TV Show That Effectively Communicates Culture of a Society
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
TV Show That Effectively Communicates Culture of a Society
Select a movie or TV show that effectively communicates the culture, values, and norms of a society that is different from your own culture.
The movie or TV should meet the following requirements:
Must be a foreign film with subtitles
Provide you with a glimpse of what life is like in another culture
The process of watching this movie or TV show should provide you with a unique cultural experience.
Watch the movie or TV show that you selected, and use your reactions as part of your response to the following topic:
Define ethnocentrism. Discuss how ethnocentrism affects individuals and societies.
Write a paper of 2–3 pages addressing the following:
Provide a comprehensive overview of the concept of ethnocentrism.
Use your cultural experience of watching the selected movie or TV show to discuss the effect of ethnocentrism on individuals and societies.
Use any personal experiences that you may have had visiting different countries around the world as part of this paper; however, do not let your personal experiences with other cultures be the focal point of this paper.
The focal point of the paper is your cultural experience watching the selected movie or TV show and your comprehensive overview of the concept of ethnocentrism.
Please note that this paper is not intended to be a summary of the movie or TV show.
This paper is not a book review or overview of the movie or TV show you selected.
Focus on the cultural observations that you are able to make based on this experience and your discussion of the concept of ethnocentrism.
INDIANA STATE UNIVERSITY
Scott College of Business
Department of Marketing & Operations
BUS 351 – Introduction to Operations Management (3 hrs.)
Summer I 2014
May 12 through July 3, 2013
Instructor: Dr. Paul Schikora, Ph.D.
Office: Federal Hall 207
Mailing Address: Indiana State University
Scott College of Business
30 N 7 th
Terre Haute IN 47809
Office Phone: (812) 237-3588
FAX: (812) 237-8129
Course Web Site: http://blackboard.indstate.edu/
also accessible through http://isuportal.indstate.edu
A decision-making approach to the study of the design, planning, and control of the goods-
producing and service-providing functions of business. The course is essentially an
independent study course, with guidance and additional resources provided through a
course web site.
Completion of the pre-business requirements with a minimum GPA of 2.25.
There are two options available, both listed at the ISU Bookstore web site. Choose one.
– There is a custom textbook available through the ISU Bookstore and should be available from other students who have taken this course online or in the classroom before. You
will likely not find it online except at the ISU Bookstore website. This contains most
chapters from the full textbook, but is significantly less expensive when buying through
– The full textbook has been out for a couple of years, so will be widely available through multiple channels in both new and used condition.
o Jacobs and Chase, Operations and Supply Management: The Core, 3rd edition, McGraw-Hill/Irwin, 2013, ISBN 0-07-352523-5. There may be other ISBNs
depending on what is bundled with the text – any of them are acceptable,
including the international edition as long as it’s the 3 rd
edition of the text.
Course Educational Objectives: At the completion of this course, students should be able to do the following:
- Describe the role of the operations function and the different types of manufacturing and service operations systems and methods found in modern business organizations.
- Explain how operations strategy is formulated and linked to overall corporate strategy and how this strategy is important in achieving competitive advantage.
- Describe various manufacturing flow processes found in modern businesses. 4. Describe the principles of Total Quality Management (TQM), and its implementation in a
- Understand the basic concepts of Statistical Process Control (SPC); develop and interpret basic quality control charts for different example problems.
- Understand the important issues and basic methods used in planning a firm’s operational capacity.
- Describe the aggregate sales & operations planning process; formulate, analyze, and compare basic solutions to small problems.
- Explain the fundamentals of inventory management for dependent and independent product demand. Apply basic models to solving simple example problems.
- Explain the basic concepts and methods involved in Just-In-Time and Lean Production Systems.
Course’s Relationship to College of Business Learning Goals
- Students will be knowledgeable about current business practices and
concepts. A. Students will understand the functional areas of and interdisciplinary nature
of business, and will be able to solve business problems utilizing current
theory and practices.
Our textbook and discussion incorporate real-world examples, enabling students
to connect the material they are learning to current business practices. Your
instructor will draw upon his experience to provide relevant insights to extend
- Students will be able to make prudent business decisions by employing
analytical and critical thinking. A. Students will demonstrate the ability to solve business problems by applying
appropriate decision-making techniques, including defining the problem,
collecting appropriate data, identifying alternatives, analyzing information,
and interpreting results.
BUS 351 not only requires understanding the theory and solution of statistical
and mathematical models, but also the appropriate application of those models
and the interpretation of their results.
- Students will be effective communicators. A. Students will demonstrate the ability to effectively convey information using
appropriate means of communication.
BUS 351 students are expected to develop their exam and project solutions in a
logical and orderly manner. They should become effective at communicating
their analyses in verbal discussions and with their field research project.
- Students will be competent in applying relevant technology to business
problems. A. Students will understand the nature, function and limitations of commonly
used business information systems.
- Students will demonstrate proficiency in using technology to solve business problems.
We will discuss how business information systems such as SAP’s enterprise
resource planning (ERP) system can be used to greatly enhance operations and
supply chain management, but should not be expected to be a “silver bullet” or
panacea that solves all problems.
Although many operations models can be solved by hand, numerous models will
also benefit being solved with the use of calculators or Excel spreadsheets, as
will be used for the class.
- Students will be competent in ethical decision making. A. Students will be able to explain and defend the ethical framework in which
they make business decisions.
- Students will be able to identify parties affected by a business decision, identify how a decision may affect each stakeholder, and arrive at a decision
that is (ideally) mutually beneficial or one that minimizes harm to any one
BUS 351 students will be exposed to ethical issues related to operations and
supply chain management during classroom discussion. For example, how
should data about customers that is collected by RFID be used? How might a
decision like offshore outsourcing potentially be beneficial to one set of
stakeholders (e.g., investors and/or customers), but also be detrimental to other
stakeholders (e.g., domestic employees)? Is there always a trade-off between
doing that which is operationally most efficient and effective versus that which is
- Students will be able to function effectively in professional settings. A. Students will demonstrate commitment to standards of professional behavior. B. Students will demonstrate an understanding of individual and group
dynamics in organizations, including team building and collaborative
behavior in the accomplishment of tasks.
BUS 351 students will have opportunities to work with classmates on in-class
exercises and field research conducted as a group project.
- Students will be cognizant of the complexities of operating in a global
business environment. A. Students will understand the basic economic, political, cultural and
operational motivations for international business.
BUS 351 students are exposed to relevant global issues in several topics. For
example, we discuss the competitive pressures induced by competing in a global
market, the impact of different cultures and regulatory environments on the
design and management of the supply chain network, and how many modern
manufacturing practices have their basis in early Japanese quality philosophies.
How are course educational objectives measured? Course educational objectives are measured by students’ performance on exams, and the
successful completion of a library research project.
(a) Exams will test you on material from the text and other readings. Exams will include multiple choice and problem-based questions. Exams will be offered online at the
Blackboard site. (b) Online quizzes will track your progress and measure performance on each lesson. These will
take the place of written homework assignments.
(c) Library research will be required, as discussed in the next section.
You will be required to find three articles related to any of three different topics covered in the
text. You may find these articles on the Internet or in the hard copies of journals and business
magazines in the library, and they must be at least 1200 words in length. Articles from common
newsweekly publications (Time, Newsweek, etc.) will also be acceptable if the article is
significant in depth – ask me if you have questions on this point. Articles must be recent, and
published in a regular periodical. Case studies and information from books are not appropriate
for this project. You will turn in a copy of each article, along with a 2-page summary of the main
points of that article and what you learned from it. Your entire submission will consist of three
articles and their reviews. Articles must be dated no earlier than January 2012.
Be careful to avoid press releases and corporate propaganda disguised as articles. Anything
from Business Wire and PR Newswire will be a press release, and should not be used. Good
databases to search for legitimate articles would be EBSCOHost or ProQuest, accessible through
the ISU library web site and available to all of you. If you need assistance contact a librarian at
whatever library you are using.
You may turn in the project any time during the course, but no later than June 27 th
. If in the
local area or submitting an electronic version at the course web site it must be submitted to my
office or the Blackboard site by this date. If you are turning in a hard copy and are not able to
turn it in personally, you must mail it sufficiently early to arrive by June 27 th
. You are
responsible for meeting the appropriate deadline – failure of the postal service is not a valid
excuse. I recommend you complete this assignment by mid-June.
Your summaries must be typed, double-spaced with one-inch margins, Times New Roman 12-
point font (same as this document) or smaller, and at the very least two pages in length. For each
summary, list the appropriate reference, give a brief intro into the topic covered and how it
relates to the course, and then present the main points of the article. At the end of the summary,
tell me what you personally learned from this article. Use the outline below as a guide.
Your summaries as well as the copies of the articles must be professionally presented.
‘Nuff said (I hope).
How to Submit: You may submit a hard copy or an electronic submission.
Hard Copy: Submit each review with its article – review first, then article – stapled
together. So you will be submitting three stapled packets. Submit them all at the same
time when the entire assignment is complete. You can drop them off in person at your
instructor’s office or mail them to your instructor.
Electronic Submissions: You will submit your assignment at the course website in the
Assignments area. Your entire submission must be submitted in a single file. There
are a couple of ways to do this.
– First, you can copy and paste the articles into Microsoft Word and type your reviews in front of each article. If you do this make sure the entire article plus the name and
date of its source is copied legibly into the Word document. The entire assignment
must be in a single Word document, arranged as: Review 1, Article 1, Review 2,
Article 2, Review 3, Article 3.
– You can also submit multiple files, but you must first “zip” them together into a single compressed file. Windows XP, Vista, 7 and 8 all have this capability. Your
articles can be separate documents in .doc, .pdf, or .html format. Before compressing
and submitting your files make sure you can open and read the article files on your
end. If I cannot open them correctly you will be asked to resubmit them.
No matter the method of submission, do not simply submit links to your articles online. Often
those links are based on your particular web session and will have expired or be otherwise
useless on my end.
Sample Summary Outline:
Your Name Here
Article Title: ____________________________________
Publication Name and Date: ______________________________________________
Relevant BUS 351 Topic from Text: ________________________________________________
Start your review and continue for at least two pages . . . . . . .
The schedule will be adhered to. We are on a regular schedule and there is no room for slack
time. All exams, quizzes and assignments must be completed by the due date listed in the
syllabus. You may finish early if you like, but in all cases the class will end no later than July
Exams and quizzes will be taken online and must be completed by the due date listed in the
syllabus. Because many of the exam questions are problem-based, I do offer partial credit if you
follow certain rules. Those rules will be specified with each exam.
You are individually responsible for completing the requirements of this course. You are not
allowed access to assistance on the quizzes, exams, and assignments from any source other than
your instructor. Violations of this policy will be considered academic dishonesty (see below).
No makeup exams, quizzes, or research extension will be given except under extraordinary
circumstances. Extraordinary circumstances may include the following: (a) a documented
illness, (b) a documented injury, (c) a death or serious injury in your immediate family (with
appropriate documentation), or (d) a documented business meeting and/or training session. Of
course, we will have to add “random malicious acts of the Internet gods” to this list. If you have
a very good reason for rescheduling something, let me know as soon as possible. I will evaluate
all excuses on a case-by-case basis, but you should expect to provide documentation in any
YOU ARE RESPONSIBLE for keeping up with the pace of the class and completing
assignments on time. Any changes to assignments will be posted at the course web site, and as
such, you should check the web site several times a week.
Policy on Academic Dishonesty:
You are referred to section 3.01 of the Code of Student Conduct published in the University
Standards for the policy on cheating. I do not tolerate cheating at all. Unless specifically stated
otherwise, any work you turn in must be your own work, arrived at in an ethical and moral
manner. If I find evidence of cheating, you can expect at the very least to receive a grade of zero
for the assignment in question – and quite possibly you will fail the course. This applies to those
cheating, and those who assist others in cheating (e.g. by letting someone copy your work). The
work in this class is not all that hard, so just do it yourself!
Grading is fairly straightforward. Below is the distribution of points to different
assignments, and the total point to final letter grade ranges.
Source Points Grade Points Exam 1 100 A > 400
Exam 2 100 A- 392 – 400
Exam 3 100 B+ 378 – 391
Quizzes 100 B 356 – 377
Library Research 40 B- 348 – 355
C+ 334 – 347
Total: 440 C 312 – 333
C- 304 – 311
D+ 291 – 303
D 269 – 290
D- 260 – 268
F < 260
Typically there is no curve when it comes to grading in this course. You can expect your final
grade to be assigned according to the scale above.
Office Hours /Phone: There are no official office hours during the summer sessions. However,
I will be in my office many days, so feel free to call me to discuss the course. Please note that I
cannot guarantee being in my office on any particular date. If I am not in my office when you
call you can leave a message on my voice mail system.
Email: You can of course email me anytime. This is usually the best method to contact me.
The response is not as immediate as a successful phone call, but you can ask your questions
anytime. I check email several times a day, and will almost always get back to you within 24
Proper Titles: When communicating with me, please refer to me as Dr. Schikora or Prof.
Schikora. It’s a good idea to refer to all of your instructors by proper title unless they insist
otherwise. This is also good preparation for the business world where you cannot expect to be
on a first name basis with those higher up. When in doubt, use a title of respect and you will
avoid professional and personal embarrassment.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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