range of products and services should the firm offer (horizontal integration and product diversification)?

➢ In what geographic markets (regional, national, and/or global) should the firm compete (geographic diversification)?

Data
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Data
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Data
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Corporate Strategy versus Business Strategy

Key Decision for Business Strategy • How to position the firm within an

industry? • How to develop resources and

capabilities that provide a competitive advantage?

Key Decisions for Corporate Strategy

• In what businesses should the firm engage?

• How should the firm diversify?

• What structure and administrative systems will lead to value creation for a multidivisional firm?

Corporate strategy addresses “where to compete.” Business strategy addresses “how to compete.”

Corporate strategy

• If you are the General Manager of a company with multiple businesses, what questions might you ask yourself?

• To gain and sustain competitive advantage, any corporate strategy must support and strengthen a firm’s strategic position, regardless of whether it is a differentiation, cost-leadership, or blue ocean strategy.

• Is there any synergy across businesses? • Are the individual businesses of the corporate worth more under its management than if

each were managed individually? → V(B1+B2)>V(B1)+V(B2) • If not, should I spin it off? sell it? keep as is?

• Does the company need to add a new business? In what industry?

Vertical Integration

• The ownership of inputs or distribution channels • “What percentage of a firm’s sales is generated within the firm’s boundaries?”

• Backward Vertical Integration • Owning inputs of the value chain

• Forward Vertical Integration • Owning activities closer to the customer

Backward and Forward Vertical Integration Along the Industry Value Chain

Data
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e&j gallo winery company “from grape to glass” whole process vertical integration raw materials and marketing both focus
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apple in not vertical

The Vertical Value Chain of Your Cell Phone

• Raw materials • Chemicals, ceramics, metals, oil for plastic

• Intermediate goods and components • Integrated circuits, displays, cameras, and batteries

• Original equipment manufacturing (OEM) firms • Assembly

• After-Sales Service and Support • AT&T, Sprint, T-Mobile, Verizon, etc.

Backward and Forward Vertical Integration Along the Industry Value Chain

“from grape to glass.”

Forward and Backward Integration: The Smartphone Industry

Benefits of Vertical Integration

• Lowers costs • Improves quality • Facilitates scheduling and planning • Facilitates investments in specialized assets

• Co-located assets, unique equipment, human capital • Secures critical supplies and distribution channels

Risks of Vertical Integration

• Increasing costs ➢ Internal suppliers lose incentives to compete

• Reducing quality ➢Single captured customer can slow experience effects

• Reducing flexibility ➢Slow to respond to changes in technology or demand

• Increasing the potential for legal repercussions ➢FTC carefully reviewed Pepsi plans to buy bottlers

Vertical Integration: Sources of Value Creation and Costs

Corporate Strategy

Sources of Value Creation (V) Sources of Costs (C)

Vertical Integration

• Can lower costs • Can improve quality • Can facilitate scheduling and

planning • Facilitating investments in

specialized assets • Securing critical supplies and

distribution channels

• Can increase costs • Can reduce quality • Can reduce flexibility • Increasing potential for legal repercussions

Firms vs. Markets: Make or Buy?

• Should a firm do things in-house (to make)? Or obtain externally (to buy)?

• If Costsin-house < Costsmarket • The firm should vertically integrate

• Own production of the inputs or • Own output distribution channels

• Example: Google hires programmers to write code in-house rather than contracting out

• If Costsmarket < Costsin-house • The firm should consider purchasing instead

Oliver Williamson

Transaction Costs • Associated with an economic exchange • External transaction costs

• Searching for contractors • Negotiating, monitoring, and enforcing contracts

• Internal transaction costs • Recruiting and retaining employees • Paying salaries and benefits • Setting up a shop floor • Providing office space and computers, etc.

Organizing Economic Activity: Firms vs. Markets

Alternatives on the Make-or-Buy Continuum

Alternatives to Vertical Integration

• Taper Integration • Backward or forward integrated • Plus reliance on outside firms

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make and buy are in the same time

Alternatives to Vertical Integration

• Strategic outsourcing • Moving one or more internal value chain activities outside the firm’s

boundaries to other firms in the industry value chain

• Example: Offshoring

• Most active sectors of offshoring: – Banking and financial services – Information Technology (IT) – Health Care

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e.g. oravle peoplesoft

Types of Diversification

• Product Diversification • Increase in variety of products / services

• Active in several product markets

• Geographic Diversification • Increase in variety of markets / geographic regions

• Regional, national, or international markets

• Product-Market Diversification • Pursue both a product and geographic diversification

strategy simultaneously

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more than one product
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peopsico is diversification
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highly diversification

Types of Corporate Product Diversification

1. Single business • Low level of diversification

2. Dominant business • Additional business activity pursued

3. Related diversification A. Constrained: all businesses share competencies B. Linked: some businesses share competencies

4. Unrelated diversification (conglomerate) • No businesses share competencies

Different Types of Product Diversification

Source: Adapted from R. P. Rumelt (1 974), Strategy, Structure, and Economic Performance (Boston, MA: Harvard Business School Press).

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no diversification, becuse only produce one product e.g. wriglty company
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The Tata Group: Integration at the Corporate Level

• A multinational conglomerate in Mumbai, India • Activities: tea, hospitality, steel, IT, communications, power,

and automobiles

• Tata Motors • Bought Jaguar and Land Rover from Ford (2008) • Created the Tata Nano a small, no-frills car

• 50% cheaper than their next-lowest cost car • Pursue differentiation & low cost strategies simultaneously

• Integration at the Corporate level

Motivations For Diversification • Value Enhancing Motives:

• Increase market power • Multi-point competition

• R&D and new product development • Developing New Competencies (Stretching) • Transferring Core Competencies (Leveraging)

• Utilizing excess capacity (e.g., in distribution) • Economies of Scope • Leveraging Brand-Name (e.g., Haagen-Dazs to chocolate candy)

• The core competence–market matrix (next slide) ➢Provides guidance to executives on how to diversify in order to achieve

continued growth

Source: Adapted from G. Hamel and C. K. Prahalad (1 994), Competing for the Future (Boston, MA: Harvard Business School Press).

E.g., BoA acquisition of commercial banks E.g., BoA acquisition of Merrill Lynch

E.g., Coca-Cola’s Powerade E.g., Salesforce from SaaS to PaaS

The core competence–market matrix: Leveraging Core Competencies For Corporate Diversification

Other Motivations For Diversification

• Motivations that are “Value neutral”: • Diversification motivated by poor economic performance in current

businesses.

• Motivations that “Devaluate”: • Agency problem • Managerial capitalism (“empire building”) • Maximize management compensation • Sales Growth maximization

• Professor William Baumol

Corporate Diversification • Internal capital markets ➢Source of value creation in a diversification strategy ➢Allows conglomerate to do a more efficient job of allocating capital

• Coordination costs ➢A function of number, size, and types of businesses linked to one

another • Influence costs ➢Political maneuvering by managers to influence capital and

resource allocation • Bandwagon effects ➢Firms copying moves of industry rivals

8–44

Diversification: Sources of Value Creation and Costs

Corporate Strategy

Sources of Value Creation (V) Sources of Costs (C)

Related Diversification

• Economies of scope • Economies of scale • Financial economies

• Restructuring • Internal capital markets

• Coordination • Influence costs

Unrelated Diversification

• Financial economies • Restructuring • Internal capital markets

• Influence costs

Corporate Diversification and Firm Performance

SOURCE: Adapted from L.E. Palich, L.B. Cardinal, and C.C. Miller (2000), “Curvilinearity in the diversification-performance linkage: An examination of over three decades of research,” Strategic Management Journal 21: 155–174.

• Does corporate diversification lead to superior performance? – High and low levels of diversification = lower performance – Moderate levels of (related) diversification = higher firm performance

Restructuring

• Reorganizing and divesting business units and activities • Helps refocus a company • Helps leverage core competencies more fully • Helpful restructuring Tool: BCG growth-share matrix:

• Guides portfolio planning • Each category warrants a different strategy

Boston Consulting Group (BCG) Growth-share Matrix

Oracle Corporate Strategy: Combining Vertical Integration and Diversification

Dynamic Corporate Strategy: Nike vs. Adidas • Corporate strategy needs to be dynamic over time

Learning Objectives

• Define corporate strategy and describe the three dimensions along which it is assessed. • Explain why firms need to grow, and evaluate different growth motives. • Describe and evaluate different options firms have to organize economic activity. • Describe the two types of vertical integration along the industry value chain: backward and

forward vertical integration. • Identify and evaluate benefits and risks of vertical integration. • Describe and examine alternatives to vertical integration. • Describe and evaluate different types of corporate diversification. • Apply the core competence–market matrix to derive different diversification strategies. • Explain when a diversification strategy creates a competitive advantage and when it does not.

Implications for Strategic Leaders

• Executives Make Important Choices Along Three Dimensions • Degree of vertical integration

• In what stages of the industry value chain to participate. • Type of diversification

• What range of products and services to offer • The geographic scope

• In what geographic regions to compete

• Corporate Strategy is Dynamic • As firms grow, they tend to diversify and globalize

• This helps capture growth opportunities • Related diversification leads to superior performance

• Taps into multiple sources of value creation • If it can overcome additional sources of costs

DIY: How Diversified Are You?

• We choose how we spend our time & energy • Example: school, work, family, sleep, and play • Can be thought of as personal diversification

• Using the types of diversification as a guide: • List your major activity areas • List the percentage of time you spend doing them • Assess your degree of related and unrelatedness

• What conclusions do you derive? • Do you need to make adjustments? • How has this changed over time?

Next Class (10/11)

• READ: Chapter 9 – Strategic Alliances, Mergers and Acquisitions • READ: Class Notes on Organizational Structure, Culture and Control (up to

slides on structure) (UBLearns)

  • MGO403�Strategic Management
  • Topics
  • Feedback on HW-4
  • The AFI Strategy Framework
  • Slide Number 5
  • Slide Number 6
  • Corporate Strategy
  • Corporate Strategy versus Business Strategy
  • Corporate strategy
  • Vertical Integration
  • Backward and Forward Vertical Integration Along the Industry Value Chain
  • The Vertical Value Chain of Your Cell Phone
  • Backward and Forward Vertical Integration Along the Industry Value Chain
  • Forward and Backward Integration: �The Smartphone Industry
  • Benefits of Vertical Integration
  • Risks of Vertical Integration
  • Vertical Integration: Sources of Value Creation and Costs
  • Firms vs. Markets: Make or Buy?
  • Transaction Costs
  • Organizing Economic Activity: �Firms vs. Markets
  • Alternatives on the Make-or-Buy Continuum
  • Alternatives to Vertical Integration
  • Alternatives to Vertical Integration
  • Types of Diversification
  • Types of Corporate Product Diversification
  • Different Types of Product Diversification
  • The Tata Group: Integration at the Corporate Level
  • Motivations For Diversification
  • The core competence–market matrix: �Leveraging Core Competencies For Corporate Diversification
  • Other Motivations For Diversification
  • Corporate Diversification
  • Diversification: Sources of Value Creation and Costs
  • Corporate Diversification and Firm Performance
  • Restructuring
  • Boston Consulting Group (BCG) �Growth-share Matrix
  • Oracle Corporate Strategy: �Combining Vertical Integration and Diversification
  • Dynamic Corporate Strategy: Nike vs. Adidas
  • Learning Objectives
  • Implications for Strategic Leaders
  • DIY: How Diversified Are You?
  • Next Class (10/11)

BIO PROJECT

This assignment is intended to accomplish the following objectives:

 Demonstrate your ability to develop a written communication piece that is targeted to a

particular audience or set of audiences using an extremely well-known “product” (you).

 Provide an exercise in prioritizing which information will be communicated to a particular

target audience and justify why particular information was selected and retained, and why other

information was discarded.

 Create a vision of how your personal/professional brand will appear five years from now to act

as a guide to your future personal/professional branding activities.

 Have a final, usable set of current professional biographies that can be used for your branding

purposes and for future MSM assignments.

Background

In today’s age of social media, many brand communications are no longer under the control of the

brand. This applies to the branding of goods, services, organizations, and even people. One of the key

marketing communications for your personal brand, however, is your professional bio. For many

people in your target audiences, your bio may be their first opportunity to be convinced that your

expertise, background, skills, training, education, values, etc. are relevant to their recognized needs and

desires, somehow prompting them to learn more about you or, perhaps, learn more from you.

The best person to write your bio is you, although it’s a great idea to get the feedback of others during

this process to ensure that your bio comes across appropriately for the audience(s) for which it’s

intended. To build a professional bio that is an effective and efficient marketing communication, apply

the following guidelines:

1. Determine, and know, your audience. Your professional bio is like any other marketing

communication. It should have a purpose and be designed to achieve that purpose for a

specific audience. Before you start writing, determine which group or groups of people you

would like to inform, impress, convince, attract, etc. Are they potential employers, potential

employees, new clients, people who will share your information, people who will invite you to

speak, colleagues, etc.? Do they belong to a particular industry, ideological group, affinity

group, or marketplace? Are they similar in their interests, desires, opinions, or purchase

patterns? What do they want that will help them achieve success? If you need to do so, learn

more about your audience. Become familiar with them to the degree that you understand what

interests and motivates them.

2. Determine the purpose of this marketing communication. No marketing communication should

ever be created without first knowing its purpose. And in many (if not most) cases, there will

be multiple purposes in one communication depending on which segment is experiencing your

communication piece at a particular moment. For example, for people who have never heard of

you, your professional bio is there to introduce you to them. Yet for people who are acquainted

with you, the very same bio could provide them with new insights into your skills and abilities,

as well as your personality and character. And for people who may know you fairly well, your

bio may act as a reminder and/or provide an opportunity to evoke a particular emotion about

you. The purpose of your bio should be clearly stated, with the understanding that you might

revise it as you begin to write the bio itself. Why? Because often the process of creating the

marketing communication provides you with new insights into what that communication might

achieve. (This is a critical reason why those who determine the communication purpose should

have some role in the creation of the communication.) In the end, determine how this

communication piece will do the following (depending on your overall purpose): How will

your bio inform your audience? How will it remind them if they already know you? How will

it evoke emotion? How will it build a connection between you and your audience? How will it

differentiate you from the masses?

3. Gather and organize your bio information. Most people look only to their current resume when

they start writing a professional bio. Unfortunately, this approach could limit not only the

information and experiences that they might include in their bio, but also their perspective on

how they’ll tell their story. Think beyond your resume and consider other experiences,

achievements, challenges, successes, failures, writings, creations, etc. from the various aspects

of your life. During this step, you may uncover insights that you would not have found if you

merely used the classic resume as your sole information source.

4. Write with your purpose and your audience in mind. When it’s time to start writing, keep in

mind for whom you’re creating this marketing communication and why. As you write, ponder

whether your audience would enjoy reading it, find it informative, learn interesting and useful

facts about you, and form (or change) their attitudes and/or beliefs about you. Will your

communication piece inform, evoke emotion, build connections, etc.? Will your writing

persuade your audience to help you with your overall marketing goals? Will it contain various

rhetorical devices? Will it focus on any of the three elements of persuasion (i.e., the rhetorical

appeals of ethos, pathos, and logos)? At all times remember that this is ultimately a marketing

communication and treat it as such.

5. Tell your story! Don’t be afraid to be creative and clever in your attempts to build this essential

marketing communication. We’ve all read boring bios (I know I’ve written a number of them

over the years) and we usually can’t make it to the end. Capture your reader’s attention,

develop their interest early on, and build a desire for them to want to act in a manner that helps

you facilitate your desired objectives. (Did that AIDA model just stand out for you?) If you

don’t tell your story, no one will. This is your chance to not only say a little about yourself, but

to do it in a manner that will help people understand a bit about your character. Help your

audience not only be informed of your skills and accomplishments, but also help them form an

opinion of who you are. Of course, always balance your storytelling with your purpose and

audience(s).

6. Include information that will work to achieve your purpose, and no more. If you’ve had any set

of reasonable experiences at all, it might be difficult to tell your story in your bio depending on

the space restrictions. Nevertheless, the first time you write your bio, write as much as you can

so that you don’t leave anything out. Then start revising for both effectiveness and efficiency.

Don’t repeat information (e.g., mentioning a degree at the beginning and mentioning it again

later on). Don’t just list positions or titles. People want to know what you can do (your skills

and abilities) and what you’ve done (your success and accomplishments) so that they can get an

idea of what you will do for them. When you discuss what you’ve done, don’t be afraid to

discuss lessons learned and skills acquired from those activities. You might decide to include

what you do (or could do) for clients, organizations, or others in your audience(s). If there are

achievements that don’t fit this particular audience, consider dropping them if they’ll distract

from your purpose. On the other hand, discussing some non-focal achievements might be

helpful in presenting yourself as well-rounded and interesting.

7. Use an appropriate voice, style, format, etc. Some professional bios sound better when they’re

written in third person, while others need the familiarity and closeness of a first-person voice.

You also need to choose between more formal writing and more familiar. Will you use

contractions at times or never use them? Will you use longer, more “sophisticated” vernacular

or just basic words? Refrain from just listing your activities or achievements in chronological

order. Instead, discuss them in an order and manner that makes sense for your purposes and

audiences. When discussing your accomplishments, include explanations and specifics

(numbers if possible). Be bold, but remain humble. You want to come across as genuine,

believable, and approachable. Vary the lengths of your sentences to give variety in the flow.

Also, break the bio into paragraphs if it’s lengthy.

8. Provide an opportunity for others to connect with you. Whether you have written your bio in

third or first person, you can always include information that will make it easier for people to

ask you questions, contact you for work issues, or otherwise connect with you. This could be

done using phrases such as “she can be found on Twitter at @…,” “connect with me by leaving

a comment on my Instagram account,” etc. Always consider your audience, their media

choices, and the level of familiarity that you want to establish.

9. Read the bio out loud and let others provide feedback. Before publishing or shipping the bio,

be sure to read it out loud to test the rhythm, check for repeating words (the same word coming

up too often in nearby sentences), and assess the overall flow. If at all possible, have a trusted,

critical person provide you with feedback. Ask that person to find at least three specific places

in the bio where you could make improvements. (This type of challenge will help to avoid the

“it looks great to me” type of response.) Make revisions accordingly.

10. Review and update your bio on a regular basis. Your real-life bio changes continually. You

have new experiences, learn new skills, and gain new achievements. Thus, your published bio

should change as well. Whether on LinkedIn, Twitter, YouTube, a website, or part of your

organization’s marketing collateral materials, you should ensure that your bio is always up-todate.

Assignment Instructions (Read and Follow Carefully)

Part One: Your Current Bio

1. Write a current professional bio that is between 450 and 500 words.

2. On a separate page, discuss the following regarding your current bio:

a. Describe your target audience(s) and what they want that you could provide.

b. Describe your communication purposes.

c. Outline at least three areas in your bio where you targeted your communication to fulfill

those communication purposes for your target audience(s).

d. Explain why you wrote your bio in the particular style or tone that you used.

3. Write an abbreviated version of your current bio that is between 140 and 150 words.

4. Write an even further abbreviated current bio version with a maximum of 50 words.

5. Write a 140-character (maximum including spaces) version of your current bio.

6. For each abbreviated version of your current bio, explain why you removed the information

you removed, and why you kept what you kept. (Do this only for the current bio versions.)

Part Two: Your 5-Year Bio

7. Write a professional bio (450-500 words) that would be accurate if you end up where you want

to be five years from now (February 2023). Be ambitious, but don’t be obviously unrealistic.

You’ll have to be creative in writing what your accomplishments, challenges, experiences, etc.

have been for the “past five years” because obviously they are at this point fairly uncertain.

8. On a separate page, discuss the following regarding your 5-year bio:

a. Describe your target audience(s) and what they want that you could provide.

b. Describe your communication purposes.

c. Outline at least three areas in your bio where you targeted your communication to fulfill

those communication purposes for your target audience(s).

d. Explain why you wrote your bio in the particular style or tone that you used.

9. Write an abbreviated version of your 5-year bio that is between 140 and 150 words.

10. Write an even further abbreviated 5-year bio version with a maximum of 50 words.

11. Write a 140-character (maximum including spaces) version of your 5-year bio.

For each bio version, please list your specific word count (or character count for the 140-character

version). If you’re using Microsoft Word, you can select (highlight) the focal text and view the word

count in the lower left corner of your window. You can click that word count to open the Word Count

dialog box for additional metrics (such as “characters with spaces”).

 Please use 12-point Times New Roman (or similar) font with single spacing.

 Use correct spelling and proper grammar. (If there is reason to deviate from proper grammar,

be sure to explain that.)

 Compile all material into a single document to upload to the Blackboard Assignment Dropbox.

 Key elements of this exercise are the description of the target audience(s), the description of the

communication purposes, the discussion of how your bio fulfills those purposes for the

audience(s), and your explanation of why you used the particular style or tone for the bio.

 Have fun; don’t stress. It’s your bio and you know yourself (hopefully) better than anyone else.

BUNNY URIARTE AREAS OF EXPERTISE

Management- Community Engagement – Multicultural Marketing- Program Development- – Event Planning- Staff and Volunteer Training – Project Management -Bilingual Customer Service- Event Hosting

PROFESSIONAL EXPERIENCE

INFINITY INSURANCE Miami, FL Multicultural Marketing Coordinator 2016 -Present

▪ Promotion and relocation to Miami, reporting to Director of Business Development to engage Hispanic community with cause marketing through the Read Conmigo Bilingual Literacy Campaign

▪ Successfully created, developed and executed Read Conmigo Bilingual Internship program for university students. Screen, interview, train and manage interns in compliance with company policies

▪ Develop and maintain partnerships with non-profit organizations, government leaders & businesses to promote bilingual literacy and break down language barrier for Hispanics

▪ Represent the company in public and media appearances

▪ Manage community events; responsible for all relevant responsibilities including volunteer recruitment, training, logistics

Bilingual Customer Service Supervisor Tucson, AZ 2014 – 2016

▪ Promoted to manage team of seventeen Bilingual Customer Service Representatives to ensure best customer service through coaching, performance analysis, and call quality analyzation

▪ Assisted with organizing and executing company events

▪ Developed employee recognition programs

▪ Conducted new hire orientations every six weeks, requested system access, completed HR paperwork, enforced company procedures

Bilingual Customer Service Consultant Tucson, AZ 2013 – 2014

▪ Provided superior customer service, responded to requests for interpretation of guidelines/procedures, acceptability of risk, rating inquiries, premium discrepancies in a prompt and professional manner

▪ Mentored new hire employees, documented, maintained various internal records

▪ Special events coordinator for Tucson Call Center

▪ Processed endorsements, renewals, policy cancellation/non-renewals, payments timely and accurately

▪ Evaluated complex issues and exceptions and reviewed with a Senior or Supervisor

DOUGLAS UNIFIED SCHOOL DISTRICT Douglas, AZ Bilingual Substitute Teacher 2011 – 2013

▪ State certified instructor. Educated grade levels preschool through high school in English and Spanish

▪ Maintained classroom control, fostered a safe, positive environment for all students in accordance with school, state, and all applicable laws and regulations

▪ Followed existing lesson plans in manner that ensured the integrity of academic time and motivated students to learn and participate

▪ Addressed the various learning styles of students accordingly and ensured comprehension

IT’S A SMALL WORLD PRESCHOOL & KINDERGARTEN Tianjin, China International English Instructor 2010 – 2011

▪ Instructed children in activities designed to promote social, physical, and intellectual growth needed for primary school preparation

▪ Created lesson plans, evaluated students, submitted weekly and monthly reports to administration capturing student data and learning trends

▪ Held TEFL International Certification

▪ Met with parents to discuss children’s progress and needs relevant to scholastic priorities

THE BUNNY SHOW Tucson, AZ Producer, On Air Host 2004 – 2010

▪ Created, hosted and produced weekly bilingual variety, live televised show that highlighted local Latino talent and interviewed elected officials and community members

▪ Managed community outreach, budgeting, scheduling, planning, and marketing

▪ Monitored post-production processes to ensure accurate completion of all details

▪ Coordinated talent, volunteers and other personnel throughout the production process

▪ Composed and edited scripts, provided talent scripts and on screen direction

▪ Conducted regular staff meetings ensure production objectives were met

▪ Resolved personnel problems that arose during the production process by acting as a liaison between dissenting parties when necessary

EDUCATION

The University of Arizona 2009 Bachelor’s Degree. Honors, Fine Arts & Spanish Minor Hispanic Alumni Academic Scholarship

International TEFL 2010 International Teacher Certification

Arizona Department of Education 2011 Substitute Teacher Certification

Rotary Leadership Institute 2017 Leadership Certification

MEMBERSHIPS ~ CIVIC INVOLVEMENT

HISPA-Hispanics Inspiring Student’s Performance Ambassador 2018 Kiwanis Club of Coral Gables Board of Directors 2018 Rotary Club of Miami Co-Chair Youth Svcs Committee 2016-Present University of Arizona Alumni Association 2014-Present LULAC- League of United Latin American Citizens 2006-Present Barrio Hollywood Neighborhood Association Volunteer 2005-2016 Pascua Yaqui Tribe Registered Member 1987-Present

Mission: Write a Formal Speech (20 points)

T o complete y our written F o r mal Speech satisfactoril y , do this: (approx. 2–3 hou r s)

Submit 600-750 word, formal speech advocating or supporting a proposal for the Senate to consider on one of the 3 major topics for discussion: extension of SCU, land reform or Debt Reform. If your character is undecided on these topics, please write about what you would consider important in making your decision and why.

 

  • Your speech should clearly indicate the proposal as it would be written on the board for the Senate to consider.
  • It should include the arguments you will use to show why this is a good idea.
  • Your must have at least one quote from Cicero’s First Catilinarian accompanied by a discussion of that idea.
  • Please consult the attached rubric for how this will be graded.

 

 

ACADEMIC ARGUMENT: RESEARCH PAPER 5

E2: Academic Research Paper

In this research paper, you will make an academic argument by researching and analyzing a topic you want to explore in depth.

Distinguishing features:

· Purpose:

· Problem-solution (cause, effect, action)

· Convince and persuade audience to take action

· Make an argument about future

· Length

· 8-10 pages

· Format

· APA (abstract/ subtitles or headings for different sections in the paper and references

· Sources

· At least 7 sources from the library databases

· 4 scholarly journal articles/ books

· Academic search complete

· JSTOR

· 3 credible article from other library databases

· Opposing viewpoints

· Issues and controversies

· CQ researcher

· Additional sources should be from credible sources only; no magazine, newspaper, media sources

· Topic:

· A significant topic you are curious about and want to explore in depth by applying one of the above purposes

· Also, review the “suggested topics” on page 2

· Structure

· Introduction

· Background information and context

· Significance of the topic

· Relevancy to the current national and/ or global issues and events

· Briefly define problem, causes, consequences

· Narrative

· Quotations

· Historical account

· Compare and contrast

· Thesis statement

· An argumentative statement: topic + argumentative claim and reasons

· Persuasive and convincing

· Problem-solution

· Argument about future

· Body paragraphs

· Developed body paragraphs focused on one central point you intend to argue and prove

· Argumentative topic sentence

· Context

· 2 pieces of evidence: summarized and/ or paraphrase; few direct quotations

· Analysis, significance, relevancy of evidence (refer to index of template if needed)

· Concluding sentence/ transition

· Conclusion

· Speculate about future

· Call your readers to action

· Reinforce any national/ global significance and relevancy

· Due dates:

· Annotated Bibliography due in drop box Tuesday, 10/23

· Thesis and outline Thursday 10/25

· Rough draft due in class Thursday 11/01

· Final draft due in drop box Tuesday, 11/06

· PowerPoint Presentations: Group I: Tuesday, 11/06

Group II: Thursday 11/08

Group III: Tuesday, 11/13

English 1302: Suggested Research topics

1. Women empowerment

2. Inspiring students with STEM education

3. Gun violence

4. Alternative energy

5. Mental disorder

6. PTST, ADHD, autism

7. 2nd hand smoking

8. Bullying/ cyber bullying

9. E-cigarette

10. Stem cell research

11. Head trauma in football/ soccer

12. Rehabilitation methods in sports (musclos keletal injury)

13. Pet therapy

14. Chemical in food products/ cleaning products

15. Art therapy

16. GMOs

17. Shortage of raw materials

18. Genetic abnormalities passed from one generation to another

19. Stem cell treatment

20. Capture and use carbon dioxide

21. Chemicals that trigger allergies

22. Genetic modification

23. Best chemical process of microbrewery of beer

24. Developing environmentally friendly plastics

25. Biocomputing and big data

26. Biomacromolecules

27. Nanotechnology and medical application

28. Diabetics control and blood sugar

29. Nano technology and cancer patients

30. Gene therapy

31. Flu vaccine and its effectiveness

32. Vaccination

33. Memory loss/ dementia/ Alzheimer’s disease and treatment

34. Artificial intelligence

35. Drones

36. Cyber attack

37. Sugar regulation in food industry

38. Connection between diet and life span

39. Antibiotic resistance

40. Which diet? Low fat? Low sugar? Low carbs?

41. Space exploration

42. Space junk

43. Endangered animals

44. Alternative economic system

45. Green buildings/ energy/ products

46. Offshore drilling

47. Hydraulic fracking

48. Robotics

49. Teacher retention

50. Substance abuse among teens/ youth

51. Challenges faced by minorities/ firs-generation college students/ ESOL students

52. Sexual harassment

53. Domestic violence

54. Violence against women

55. Juvenile justice

56. Prison reform/ alternative imprisonment

57. Anorexia

58. Outsourcing

59. Artificial sweetener

60. Performance enhancing steroids and human growth hormones (HGH)

61. Big box stores

62. Body image

63. Clean air act

64. Cloning

65. Education ranking/ quality in U.S.

66. DDT

67. Deepwater oil drilling

68. Energy efficiency

69. Environmental regulation

70. Freedom of speech

71. Fracking

72. Freedom of press

73. HPV vaccine

74. Pharmaceuticals

75. Racial profiling

76. Welfare

77. Corporate corruption

78. Factory farming

79. Digital currency

80. Food waste

81. Agricultural subsidies

82. Hazing

83. Reproductive technology

84. Renewable energy

85. Biofuels

86. Charter schools

87. Sexting

88. Child welfare

89. STEM education

90. Local food movement

91. Millennial generation

92. Deforestation

93. Cyber predators

94. Monopolies

95. Dietary supplements

96. Domestic surveillance

97. Domestic violence

98. Drug abuse

99. Nanotechnology

100. Veterans

Research paper rubric

APA format
Cover page
Font and font size
Indented and double space paragraphs
APA header and page number
Abstract
Global Concerns
Effective/ absorbing title
Introduction (background information on the problem)
Thesis: indicating the purpose of the paper
Developed, focused and argumentative paragraphs
Argumentative topic sentences
Context
Evidence (2) (few direct quotations and mostly summarized/ paraphrased evidence in APA)
Explanation/ analysis of evidence
Concluding sentence
conclusion
Argumentative and in-depth logical reasoning, explanations, analysis
Elaborating on and supporting thesis in every body paragraph with evidence, argumentative and logical supporting details, and analysis of details and evidence
Local concerns
word choice (no “wordy” phrases)
spelling, punctuation, and mechanics
No “you” and infrequent use of “I” and “be verbs”
Academic tone and conventions
APA in-text citation
References
Writing Center rough draft review

Technology and Education

Title

Name

School

Course

Professor

Date

Technology and Education

The advent of technology has been accompanied by a number of revolutions which cover all sectors of life such as health, manufacturing, and service industry. One of the affected areas in these categories is the education sector. There are a number of technologies that have been introduced in the education sector which include flipped classrooms, Chromebooks, and paper tab among many others. The young generation which is the newest generation also known as the k-12 has shown tremendous and active uptake when it comes to technology use in education and various aspects of life.

According to Green and Hannon (2007), the youthful generation has made technology a normal part of their lives. For instance, many students all over the world are utilizing new media technologies to come up with new things, new ways of communicating with people and this have led to the development of weird kind of thinking and operation among the students. However, the use of technology especially in education comes with a number of shortcomings.

The shortcomings greatly violate the characteristics that make a meaningful learning. For instance, the use of technology such as flipped classroom comes with one of the greatest disadvantages of using technology in education which is lack of interaction among the students (Koehler et al, 2009). For good education, the teachers should create an environment that incorporates collaborative learning within the classroom which then prepares the students to work and interaction which is the reality in the job market. The use of technology, therefore, denies the students the ability to work and interact with a group in order to share ideas and help each other in solving problems they face during their learning process.

Suppose in a class of fifty students, I would like to introduce the topic on HIV&AIDS and i.e. what is it and how does one contact. The students need to get a clear understanding of the issue at hand and even do some discussions on the topic. The fifty students are quite a big number hence the use of technology to reach the students will be a more effective way. The technology to be chosen has to be the one that allows my students to easily get and understand the topic that I will introduce. The main goal of the scenario is to get the students get an understanding of the topic of HIV and aids which is one of the most dangerous diseases in the world today.

The three technologies that are most appropriate for the educational setting and the scenario that had been previously introduced are the Chromebooks, video conferencing and the snag it. Chromebooks are almost the same as an iPad where students can download, read and store their class notes. When compared with the iPad the Chromebooks are preferable as they are cheaper, have One-button-push easy setup and have easy to control settings which make it more attractive. On the other hand, SnagIt is a screen that captures video software programs which makes it easy for online instructors to conduct online tutorials. The app can also be used by a teacher to correct a paper or demonstrate a math problem.

Lastly, video conferencing is a technology that creates a visual connection between people located in different places using high video and audio quality (Groff et al, 2008). In this case, this will apply if my students are located at different places. The main reason why these technologies can apply is their ease of use which will not cost students time and more effort due to complications.

References

Green, H, and Hannon, C, (2007), Their Space: Education for a digital generation. Retrieved from: http://www.demos.co.uk/files/Their%20space%20-%20web.pdf

Groff, J., & Haas, J. (2008). Groff, J., & Haas, J. (2008). Web 2.0: Today’s technology, tomorrow’s learning. Learning & Leading with Technology, September/October 2008

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from www.citejournal.org/vol9/iss1/general/article1.cfm

DESIGNING CURRICULUM 6

Title

Name

School

Course

Professor

Date

A Learning Management System supports a number of learning assets that can be used alongside it to facilitate learning. The four different learning assets that can be integrated in the LMS are videos, webinars, e-assessments and podcasts. Videos can be used in an LMS during training in a classroom. It is sometimes used as an integral part of e-learning as well as a means to address a single learning objective. Apart from being a tool that can be used for just-in-time learning, videos can be accessed through almost all devices, from PCs, smart phones and tablets meaning that they are easy to access. LMS can use live videos or those that have been recorded already (Vayuvegula, 2016).

Webinars are online seminars that are delivered by an expert on a matter in question using PowerPoint presentations. Thanks to the virtual conferencing software that is available nowadays, this is an excellent asset that can be used in an LMS (Ruben.et.al, 2015).

E-assessments are assessments or quiz that is done online and are a very convenient way that sis used to test the knowledge of students. They can be used before training to determine if students are ready for the training, during training as a tool for continuous assessment tests as well as after training to check for knowledge retention. They allow for multiple-choice questions testing scenario as well as the format that allows students to upload work that they have done. Such tools as adobe Captivate and Easy Test Maker are examples of tools that are used for these assessments.

Podcasts are files that are in audio form. Information in a PDF for example can be converted into podcast and used when someone is doing some other thing, such as driving (Vayuvegula, 2016).

Different assets have different modalities of delivery in an LMS. Videos can be used both synchronously, asynchronously and therefore they are recommendable for any organization. Videos can be used synchronously in form of live videos and asynchronously as recorded forms. This flexibility is very important to an organization. E-assessments are asynchronous. They are important tools that can allow for automatic evaluation with automated marking schemes that can save an organization a lot of time and resources. Webinars are also function asynchronously. An organization can call for an online seminar that allows the person who has something to teach to present it to a large number of people. This saves the people the trouble of being physically present in seminar as well as the costs for availing themselves.

The five curriculum objectives that support the learning assets in LMS include facilitate critical thinking and solving problems. Videos are useful for this. Audio-visual clues are excellent in making students acquire skills that are transferable such as critical thinking and skills in problem solving. Another is assisting in mastery learning. This requires a video or a webinar which are, available in LMS. Podcasts are also great tools for achieving this. The third curriculum objective is to engage with students and videos and webinars allow for engagements. In a webinar, an instructor can respond to questions from students. Also, you will want to inspire students and webinars provide a replica of face-to-face instructing. And the fifth curriculum objective is to test and this curriculum requires that there should be assessments and this is where e-assessments can be used. E-assessments can be used in this endeavour.

The key stakeholders that are responsible for managing the assets are LMS content owners, LMS administrators and LMS tech staff are key stakeholders in management of an LMS (Foreman, 2015). Content owners manage the quality of their work as well as giving information to LMS administrators so that they can keep the systems being used up to date. The administrators are responsible for maintaining accurate and thorough content in an LMS. Technical support staffs are responsible for keeping the system running.

The assets allow one to achieve the content goals. Some information can only be conveyed through these means in LMS systems if it is to get into students in an efficient way. The assets also allow achieve in for non-content by enhancing research. The assets lastly allow for achievement of the understanding of the course goal.

References

 Montrieux, Hannelore; Vanderlinde, Ruben; Schellens, Tammy; Marez, Lieven De (2015-12-07). “Teaching and Learning with Mobile Technology: A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education”

Foreman, S. (2015). LMS Operation and Governance: Taming the Beast. Learning Solution .

Vayuvegula, A. (2016). How to Use an E-learning Company to Develop Training Assets. Comm Lab India .

 

DISCUSSION COMMENTS

PLEASE COMMENT ON THE TWO POST BELOW JERRY’S & KRYSTAL’S

You can ask technical questions or respond generally to the overall experience. Be objective, clear, and concise. Always use constructive language, even in criticism, to work toward the goal of positive progress.

Jerry Flowers Jr Posted

In the discussion we are to identify three possible topics, then review the topics and list or establish their existing problems, and lastly create a few research questions in hopes to tag along with the topic chosen.

Therefore, leading into this module the assignments all point back to are you a leader or a follower? This is a very well stated question due to it will allow one to answer it within, but there are few people out there who will think they are a leader but are clearly a follower.

For example, in the DOE there is the teacher, then they have a Department Chair, then the Administration who will then answer to the Principal. Well in there we missed a few more entities who make up the whole school, now in the DOE it is hard to be the leader but there are teachers who are known as the “Bull”, “Golden Teacher” these are usually the teachers with years under their belt what they say can go, well in all it still comes down to the Principals decision.

Another Example, the Dealership world, yes it looks all green and rich from the outside, however, there is clearly a leader and follower role, but what other people don’t know is this are people who are natural made leaders, and its ok to be a follower as this will allow you to get more experience, but the leader will have to make sure the followers are ok, when I was a manager in the dealership world, I was more concern that the 25 salesmen and women were feeding their families, as if they are happy I’ll be happy, the leadership role a manager takes is a lot and comes with a cost, as an internet manager we all know the internet never sleeps, well neither did I, if I slept mouth were not getting fed. I oversaw the families of 25 traveling sales personnel women and men, as then 215 in the 17 dealerships, so it was a large task, they would get fed their leads from my office, so if they fail, I failed.

The problems in the leadership role are not always visible, a leader who runs with heart always will have it sheltered, as to a leader who runs with an iron clad, they will leader with force, either one will get take advantage of, it is okay to fail. As for the follower well, he/she will go and do what is told to do so the blame will not come to the follower it will be on the leader and for the most the manager will be the blame as to the instructions that were given.

Topic Questions?

As a Leader, in this role what are required and or expected, and what does it take to be successful?

In your organization or company working for, is their changes taking place? If so, explain, and what is your role in these changes?

In this world today everyone thinks they are a leader, what does or how does one tell if the leader is a leader or a follower?

Krystal McCain posted

 

“To be effective in facilitating change, strong and capable leaders are needed. Effective leaders are individuals who understand their organization, including the capabilities of their teams. An understanding of the workforce and of what’s needed during times of change” (Argosy, 2018) will help guide an organization to achieving transformation and effective change success.

Research topic #1: Change in organizational management affecting environmental stability

“As pressures of globalization propel companies to innovate in a global multicultural context, it is increasingly important to cultivate a culturally diverse workplace to enhance employee creativity” (Chua, 2013). As organizational change is constant, how can a company ensure that they are providing a safe environment that allows cultural diversity? This question might prove to be difficult as providing a safe environment could differ between different stakeholders as well as measuring the acceptance of cultural diversity.  There should be ethical and legal guidelines to help ensure that a safe environment is being provided and that cultural diversity is being accepted rather than frowned upon.

Research topic #2: The influence of social and emotional intelligence

As organizations undergo various changes, would it be beneficial for an organization to possess a leader that has skills sets coinciding with emotional intelligence or social intelligence?  “The domain of social intelligence relates to center genres of emotional intelligence i.e. self-aware, humanistic, sociable and self-satisfying and thus necessitate emphasizing these genres in the fields which involve human interaction” (Khodadady, & Hezareh, 2016).   Social and emotional intelligence can be subjective skills sets. A researcher has to have a baseline measurement in order to decipher the skill sets of both the social and emotional intelligence of leaders within their organizations.

Research topic #3 Change and how it affects virtual teams

In today’s society, technology has grabbed a foot hold in organizations. Some organizations have incorporated virtual teams because of the benefits that technology offers.  Would it be increasingly more difficult for leaders to deal with change while managing a virtual team? “Virtual teams can be very complex organizational structures integrating psych-social variables, cultural diversity, economic and financial factors, and management processes. Furthermore, the complexity of the team increases with greater geographic dispersion, fewer face-to-face  meetings, and greater dependence on computer mediation” (Wakefield, Leidner, & Garrison, 2008).  Although virtual teams are becoming more and more popular, leaders are having to acclimate to this different environment. Obtaining the skill set to manage virtual teams is important and will prove to be an asset to an organization.

The class will be discussing “Delta Airlines

the class will be discussing “Delta Airlines: The Latin American Contact Center Decision.” It is quite possible that the material that we develop as a group will become the basis for our final exam which will be held in class on December 6th.

In order to insure that all students are prepared and that our discussions are vigorous, I am assigning some written preparation for you to bring to class. This will be collected on the first day of discussion, and will be graded. Please prepare typewritten answers to the following questions.

Questions to answer:

1. Summarize this case in five sentences.

2. Why does Delta want to consolidate its Latin American reservations offices?

3. What does Delta need in a location for its Latin American Contact Center?

4. What are the pros/cons of Mexico? Of Argentina? Of Chile?

5. If you were the project manager, which country would you recommend? Why?

6. What overall business lessons can be learned from this case?

Please be sure that your answers are justified by solid consideration of the case material. Please do not wander outside of the material, nor assume facts not included. Outlining your answers on a single sheet of paper is perfectly acceptable. Brevity, as always, is encouraged, but not at the expense of thoroughness. I am available by email if you find yourself ‘stuck’ on any of these issues. As usual in case discussions, there are no ‘right’ answers or ‘wrong’ ones. What matters here is YOUR answer, and the consequences we’d face if that answer became a decision.

Please feel free to study collaboratively with your classmates, but your written submission must be your work alone.

It is necessary for you to bring your CoursePack, notes, and a calculator to these discussions. I will be grading your participation in class.

Good luck!

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