Scientific issue letter

  1. Introductory Paragraph
  2. Grab the reader’s attention by using a “hook.”

Children who are not vaccinated are a health hazard to their communities.

Give background information about your topic and argument.

Some parents are not vaccinating their children because they believe that a particular vaccine, MMR, can cause autism.  Autism is a complex disorder of brain development, characterized by significant delays in cognitive, language, and social skills.  There is no scientific evidence supporting the claim that the MMR (measles, mumps, rubella) vaccine can cause autism in children.  However, this erroneous belief percolates in our society today due to the circulation of invalid scientific data, embellishment by the media, and inadequate public health education.  By withholding vaccination, parents not only put their children at grave risk for life-threatening illness, they also endanger the health of their communities.
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  • Close with a statement that reveals the position to be argued.

Everyone should be vaccinated.  The benefits greatly outweighs the risks, if there is any.  The purpose of vaccination is not only to protect the individual from diseases, but also to prevent the occurrence and spread of diseases in our communities.  As responsible members of the community, parents have the ethical obligation to vaccinate their children.

  • Body Paragraphs
  • Each body paragraph should focus on one piece of evidence.
  • Within each paragraph, provide sufficient supporting detail.
  • Provide 2-3 pieces of evidence to support your position

Purpose of evidence #1: Vaccine does not cause autism

The Institute of Medicine is an impartial group of the world’s leading experts that advises Congress on science issues. After reviewing more than 200 studies in 2004 and more than 1,000 studies in 2011, the consensus report strongly stated that the evidence did not show a link between vaccines and autism.

Purpose of evidence #2: Vaccines prevent life-threatening illnesses

Before measles immunization was available, nearly everyone in the U.S. got measles. An average of 450 measles-associated deaths were reported each year between 1953 and 1963. Death occurs in one out of 100 persons infected with measles. In the U.S., widespread use of measles vaccine has led to a greater than 99 percent reduction in measles compared with the pre-vaccine era. If we stopped immunization, measles would increase to pre-vaccine levels. Measles is one of the most infectious diseases in the world and is frequently imported into the U.S. Without vaccination, more than 90% of people who are exposed to the virus will get the disease.

Purpose of evidence #3: Refusing vaccination is dangerous to the individual and the community

Even a small number of unimmunized individuals in a community can facilitate the spread of disease. In the late 1980s, pockets of unimmunized children in the U.S. led to a resurgence of measles that caused 11,000 hospitalizations and 123 deaths. Recent outbreaks have occurred because individuals who should have been immunized were intentionally not immunized.

  • Opposing View Paragraph
  • Describe and then refute the key points of the opposing view.

There is scientific evidence that vaccines can cause autism

A British physician named Andrew Wakefield had published a paper that identified a link between MMR vaccine and autism in children.  Eventually, it was revealed that Wakefield had fabricated his research as part of a scheme that promised him millions of dollars. Wakefield’s paper has been retracted, and there has been at least seven large studies in major medical journals that have found no association between the MMR vaccine and autism.

It is the parents’ right to refuse vaccination

Can parents be exempted from placing babies in car seats simply because they do not believe in them? No.  Can parents let their children drive without a license simply because they believe their children are mature enough to handle the task? No.  Laws are in place to protect children from potential parental negligence, and also to protect the community from reckless behavior.  When parents refuse to vaccinate their children, they not only place their children at risks, but other people’s children as well.

  • Political Action Paragraph
  • Proposes 2-3 courses of action this elected official can pursue to address the scientific issue you have discussed.
  • Possible actions include: new legislation, repeal of current legislation, additional funding, support for more research, etc.


Mandatory vaccination laws

Funding for better public education:

We need better public health education, supported with peer-reviewed, replicated scientific data.  We need to take every opportunity to educate the parents, at the pediatrician’s office, at school activities and community functions.  These in-person interventions require funding, training, and coordinated effort by the public health agencies at the state, city, and township level.
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  • Concluding Paragraph
  • Restate and reinforce your statement and supporting evidence.

Vaccination is not a choice.  We have an ethical and legal duty to protect ourselves and each other from harm.


think of a recent, preferably somewhat important purchase (i.e., not an inexpensive bar of soap, box of cereal, or other routine purchase).  It could be a tangible good (e.g., apparel, fitness equipment, appliances, or electronics), or a service (e.g., restaurant meal, concert, car repair or gym membership).  You are not limited to those examples, but should steer clear of anything discussed at length in the textbook or class discussion (e.g., no cars). 
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Which “buyer characteristics” influenced you the most when making this purchase?  Apply two of the cultural, social, personal and psychological influences listed in Figure 5-2 to your purchase.  Choose from the many characteristics within the boxes (e.g., social class, family, lifestyle, motivation?), not the broad categories themselves.  And draw your characteristics from different categories (i.e., only one from Psychological, only one from Cultural box, etc.).   For each of the two characteristic/influences, write a paragraph in which you briefly explain its meaning and its relevance to your purchase decision.  How did it influence your product, brand, or store choice? 

Optional:  What research method could the company use to gain insight into needs and attitudes of consumers like you?  Briefly explain and apply one or two marketing research methods from Chapter 4.
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English essay story telling

Essay on: How you were made look like fool and/or how you avoided looking the fool?

5 paragraph, 2 page, write a story,    Use ” I” as a narrator and the activity, conversation and so on.    Can not use “I believe” , “I think”. 
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narrative making a point by telling a story, (embellished with descriptive language.)

Using imagery creating a picture through words.

Title :  places a focus on thesis

Intro:    4 to 5 sentences.  

             Makes the point       

             included setting.

Body: 3 Paragraphs.  

           Each paragraph 8 to 10 sentences. 

           Story starts here.

Conclusion: 4 to 5 sentences           

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Management: Daily To-do list

1.Document your activities by time for several days (time log).

2. Analyze your sources of wasted time. Keep a daily “To do” list and review your list at least daily. Analyze tasks daily to maximize efficiency and effectiveness. Do this for the rest of your life. 

please have the writer only write one page of anaylsis and then i would need her/him to create the time log (intervals of 30 mins). i have uploaded how the assignment should look like. I understand you dont know my life to analysis it. so, i also uploaded a 7 day time budget we created so  you can look into my life. To make this simple i would pick maybe tue or thurday to do this assignment since i have school and we could make up more. If we do it when i have work things at work are always different 

—–“0” references 
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Shooting an Elephant

In Moulmein, in Lower Burma, I was hated by large numbers of people — the only time in my life that I have been important enough for this to happen to me. I was sub-divisional police officer of the town, and in an aimless, petty kind of way anti-European feeling was very bitter. No one had the guts to raise a riot, but if a European woman went through the bazaars alone somebody would probably spit betel juice over her dress. As a police officer I was an obvious target and was baited whenever it seemed safe to do so. When a nimble Burman tripped me up on the football field and the referee (another Burman) looked the other way, the crowd yelled with hideous laughter. This happened more than once. In the end the sneering yellow faces of young men that met me everywhere, the insults hooted after me when I was at a safe distance, got badly on my nerves. The young Buddhist priests were the worst of all. There were several thousands of them in the town and none of them seemed to have anything to do except stand on street corners and jeer at Europeans.
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             All this was perplexing and upsetting. For at that time I had already made up my mind that imperialism was an evil thing and the sooner I chucked up my job and got out of it the better. Theoretically — and secretly, of course — I was all for the Burmese and all against their oppressors, the British. As for the job I was doing, I hated it more bitterly than I can perhaps make clear. In a job like that you see the dirty work of Empire at close quarters. The wretched prisoners huddling in the stinking cages of the lock-ups, the grey, cowed faces of the long-term convicts, the scarred buttocks of the men who had been flogged with bamboos — all these oppressed me with an intolerable sense of guilt. But I could get nothing into perspective. I was young and ill-educated and I had had to think out my problems in the utter silence that is imposed on every Englishman in the East. I did not even know that the British Empire is dying, still less did I know that it is a great deal better than the younger empires that are going to supplant it. All I knew was that I was stuck between my hatred of the empire I served and my rage against the evil-spirited little beasts who tried to make my job impossible. With one part of my mind I thought of the British Raj as an unbreakable tyranny, as something clamped down, in saecula saeculorum, upon the will of prostrate peoples; with another part I thought that the greatest joy in the world would be to drive a bayonet into a Buddhist priest’s guts. Feelings like these are the normal by-products of imperialism; ask any Anglo-Indian official, if you can catch him off duty.

            One day something happened which in a roundabout way was enlightening. It was a tiny incident in itself, but it gave me a better glimpse than I had had before of the real nature of imperialism — the real motives for which despotic governments act. Early one morning the sub-inspector at a police station the other end of the town rang me up on the phone and said that an elephant was ravaging the bazaar. Would I please come and do something about it? I did not know what I could do, but I wanted to see what was happening and I got on to a pony and started out. I took my rifle, an old .44 Winchester and much too small to kill an elephant, but I thought the noise might be useful in terrorem. Various Burmans stopped me on the way and told me about the elephant’s doings. It was not, of course, a wild elephant, but a tame one which had gone ‘must’. It had been chained up, as tame elephants always are when their attack of ‘must’ is due, but on the previous night it had broken its chain and escaped. Its mahout, the only person who could manage it when it was in that state, had set out in pursuit, but had taken the wrong direction and was now twelve hours’ journey away, and in the morning the elephant had suddenly reappeared in the town. The Burmese population had no weapons and were quite helpless against it. It had already destroyed somebody’s bamboo hut, killed a cow and raided some fruit-stalls and devoured the stock; also it had met the municipal rubbish van and, when the driver jumped out and took to his heels, had turned the van over and inflicted violences upon it.

              The Burmese sub-inspector and some Indian constables were waiting for me in the quarter where the elephant had been seen. It was a very poor quarter, a labyrinth of squalid bamboo huts, thatched with palmleaf, winding all over a steep hillside. I remember that it was a cloudy, stuffy morning at the beginning of the rains. We began questioning the people as to where the elephant had gone and, as usual, failed to get any definite information. That is invariably the case in the East; a story always sounds clear enough at a distance, but the nearer you get to the scene of events the vaguer it becomes. Some of the people said that the elephant had gone in one direction, some said that he had gone in another, some professed not even to have heard of any elephant. I had almost made up my mind that the whole story was a pack of lies, when we heard yells a little distance away. There was a loud, scandalized cry of ‘Go away, child! Go away this instant!’ and an old woman with a switch in her hand came round the corner of a hut, violently shooing away a crowd of naked children. Some more women followed, clicking their tongues and exclaiming; evidently there was something that the children ought not to have seen. I rounded the hut and saw a man’s dead body sprawling in the mud. He was an Indian, a black Dravidian coolie, almost naked, and he could not have been dead many minutes. The people said that the elephant had come suddenly upon him round the corner of the hut, caught him with its trunk, put its foot on his back and ground him into the earth. This was the rainy season and the ground was soft, and his face had scored a trench a foot deep and a couple of yards long. He was lying on his belly with arms crucified and head sharply twisted to one side. His face was coated with mud, the eyes wide open, the teeth bared and grinning with an expression of unendurable agony. (Never tell me, by the way, that the dead look peaceful. Most of the corpses I have seen looked devilish.) The friction of the great beast’s foot had stripped the skin from his back as neatly as one skins a rabbit. As soon as I saw the dead man I sent an orderly to a friend’s house nearby to borrow an elephant rifle. I had already sent back the pony, not wanting it to go mad with fright and throw me if it smelt the elephant.

                The orderly came back in a few minutes with a rifle and five cartridges, and meanwhile some Burmans had arrived and told us that the elephant was in the paddy fields below, only a few hundred yards away. As I started forward practically the whole population of the quarter flocked out of the houses and followed me. They had seen the rifle and were all shouting excitedly that I was going to shoot the elephant. They had not shown much interest in the elephant when he was merely ravaging their homes, but it was different now that he was going to be shot. It was a bit of fun to them, as it would be to an English crowd; besides they wanted the meat. It made me vaguely uneasy. I had no intention of shooting the elephant — I had merely sent for the rifle to defend myself if necessary — and it is always unnerving to have a crowd following you. I marched down the hill, looking and feeling a fool, with the rifle over my shoulder and an ever-growing army of people jostling at my heels. At the bottom, when you got away from the huts, there was a metalled road and beyond that a miry waste of paddy fields a thousand yards across, not yet ploughed but soggy from the first rains and dotted with coarse grass. The elephant was standing eight yards from the road, his left side towards us. He took not the slightest notice of the crowd’s approach. He was tearing up bunches of grass, beating them against his knees to clean them and stuffing them into his mouth.

              I had halted on the road. As soon as I saw the elephant I knew with perfect certainty that I ought not to shoot him. It is a serious matter to shoot a working elephant — it is comparable to destroying a huge and costly piece of machinery — and obviously one ought not to do it if it can possibly be avoided.                       And at that distance, peacefully eating, the elephant looked no more dangerous than a cow. I thought then and I think now that his attack of ‘must’ was already passing off; in which case he would merely wander harmlessly about until the mahout came back and caught him. Moreover, I did not in the least want to shoot him. I decided that I would watch him for a little while to make sure that he did not turn savage again, and then go home.

             But at that moment I glanced round at the crowd that had followed me. It was an immense crowd, two thousand at the least and growing every minute. It blocked the road for a long distance on either side. I looked at the sea of yellow faces above the garish clothes-faces all happy and excited over this bit of fun, all certain that the elephant was going to be shot. They were watching me as they would watch a conjurer about to perform a trick. They did not like me, but with the magical rifle in my hands I was momentarily worth watching. And suddenly I realized that I should have to shoot the elephant after all. The people expected it of me and I had got to do it; I could feel their two thousand wills pressing me forward, irresistibly. And it was at this moment, as I stood there with the rifle in my hands, that I first grasped the hollowness, the futility of the white man’s dominion in the East. Here was I, the white man with his gun, standing in front of the unarmed native crowd — seemingly the leading actor of the piece; but in reality I was only an absurd puppet pushed to and fro by the will of those yellow faces behind. I perceived in this moment that when the white man turns tyrant it is his own freedom that he destroys. He becomes a sort of hollow, posing dummy, the conventionalized figure of a sahib. For it is the condition of his rule that he shall spend his life in trying to impress the ‘natives’, and so in every crisis he has got to do what the ‘natives’ expect of him. He wears a mask, and his face grows to fit it. I had got to shoot the elephant. I had committed myself to doing it when I sent for the rifle. A sahib has got to act like a sahib; he has got to appear resolute, to know his own mind and do definite things. To come all that way, rifle in hand, with two thousand people marching at my heels, and then to trail feebly away, having done nothing — no, that was impossible. The crowd would laugh at me. And my whole life, every white man’s life in the East, was one long struggle not to be laughed at.

               But I did not want to shoot the elephant. I watched him beating his bunch of grass against his knees, with that preoccupied grandmotherly air that elephants have. It seemed to me that it would be murder to shoot him. At that age I was not squeamish about killing animals, but I had never shot an elephant and never wanted to. (Somehow it always seems worse to kill a large animal.) Besides, there was the beast’s owner to be considered. Alive, the elephant was worth at least a hundred pounds; dead, he would only be worth the value of his tusks, five pounds, possibly. But I had got to act quickly. I turned to some experienced-looking Burmans who had been there when we arrived, and asked them how the elephant had been behaving. They all said the same thing: he took no notice of you if you left him alone, but he might charge if you went too close to him.

               It was perfectly clear to me what I ought to do. I ought to walk up to within, say, twenty-five yards of the elephant and test his behavior. If he charged, I could shoot; if he took no notice of me, it would be safe to leave him until the mahout came back. But also I knew that I was going to do no such thing. I was a poor shot with a rifle and the ground was soft mud into which one would sink at every step. If the elephant charged and I missed him, I should have about as much chance as a toad under a steam-roller. But even then I was not thinking particularly of my own skin, only of the watchful yellow faces behind. For at that moment, with the crowd watching me, I was not afraid in the ordinary sense, as I would have been if I had been alone. A white man mustn’t be frightened in front of ‘natives’; and so, in general, he isn’t frightened. The sole thought in my mind was that if anything went wrong those two thousand Burmans would see me pursued, caught, trampled on and reduced to a grinning corpse like that Indian up the hill. And if that happened it was quite probable that some of them would laugh. That would never do.

               There was only one alternative. I shoved the cartridges into the magazine and lay down on the road to get a better aim. The crowd grew very still, and a deep, low, happy sigh, as of people who see the theatre curtain go up at last, breathed from innumerable throats. They were going to have their bit of fun after all. The rifle was a beautiful German thing with cross-hair sights. I did not then know that in shooting an elephant one would shoot to cut an imaginary bar running from ear-hole to ear-hole. I ought, therefore, as the elephant was sideways on, to have aimed straight at his ear-hole, actually I aimed several inches in front of this, thinking the brain would be further forward.
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              When I pulled the trigger I did not hear the bang or feel the kick — one never does when a shot goes home — but I heard the devilish roar of glee that went up from the crowd. In that instant, in too short a time, one would have thought, even for the bullet to get there, a mysterious, terrible change had come over the elephant. He neither stirred nor fell, but every line of his body had altered. He looked suddenly stricken, shrunken, immensely old, as though the frightful impact of the bullet had paralysed him without knocking him down. At last, after what seemed a long time — it might have been five seconds, I dare say — he sagged flabbily to his knees. His mouth slobbered. An enormous senility seemed to have settled upon him. One could have imagined him thousands of years old. I fired again into the same spot. At the second shot he did not collapse but climbed with desperate slowness to his feet and stood weakly upright, with legs sagging and head drooping. I fired a third time. That was the shot that did for him. You could see the agony of it jolt his whole body and knock the last remnant of strength from his legs. But in falling he seemed for a moment to rise, for as his hind legs collapsed beneath him he seemed to tower upward like a huge rock toppling, his trunk reaching skyward like a tree. He trumpeted, for the first and only time. And then down he came, his belly towards me, with a crash that seemed to shake the ground even where I lay.

            I got up. The Burmans were already racing past me across the mud. It was obvious that the elephant would never rise again, but he was not dead. He was breathing very rhythmically with long rattling gasps, his great mound of a side painfully rising and falling. His mouth was wide open — I could see far down into caverns of pale pink throat. I waited a long time for him to die, but his breathing did not weaken. Finally I fired my two remaining shots into the spot where I thought his heart must be. The thick blood welled out of him like red velvet, but still he did not die. His body did not even jerk when the shots hit him, the tortured breathing continued without a pause. He was dying, very slowly and in great agony, but in some world remote from me where not even a bullet could damage him further. I felt that I had got to put an end to that dreadful noise. It seemed dreadful to see the great beast Lying there, powerless to move and yet powerless to die, and not even to be able to finish him. I sent back for my small rifle and poured shot after shot into his heart and down his throat. They seemed to make no impression. The tortured gasps continued as steadily as the ticking of a clock.
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                In the end I could not stand it any longer and went away. I heard later that it took him half an hour to die. Burmans were bringing dash and baskets even before I left, and I was told they had stripped his body almost to the bones by the afternoon.

              Afterwards, of course, there were endless discussions about the shooting of the elephant. The owner was furious, but he was only an Indian and could do nothing. Besides, legally I had done the right thing, for a mad elephant has to be killed, like a mad dog, if its owner fails to control it. Among the Europeans opinion was divided. The older men said I was right, the younger men said it was a damn shame to shoot an elephant for killing a coolie, because an elephant was worth more than any damn Coringhee coolie. And afterwards I was very glad that the coolie had been killed; it put me legally in the right and it gave me a sufficient pretext for shooting the elephant. I often wondered whether any of the others grasped that I had done it solely to avoid looking a fool.



Requirement :

please write analyzed essay about “ Shooting an elephant”.

  • Please read the “shooting an elephant” by George Orwell
  • write 2 page essay to analyzed “shooting an elephant”
  • explain the significant between 1st and last sentence that effect the theme?
  • 1st sentence: “In Moulmein, in Lower Burma, I was hated by large numbers of people — the only time in my life that I have been important enough for this to happen to me.”
  • last sentence:. “I often wondered whether any of the others grasped that I had done it solely to avoid looking a fool.”

Leadership Styles/Approach

The purpose of this assignment is for you to develop a Relationship Building Action Plan.

Outcome Met by Completing This Assignment

  • use leadership theories, assessment tools, and an understanding of the role of ethics, values, and attitudes to evaluate and enhance personal leadership skills
  • develop and implement methods for establishing a constructive organizational structure and culture that fosters positive employee and employer relationships
  • assess the interactions between the external environment and the organization to foster responsible and effective leadership and organizational practices


After a relaxing weekend, you come to work, sit down at your desk and open your email.  The following is an email to you from Andrew Rockfish:

I am sending this email to you because of the personal nature of the material contained within your next assignment.  It is incumbent upon all good leaders to assess continuously their personal leadership skills, style, and approach. 

You will be developing a personal relationship building assessment plan.  Much like an annual doctor?s check-up, the goal of the assessment plan is to develop a procedure for evaluating the status of your personal skills, style, and attitude in your work with others.  Included in the assessment plan is a review of your leadership strengths, weaknesses, results of leadership assessments, feedback methodology, attitude, and leadership style.

Relationship building is a dynamic process just as situations change so too can the people skills needed to address the situation. Periodic review of those skills will benefit you by noting weaknesses and areas of change or improvement needed in your behavior.

So, what exactly am I asking you to do that needs confidentiality?  Well, your plan is going to be the result of the following hypothetical evaluation you received after your first year with GDD.  Although the hypothetical evaluation could be much better, we have found that the results provide trainees the opportunity to reflect upon one?s actual results and to prepare for personal growth moving forward. 
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The hypothetical scenario is one in which you were promoted a year ago into a leadership position.  However, the past year has proved to show several issues and the results are not at all what we were hoping for when we promoted you.  Still, experience has taught us that help starts with an employee taking stock of their personal skills.   Since we believe that you have the potential for being an excellent department head, we would like to take measures toward your development.  Please follow the instructions below:


Step 1:  Preparation for the Assignment

Before you begin writing the report, you will read the following requirements that will help you meet the writing and APA requirements.  Not reading this information will lead to a lower grade:

Review ?How to Analyze a Case Study? under Week 6 Content.  You are expected to use the facts from the case scenario focusing on using this information to determine opportunities and solve problems.

Read the grading rubric for the assignment.  Use the grading rubric while writing the report to ensure all requirements are met that will lead to the highest possible grade.

In writing this assignment, you will read and following these tasks:

Task 1:  Third person writing is required.  Third person means that there are no words such as ?I, me, my, we, or us? (first person writing), nor is there use of ?you or your? (second person writing).  If uncertain how to write in the third person, view this link:

Task 2:  Contractions are not used in business writing, so you are expected NOT to use contraction in writing this assignment. 

Task 3:  You are expected to paraphrase and are NOT to use direct quotes.  You are expected to paraphrase, which can be learned by reviewing this link:

Task 4:  You are responsible for APA only for in-text citations and a reference list.

Task 5:  You are expected to use the facts from the case scenario paired with the weekly courses readings to develop the analysis and support the reasoning.  No more than three (3) external resources can be used in completing the assignment.  The expectation is that you provide a robust use of the course readings.  If any material is used from a source document, it must be cited and referenced.  A reference within a reference list cannot exist without an associated in-text citation and vice versa.   View the sample APA paper and the How to Cite and Reference file located under Week 6 content.

Step 2:  How to Set Up the Plan

Create a Word or Rich Text Format (RTF) document that is double-spaced, 12-point font.  The final product will be between 5-7 pages in length excluding the title page and reference page and appendix.  You may not exceed seven (7) pages so it is important to write clearly and concisely.

Follow a Report Format.   

  • Create a title page with title, your name, the course, the instructor?s name and date;
  • Introduction
  • Leadership Table (make sure the tables are formatted to fit within the report and are easy to read and interpret)
  • Leadership Assessment
  • Relationship Building Action Plan

Step 3:  Leadership Table

In this hypothetical scenario, the review is complete and the results of the evaluation as well as feedback from your peers and direct reports are in your hands.

The key to success in this project is to accept the ?GDD Evaluation Form? contents as a real assessment of your performance at GDD for the first year?s work in this position.  While the information within the form is obviously hypothetical, you must place yourself in the position and address the situation as if it were truly you.

Task 1:  Carefully review the Evaluation Form and Peer/Direct Report Comments:  

Task 2:  Examine the comments and identify those statements that relate to the following concepts: your strengths as a leader, your weaknesses as a leader, communication skills, personality, emotional IQ, with respect to others – trust, leadership attitude, leadership style, and vision/strategic goal implementation.

Task 3: Complete the Leadership Table with the remarks you have selected.


Comment Phrase (s)

Strengths as a Leader

Weaknesses as a Leader

Communication Skills


Emotional IQ


Leadership Approach

Demonstrated Leadership Style

Vision/Strategic Goal Implementation

Task 4:  Write one paragraph for each topic, relating the conclusions that you have drawn as to your effectiveness as a relationship builder over the past year.  Support the conclusions/reasoning with the course readings (weeks 1 ? 6). Be brutally honest with the conclusions that you draw.  This is personal and means your future with GDD is on the line.

Step 4:  Leadership Assessment

To ensure you have a complete picture of your leadership skills, you will need to take the following leadership assessments.  If you took any of these assessments back in week 5, you may use those results but you must complete all assessments.  Please be sure to include the actual results in the appendix of the plan.  Note:  your results are confidential. 

Write a short summary of the results of each quiz or test.

  • Jung Personality Typology Test
  • Communication Skills
  • Self Esteem Quiz
  • Are you a Leader Test
  • Leadership Skills
  • Leadership Style Quizzes

Step 5:  Relationship Building Action Plan

Now that you have completed the evaluation and read the feedback comments and results from the leadership assessments, it is time to develop a plan of action for improvement.  Focus on the process of how to bring about improvement rather than what you should do.  What are the steps you will take to resolve the weaknesses you have?   Think of the leadership action plan as a way to improve the relationship-building skills with others and influence the people within the department to accomplish the work in an efficient manner that meets organizational standards and satisfies customers.

To accomplish the action plan, you will complete the tasks listed below.  Be thoughtful in your responses reflecting upon all of the input documents.  In completing each task, you will formulating a thesis statement and support the reasoning with rigorous, focused thinking that demonstrates the analytical skills GDD is looking from you.

Task 1:  Read all of the reports and provided information closely.

Task 2:  Provide an introduction that explains why people skills are important for a leader to possess.

Task 3:  Identify and discuss the people skills that are lacking in your relationship with others as demonstrated in the assessments and feedback received in Step 3.

Task 4:  Explain how the missing or weak people skills are hindering your success at building relationships with followers.

Task 5:  Explain the significance of the leader-follower relationship to fulfilling the strategic plan of the leader.

Task 6.  Identify the one critical factor from the facts provided (aside from the weaknesses in personal skills), that will specifically affect your leader-follower relationship more than any other factor.  Explain how and why this fact will affect your future if not corrected now.

Task 7:  Provide at least three practical recommendations as to how you can improve the weak skills that have been identified.

Step 6:  Appendix

Task 1:  Use the appendix to provide the results of each of the leadership assessments.

Task 2.  Make sure to label each leadership assessment. 

Social Responsibility of Business

Thirty-five years ago, Milton Friedman wrote a famous article for The New York Times Magazine whose title aptly summed up its main point: “The Social Responsibility of Business Is to Increase Its Profits.” The future Nobel laureate in economics had no patience for capitalists who claimed that “business is not concerned ‘merely’ with profit but also with promoting desirable ‘social’ ends; that business has a ‘social conscience’ and takes seriously its responsibilities for providing employment, eliminating discrimination, avoiding pollution and whatever else may be the catchwords of the contemporary crop of reformers.”
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Friedman, now a senior research fellow at the Hoover Institution and the Paul Snowden Russell Distinguished Service Professor Emeritus of Economics at the University of Chicago, wrote that such people are “preaching pure and unadulterated socialism. Businessmen who talk this way are unwitting puppets of the intellectual forces that have been undermining the basis of a free society these past decades.”

John Mackey, the founder and CEO of Whole Foods, is one businessman who disagrees with Friedman. A self-described ardent libertarian whose conversation is peppered with references to Ludwig von Mises and Abraham Maslow, Austrian economics and astrology, Mackey believes Friedman’s view is too narrow a description of his and many other businesses’ activities. As important, he argues that Friedman’s take woefully undersells the humanitarian dimension of capitalism.

In the debate that follows, Mackey lays out his personal vision of the social responsibility of business. Friedman responds, as does T.J. Rodgers, the founder and CEO of Cypress Semiconductor and the chief spokesman of what might be called the tough love school of laissez faire. Dubbed “one of America’s toughest bosses” by Fortune, Rodgers argues that corporations add far more to society by maximizing “long-term shareholder value” than they do by donating time and money to charity.

Reason offers this exchange as the starting point of a discussion that should be intensely important to all devotees of free minds and free markets. Comments should be sent to

Putting Customers Ahead of Investors
John Mackey

In 1970 Milton Friedman wrote that “there is one and only one social responsibility of business–to use its resources and engage in activities designed to increase its profits so long as it stays within the rules of the game, which is to say, engages in open and free competition without deception or fraud.” That’s the orthodox view among free market economists: that the only social responsibility a law-abiding business has is to maximize profits for the shareholders.

I strongly disagree. I’m a businessman and a free market libertarian, but I believe that the enlightened corporation should try to create value for all of its constituencies. From an investor’s perspective, the purpose of the business is to maximize profits. But that’s not the purpose for other stakeholders–for customers, employees, suppliers, and the community. Each of those groups will define the purpose of the business in terms of its own needs and desires, and each perspective is valid and legitimate.
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how the cigarette industry influence the tax rate by lobbying ,offering political support and marketing public

Statement: tax increase fail in state legislatures because of political donations,lobbying and advertisement which made by tobacco industry .

Goal: My audience will be cigarette control advocates and other public health advocates . Because the increasing of cigarette tax can reduce cigarette use, so they need to understand this form of interest group behavior in order to be better prepared to take appropriate countermeasures.
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Methods: This paper will combine a policy analysis model—group model with a review of background literature in order to frame and analyze how cigarette industry influence the tax rate by lobbying ,offering political support and marketing public opinion through media. The data of this paper will be drawn from peer-reviewed articles(These papers generally draw data from public and private polls, such as pollster websites ,UCSF Legacy Tobacco Documents Library).

Literature Review: The paper uses document search through NU Search of Northwestern University online search system with initial search terms as “ interest groups”, “cigarette tax rate” , “Group Model” and “politics and cigarette tax”.

Interest Groups: Researchers generally hold similar view of interest groups. It refers to an organization whose purpose is to exert control over the distribution of political power in accordance to the specific society in question. Interest groups achieve the intended results by lobbying. Lobbying incorporates influencing officials who have gotten elected by providing them with specific information for the sake of promoting specific agenda, also through the giving of support for re-election. Researches have been done in revealing how U.S tax policies have failed to reach their mandate in serving the country’s agendas. And how various tax policies manipulated by different groups, and how this has shaped the present tax system.

Cigarette Tax:Researches gathered annual cigarette excise tax rates for U.S states and suggested that future excise tax growth rate may depend more on political attitudes of the people they represent, the leanings of state legislatures, than on financial consideration . One of activity of cigarette industry initiates to oppose ballot measures is the tobacco tax campaign . Another author further examined the formation and activities of The Consumer Tax Alliance and Tobacco Institute as forms of interest group to influence pubic opinion and policy making.

Group Models: Previous studies have being done in group model showed that it is a model which is developed in political science area. Group model begin with the proposition that integration among groups in the central of politics, individuals with common interests band together to pass their demands on government. It offers a political perspective to think about causes and consequences of interest groups function of a policy .

Section1:Excise tax policy and the history of cigarette tax policy.

The cigarette tax policy is influenced by different political patterns in the society, which include politicians, interest group activities and other players, as opposed to it being led by the economic factors.The reason of adding urgency to the excise tax issue was the rise of federal budget deficits in the 1980s in the United States as a result of President Reagan’s supply-side economic program. Excise tax represented a more political viable way of raising revenue for the federal government.

Section2: Analyze the activities of interest groups in cigarette industry by using group model.

There are two important stakeholders I will illustrate in this section,first one is Tobacco Consumer Tax Alliance, which is funded as an organization that relied on extensive media outreach to build opposition to excise taxes as a regressive form of taxation.However, its sponsorship is provided by cigarette industry undermines its status as a genuine interest group;  the second one is The Tobacco Institute, it served as a vehicle for recruiting influential liberal and labor groups to oppose excise taxes, generally by linking opposition to progressive tax proposals.And I will also analysis some activities of these stakeholders from group model aspect , such as Ballot Issues Committee; Initiative Strategy Team.

What is new in this paper: Previous studies in this topic has focused on some specific lobbying activities of cigarette industry , but did not provide a clear structure from political perspective about the root of these activities and how to cigarette advocacy groups find countermeasures .

Recommendations:Cigarette control activities should be fund more money to build a strong base of public support through extensive media outreach and anti-smoking advocacy through effectively engaging grassroots , and framing the campaign with clear justification for cigarette tax increases.
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SAS Institute

This is an individual assignment.

There are many videos available on the
Special Air Service institute on the internet. The SAS institute is widely regarded as a great place to work.

1. Find and watch a video on the SAS institute. Provide the URL to the video.

2. Review the video – what are the main points?

3a. Does the SAS institute look like a place that would be a good fit for what you are looking for? If yes, why?

3b. If the SAS institute doesn’t look like a good fit, why not? What else should they do/offer to be a great employer (in your eyes)? Who would benefit from an employer such as SAS? 
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Quality Housing and Work Responsibility Act in 1998.

Your Legislative History paper should trace the history of a major piece of legislation that is now law, from its introduction, committee testimony, arguments of major advocates, floor votes, final passage and reconciliation. The law should have been in place for at least a few years. Discuss the passage, implementation and appropriations history of your legislation.  
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Include these elements: 
?Introduction: when, by whom, introduced in other chamber also? What motivated the sponsor to introduce the bill?
? Committee testimony: What was the lead committee on the bill in the first chamber? Who were the major presenters on both sides of the issue and what were the main points of their testimony? Were hearings held in any other committee?

Was the bill subject to unorthodox procedures as identified in Sinclair? If so what were they, who initiated them, and how well did they work?

Arguments of major proponents and opponents including members of Congress and the public, trade associations, unions, lobbyists, advocacy groups, as shown in contemporary media accounts, editorials, etc.

What was the lead committee in the second chamber? How did the hearings differ from those in the first chamber ?was there any change in emphasis, issues, advocates or spokesmen? Discuss the role of any of the Bill’s co-sponsors. Why might they have added their support?
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What was the position of the President or key executive agency and did their view prevail?

Floor votes, final passage and reconciliation. Was there a conference committee on the legislation? If so what elements of the House bill were adopted and what elements of the Senate version?

What is the appropriations history of the legislation? Any reauthorizations? Amendments to the original bill? How have any subsequent actions affected the original bill or its intent?

Analysis: What is your opinion of the bill as it has been implemented? Has the legislation been successful in addressing the issue or problem(s) it was passed to address? How does the legislation illustrate and relate to our course readings, main topics we have discussed, and current political issues? 

 Number the pages and proofread your paper carefully, including all citations (APA style).