The company that you are working for is considering buying another smaller firm. However, there is some business analysis needed for your company to make its final decision about purchasing. Throughout this course, you will be working on creating the Business Strategy and Management Plan.
Keep in mind that the final Business Strategy and Management Plan template should contain the following elements:

Title page
Course number and name
Project name
Your name
Date
Table of contents

Auto-generated
Up-to-date
Maximum of 3 levels deep

Section headings

Each week, you will add a section to your Business Strategy and Management Plan and submit it for grading. For Week 1, you will make a qualitative evaluation of the industry’s strategic position using Porter’s five forces. (Please note that the summaries below for Weeks 2–5 do not need to be completed in Week 1. Just create the section headings at this time). As a preview, each section will contain the following subsections:

Qualitative Evaluation of the Industry’s Strategic Position (Week 1 IP)

Choose an aspect of the information technology (IT) industry that has not been previously used as an example in this course. Use Porter’s five forces to make a qualitative evaluation of the industry’s strategic position. Be sure to explain each of the five forces as well as explain how they relate to your chosen industry.

Note: The mobile phone industry was provided as an example in the video material and may not be used as the subject for this assignment.

Remember to include the following elements (Porter’s five forces):

Threat of new entrants: Are new entrants being attracted to the market, and are there barriers to entry in the industry?
Threat of substitute products or services: Are there other products that could be alternatives to offerings in the chosen industry?
Bargaining power of customers: What degree of bargaining power do the buyers have in terms of putting the industry under pressure to provide more products or less cost?
Bargaining power of suppliers: What is the importance of raw materials, components, labor, and services that are required for the industry, and are there substitutes for those inputs? Discuss the possibility of switching suppliers, if necessary.
Intensity of competitive rivalry: Does the industry have a sustainable competitive advantage?

Strategic Information Systems Assessment (Week 2 IP)

Analyze the strengths, weaknesses, opportunities, and threats for the case study organization that are related to its present information systems environment.
Assess the forces that are presently governing competition for the case study organization.
Using Wiseman’s framework of strategy development, define the strategic thrusts (and related advantages) that the case study organization should use to build a business case for implementing an information systems management plan.

Information Systems Business Case (Week 3 IP)

Based on the information contained in the Business Systems Plan and the Strategic Information Systems Assessment, write an IT strategy statement that details the following:

Critical success factors for the IT manager
A general strategy for how the IT department will determine congruence between the goals of the IT department and the goals and objectives of the case study organization
A general strategy for how the IT department will support the goals and objectives of the case study organization

Strategic Business Plan (Week 4 IP)

Executive summary
Marketing analysis

You should identify a target market.
You should establish a strategy for acquiring a customer base.

Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis
Financial statements
Summary of the relevance of Porter’s five factors
Conclusion

Project Management Plan (Week 5 IP)

Initiating
Planning
Executing
Monitoring and Controlling
Closing

After reading chapters 1-3 in your text, you should now be familiar with the numerous developmental theories and scientific methods that are used in lifespan development. These theories are helpful in describing and predicting behavior in many cases, but it takes a multi-theoretical approach to attempt to explain an actual human! The below video is meant to augment your textbook readings this week:
2009 Child Development Theorists from Freud to Erikson to Spock and Beyond 1 (Links to an external site.)
Directions
After completing your readings and watching the video, respond to the following questions (using at least 150 words for your main post and 70 words for response posts):

Which theory interests you most and why?
Explain why it takes multiple theories to understand human development.
Create your own theory of development, that addresses a concept you have observed or are interested in (this is how many theories originated in the first place). Feel free to use sections or concepts from current theories that might explain your observation or interest in a different way. Explain any challenges or difficulties you encountered while developing your theory.
In your responses to your peers, be sure and make suggestions about the theories they create.

Use at least one intext citation and proper APA reference in each of your 3 required posts – (1 main post and 2 response posts)

I need 2 responses
Draylan Perkins8:12pmJun 10 at 8:12pm
Manage Discussion Entry
What is Lifespan Development? “The broad changes and continuities that constitute a person’s identity and growth from birth to death” (Clegg, 2016). The theory that interests me the most is the Piaget’s Cognitive Theory. The reason that this one interests me the most is because it talks about experience a lot, & I believe that everything that we know and everything that helps us develop has something to do with experience.
I believe that it takes multiple theories to understand human development because everyone has different experiences and everyone develops differently.
My theory of development is I believe that when we are babies we learn the fundamentals we need in order to survive an live such as when we are hungry we need to eat and as we get older we start to develop personality and that begins to shape who we are as we experience different things and respond to them. The third stage I feel like we learn to be more independent and how to survive on our own.
References
(Clegg, 10/2016) Clegg, K. M., L., S. K., J., H. R., Michele, H. (2016). Lifespan Development, 3rd Edition. [VitalSource Bookshelf 9.4.3]. Retrieved from vbk://9781942041245

Timothy Ekiom
There theory that interests me the most is Bandura’s social cognitive learning theory. This theory interests me the most because of my 5 year old daughter. When reading about this theory, I couldn’t help but think about all the times she imitates things that I do or say (whether good or bad). Bandura states, “In imitation, a child is directly reinforced for repeating or copying the actions of others.” (Bandura, 1989; Miller, 2011). Young children do rely on their parents a lot for how they learn how to act. There is obviously a lot more that determines how a young child will develop. Another theory that interests me is Pavlov’s behavioral learning theory. This theory, along with others, helps a person understand human development. Children will modify their behavior based on rewards or punishments.
My theory of development would be how guilt guides development and learning and if a person modify their behavior so they don’t feel negative feelings about something. This theory touches Erikson’s psychological stage of initiative versus guilt.
Reference:
Kraynok, M. C., Seifert, K., Hoffnung, R. J., & Hoffnung, M. (2017). Lifespan development. Academic Media Solutions.
Edited by Timothy Eikom on Jun 10 at 6:57pm 

Problem 1. Use lm() to regress wt against hp in the mtcars data set.Name your model “fit”Use summary(fit) to view resultsWhat is the coefficient of hp? (Answer up to 4 decimal places)What is the p-value for a t-test that this coefficient is zero? (Answer in exact form from R e.g., 2.18e-08)Interpretation: What is average difference in weight (wt) per unit of horsepower (hp)? Recommended exercise: Use “plot(wt ~ hp)” and “lines(hp, predict(fit))” to show data points and OLS line (prediction model) Problem 2. Predict the average value of wt for cars with hp = 200, with 95% confidence intervals. What is the upper 95% UCL? (Answer up to 3 decimal places.)–Hint 1 (use only if you need it): attach(mtcars), then fit a linear model using lm() and name it. Use new.dat <- data.frame(hp = 200) to create new.dat value. Finally, use predict() with 3 appropriate arguments to get the answer.Hint 2: The middle argument is: newdata = new.datUse the same model to predict the expected value and range of values (95% prediction interval) of wt for a randomly selected car with hp = 200. What is the upper 95% prediction limit (UPL)? (Answer up to 3 decimal places.) Problem 3. Use lm() to regress mpg against am (1 = manual, 0 = automatic transmission) in the mtcars data set. Assign your model the name “fit” (using <- or =)Use summary(fit) to view results–am is a “dummy variable” (0-1, indicating factor level)What is the coefficient of am? (Answer up to three decimal places)Interpretation: What is the average difference in mpg between cars with manual and automatic transmissions in the mtcars data set?What is the p-value for a t-test of whether the coefficient of am is 0? (Answer up to 6 decimal places) Problem 4. Calculate Kendall’s tau and the Pearson’s correlation coefficient between Weight and Sodium in Data and test whether each is different from 0 at a = 0.05.–Hint: Look at help(cor.test) if needed What is the p-value for Kendall’s tau? (Answer in the exact form in R e.g., 0.00e-00)What is the p-value for the Pearson’s correlation coefficient? (Answer in the exact form in R e.g., 0.00e-00)–Ignore warning message due to ties.Which test do you think is more reliable? Why? Problem 5. Attach the mtcars data frameCompare the outputs fromsummary(lm(qsec~mpg)) and summary(sm(qsec~mpg))But first: install.packages("npreg"); library(npreg)Using summary(sm(qsec~mpg)), what is the value of the “Adjusted R-squared” for the smoothing regression model sm(qsec~mpg)?Adjusted R2 adjusts for the number of independent predictors, k, to help correct for over-fitting(Answer up to 4 decimal places) Problem 6. For data frame mtcars, create an MLR model for predicting acceleration (qsec) from wt, disp, hp, and am–What percent of variance in qsec is explained by these four predictors? (What is Adjusted R-squared?) (Answer up to 3 decimal places)–Does the MLR model provide an acceptable (not clearly mistaken) description of the data? What is the p-value for the “Global Stat.” test when gvlma() is used to test MLR assumptions? (Answer up to 3 decimal places)–Using your MLR model, predict acceleration (qsec) for a car with wt = 2.7 half-tons, disp = 230, hp= 150, am = 0. (Answer up to 2 decimal places)–Using your MLR model, predict acceleration (qsec) for a car with wt = 2.5 half-tons, disp = 230, hp= 150, am = 1. (Answer up to 2 decimal places) Problem 7. Create a multiple logistic regression model for the binary variable low (dependent variable) in data frame birthwt in package MASS, using all other variables except bwt as predictors (independent variables)What is the smallest p-value for any of the predictors? (Answer up to 5 decimal places)–In Pima example, it was 3.24e-11, for glucoseHint:library(MASS); attach(birthwt); names(birthwt)# Start your logistic regression command with: model <- glm(low ~.-bwt)

Part I: Primary source analysisWrite a brief source analysis for each of the following two primary sources. Each analysis should be 250 words.A good analysis will make a clear historical claim (thesis), will use the primary source as evidence for that claim, and properly contextualize the source. Make sure that you get the context right: which year? what else is happening? how does it fit into the larger story.When writing your essay, keep in mind the model of the “6 C’s of primary source analysis”:Content (what is the text about, what are the main ideas?)Citation (who is the author?)Context (what else is going on at the time that is relevant for your understanding of the primary source?)Connection (prior knowledge: link the source to other things you know and connect this source to the broader historical narrative about the Holocaust)Communication (what is the point of view of the author of this source? What seems to be the agenda or goal behind it? who is the intended audience?)Conclusions (what does this primary source contribute to your understanding of the history of the Holocaust, what is its significance?)1“… I was given the command to send twenty-odd thousand Jews out from the ghetto; if not—‘We will do it.’ And the question arose: ‘Should we take it over and do it ourselves, or leave it for others to carry out?’ But being dominated not by the thought ‘How many will be lost,’ but by the thought ‘How many will be saved,’ we … came to the conclusion that as difficult as this will be for us, we must take into our own hands the carrying out of the decree. … I must cut off limbs in order to save the body! I must take the children because, if not, others could also, God forbid, be taken.”2“The wrongs which we seek to condemn and punish have been so calculated, so malignant, and so devastating, that civilization cannot tolerate their being ignored, because it cannot survive their being repeated. That four great nations, flush with victory and stung with injury stay the hand of vengeance and voluntarily submit their captive enemies to the judgment of the law is one of the most significant tributes that Power has even paid to Reason. …The most savage and numerous crimes planned and committed by the Nazis were those against the Jews. … It is my purpose to show a plan and design, to which all Nazis were fanatically committed, to annihilate the Jewish people. …Extermination of the Jews enabled the Nazis to bring a practiced hand to similar measures against Poles, Serbs, and Greeks. The plight of the Jews was a constant threat to opposition or discontent among other elements of Europe’s population: pacifists, conservatives, Communists, Catholics, Protestants, Socialists. …”Part II: EssayWrite a four-paragraph essay addressing the topic below (introduction; two paragraphs developing your idea and discussing specific evidence; conclusion). Refer to your lecture notes, readings, and textbook for context and specific examples in order to develop an historical argument. The essay must have a clear thesis statement, and you need to develop your thesis based on specific historical evidence drawn from the material discussed in this class. The essay will be about 500 words. To receive full credit, your essay needs to be driven by a clear argument and needs to provide clear evidence that you are drawing on course lectures and readings. Do not rely on other sources drawn from the internet. The Holocaust unfolded in different ways in different European countries. Discuss two countries as examples to show two different patterns of how European nations responded to the Nazi genocide. How did each of these countries deal with its Jewish population during the Holocaust? What different patterns of responding to the Holocaust do they reflect? What do you think explains these differences?

STEP #1 – WATCH — Amistad – A Slave’s Journey
STEP #1 – WATCH — Amistad – A Slave’s Journey(TRIGGER WARNING)
STEP #2 – READ — Drawing the Color Line
STEP #2 – READ — Drawing the Color LinePlease click the above link to read chapter 2, “Drawing the Color Line;” found in the book A People’s History of the United States.

As always, please try to have 5 things from each of your readings to discuss on Discussion Board.
STEP #3 – READ — Slavery Without Submission, Emancipation Without Freedom
STEP #3 – READ — Slavery Without Submission, Emancipation Without FreedomPlease click the above link to also read the chapter, “Slavery Without Submission, Emancipation Without Freedom,” found in Howard Zinn’s book A People’s History.When thinking about what you have been taught in previous classes, does it in any way match what these readings on slavery and race have revealed to you?
STEP #4 – COMPLETE THE DISCUSSION BOARD ASSIGNMENT (LINK)
STEP #4 – COMPLETE THE DISCUSSION BOARD ASSIGNMENT (LINK)YOUR DISCUSSION BOARD RESPONSES MUST BE SUBMITTED TO BOTH SAFEASSIGN AND THE DISCUSSION BOARD:. – Alternative Formats  
The Gilded AgeSelect LanguageAfrikaansAlbanianAmharicArabicArmenianAzerbaijaniBasqueBelarusianBengaliBosnianBulgarianCatalanCebuanoChichewaChinese (Simplified)Chinese (Traditional)CorsicanCroatianCzechDanishDutchEsperantoEstonianFilipinoFinnishFrenchFrisianGalicianGeorgianGermanGreekGujaratiHaitian CreoleHausaHawaiianHebrewHindiHmongHungarianIcelandicIgboIndonesianIrishItalianJapaneseJavaneseKannadaKazakhKhmerKinyarwandaKoreanKurdish (Kurmanji)KyrgyzLaoLatinLatvianLithuanianLuxembourgishMacedonianMalagasyMalayMalayalamMalteseMaoriMarathiMongolianMyanmar (Burmese)NepaliNorwegianOdia (Oriya)PashtoPersianPolishPortuguesePunjabiRomanianRussianSamoanScots GaelicSerbianSesothoShonaSindhiSinhalaSlovakSlovenianSomaliSpanishSundaneseSwahiliSwedishTajikTamilTatarTeluguThaiTurkishTurkmenUkrainianUrduUyghurUzbekVietnameseWelshXhosaYiddishYorubaZulu  Powered by Translate
STEP #1 – WATCH — South Park – Something WallMart This Way Comes
STEP #1 – WATCH — South Park – Something WallMart This Way Comes
Please click the image below to watch the South Park episode “Something Wallmart This Way Comes.”.
STEP #2 – WATCH — Wal-Mart: The High Cost of Low Price
STEP #2 – WATCH — Wal-Mart: The High Cost of Low PricePlease watch this documentary about Wal-Mart.  How does this issue tie in to the Gilded Age and what we are studying about the late 1800s?
STEP #3 – READ – Robber Barons and Rebels
STEP #3 – READ – Robber Barons and RebelsPlease read the chapter “Robber Barons and Rebels,” from Howard Zinn’s book A People’s History of the United States. Please be prepared to discuss at least five things from this chapter you thought were interesting!
STEP #4 – COMPLETE THE DISCUSSION BOARD ASSIGNMENT (LINK)
STEP #4 – COMPLETE THE DISCUSSION BOARD ASSIGNMENT (LINK)YOUR DISCUSSION BOARD RESPONSES MUST BE SUBMITTED TO BOTH SAFEASSIGN AND THE DISCUSSION BOARD:
What is History?
STEP #1 – WATCH — A Brief History of the United States
STEP #1 – WATCH — A Brief History of the United States
STEP #2 – READ — Lies My Teacher Told Me
STEP #2 – READ — Lies My Teacher Told MeFrom the book Lies My Teacher Told Me,  please read the Introduction and Chapter 1.Please have 5 things you think are weird or interesting to discuss!
STEP #3 – READ — How Christian were the Founders?
STEP #3 – READ — How Christian were the Founders?Please click the above link to go to this New York Times article about the recent changes made in Texas to our public school history curriculum.
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STEP #4 – COMPLETE THE DISCUSSION BOARD ASSIGNMENT (CLICK FOR LINK)
STEP #4 – COMPLETE THE DISCUSSION BOARD ASSIGNMENT (CLICK FOR LINK)YOUR DISCUSSION BOARD RESPONSES MUST BE SUBMITTED TO BOTH SAFEASSIGN AND THE DISCUSSION BOARD:See SafeAssign link below
– Alternative Formats