Category: Other

Assignment Overview:
You are required to submit a case write-up based on the case study “BYD Targets the World”. This assignment will evaluate your ability to identify the central issues faced by BYD, provide an in-depth analysis of their strategic position, and propose a well-supported course of action for the company. The assignment must be completed individually and submitted via Canvas.
Task Requirements:
Format:
Typed, double-spaced, 12-point font
Not to exceed 5 pages, including graphs, tables, and exhibits
Ensure all exhibits are created by you (not directly taken from the case study)
Content Structure:
Introduction and Central Issue(s) (Approx. 1-1.5 pages)
Clearly summarize the primary challenges BYD is facing as it expands internationally.
Include key strategic questions related to market entry, competitive positioning, and operational scalability.
Recommendations and Action Plan (Approx. 1 page)
Propose a well-supported strategic course of action for BYD.
Exhibits (Original, student-created)
Provide visual data (graphs, tables, or charts) to support your analysis and recommendations.
Ensure that these exhibits are clearly labeled and referenced in the text. Examples may include cost structure comparisons, market share analysis, or projections for international sales.
Notes:
Make sure to demonstrate a clear understanding of BYD’s position within the global EV market.
Use data to support your analysis and ensure that all exhibits are properly integrated into your argument.

Refer to the case study described in your textbook Edberg, 2023 on pp. 33-34 ( A Classic Example of the Clash of Ethnomedical Systems: Lia Lee, a Hmong Child with Epilepsy) and Figure 2-4 (p. 19) (Multiple Levels of Interaction between Individuals and their Environment) to complete this assignment. Demonstrate your level of understanding of the socio-ecological model by organizing the pieces of the case study into the multiple levels of interaction between individuals and their environment. The textbook provides you with a similar example on pp. 18-20 using injection drug users who are African American.
Organize your responses by level; use these as subheadings in your response.
Individual (knowledge, attitudes, beliefs, skills)
Social Group/Family Dynamics
Community/Population Group
Cultural Societal
Political/Economic/Structural
Limit your case study response to 3-5 double-spaced typed pages (not including the title page and references) and format it using APA Style. If you need help with APA Style, case study guidelines and rubrics refer to the Getting Started Module for resources.

Instructions have been attached as a word document. I have also attached lessons/reading material that can be utilized, although additional research may need to be performed.

Complete Part 2 of the assignment. Below is Part 1.
Gonzalez, Manuel
Professor Reina
ETH-101
22 September 2024
Chicanos in the Military
Chicanos or Mexican Americans have participated in all major American military conflicts, starting with the Spanish-American War and continuing through the present. Today, more than 17 percent of America’s soldiers and 7 percent of Army civilians are of Hispanic or Latino descent (Fort Buchanan, 2024). They have shown remarkable bravery in battle, a testament to their unwavering patriotism for their country. Their journey, however, has not been without its challenges. They have overcome prejudice and limited career progression, demonstrating their resilience and determination.
I chose this topic because the military profoundly influences my family history. It is not just a research paper for me. It is a personal journey. Eleven members of my family have served in the United States military, and their experiences deeply resonate with the history of Chicanos or Mexican Americans in the military.
It all started in the 1940s, when my great-grandfather, Martin Gonzalez, enlisted in the United States Navy. Martin first came to the United States under the Bracero program. Between 1942 and 1964, the government-sponsored Bracero Program permitted temporary employment of Mexican agriculture and railroad laborers in the United States. Once his work permit expired, he enlisted in the Navy to obtain U.S. citizenship. He took the oath of citizenship on a battleship in the Indian Ocean.
In the next generation, six of my great-uncles would serve in the military. Three would join the Navy, and three would join the United States Air Force. All would serve during the Vietnam War. As first-generation Americans, they desired to demonstrate allegiance and patriotism to the United States. The military provided specialized training and economic opportunities. It was also becoming a family tradition.
As the family tree grew, the pattern of military service evolved. The next generation witnessed a significant decline in military enlistment. Only two of the 23 offspring from the previous generation would serve in the military. Eight of the 23 offspring of the prior generation pursued a college degree, reflecting the increasing emphasis on education.
My third generation has seen a combination of people pursuing college degrees and military service. However, it has become more personal to me as my cousin, Eric, and my older brother, Diego, serve in the United States Army. I am very proud of the service my brother and cousin provide for our country. However, along with that pride also come feelings of anxiety and uncertainty.
A deep-seated curiosity drives my exploration of Chicanos or Mexican Americans in the military. Often overlooked or underappreciated, this community has significantly contributed to the military.
Works Cited
“Demographics of the U.S. Military.” Council on Foreign Relations, Council on Foreign Relations, www.cfr.org/backgrounder/demographics-us-military.
“Fort Buchanan: A First-Hand Witness of Hispanics’ Contributions to National Security.” U.S. Army Reserve, 17 Oct. 2023, www.usar.army.mil/News/News-Display/Article/3560084/fort-buchanan-a-first-hand-witness-of-hispanics-contributions-to-national-secur/.
“Hispanic Americans: The United States Army.” Hispanic Americans | The United States Army, www.army.mil/hispanics/.
“‘Learning from the War: Mexican Americans and Their Fight’ Topic.” [TMP] “Learning from the War: Mexican Americans and Their Fight” Topic, theminiaturespage.com/boards/msg.mv?id=573072.

When computing descriiptive statistics, there may be times where the researcher needs to organize the data into two or more groups to compare the statistics concerning the groups. Although there are many ways to separate the data in SPSS, the Explore command is an easy method to separate the data and make common calculations. For more information about the Explore feature, review Section 21.4 in Using SPSS for Windows and Macintosh.
Use the Explore command to compare the income levels (rincdol) for both genders (sex). Go to the Books & Resources tab to download the files that you will need to complete your assignments each week. Open gss.sav in SPSS, and complete the following calculations to determine the differences in the income level between males and females.
Compute the following for each group:
Mean
Median
Quartiles
Range
Variance
Standard deviation
Skewness
Kurtosis
The Explore command will also produce several different types of plots. Click on the Plots button, and create the following plots for each group:
Histograms (include the normal curve on the histogram)
Box plots
Stem-and-leaf plots
Use the calculations and plots to answer the questions below. When discussing a calculation, include the value in the text to bolster your analysis.
What can you determine from the measures of skewness and kurtosis relative to a normal curve?
What are the mean and median?
Does the mean or median seem better to represent the scores? How have extreme scores impacted these values?
Submit your output from all SPSS analysis as an SPSS output file as well as your Word document.

Parts of a Formal Report:
a. Title of Experiment.
b. Introduction. The introduction briefly describes the purpose of the experiment: what you did, how and why you did it. In addition, this section should include a brief scientific background of the topic. All your primary sources of information should be appropriately cited. You should be able to write this section in two paragraphs.
c. Procedure. This section is sometimes called the Experimental section, or something similar. It is basically the same as the procedure section of the lab handouts, summarized and written in your own words.
d. Results. Your graphs, figures, and tables that represent the data you collected go in this section. These should be neat and well-presented. It is NOT sufficient just to show your data. You must also explain, briefly, in words, what each graph, figure, and table shows. Any calculated values should also go in results.
e. Discussion and Conclusion. This section gives your interpretation of the data that was presented in Results. What, exactly, does your data mean? Here you would also consider the uncertainty of your data. Is there anything you found that was unexpected? If so, try to explain it (there might not be a definite, or correct, answer).
You must turn in YOUR OWN work. See the policy on Academic Integrity, below.

Please answer the following questions with short essays of fewer than 250 words. You may wish to compose your answers in a separate program and paste your responses here.
– Share an example of how your lived experience informs your approach to learning and how your perspective will enhance the UMass iCons Program.
– What can you imagine yourself doing in your career in ten years? How might a program like UMass iCons help you get there?
– Describe one large societal challenge that we face and how scientists, engineers, and business may work to solve it.
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Which iCons theme area are you most interested in?: Biomedicine/BioSystems
Major: Biology

In a 3-5 page APA style paper, you should address the question of how group workers can demonstrate anti-racist and anti-oppressive social work practice in group work. This paper is designed to apply CSWE Competency 3 (see full text of Competency 3 below) to group work contexts. Using course materials and at least 4 outside scholarly sources, you must identify at least three ways that group workers can demonstrate that they are applying this Competency in practice.
You will need to find and apply outside sources in order to complete this assignment. Your reading from Week 5, Ieva et al. 2021-1.pdf might be helpful here as well.
You may want to consider the following format for your paper:
Introduction (1/2-1 page): Your goal here is to clearly lay out the need for anti-racist and anti-oppressive practice. You may also want to let the reader know what’s coming by briefly summarizing the three strategies/approaches you’ve chosen to focus on.
Three ways to demonstrate anti-racist and anti-oppressive group work practice (should total about 2-3 pages) NOTE: The three strategies or approaches you identify should each include a concrete example. For instance, if you identify “facilitator self-reflection” as a way to demonstrate that you are practicing in an anti-racist way, you should also include an example of what this would look like: “For example, the facilitator could practice self-reflection through providing written notes after each session. These notes would be discussed in supervision to determine whether and how subconscious racial bias or other kinds of bias may have appeared. The facilitator may also examine how they felt in their body during the session.”
Conclusion (1/2 page): Provide a brief summary and answer the following question: having explored the issues surrounding anti-racist and anti-oppressive group work practice, how would you summarize your obligations as a social worker in this area? What is one strategy, tactic or skill that you could see yourself using in practice?
You should also ensure that you are using APA 7th edition formatting and citation style throughout the paper. The paper should be well written and well organized.
Competency 3: Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice:
Social workers understand how racism and oppression shape human experiences and how these two constructs influence practice at the individual, family, group, organizational, and community levels and in policy and research. Social workers understand the pervasive impact of White supremacy and privilege and use their knowledge, awareness, and skills to engage in anti-racist practice. Social workers understand how diversity and intersectionality shape human experiences and identity development and affect equity and inclusion. The dimensions of diversity are understood as the intersectionality of factors including but not limited to age, caste, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, generational status, immigration status, legal status, marital status, political ideology, race, nationality, religion and spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that this intersectionality means that a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege and power. Social workers understand the societal and historical roots of social and racial injustices and the forms and mechanisms of oppression and discrimination. Social workers understand cultural humility and recognize the extent to which a culture’s structures and values, including social, economic, political, racial, technological, and cultural exclusions, may create privilege and power resulting in systemic oppression.
Social workers:
a. demonstrate anti-racist and anti-oppressive social work practice at the individual, family, group, organizational, community, research, and policy levels; and
b. demonstrate cultural humility by applying critical reflection, self-awareness, and selfregulation to manage the influence of bias, power, privilege, and values in working with clients and constituencies, acknowledging them as experts of their own lived experiences.

1.Identify and explain, in your own words, 2 concepts/theories/ideas you learned from Week 5.
2.In your own words, why did you choose each of these concepts/theories/ideas? Please address each concept/theories/idea separately.
3.In your own words, how do you see applying each in your business career? Please address each concept/theory/idea separately.
1.Identify and explain, in your own words, 2 concepts/theories/ideas you learned from Week 6.
2.In your own words, why did you choose each of these concepts/theories/ideas? Please address each concept/theories/idea separately.
3.In your own words, how do you see applying each in your business career? Please address each concept/theory/idea separately.
1.Identify and explain, in your own words, 2 concepts/theories/ideas you learned from Week 7.
2.In your own words, why did you choose each of these concepts/theories/ideas? Please address each concept/theories/idea separately.
3.In your own words, how do you see applying each in your business career? Please address each concept/theory/idea separately.
1.Identify and explain, in your own words, 2 concepts/theories/ideas you learned from Week 8.
2.In your own words, why did you choose each of these concepts/theories/ideas? Please address each concept/theories/idea separately.
3.In your own words, how do you see applying each in your business career? Please address each concept/theory/idea separately.
There is no time limit. Exams are “academic documents (Wordvice, n.d.). Please follow proper in-text citations and referencing protocols.

Medical laws protect patients, their families, healthcare professionals, and medical practices. Imagine having a family member who has been on a ventilator for six months. You are hopeful that one day they will open their eyes or make some type of movement to let you know they are still alive and will come off the ventilator breathing on their own. What if the hospital had a policy in place that after a certain length of time, a patient on a ventilator would have to be transferred to an assisted living facility?
Initial Post
For your initial post, explain how you would feel about transferring your family member to a new facility in this scenario. Do you think this type of rule or regulation is appropriate in this situation? If you had the ability to change this rule, how would it be different? Do you feel the hospital is in their right to establish this rule? Why would a hospital have this rule? You are required to submit original content. Be sure to explain your reasoning.
Reply Post
For your reply post, explain the impact this rule would have on the patient, family members, and providers. Do you feel the family members’ rights are being violated? In your response post, provide feedback to your peers stating if you agree or disagree with their statements. Do not simply respond with “I agree, or I disagree,” but explain why you agree or disagree