Instructions: PLEASE NOTE – The assignment for week 5 was graded with a “B” with the following comments from the professor: “make sure that you are using enough research throughout your paper. You are lacking in support, overall.” PLEASE REVIEW!!!

This is a POST GRADUATE DEGREE-FINAL CAPSTONE COURSE ASSIGNMENT (7 of 8). It is imperative that the quality and context is at the POST GRADUATE level PLEASE and that it includes the Mandatory Scholarly Resources listed in the Instructions Document and the additional resources attached in the ZIP Folder in addition to your selected resources.

IMPORTANT – This assignment continues / further develops on the Nokia company case study started on Assignments 1, 2, 3, 4, 5, and 6 (written by you and attached on zip folder).

6 Full Pages APA Post Graduate Essay (not including title and references pages). Assignment Instructions Attached. Mandatory Assignment Scholarly Resources Attached on ZIP Folder.

Number of Pages: 6 Pages

Academic Level: Post-graduate

Paper Format: APA

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Instructions

• Please provide your written analysis for the questions 1-4 below.
• The required components for each question include:
  • Issue for Questions 1-4
  • The Applicable Rules for Questions 1-4
  • The Application of the Rules for Questions 1-4 to the fact pattern in Questions 1-4
  • The Conclusion (the answer to the question asked in Questions 1-4)
  • References in APA Format
• This method is called the “IRAC” analysis.
• For this assignment, you will need to have 1 reference page.
• Please note that for each question you will need to provide a separate “IRAC” Analysis.
• Please provide a separate heading for each question (ie. Question 1 IRAC).
• Make sure that you include the Issue, Rule, Application of the Rule and the Conclusion for each question.
• Also make sure that you label them so that I know when you are discussing the Issue, Rule, Application of the Rule, and the Conclusion for each question.
• Incomplete analysis of questions will result in a deduction of points.

1. Under what circumstances would Mom’s Tools & Hardware, a small store in the middle of Nowhere, a small, isolated town, be considered a mo­nopoly? If Mom’s is a monopoly, is it in violation of antitrust law?
2. Syntech Corporation makes computers. Total Digital, Inc., is a chain of retail computer stores. Syntech and Total Digital merge. Syntech is the surviving entity. What factors determine whether this merger is illegal under the Clayton Act?
3. Jean leaves her prom dress with Kwik ‘n Kleen Launderers to be cleaned and altered for the dance. On its return, the dress is greasy and smells bad, and the alterations burst at the seams. Who suffers the loss and why?
4. Patty, who is divorced, owns a house. She has no reasonable expectation of benefit from the life of Quinn, her ex-spouse, but she applies for insur­ance on his life anyway. She also obtains a fire insurance policy on the house, which she later sells. Five years later, Quinn dies and the house is destroyed in a fire. Can Patty obtain payment on either the death of Quinn or the loss of the house? Explain.

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Instructions:Please respond to at least 2 other students. Responses should be a minimum of 150 words and include direct questions.

Student #1 has posted a questions about your post this week, respond to his questions.

Nice run down.  You state, “DHS will work with federal agencies and departments granted responsibilities under the NRP in order to make sure the identified weaknesses are addressed and to ensure they progress.”  So what are some o the identified weaknesses and how are they being addressed? 

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Student #2

John Conway

How did the DHS structure the NPR and what principle tools were used to develop the Key Findings?

The structure of the National Preparedness Report, or NPR, is based on five distinct categories that describe just how the NPR should be aligned with Presidential Policy Directive 8. Those five categories are Prevention, Protection, Mitigation, Response and Recovery.

The term “prevention” refers to those capabilities necessary to avoid, prevent, or stop a threatened or actual act of terrorism (DHS, 2011).Within the category of Prevention, the key findings is that there is a National Network of Fusion Centers spread across the United States that have the mission and responsibility of reporting nay suspicious activity and sharing that information collectively, with other agencies that may benefit from knowing in advance whether or not the information provided needs acting upon. The data collected at fusion centers is analyzed and disseminated to the lowest levels, or at least it is supposed to be. Often times, information is not shared and the state and local officials that, had they received the information in ahead of time, they could have prepared for whatever the situation was. Fusion centers have come a long way since their inception and have provided adequate information sourcing. According to the National Preparedness Plan, as of 2015, the fusion centers have advanced to the Mature stage. The other stages being Fundamental, Emerging and Advanced. By reaching the mature stage, the National Network of Fusion Centers now has the full capacity to integrate resources among individual fusion centers to share intelligence across all levels of government (DHS, 2016). The main ideology of PPD 8 and the NPR is to discuss the resiliency in the aftermath of emergencies that can cause catastrophic damage to the infrastructure of the United States.

Protection works in hand with the prevention since the term prevention is just what it says, taking the information gathered from sources and using it to prevent certain disaster. Protection is also just what the term implies, protection the public and the nation from disaster. Protection capabilities include, but are not limited to, defense against WMD threats; critical infrastructure protection; protection of key leadership and events; immigration security; and cybersecurity (DHS, 2011). One of the core capabilities is the operation comradery of all agencies across the national security area. The protection of the nation requires all parties involved to share vital information and also to ensure that the priority is the following of the core capabilities described in the National Preparedness Report. Several of the core capabilities are cybersecurity, interdiction and disruption and public information and warning (DHS, 2016).

Recovery is perhaps the most crucial element in disaster preparedness and response. When disaster strikes, this means that the rest of the categories either failed or the agencies and managers, as well as the public, were no prepared and now suffer the effects of whatever disaster happened, potentially a natural disaster such as a hurricane or massive flooding. Either way, the operational status now changes to recovery operations. The term “recovery” refers to those capabilities necessary to assist communities affected by an incident to recover effectively (DHS, 2011). The ability for an area to recover after disaster is reliant upon the actual damage and whether or not local agencies can handle the recovery without intervention from federal agencies. In the event of a natural disaster that destroys parts of the local infrastructure, it is critical that all affected have the ability to recover and repair the damaged infrastructure components that are critical for survival. In 2014, self-assessments by states and territories showed that proficiency in recovery training was 10 percentage points lower than the average of all core capabilities (DHS, 2016). The reasoning behind such a low percentage was lack of training being conducted at the local level. Federal agencies have the ability to conduct proper recovery training yet they had not done so. This caused the President and the administration to order mandated training for emergency managers and first responders at the state, local and tribal levels, as well as with private stakeholders who control much of the critical infrastructure.

DHS. (2011). PRESIDENTIAL POLICY DIRECTIVE/PPD-8. Washington, D.C.: Department of Homeland Security.

DHS. (2016, March 30). 2016 National Preparedness Report. Retrieved from edge.apus.edu: https://edge.apus.edu/access/content/attachment/383882/Forums/1d7f38a1-18a0-4ee5-b24a-6e228d5e57bc/National%20Preparedness%20Report%202016.pdf

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Instructions: Please respond to at least three other students. Responses should be a minimum of 100 words (total 300 words all 3 responses together) and include direct questions, to each student. 

Responses Due: Sunday, by 11:55pm ET

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Gunner Finlay

I do agree with Durkheim that deviance is a necessary part of a successful society, and I think that this is another topic in which political science and sociology intertwine.

According to Durkheim, deviance is necessary in a successful society for two reasons, the first of which being that deviance is a driver of social progress and the second being that deviance that is negative solidifies in the minds of members of society which behaviors are reprehensible. Generally, it is in the first of these that I see the relationship with political science. As a driver of social progress, one could attribute deviance to the liberal side of the political spectrum. The role of the liberal side of the political spectrum is to drive social progress, one of the examples from the text is relevant in this case. At the time that Rosa Parks refused to give up her seat in the front of a bus, her behavior was deviant, in fact she faced a formal sanction for her behavior. But her actions led to progression in racial integration in the south.

I would not say that I have had to use informal sanctions often, especially not in a way that was a conscious act of chastisement. But I do think that my role as a parent is to prepare my children to function properly in society in a way that makes society accepting of them so as to, to the best of my ability, ensure they lead successful lives. Because of this, I have had to use informal sanctions on my three year old when she misbehaves in public so she understands which behaviors are appropriate and which are not. This could a time that my daughter was throwing a tantrum at the mall that I had to remind her that it is not appropriate to stomp and scream in the middle of Macy’s. A reaction like this to a child who is throwing a tantrum I believe reinforces social norms of which behaviors are acceptable in a public environment.

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Jerome Machynski

Hello class! Groups are entities of two or more people who all have an alignment of their identities within the group. The two of several groups that I am a part of in my life that I will be discussing is my friends group, and my co-workers. Both of these groups are primary groups, because they have a big impact on my life, and both are of a small amount of people. My workplace has twelve people and my friends group has five. In addition, these two dynamics are something almost everyone has in their life.

Both of these groups have a lot of expressive functions in my life, because my friends group is something that brings my emotions up, and my workplace naturally has a big control of my emotions because it consumes over a third of my day, everyday.

There are multiple differences between the two social groups I am in. For my friends group, I choose to be a member of it. I would consider it an in-group, because I feel like I belong to it, and I am able to leave at any time.  For my workplace, I am in the military. This matters because I cannot just up and leave the job. In a simplistic way of putting it, I have no choice in the matter of whom I work with. Not everyone in my work group is my friend, nor do I get along with everyone either. I don’t necessarily feel pride in my job, and I want to get out of the military, so in some ways I would consider it an out-group because I feel like I don’t belong.

I have to present myself in a professional matter to those I work with, whereas I joke around and act freely with my friends group. As far as leadership goes, my work has a legitimate chain of command, where I fall at the bottom of. My friends group has no real leader, but everyone takes turns controlling the conversation or picking where or what we should do when we hang out. Everything we do at my workplace serves the mission of the command we serve in, and the purpose of my friends group is to have a good time and bond with each other. This leads to activities being conducted to be more boring at work, and more fun with my friends group. Those are some of the many major differences between my work group and my friends group.

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William Finkbiner

1.  Using what you have learned about groups, organizations, and bureaucracies this week, compare and contrast two different groups or organizations of which you are a member. Describe the two groups.  How do they differ in terms of leadership, membership, purpose, and activities? What is your role in the group? Provide examples in your discussion.

    The military seems to provide very obvious examples of the concepts delivered in this weeks material.  My department consists of approximately 700 personnel and a handful of smaller groups, called divisions or sections.  In my department I am most comparable to a shift manager at a business, as there are several layers of supervisors above me.  I handle the day to day operations and they handle the long term and more administrative tasks.  My section consists of ninety six people, on average, and is split into four platoons, each consisting of three squads. If one were to sever my section into its own autonomous entity, I would be in the triad group at the top of the pyramid.  I would describe my primary group as my section and my secondary group as my department.  The relationships with the majority of the people outside my section are usually professional in nature, while the relationships within my section are normally personal and invested.  Departmental leadership tends to me exclusively transactional.  Through the lessons explanation of transactional vs. transformational, I believe my leadership is also transactional, but transformational in nature.  I was actually intrigued when I was reading about social capital.  A concept I’ve taught Sailors for a while now, is leadership capital, which I define very close to that of social capital.  

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