Topic: How governmental regulation led to the stabilization of theatre in England in the 1700’s.
This research paper needs to be specific to a tight time frame, with specific examples in England in the 1700’s. The topic matter cannot be broad in scope. It will need to be very specific.
No Wikipedia is to be used as a reference.
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Prompt:
Can a particular telling of a joke in a particular context be both funny and (morally) offensive? on one view–let’s call it COMPATIBILISM–some joke-tellings can be both offensive and also funny. Of course, the fact that such a joke-telling is offensive might provide overriding reason to stifle one’s laughter, or to refuse to repeat the joke to others, or to criticize the joke-teller for his offensive behavior; but still, on the COMPATIBILIST VIEW, the joke-telling might be funny even though it’s also offensive.
On another view– let’s call it INCOMPATIBILISM– if a particular joke-telling is offensive, then it can’t also be funny, since funniness is incompatible with offensiveness. Note that it’s perfectly coherent for an INCOMPATIBILIST to think that, though some particular joke-telling in some particular context is offensive and hence not funny, that very same joke-content would be funny (and hence not offensive) if it were told in a different manner or by someone else or in a different context. Do you think that the COMPATIBILIST or the INCOMPATIBILIST is right? Why?_____________________________________________________
That is the prompt (above). I would like to support the COMPATIBILIST view because that way I can add some of my thoughts to the paper.
It is not a page limit paper but a word limit. Therefore, I’ve selected 7 pages based on the word amount you guarantee.
This is for a Philosophy of Comedy class and is a final paper. So based on guidelines on how to write a philosophy paper, it has to be clear, needs to be concise but at the same time explain yourself fully.
One thing I mean by explain yourself fully is that, when you have a good point, you shouldn’t just toss it off in one sentence. Explain it; give an example; make it clear how the point helps your argument. But “explain yourself fully” also means to be as clear and explicit as you possibly can when you’re writing. Use plenty of examples and definitions. Pretend that your reader is lazy, stupid, and mean. He’s lazy in that he doesn’t want to figure out what your convoluted sentences are supposed to mean, and he doesn’t want to figure out what your argument is, if it’s not already obvious. He’s stupid, so you have to explain everything you say to him in simple, bite-sized pieces. And he’s mean, so he’s not going to read your paper charitably. (For example, if something you say admits of more than one interpretation, he’s going to assume you meant the less plausible thing.) If you understand the material you’re writing about, and if you aim your paper at such a reader, you’ll probably get an A.
The paper will be graded on three basic criteria:
How well do you understand the issues you’re writing about? (both points of view, Compatibilist and Incompatibilist, which I have never heard of until I read the prompt for this paper).
How good are the arguments you offer?
Is your writing clear and well-organized?
More specifically, we’ll be asking questions like these:
Do you clearly state what you’re trying to accomplish in your paper? Is it obvious to the reader what your main thesis is?
Do you offer supporting arguments for the claims you make? Is it obvious to the reader what these arguments are?
Is the structure of your paper clear? For instance, is it clear what parts of your paper are expository, and what parts are your own positive contribution?
***Is your prose simple, easy to read, and easy to understand?***
Do you illustrate your claims with good examples? Do you explain your central notions? Do you say exactly what you mean?
Do you present other philosophers’ views accurately and charitably?
Do not make the writing too fancy, simple is better.
You could also use sources like: theories of humor such as the superiority theory – Plato, Aristotle, Thomas Hobbes, Francis Hutcheson, Henri Bergson
**I will also upload some readings that you can use as sources.
Thank you!
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the following Option is only guidelines. If you select one of them, please DO NOT write answers to the questions in each option. Instead, use the questions to focus your thoughts as you write your paper.
Select two or more of your favourite TV shows to compare/contrast.
1. As you watch each show, make notes on the room in which most of the action takes place. What features about it make you feel comfortable, and does the interior decoration seem to fit a) the kinds of characters and b) the kind of action you expect them to perform?
2. Compare the room most often presented in a comedy series with a similar room presented in a dramatic series. What differences do you see? Compare the furnishings in rooms of homes of the very wealthy with scenes in homes of poor or less affluent families. Do those furnishings seem effective in clearly depicting the characters�� socio-economic status?
3. Discuss the ways characters in the different programs use language to interact. How do characters talk about relationships? How are issues of race and gender addressed? What do the characters do to make you like/dislike them? If one (or more) of your favourites is a ��reality show,�� how realistic is it?
4. You may use a movie instead, using a similar analysis.
The Paper
�8�7 Must be in a clear font (Times New Roman 12 pitch is great), double-spaced, and 4-5 pages in length (1200-1500 words). Providing notes or song lyrics is extra (doesn��t count in length)
�8�7 Please DO NOT use any plastic covers or folders��just staple the upper left hand corner of your paper
�8�7 Spelling and grammar must be at the university level. If you need assistance with your writing, contact the Reading & Writing Development Centre, or consult material on style and grammar
�8�7 DO NOT copy another student��s work. DO NOT cut and paste from internet sites or articles��you must give credit to any source you use.
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Assignment Topic: What are the main rules contained in the code of ethics for your current or future profession? If you don?t have a profession, choose one that interests you. What underlying ethical theory(s) justifies it? If it is a code that has undergone revisions at various times, what changes took place and why? (See, for example, the discussions in the law and engineering readings.) Applying one of the ethical theories we have studied this semester, what changes would you suggest for your code. Finally, does there seem to be a relationship between your professional code of ethics and virtue ethics? Attach a copy of the parts of the code under discussion. Make sure you are dealing with a profession and not just an occupation–or the code/policies of your organization.
The ethical theories that we haved learned this year are
Utilitarian Ethics (a consequentialist theory)
Deontology
Contractarian Ethics
Feminist Ethics
One source is to google ?code of ethics? and the profession. Another source for many professional codes of ethics is the Center for the Study of Ethics in the Professions at Illinois Institute of Technology
Do Not:
Simply express your personal feelings or ?personal reflections? on the issue. You are called upon to reason and argue for a position based on one or more ethical theories we have studied.
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Each answer should be about a paragraph long. Do not copy your answers from the web, the text book, etc. In other words, you MAY USE the book, the videos, your notes, and other sources, but WRITE YOUR ANSWERS IN YOUR OWN WORDS.
Five essays at 14 possible points each (for a total of 70 points possible).
1.- The first slide in Chapter 15 contains a lot about personality and individual behavior. As managers, why is it important to understand individual traits when we will generally manage larger groups?
2.- Explain Expectancy Theory. Include how this fits into our model of performance at the beginning of Chapter 16, and how we know that this is a multiplicative model rather than an additive one.
3.- From the management model, explain the concept of “Organizing.” Be specific regarding such things as what parts of an organization are “organized” during this process.
4.- Explain the differences and similarities between power and leadership.
5.- Discuss the characterization of bureaucracy as a “substitute for leadership.”
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write 3 page paper summarizing the case and answering three questions at the end. You are allowed to discuss the case with your classmates if you wish, but you must write your own paper.
the case is :
Facebook Takes Credits Where Credits Are Due; starting on page 289; summarize the case and answer 3 of the 4 questions
Notes :
you have to summarize the case from the book with out using any outside sources and answer 3 questions out of 4
the text book is :
Griffin, Managment, Houghton Mifflin, 11th Edition
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[order_calculator]Your Mission:
To help create ideas that a university can use for the Green Workplace
The Process:
1) Watch the video of the seminar hosted by the directors of Sustainable Pittsburgh, paying attention to the many ways in which Pittsburgh is creating sustainable solutions in our community:
http://edtech.msl.duq.edu/Mediasite/Play/d7eb3d5b23c248999f46f09fd348dc8c1d?catalog=27 560836-ebd4-4061-a54e-9c2e26a5ba88
2) Visit the “Overview” section of the Sustainable Pittsburgh’s Green Workplace Challenge website for a quick summary of the project’s goals and rules: http://www.gwcpgh.org/overview
3) Access the GWPC Competition Guidebook and browse the section entitled “University-Specific Actions” (http://www.gwcpgh.org/uploads/GWCCompetitionManual061213.pdf, Pg.115-131 only)
In this section, you will find 27 suggested actions for making universities more efficient and less environmentally destructive. These actions include strategies for reductions in electricity use, water use, transportation emissions, heating/cooling system use, waste production, air pollution, just to name a few.
4) From the list of 27 suggestions, choose only one strategy that you think the university should consider in its quest for eco-friendly victory.
5) Find an example of another school or business that has successfully put these suggestions into action . You can use the “Resources” section under each of the 27 listings.
6) Summarize your research in (400-500 words), listing
. a) The specific GWPC strategy you think the university should tackle
. b) How the college or business you researched put this strategy into action
. c) How both the environment and the school or business benefited from becoming more
sustainable
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BMW MARKETING PLAN BRIEF
KEY SECTIONS
1. THE BACKGROUND
The BMW Group is one of the world?s most successful manufacturers of automobiles and motorcycles and ranks among Germany?s largest industrial companies. It is also the only automobile company in the world represented in all relevant premium segments, with the brands of BMW, MINI and Rolls-Royce.
The UK is a key market for the business and the company has invested ?1 billion since 2000 in developing and modernising its manufacturing facilities for its three brands. In 2008 BMW UK turnover was ?3.3 billion of which the BMW brand accounted for sales of 113,132 cars. The company sells to private individuals via its retail distribution network which employs around 11,000 staff across 148 car dealerships (fleet managers who purchase large volumes deal direct with BMW UK). These dealerships are independently owned businesses and are not part of the BMW group although they do receive financial incentives from BMW if they meet agreed sales targets. The relationship between dealer and manufacturer is a close one with BMW responsible for major brand building campaigns whilst the dealerships often run their own small scale campaigns such as to persuade customers to use them for the servicing or repair of their car or to invite customers to new car launches.
2. STRATEGIC CHALLENGE
Sustainability is a key objective for BMW and the company has already taken steps to improve fuel efficiency across its range of cars. Taking this one step further, in 2011 BMW launched the i sub-brand as well as the BMW i 3 and BMW i 8 concept cars. BMW i stands for sustainable mobility in the premium segment and coincides with a belief that premium cars are being increasingly defined by their sustainability. In 2013 the i 3 concept car will enter full production and will need to compete not only with other electric/hybrid cars such as the Toyata Prius and Nissan Leaf but also with combustion engine cars that a consumer may decide to purchase. As the first BMW produced all-electric car, the BMW i 3 faces a number of challenges not least is its price: ?35,000. It also has an image issue in that the company?s existing products are positioned as ?the ultimate driving machine? which brings to mind speed and a hedonistic lifestyle which is quite a different proposition to the one normally associated with electric or dual fuel cars. However, consumer perceptions may vary based on age, income, education level etc.
The car itself comes with a number of innovative features including an electric bike, the i Pedelec, which will allow urban buyers to cycle for the final part of their journey. Two i Pedelecs can be folded and mounted in the back of the i3, and their batteries recharged. The car?s cabin features a host of sustainable materials, with tweed-like wool used on the seats as a nod to its focus on British fashion. Wood also features prominently on the dashboard. There are flat panels rather than dials, and the look is very minimal to make the car as intuitive to use as possible.
3. MARKETING AND SALES AIMS
? Achieve sales of ?17.5m (500 cars) in 2013
? To build a reputation as a manufacturer of premium electric cars
4. CUSTOMER SEGMENTS
Current BMW drivers migrating to an electric car.
These customers have already bought into the brand and are the lowest cost to convert.
Taking the whole BMW range:-
Series 1. The most cost effective model and usually purchased by aspirational drivers who want to drive a BMW but cannot afford a higher spec model. This segment in the main is unlikely to purchase a BMWi3 for affordability reasons
Series 3. This segment is most likely to purchase due to affordability and currently drive a mid range BMW.
Series 5, 6,7, less likely to purchase as like the power and speed of a combustion engine. The BMW i3 would also be considered too small to a traditional driver of one of these cars
Series X ? Four wheel drive owners ? unlikely to compromise and change to a smaller electric car
Z4/ M Series ?Cars traditionally purchased for speed/power
The most likely segment of the current database to purchase would be 3 series drivers although the i 3 may be purchased either as a second car or for a spouse by a driver of one of the large 5, 6 or 7 series cars (research shows that 91% of electric car owners already own another car). The database will need to be segmented into model purchase and price paid in order to be able to target those most likely to convert.
5. PRODUCT LAUNCH
The 2013 launch BMW UK saw a concept store in London being opened and for the first stage of the launch it was envisaged that only a small number of dealerships located within major urban areas will be selected to sell the i 3. For the foreseeable future the i3 is likely to account for only a very small proportion of BMW car sales in the UK.
QUESTIONS
Based on your knowledge of marketing strategy produce an outline marketing plan for the next three years for BMW i 3.
Your marketing plan should focus on new customers; therefore segmentation and positioning will be important within your plan
Your plan should also include the application of a range of models theories and concepts from the Principles of Marketing Management course content.
Supporting information can be found in Mintel and Keynote, these databases can be sourced via the online library.
Word Limit: 3000 (+/- 10%)
Objectives
Examine the learning outcomes (a,b,c,d,e,g,h)
Learning outcomes
LERNING OUTCOMES*: (Max of 10)
Knowledge and Understanding
a) Appreciate the value of the analytical tools and techniques available to marketing professionals when evaluating the marketing environment and developing marketing strategies;
b) Understand the vital necessity of focusing on the customer and the marketplace as the foundation of marketing planning;
c) Critically evaluate the marketing mix of an existing organisation contrasting application to theory;
Subject-specific Skills
d) Propose and present an outline marketing plan;
e) Appraise tactical marketing decisions based on situation analysis and in line with strategic marketing plans.
g) Explain and appraise marketing concepts, theories and models clearly and apply these critically to existing organisations;
Key Skills
h) Concise dissemination of information relating to investigative actions;
Mode of working
This is an individual assignment. The University of Northampton policy will apply in all cases of copying, plagiarism or any other methods by which students have obtained or attempted to obtain an unfair advantage.
Format for the submitted work
The assignment should be written for a business audience and presented appropriately. The word limit is 3000 words (+/- 10%). Harvard referencing must be used throughout.
Hand-in procedure
You must submit your assignment electronically.
You will receive an email confirmation and the system will record the date and time you submit. In the unlikely event of work getting lost, the receipts will show that work has been submitted. Without a receipt there is no evidence to show that the work has been undertaken, and you may be given a ?G? grade.
All e-copies must be sent by 11:59pm of the deadline day.
An area to submit your assignment will appear on NILE as the assignments become available.
Grading / feedback guidance
The table at the end of this document serves as a general grading guide for students to assist in the self-assessment of their work. Lecturer feedback will also include specific remarks on strengths and aspects for improvement as well as overall comments on the assignment as a whole.
Weighting
This assignment carries a weighting of 60% for The Principles of Marketing Management module.
 
GRADE CRITERIA: Level 6
An outstanding Distinction An exceptional first A+ Work which fulfils all the criteria of the grade below, but at an exceptional standard.
A very strong Distinction A good First A Work of distinguished quality which is based on a rigorous, comprehensive and detailed knowledge base, including awareness of the provisional nature of knowledge and its theoretical, ethical and conceptual dimensions, together with its wider context and implications.
Work will demonstrate sustained ability to engage in analysis of new/abstract data and situations, synthesise data and concepts to design novel solutions, critically evaluate evidence and its contradictions, and confidence in application to define and propose resolutions to complex problems relevant to the field of study or assessment task. This will be the basis for authoritative arguments and judgements and work which meets professional standards in relation to a full range of key skills.
There will be strong evidence of competence across a range of specialised skills using them to plan, develop and evaluate problems solving strategies, to challenge received opinion and develop reflective judgements and reports. Clear evidence of capability to operate autonomously with minimal guidance in complex and unpredictable contexts using a wide range of innovative and standard techniques will be demonstrated. Outputs will be communicated effectively, accurately and reliably.
A clear Distinction A First A- Work of very good quality which displays most but not all of the criteria for the grade above.
A Distinction A high upper second B+ Work of highly commendable quality which clearly fulfils the criteria for the grade below, but shows a greater degree of capability in relevant intellectual/subject/key skills.
A very strong Merit A good upper second B Work of commendable quality based on a strong comprehensive/detailed knowledge base for the field of study, including an assured grasp of concepts, principles and major theories, and demonstrating some awareness of the provisional nature of such knowledge and understanding together with its wider implications. There will be evidence of considered and confident analysis of new/abstract data/situations, synthesis of data/concepts, critical evaluation of evidence and effective application of knowledge skills to address complex problems. The ability to work effectively within professional contexts with minimum direction to meet objectives and take responsibility for quality of outputs and criticize them will also be evident. There will be evidence of capability in all relevant subject based and key skills, including the ability to self-evaluate and work autonomously with minimal direction to use effectively a range of innovative and standard techniques in complex and unpredictable contexts.
A strong Merit An upper second B- Work of good quality which contains most, but not all of the characteristics of the grade above.
A clear Merit A high lower second C+ Work which clearly fulfils all the criteria of the grade below, but shows a greater degree of capability in relevant intellectual/subject/key skills.
A Merit A good lower second C Work of sound quality based on a firm detailed/comprehensive knowledge base for the field of study and its developing and provisional nature, including a good grasp of current theories and issues both abstract and practical, together with the ability to organise and communicate effectively. The work may be rather standard and limited in its insight/theoretical grasp or depth, but will be mostly accurate and provide some evidence of the ability to analyse the new or abstract, synthesise data/concepts, critically evaluate and apply appropriate methods/techniques, with minimal guidance. There will be no serious omissions or inaccuracies and there will be capability in professional contexts. There will be good evidence of ability to take responsibility for own learning, some capability to challenge received opinion and make use of a range of resources to form judgements. Evidence of the ability to operate with autonomy in complex and unpredictable situations, selecting and applying appropriate techniques will be demonstrated within limits. There will be competence in relevant key skills.
A very strong Pass A lower second C- Work of capable quality which contains some of the characteristics of grade above.
A strong Pass A high third D+ Work of satisfactory quality demonstrating a reliable knowledge base and evidence of developed key skills and/or subject based skills, but still containing limited evidence of analysis, synthesis, evaluation or application, or of appropriate detail or skill application.
A Pass A good third D Work of broadly satisfactory quality based on a knowledge base which is coherent and of appropriate depth/detail for the field of study, including an awareness of current theories and issues and some key theories, appropriately presented and organised. However work will be primarily derivative, with limited evidence of autonomous/creative analysis, synthesis, and evaluation or application. Although there will be limits to knowledge and intellectual skills, such that work may contain omissions, there will be some evidence of an ability to deploy established techniques of analysis and enquiry, sound conceptual understanding and capacity to manage own learning and communicate effectively and appropriately. There will be some evidence of operating with autonomy in predictable contexts, but less evidence of ability to operate in more complex or unpredictable situations. However, an ability to select and apply a variety of standard and possible innovative techniques, and to meet threshold standards of competence in relevant key skills, will be demonstrated.
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