Analyze the case studies attached and relate them to the Virtue Ethics. Humanities Assignment Help

Create a set of documentation for a project. The project should be manageable in scope but complex enough to result in non-trivial deliverable.

1. Project scope statement based on a project scope checklist (page 108), as part of a short introduction which explains the project.

2. Project priority matrix (page 112).

3. Work breakdown structure (page 115). As a guideline, your project should be between 20-40 activities.

4. Estimates of work package durations (page 135), and how these were calculated. (You can assume that you are the person most familiar with the task.)

5. Responsibility matrix. As a guideline, the project team should have no more than 10 members (page 121).

6. Communication plan (page 121).

7. Project network. Complete the forward and backward pass (page 173), compute the activity slack (page 176), identify the critical path (page 177), and draw a Gantt chart (page 181). Comment on the network sensitivity (page 177).

8. Risk register (page 238).

9. Resource-levelled project network, or the process for crashing the project if it is time constrained (page 266).

10. A report summary.

The Great Purge refers to Stalin’s use of

a	industrialization to modernize the Soviet Union.
b	socialism to stabilize the economy.
c	propaganda to control public opinion.
d	removal of dissenters within the country.

Question 2 (5 points)

What was the signifcance of the Berlin Wall?

a	It separated Berlin into East and West and controlled by differing sides of the Cold War.
b	Was responsible for the majority of deaths during the Cold War.
c	The Berlin wall was actually in Munich.
d	Symbolized Hitler’s control over Germany still.

Question 3 (5 points)

Which was a pact that’s intention was to stop Germany taking land before WWII began?

a	The Atlantic Charter.
b	The Munich Pact
c	The Lend-Lease Act.
d	The Treaty of Versailles.

Question 4 (5 points)

Hideki Tojo’s goal was to have Japan take over all of Asia.

True

False

Question 5 (5 points)

What is the Treaty of Versailles most known for at the end of WWI?

a	Setting up conditions that lead to WWII.
b	Spreading democracy throughout all of Europe.
c	Giving Russia economic aide that lead to Russia becoming a capitalist nation.
d	Allowing the use of chemical weapons.

Question 6 (5 points)

Which of the following causes of WWI made a local conflic become global?

a	Assassination of World Leader
b	Nationalism
c	Alliance System
d	Militarism

Question 7 (5 points)

Which of these is NOT a part of Brexit?

a	The United Kingdom leaving the EU.
b	Northern Ireland staying in the EU as both a customs and entry point.
c	An increase in tariffs on goods from the EU.
d	The need to ratify new trade deals.

Question 8 (5 points)

What is the significance of the word ‘Ghetto’ in connection with WWII?

a	Ghettos were not around in WWII.
b	Ghettos were a staging area where people persecuted during the Holocaust were kept before being transported to a camp.
c	Ghettos were invented to have a place to store food.
d	Ghettos were areas where major battles took place in southern France.

Question 9 (5 points)

Who wrote the facist decalogue outlining the fundamentals of fascism?

a	Mussolini
b	Lenin
c	Hitler
d	Tojo

Question 10 (5 points)

Which of the following was NOT part of the impact of 9/11?

a	Increase in the national debt of trillions of dollars.
b	Lessened restrictions on travel between countries.
c	Worldwide surveillance increased.
d	Creation of the Department of Homeland Security.

Question 11 (5 points)

The Nuremberg Trials were set in place after WWII to prosecute those involved within the Nazi party.

True

False

Question 12 (5 points)

Which is true about the history of Dachau concentration camp system?

a	Dachau was the model for the rest of the concentration camps.
b	BMW was a part of the Dachau camp system.
c	Dachau is just outside of Munich, where the Nazi party was started.
d	The United States used the facility for prisoners after the camp was liberated.
e	All of the above are true.

Question 13 (5 points)

Which of these is NOT true about the events surrounding D-Day?

a	Over 150,000 troops landed in Normandy.
b	The began a true offensive by the allies in mainland Europe.
c	The Germans put all of their forces in Normandy to stop the attack.
d	The Allies used inflatable tanks to deceive the Germans when they flew over Britain.

Question 14 (5 points)

Using the ACAPSS method, who is the audience intended in this picture?

a	Students in the 1970’s.
b	Parents to help understand world affairs.
c	Children to understand what was going on.
d	The public to give a satirical look into USSR vs. the United States and the arms race.

Question 15 (5 points)

The proposal of the Marshall Plan after WWII was to

a	rebuild national economies to help stabilize countries.
b	strengthen alliances that had won the war.
c	force the losing nations to help areas hurt during the war.
d	promote the spread of militarism.

Question 16 (5 points)

Why was the Battle of Marne the pivotal turning point during WWI?

a	The United States joined forces with the Irish to help win the battle.
b	The axis powers gained more land that subsequently allowed them the opportunity to succeed.
c	The allies had been on a retreat towards Paris and this allowed them to push forward against the Germans.
d	Marne was a strategical landmark even during the Korean war.

Question 17 (5 points)

What was formed in 1992 that included the majority of Europe?

a	NATO
b	European Union
c	Apple
d	Transpacific Partnership

Question 18 (5 points)

What battle epitomized Germany betrayal of USSR in which over 2 million people died?

a	Berlin
b	Stalingrad
c	Leningrad
d	Britain

Question 19 (5 points)

Jews were not the only group persecuted during the Holocaust. Other groups included Gypsies, people with mental and physical disabilities, and homosexuals.

True

False

Question 20 (5 points)

A virus such as influenza which emerges suddenly and spreads globally is called a

a	Epidemic
b	Pandemic
c	Endemic
d	Zoonotic

Part I. Artifacts: The Revision of Two Major Assignments

The revision requirement highlights the importance of writing as a process. Whether we’re writing a resume or completing a class assignment, the due date does not mean it is the best it ever will be. Revising at the end of the semester shows you how you’ve grown as a writer and demonstrates your proficiency in all the things you practiced during the semester.

Revising Major Writing Assignments:

Revision options include the following:

• Further developing content
• Reorganizing content
• Improving coherence (such as adding transitions, avoiding repetition, and making connections)
• Enhancing key features of the applicable genre and format
• Correcting surface features
• Properly framing quotations and/or supporting details (introduced and explained)
• An altering of tone to fit audience/purpose
• Addressing any feedback
• Other improvements are also welcome

Notes on Revision Process

• Revisions should adhere to the initial assignment expectations.
• Just changing surface features (grammar, spelling, page format, etc.) is not substantial revision.
• An excellent revision will go beyond responding to feedback. As you consider what else would benefit from revision, consider how the revision will illustrate what you learned this semester.

ALL REVISIONS SHOULD BE IN A DIFFERENT COLORED FONT OR HIGHLIGHTED, SO THE READER CAN EASILY DISTINGUISH BETWEEN THIS DOCUMENT AND THE ORIGINAL.

***Note: I have uploaded the two major assignments that I have selected from what I have done for the class. I will also send you two links (each one shows the feedback from the instructor for the two assignments). So, changes should be in the highlighted sentences to be more perfect, and we should highlight the change that we did.***

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Part II. Writing the Reflection

Your two included and revised assignments should reflect each of the course outcomes, as listed on the syllabus.

In 1,100-1,300 words, reflect on how you’ve met the specified course outcomes (see below) within the two revised assignments you’ve selected. This reflection is not about proving complete success in all areas of the course. Instead, this is an exercise in which you think about your process and progress in the course—even if you struggled, were frustrated, or didn’t understand. The best reflection will include detailed examples from in-class work, homework, or writing assignments for how you’ve approached the outcomes.

For the reflection, we’ll be focusing on the following goals:

• made rhetorical choices by strategically constructing compelling texts across a range of sociocultural contexts.
• transformed compositions using multiple modalities.
• navigated the recursive nature of the research process.

Context

A significant part of learning requires meta-cognition, or thinking about thinking. Active reflection, intentionally considering what you’ve learned and examining connections, helps codify and consolidate your understanding of the ground we’ve covered this semester. By pairing assignments and lessons from the course with specific course objectives and articulating how they align (or don’t), you engage in meaningful meta-cognition. Moreover, these reflections aid the composition program at Stout in its self-assessment by providing data with which to determine whether students are, on the whole, coming away with the skills, knowledge, and understanding to carry them through the writing tasks the rest of their education and career requires. As such, your reflections have a secondary audience beyond myself as the instructor—these instructors will not have the intimate familiarity I do with our assignments or the way I’ve presented the course content. Be mindful of how you explain your growth and understanding (or frustrations) to that audience. Finally, please refrain from adding your or my name in the reflection. Use pronouns instead (e.g., I, me, my, the instructor, he/his, she/her, etc.). This will save me the hassle of anonymizing the reflections prior to their programmatic assessment.

Human Resources

I WILL PROVIDE ALL OF THE MATERIAL

Date: Tuesday, May 12^th, 10:30 a.m. – 12:30

Covering: Chapters 9, 11, 13, & 14

Format: 10 short answer (SA) questions @ 5 points each (50 points)

Bring: Yourself and computer with internet access that you may use to type in and submit your responses

The short answer questions will primarily focus on applying the knowledge you have learned in Chapters 9, 11, 13, & 14. Five questions (at least one in each chapter) will have the theme of asking you to think about these issues in real time relative to the current COVID-19 situation.

Chapter 9: Compensation (3 SA questions @ 5 points each; 15 points total)

The three short answer questions in Chapter 9 will require that you are familiar with: Goals of compensation: attraction, retention, motivation; three equity perceptions: internal, external and individual equity; linking the goals of compensation to the equity perceptions; linking equity perceptions to management tools, internal and external factors in determining wage mix, determining “real” wages, factors most likely to be used by organizations to set the wage ceiling and wage floor, pay ranges, range overlap, pay grades

Chapter 11: Employee Benefits (2 SA questions @ 5 points each; 10 points total)

The two short answers in Chapter 11 will require that you are familiar with: Determining benefits strategy in terms of the benefits mix and benefits cost; required benefits: social security, unemployment insurance, workers compensation insurance, family medical leave, health insurance; voluntary benefits: pensions and retirement plans (differences between defined benefit v. defined contribution plans), vesting; Laws: Family Medical Leave Act (FMLA), Families First Coronavirus Response Act (FFCRA)

Chapter 13: Employee Rights and Discipline (2 SA questions @ 5 points each; 10 points total)

The two short answer questions in Chapter 13 will require that you are familiar with: Employment rights, privacy rights; role of HR and supervisor in employee discipline; basic standards of discipline; progressive discipline, positive discipline

Chapter 14: Labor Relations (3 SA questions @ 5 points each; 15 points total)

The three short answer questions in Chapter 14 will require that you are familiar with: Three primary phases of the labor relations process (organizing, bargaining, contract administration); reasons for decline in union membership; Railway Labor Act, National Labor Relations Act – NLRA, also known as Wagner Act), Unfair labor practices (ULPs) – Management ULPs (under NLRA) and Union ULPs (under Taft-Hartley Act), Taft-Hartley Act, Landrum‑Griffin Act, Differences between RLA and Wagner (NLRA); Duty of Fair Representation; power tactics in collective bargaining – strikes (economic, ULP, secondary, sympathy, & wildcat strikes), permanent v. temporary replacements during different types of strikes, lockouts, primary and secondary boycotts; union security clauses, right to work laws