Course Textbook
Edberg, M. (2015). Essentials of health behavior: Social and behavioral theory in public health (2nd ed.). Burlington, MA: Jones & Bartlett Learning.
Assessment
1. There is strong evidence that by focusing on prevention, a health promotion program reduces the costs (both financial and human) that individuals, employers, families, insurance companies, medical facilities, communities, the state, and the nation would spend on medical treatment. Please describe how the focus on prevention enables local communities, for example, to save money or reduce costs? Your response should be at least 200 words in length.
2. Health inequalities arise from the societal conditions in which people are born, grow, live, work, and age. Why do you think such inequalities are more prevalent in third world countries and are less prevalent in the industrialized ones? What are some of the key contributors to common health inequalities?
Your response should be at least 200 words in length.
3. People’s dietary choices are shaped by various social and cultural factors. Additionally, people’s ideas about what constitutes a good or acceptable meal differ. Religion also plays a role in the choices and subsequent selection of foods consumed in certain societies. What role does nutrition and the proper education and promotion about it play in chronic disease prevention? Also, whose responsibility is it to educate individuals on healthy food choices? Is it family, school, or the government? Your response should be at least 200 words in length.
4. According to your textbook, youth violence is a very serious problem. Please note that there are certain risk factors that are leading to violent behavior in our youth. They include hyperactivity, impulsiveness, poor behavioral control, attention problems, history of early aggressive behavior, and low educational achievement. Please choose one risk factor and one family factor from the list above, and provide suggestion(s) to answer the following question: What do you think needs to be done in order minimize the level of risk associated with the risk factor of your choosing and to improve the overall family environment (associated with the risk factor you have chosen) so the violent behavior or adolescent violence is minimized significantly. Your response should be at least 200 words in length.
Describe the differences between the top-down and bottom-up budgeting processes. Compare and contrast the two processes and explain when one process might be preferred over …
identifying types of conflicts and resolving conflicts through effective communication techniques
Read the assignment instructions for the Final Paper. Next, develop a formal outline for your Final Paper writing in full sentences (12 point font, Times New Roman font, double spaced). The outline must contain an introduction section with thesis statement, a body section that identifies the five conflict topics that you will use in your Final Paper and includes supporting material for each topic, and a conclusion section which reinforces the thesis statement established in the introduction. Be sure to include a bibliography with at least two of the sources that you will use for your Final Paper. Please make sure that the sources that you use are listed in the APA format.
Final Paper
Focus of the Final Paper
This course focuses on identifying types of conflicts and resolving conflicts through effective communication techniques. Your Final Paper will be an eight-to ten-page paper (excluding the APA title and reference pages) that will showcase what you learned about conflict and conflict resolution.
Identify a recent interpersonal, group, or organizational conflict that you were involved in and was later resolved. Select five of the topics listed below and discuss how they apply to your chosen conflict. You must use a minimum of five resources to help support your discussion of these topics. Be sure to focus on communication techniques that were used during the conflict management process. Argue whether the resolution to this conflict was a “best practices” approach to resolving this conflict.
Your paper must include an introduction paragraph that provides a high-level overview of your paper. In addition, your paper must include a strong conclusion paragraph that brings together the topics discussed. Remember not to introduce any new topics in your conclusion.
Conflict Topics for the Final Paper (select five)
· Why does conflict occur?
· Conflict management
· The positive and negative effects of conflict
· Role of personality types in conflict management
· Communication techniques
· Ethics and workplace conflicts
· Climate in a conflict situation
· Stress and anger
· Facework
· Forgiveness
· Mediation and arbitration
Group Dynamic And Working In A Team-interpersonal and team working skills essential to health and social care
This module will explore communication within groups and the development of confidence in working as part of a team. You will consider the interpersonal and team working skills essential to health and social care. The importance of team roles, hierarchy and leadership will be considered.
please refer to the learning outcomes as required in the module guide and this is a 1500 word of working in health services in the UK(UNITED KINGDOM)
International Strategic Management
Master in International Strategic Management Q1. What are your reasons for applying for this programme? In what way do you expect you can contribute to the programme?
● With my international experience I believe I can engage with others and present different perspective for a problem and the solution.
Q2. What are your relevant academic strengths and interests for this programme? Present three of your previous courses and describe how they can be considered appropriate in preparation for this MSc programme. * Bachelor degree in Business Administration- Marketing & Management Relevant Courses:- 1- International Business:- Required Text: Pearson: International Business, 15th ed Course Overview and Learning Objectives:
This course is designed to teach students the basic principles of the practice of conducting business internationally from a U.S. business perspective. In addition to concepts from the text, I will present practical real-world information to augment the material from the text. Students will participate in classroom discussion, lively debate, be quizzed and tested to measure and demonstrate their understanding of the specific course objectives. Some of the objectives in delivering this course are as follows:
Create and/or enhance students understanding of the nature and sensitivities associated with globalization and of conducting business in a global business environment.
Develop an understanding of important concepts, theories and practices when conducting business internationally
Develop a means by which various risks associated with international business can be identified, evaluated and mitigated.
Implications and importance of current U.S. politics and economic implications as they relate to and influence U.S. international business activities.
2- Strategic Management:-
Course Objectives:
● With my international experience I believe I can engage with others and present different perspective for a problem and the solution.
Q2. What are your relevant academic strengths and interests for this programme? Present three of your previous courses and describe how they can be considered appropriate in preparation for this MSc programme. * Bachelor degree in Business Administration- Marketing & Management Relevant Courses:- 1- International Business:- Required Text: Pearson: International Business, 15th ed Course Overview and Learning Objectives:
This course is designed to teach students the basic principles of the practice of conducting business internationally from a U.S. business perspective. In addition to concepts from the text, I will present practical real-world information to augment the material from the text. Students will participate in classroom discussion, lively debate, be quizzed and tested to measure and demonstrate their understanding of the specific course objectives. Some of the objectives in delivering this course are as follows:
Create and/or enhance students understanding of the nature and sensitivities associated with globalization and of conducting business in a global business environment.
Develop an understanding of important concepts, theories and practices when conducting business internationally
Develop a means by which various risks associated with international business can be identified, evaluated and mitigated.
Implications and importance of current U.S. politics and economic implications as they relate to and influence U.S. international business activities.
2- Strategic Management:-
Course Objectives:
This course involves business strategy, which is concerned with answering the question: “Why are some organizations more successful than others?” With that in mind, we first analyze the external environment and the firm’s unique features, then consider measurement tools, and finally investigate interrelationships between firms within industries. The culmination of the course is a comprehensive, well-reasoned strategic recommendation for a business.
By the end of this course, you will be able to:
Assess an industry to determine its attractiveness
Evaluate a business using specific analytical techniques and frameworks
Understand how to compare and choose among strategic alternatives
3- Management & Organization Behavior:-
Primary Objectives
1. BMGT 340 provides students the opportunity to learn about the foundations and fundamentals of management and organizational behavior. A combination of readings, films, self and group assessments, and both in-class and outside exercises will be used to enhance learning and understanding in this area.
2. Students develop an understanding of behaviors, reasons for behaviors (such as ability
or motivation issues), and appropriate – as well as legal and ethical – ways of dealing with and communicating about those behaviors.
Learning Outcome Summary
At the end of this course, students should be able to:
Understand the roles and responsibilities associated with management, including planning, organizing, staffing, controlling, and leading;
Demonstrate knowledge of the historical, classic and contemporary management concepts and theories;
Understand the specific organizational roles of a human resource management professional and the connection between people/employee management, firm strategy, and the bottom line;
Understand the basics of managing people in a global economy with an increasingly culturally diverse workforce and to make ethical decisions that are socially sensitive;
Be familiar with the basics of the political, technological, environmental, and legal impacts on managing people in different geographical locations;
Demonstrate critical thinking skills and the ability to recognize typical behaviors associated with organizational productivity (including behaviors driven by individual/group differences, global diversity, motivation, conflicts, decision-making, leadership, unions and innovation). Understand
By the end of this course, you will be able to:
Assess an industry to determine its attractiveness
Evaluate a business using specific analytical techniques and frameworks
Understand how to compare and choose among strategic alternatives
3- Management & Organization Behavior:-
Primary Objectives
1. BMGT 340 provides students the opportunity to learn about the foundations and fundamentals of management and organizational behavior. A combination of readings, films, self and group assessments, and both in-class and outside exercises will be used to enhance learning and understanding in this area.
2. Students develop an understanding of behaviors, reasons for behaviors (such as ability
or motivation issues), and appropriate – as well as legal and ethical – ways of dealing with and communicating about those behaviors.
Learning Outcome Summary
At the end of this course, students should be able to:
Understand the roles and responsibilities associated with management, including planning, organizing, staffing, controlling, and leading;
Demonstrate knowledge of the historical, classic and contemporary management concepts and theories;
Understand the specific organizational roles of a human resource management professional and the connection between people/employee management, firm strategy, and the bottom line;
Understand the basics of managing people in a global economy with an increasingly culturally diverse workforce and to make ethical decisions that are socially sensitive;
Be familiar with the basics of the political, technological, environmental, and legal impacts on managing people in different geographical locations;
Demonstrate critical thinking skills and the ability to recognize typical behaviors associated with organizational productivity (including behaviors driven by individual/group differences, global diversity, motivation, conflicts, decision-making, leadership, unions and innovation). Understand
ways to manage people with behavioral issues either through addressing ability and/or motivation;
Understand the legal considerations that must be taken into account in employment processes from hiring to termination, understand maintaining and developing employees, including safety, health, and personal growth issues;
Be familiar with techniques of analyzing and designing jobs and organizations, including structure and culture, to address productivity and performance;
Demonstrate ability to effectively communicate at all levels about people and performance issues that require differential motivational and leadership competencies to enhance individual, group/team, and organizational performance;
Understand the elements of change and how to introduce, manage, and lead change at all levels (with individuals, with groups/teams, and with the organization as a whole).
Q3. What are your career ambitions immediately after graduating from this programme? How do you see your career developing over the next five years? Outline the challenges you think you will face in achieving these career goals and how you will overcome them. Q4. Reflect on your fulfilment of the prerequisites and/or recommended prior knowledge. Are there any other relevant qualifications you wish to draw to our attention for this programme, e.g. work experience or extracurricular activities?
● I’ve worked in different countries and learned from each culture.
Understand the legal considerations that must be taken into account in employment processes from hiring to termination, understand maintaining and developing employees, including safety, health, and personal growth issues;
Be familiar with techniques of analyzing and designing jobs and organizations, including structure and culture, to address productivity and performance;
Demonstrate ability to effectively communicate at all levels about people and performance issues that require differential motivational and leadership competencies to enhance individual, group/team, and organizational performance;
Understand the elements of change and how to introduce, manage, and lead change at all levels (with individuals, with groups/teams, and with the organization as a whole).
Q3. What are your career ambitions immediately after graduating from this programme? How do you see your career developing over the next five years? Outline the challenges you think you will face in achieving these career goals and how you will overcome them. Q4. Reflect on your fulfilment of the prerequisites and/or recommended prior knowledge. Are there any other relevant qualifications you wish to draw to our attention for this programme, e.g. work experience or extracurricular activities?
● I’ve worked in different countries and learned from each culture.
Analyze the three options advanced by senior management to meet $20 M increased revenue target by 2001
Kinard MBA 590 Capstone Summer 2015
Natureview Farm
(1) Analyze the three options advanced by senior management to meet $20 M increased revenue target by 2001.
(2) Which option would you recommend for Christine Walker and why?
Natureview Farm
(1) Analyze the three options advanced by senior management to meet $20 M increased revenue target by 2001.
(2) Which option would you recommend for Christine Walker and why?
Chinese Exclusion Act
Examine the Bedford Digital Case Study on the Chinese Exclusion Act in the Reading & Study folder. After reading the Learning Objective and Historical Background, read the primary sources. In the Case Study Discussion Board Forum, your thread must address 1 of the following questions:
- Using specific examples, explain which primary source from the case study is most interesting to you and why.
- Using specific examples, explain why James Blaine’s speech on Chinese immigration would have appealed to many Americans in the late 1870s.
- Using specific examples, identify 3 specific provisions from the Chinese Exclusion Act and explain what they reveal about American society in the 1880s.
Each thread must be 200–250 words and demonstrate specific knowledge of the primary sources in the case study. In addition to the thread, reply to the threads of at least 2 classmates. Each reply must be 75–150 words. Show respect for other students’ opinions. Inappropriate language will not be tolerated and will result in a failing grade on this assignment. Your grade will be based on the quality of the content of your posts as well as the quality of your writing.
As your participate in the Case Study Discussion Board Forum, keep in mind Luke 1:1–4—“Inasmuch as many have undertaken to compile an account of the things accomplished among us, just as those who from the beginning were eyewitnesses and servants of the word have handed them down to us, it seems fitting for me as well, having investigated everything carefully from the beginning, to write it out for you in consecutive order…so that you might know the exact truth about the things you have been taught.” In these verses, we can find guidance in how to approach the study of history. Note Luke’s emphasis on sources (“eyewitnesses”), meticulous study (“having investigated everything carefully”), and pursuit of the truth (“so that you might know the exact truth”). As Christian scholars, we need to approach our subjects with integrity and base our conclusions on careful research and solid evidence.
Military Decision Making
History
: Master
: Coursework
: English (U.S.)
: 7 pages/1925 words
:Turabian
3 sources due in 20 hours FROM NO PLAGIARISM
The Military Decision Making Process (MDMP) exam is worth 60% of the C600 block grade and is due after lesson C634. Specifically, this exam has seven requirements for you to apply the MDMP to a tactical scenario.
All work must be your own. Do not discuss this examination or your answers with anyone other than a Department of Distance Education (DDE) instructor. Your answers to exam questions must be typed and double-spaced throughout, using Times New Roman 12-pitch font and one-inch margins. This exam does not have an associated CGSC Form 1009W Grading Rubric.
Overview: In Leavenworth Papers #11 “Rangers: Selected Combat Operations in World War II,” Dr. Michael J. King notes that “The rescue of 511 American and Allied prisoners from a Japanese POW compound near Cabanatuan in the Philippines by elements of the 6th Ranger
Battalion, reinforced by Alamo Scouts and Filipino guerrillas, was the most complex operation that Rangers conducted during World War II. It was also one of the most successful.”
That rescue has been chronicled in the 2005 movie The Great Raid and several books including Hour of Redemption by Forrest Bryant Johnson, The Ghost Soldiers by Hampton Sides, and is the focus of Chapter 6 of King’s work. Although the movie and other references may help you understand the scenario more, this examination scenario is based solely on the information provided in King’s work. You may refer back to the C600 online lessons and readings to review key concepts about MDMP. ADRP 1-02 dated September 2013 and FM 6-0 dated May 2014 are the primary doctrinal references for this examination. Additionally, you should review the Military Review article by Dr. Tom Clark and the three student aids posted with the exam.
Read Chapter 6 “Cabanatuan” of Leavenworth Papers #11, and then provide your responses to the seven requirements which begin on page three of this document. A PDF version of the CSI publication is available in Blackboard, posted with this exam. It is also available online at www.cgsc.edu/carl/download/csipubs/king.pdf .
If you state information from the lessons, readings, doctrinal manuals or other references as part of your answer, you must include a citation in accordance with ST 22-2. You may use parenthetical citations, endnotes or footnotes.
CGSC does not tolerate cheating, plagiarism, or unauthorized collaboration. Therefore, you should review CGSC Bulletin #920, Academic Ethics Policy (February 2011) and the DDE Academic Ethics brief posted on the course information page. Violation of academic ethics will result in an investigation and possible removal from the course.
***** FOR INSTRUCTOR USE ONLY***********
SCORING
Requirement #1 Running Estimate (10 points) _______/10
Requirement #2 The Problem (10 points) _______/10
Requirement #3 The Mission (10 points) _______/10
Requirement #4 Purpose and Task (30 points) _______/30
Requirement #5 Commander’s Critical Information Requirements (10 points) _______/10
Requirement #6 Commander’s Judgment (10 points) _______/10
Requirement #7 COA Analysis, Comparison & Recommendation (20 points) _______/20
Total (100 points) _______/100
INSTRUCTOR COMMENTS:
Grader: ________________________
REQUIREMENT #1: Running Estimate (10 Points. Three to four double-spaced pages)
You are the S-3 of the 6th Ranger Battalion conducting mission analysis on 27 January 1945 at the Ranger base camp at Calasiao on the Lingayen Gulf. Provide a complete movement estimate that LTC Mucci and his staff would use to develop plans and analyze various courses of action. Although you have the benefit of hindsight, write your running estimate as you would have on 27 Jan (in the present or future tense) rather than as an AAR in the past tense. Although there are some guides and formats to a generic estimate, as well as a sample medical estimate included with this examination, you can modify those formats or develop one to help you present your analysis to LTC Mucci. Your movement estimate should include, but is not limited to:
• Time available to conduct the operation before the Japanese decide to move or murder the POWs, and how much time to allocate to planning, preparation and execution.
• Maintaining secrecy in varied terrain during day and night operations.
• The appropriate balance of speed and security.
• The best time of day to initiate actions on the objective.
• The anticipated distances covered by, time required to, and rates of movement for:
o the Ranger advance to the POW Camp
o actions on the objective
o the movement of Rangers & former POWs and 6th Army to a link-up point
o Japanese counterattacks.
• How Filipino civilians and guerrillas, as well as the US Army Air Corps can help expedite friendly forces or impede enemy forces.
Essentially, your estimate should explain to LTC Mucci how the Rangers can get to the compound before the Japanese make the fatal decision, and how the task force and former POWs can link up with 6th Army before the Japanese catch that vulnerable group. The goal of the estimate is to help LTC Mucci plan for this mission by providing him specific information he probably doesn’t know, rather than general ideas which he probably does know. For example, stating that the POWs will move slowly is not helpful to LTC Mucci, while ESTIMATING that the POWs could move at one mile per hour for three hours before needing two hours for food and rest could be helpful to LTC Mucci and his staff.
REQUIREMENT #2: The Problem (10 Points. Approximately one-half of a double-spaced page)
Using previous course material, the Military Review article, and the student aid, articulate LTC Mucci’s problem including at least ONE critical element for each mission variable (METT-TC).
REQUIREMENT #3: The Mission (10 Points. Approximately one double-spaced page)
While developing his commander’s estimate, LTC Mucci brainstormed three different words to use for his ESSENTIAL TASK in the mission statement: Liberate, Raid, Secure. Citing your references, (a) provide a current US Army doctrinal definition for EACH of the three words (or dictionary definition if no doctrinal definition exists), and then (b) select and justify which one to include as the essential task in the Rangers mission statement. Note: You are not required to write a mission statement—only to select and justify which one word LTC Mucci should use as the essential task in his mission statement.
Mission Analysis: Through mission analysis, the commander and staff should understand the problem and the resources available to solve that problem. Each staff member is responsible for conducting his or her own running (staff) estimate that provides very detailed information within his or her area of responsibility. The staff then analyzes that information and synthesizes (packages) it into the mission analysis brief. The essence of staff work involves distilling mountains of information into nuggets of knowledge. One method through which staff officers do this is to process the facts (or WHAT) into information (by asking SO WHAT?), analyze the information to increase knowledge (by asking WHICH MEANS?), and apply judgment to gain an understanding (by asking THEREFORE?)
REQUIREMENT #4: Purpose and Task (30 Points total. 6 Points each. One to two double-spaced pages. See example response. You must write in sentences rather than bulletized form.)
SELECT FIVE OF THE EIGHT ELEMENTS FROM THE LIST BELOW.
• The Filipino Guerrillas
• The Alamo Scouts
• 1st Platoon Charlie Company
• 2nd Platoon Charlie Company
• 2nd Platoon Foxtrot Company
• The Filipino Civilians
• The Radio Team in Guimba
• The 6th US Army
For each element selected, (a) list the most important contribution (TASK) that it made during the operation, (b) explain why that contribution was needed (PURPOSE), and (c) explain how that contribution was synchronized with at least ONE other action that preceded, followed or occurred concurrent with it. When possible, use a tactical mission task from current US Army doctrine, even if the author did not use a proper task.
Example Response for the US Army Air Force: The American airplane disrupted (Task) the Japanese Guards so that the Rangers could crawl close to the POW camp undetected (Purpose). The Black Widow flew over the camp “at 1840, three-quarters of an hour before the attack was to begin,” (King p 64) while the Rangers were crossing the open field outside of the POW Camp.
REQUIREMENT #5: Commander’s Critical Information Requirements (CCIRs)
(10 Points. Approximately one-half of a double-spaced page)
Construct a logical IF, AND/OR, THEN sequence justifying LTC Mucci’s decision to assault on 30 January. You are not required to include OR in your response, but should include elements related to the enemy, your own multinational force, the POWs, and local support. (Keep in mind that a decision to delay on 29 January does not justify an assault on the 30th, because conditions could have been worse.)
: Master
: Coursework
: English (U.S.)
: 7 pages/1925 words
:Turabian
3 sources due in 20 hours FROM NO PLAGIARISM
The Military Decision Making Process (MDMP) exam is worth 60% of the C600 block grade and is due after lesson C634. Specifically, this exam has seven requirements for you to apply the MDMP to a tactical scenario.
All work must be your own. Do not discuss this examination or your answers with anyone other than a Department of Distance Education (DDE) instructor. Your answers to exam questions must be typed and double-spaced throughout, using Times New Roman 12-pitch font and one-inch margins. This exam does not have an associated CGSC Form 1009W Grading Rubric.
Overview: In Leavenworth Papers #11 “Rangers: Selected Combat Operations in World War II,” Dr. Michael J. King notes that “The rescue of 511 American and Allied prisoners from a Japanese POW compound near Cabanatuan in the Philippines by elements of the 6th Ranger
Battalion, reinforced by Alamo Scouts and Filipino guerrillas, was the most complex operation that Rangers conducted during World War II. It was also one of the most successful.”
That rescue has been chronicled in the 2005 movie The Great Raid and several books including Hour of Redemption by Forrest Bryant Johnson, The Ghost Soldiers by Hampton Sides, and is the focus of Chapter 6 of King’s work. Although the movie and other references may help you understand the scenario more, this examination scenario is based solely on the information provided in King’s work. You may refer back to the C600 online lessons and readings to review key concepts about MDMP. ADRP 1-02 dated September 2013 and FM 6-0 dated May 2014 are the primary doctrinal references for this examination. Additionally, you should review the Military Review article by Dr. Tom Clark and the three student aids posted with the exam.
Read Chapter 6 “Cabanatuan” of Leavenworth Papers #11, and then provide your responses to the seven requirements which begin on page three of this document. A PDF version of the CSI publication is available in Blackboard, posted with this exam. It is also available online at www.cgsc.edu/carl/download/csipubs/king.pdf .
If you state information from the lessons, readings, doctrinal manuals or other references as part of your answer, you must include a citation in accordance with ST 22-2. You may use parenthetical citations, endnotes or footnotes.
CGSC does not tolerate cheating, plagiarism, or unauthorized collaboration. Therefore, you should review CGSC Bulletin #920, Academic Ethics Policy (February 2011) and the DDE Academic Ethics brief posted on the course information page. Violation of academic ethics will result in an investigation and possible removal from the course.
***** FOR INSTRUCTOR USE ONLY***********
SCORING
Requirement #1 Running Estimate (10 points) _______/10
Requirement #2 The Problem (10 points) _______/10
Requirement #3 The Mission (10 points) _______/10
Requirement #4 Purpose and Task (30 points) _______/30
Requirement #5 Commander’s Critical Information Requirements (10 points) _______/10
Requirement #6 Commander’s Judgment (10 points) _______/10
Requirement #7 COA Analysis, Comparison & Recommendation (20 points) _______/20
Total (100 points) _______/100
INSTRUCTOR COMMENTS:
Grader: ________________________
REQUIREMENT #1: Running Estimate (10 Points. Three to four double-spaced pages)
You are the S-3 of the 6th Ranger Battalion conducting mission analysis on 27 January 1945 at the Ranger base camp at Calasiao on the Lingayen Gulf. Provide a complete movement estimate that LTC Mucci and his staff would use to develop plans and analyze various courses of action. Although you have the benefit of hindsight, write your running estimate as you would have on 27 Jan (in the present or future tense) rather than as an AAR in the past tense. Although there are some guides and formats to a generic estimate, as well as a sample medical estimate included with this examination, you can modify those formats or develop one to help you present your analysis to LTC Mucci. Your movement estimate should include, but is not limited to:
• Time available to conduct the operation before the Japanese decide to move or murder the POWs, and how much time to allocate to planning, preparation and execution.
• Maintaining secrecy in varied terrain during day and night operations.
• The appropriate balance of speed and security.
• The best time of day to initiate actions on the objective.
• The anticipated distances covered by, time required to, and rates of movement for:
o the Ranger advance to the POW Camp
o actions on the objective
o the movement of Rangers & former POWs and 6th Army to a link-up point
o Japanese counterattacks.
• How Filipino civilians and guerrillas, as well as the US Army Air Corps can help expedite friendly forces or impede enemy forces.
Essentially, your estimate should explain to LTC Mucci how the Rangers can get to the compound before the Japanese make the fatal decision, and how the task force and former POWs can link up with 6th Army before the Japanese catch that vulnerable group. The goal of the estimate is to help LTC Mucci plan for this mission by providing him specific information he probably doesn’t know, rather than general ideas which he probably does know. For example, stating that the POWs will move slowly is not helpful to LTC Mucci, while ESTIMATING that the POWs could move at one mile per hour for three hours before needing two hours for food and rest could be helpful to LTC Mucci and his staff.
REQUIREMENT #2: The Problem (10 Points. Approximately one-half of a double-spaced page)
Using previous course material, the Military Review article, and the student aid, articulate LTC Mucci’s problem including at least ONE critical element for each mission variable (METT-TC).
REQUIREMENT #3: The Mission (10 Points. Approximately one double-spaced page)
While developing his commander’s estimate, LTC Mucci brainstormed three different words to use for his ESSENTIAL TASK in the mission statement: Liberate, Raid, Secure. Citing your references, (a) provide a current US Army doctrinal definition for EACH of the three words (or dictionary definition if no doctrinal definition exists), and then (b) select and justify which one to include as the essential task in the Rangers mission statement. Note: You are not required to write a mission statement—only to select and justify which one word LTC Mucci should use as the essential task in his mission statement.
Mission Analysis: Through mission analysis, the commander and staff should understand the problem and the resources available to solve that problem. Each staff member is responsible for conducting his or her own running (staff) estimate that provides very detailed information within his or her area of responsibility. The staff then analyzes that information and synthesizes (packages) it into the mission analysis brief. The essence of staff work involves distilling mountains of information into nuggets of knowledge. One method through which staff officers do this is to process the facts (or WHAT) into information (by asking SO WHAT?), analyze the information to increase knowledge (by asking WHICH MEANS?), and apply judgment to gain an understanding (by asking THEREFORE?)
REQUIREMENT #4: Purpose and Task (30 Points total. 6 Points each. One to two double-spaced pages. See example response. You must write in sentences rather than bulletized form.)
SELECT FIVE OF THE EIGHT ELEMENTS FROM THE LIST BELOW.
• The Filipino Guerrillas
• The Alamo Scouts
• 1st Platoon Charlie Company
• 2nd Platoon Charlie Company
• 2nd Platoon Foxtrot Company
• The Filipino Civilians
• The Radio Team in Guimba
• The 6th US Army
For each element selected, (a) list the most important contribution (TASK) that it made during the operation, (b) explain why that contribution was needed (PURPOSE), and (c) explain how that contribution was synchronized with at least ONE other action that preceded, followed or occurred concurrent with it. When possible, use a tactical mission task from current US Army doctrine, even if the author did not use a proper task.
Example Response for the US Army Air Force: The American airplane disrupted (Task) the Japanese Guards so that the Rangers could crawl close to the POW camp undetected (Purpose). The Black Widow flew over the camp “at 1840, three-quarters of an hour before the attack was to begin,” (King p 64) while the Rangers were crossing the open field outside of the POW Camp.
REQUIREMENT #5: Commander’s Critical Information Requirements (CCIRs)
(10 Points. Approximately one-half of a double-spaced page)
Construct a logical IF, AND/OR, THEN sequence justifying LTC Mucci’s decision to assault on 30 January. You are not required to include OR in your response, but should include elements related to the enemy, your own multinational force, the POWs, and local support. (Keep in mind that a decision to delay on 29 January does not justify an assault on the 30th, because conditions could have been worse.)
ethics and whistleblowers
each of us perceives “ethics” from our own point of reference as to what is or is not ethical. This assignment asks you to consider ethics and whistleblowers. Select one of the behaviors listed below for your discussion posting. Base your posting on your relationship with the “unethical person” and any risk involved in “whistle blowing”.
1. Stealing from an employer
2. Falsifying a time sheet
3. Padding an expense account
4. Falsifying any document or record
5. Lying about the conduct of a co-worker
All discussions must be completed on-time and must include in-text citations and references in APA style formatting
Discuss the changing role of women in industrial society
Only choice ONE question
By the due date, choose and respond substantively to one of the discussion questions posted below. Submit your response to the Discussion Area on W4 Assignment 1: Post Here. Your response should include a clear argument supported by cited evidence as well as your own explanation of what that evidence means and why it is relevant to your post.
Steps to Success
Please use scholarly, college-level research sources to respond to this assignment, including the textbook, class lectures, relevant primary sources, and/or journal articles from the Art Institute of Pittsburgh – Online Division Online Library. If you use websites for your research, they must be reputable scholarly sources.
Acknowledge your sources using in-text citations and a works cited list formatted in MLA style. Summaries and paraphrases require citations; quotes require quotation marks and citations.
Do not use attachments for this assignment. Submit your response directly to the Discussion Area.
Participation Instructions
By the end of the week, please comment substantively on two or more classmates’ assignments. Responding substantively to any questions left to you by the instructor in his or her feedback will count as one of your two required participation responses. Leave comments that raise salient points and stimulate discussion. Focus on the topic and its historical context. Be respectful, helpful, clear, and concise. Always utilize constructive language, even in criticism, to work toward the goal of further learning. Good participation comments will assist your educational process and that of the class as a whole.
The discussion questions for this task include:
- Discuss the changing role of women in industrial society. How did that role change from 1830–1920? http://www.victorianweb.org/victorian/gender/femeconov.html provides an interesting place to start! Also, the Web site for your textbook has an enlightening article in Chapters 22 and 23: The Historical Record under electronic documents (they are the same document).
- What arts were created or transformed by the Industrial Revolution? How did art reflect new styles of living?
- To what extent were the great powers of Europe able to cooperate on international issues during the 19th century and early part of the 20th century? What were the greatest areas of agreement? What were the major areas of conflict?