Prompt: Strategic leaders must make sure that the firm maximizes its core competencies. Discuss how strategic leaders can achieve this task. Core competencies are “capabilities that serve as a source of competitive advantage for a firm over its rivals” (Hitt, Ireland and Hoskisson, 2017, p. 89). There are two tools that help firms identify a company’s core competencies. The first tool consists of four criteria that could be used to determine which capabilities are core competencies. The four criteria to assess capabilities are if they are valuable, rare, costly to imitate and non-substitutable. The second tool that help a firm identify its core competencies is the value-chain analysis. Firms use this tool to select those value-creating competencies that could be maintained, upgraded or developed. Determinations could also be made on which competencies should be outsourced. According to Aung and Heeler (2001) key competencies can include “nurturing, empowerment, operating, data management, new service development, alliancing, communication, and market sensing.” Core competencies are the resources of an organization. The firm has tangible and intangible resources that it can draw on to be strategic and competitive. Leaders should be proactive when using the resources available to maximize the firm's core competencies. Aung and Heller (2001) assert that competencies are "areas where an organization must excel in order to maintain leadership." Leaders in a firm must be knowledgeable about the core competencies and capabilities within their organization. They must know the strengths and weaknesses of the organization and have knowledge of the competition. They must be aware of the internal and external environments. Leaders should be focused and organized when planning strategic moves. Aung, M. and Heeler, R. (2001 September). Core Competencies of Service Firms: A Firmwork for Strategic Decisions in International Markets. Journal of Marketing Management. 17:7-8, 619-643. Hitt, M. A., Ireland, R. D., & Hoskisson, R. E. (2017). Strategic management: Concepts and cases: competitiveness and globalization (12th ed.). Boston, MA: Cengage. 100 word reply either agreeing disagreeing or relating to

Due Date:December 2 (to be handed in during class time and submitted onto Brightspace) Length:approximately 1,500 words Here are some possible essay questions.Choose one.You are allowed to come up with your own questions, although I would like you to clear it with me first.Essays should be around six pages (not including the title page or bibliography).Your essay should have an introductory paragraph that closes with a proper and specific thesis statement, paragraphs organized around topics that reinforce your thesis, and a strong concluding paragraph. For this essay I want you to use at least three critical, peer-reviewed sources, so check with the library and with me to find the most appropriate books and/or articles.For books, the website Novanet provides a complete listing of all books and journals held by universities in Nova Scotia.For articles, the website JSTOR (which is free to access as Dalhousie students) provides thousands of articles on numerous subjects.Note:Internet sources such as Wikipedia, Douban, SparkNotes, Shmoop, and CliffsNotes are not critical sources.Please ask me if you have any questions about the validity of a source. When it comes to the use of critical sources, I want you to use the critics to aid your argument, but not to supplant it.Sometimes you may agree with the critic, but your argument is often enhanced by having an opinion to spar against.Be specific, focus in on key scenes or details, and make sure that your argument is well supported with evidence and quotations from the texts.When it comes to quoting from the primary text, comment on the quotes you use and do not simply allow them to speak for themselves.If you have any questions while writing your essays, or if you would like me to see rough drafts, please let me know. Note: While it is not required, I encourage you to email your thesis.I will give feedback on this, as I want to make sure that everyone does a good job with the question and that finds a good angle with which to pursue it. The more time you have to work on your paper with the proper feedback, the better it will no doubt turn out. As always, please let me know if you have any questions. 1.Education is a central theme in Remarque's novel.This novel is suffused with the sense that the younger generation has been misled and tricked by the older generation into fighting a war with no purpose.Discuss the role of education and miseducation in the novel, be it in school, at basic training, or on the battlefield.One way to handle could be to contrast the teachers and parents with Kat, but this is only one possibility.Another might be to look at the hostility that Paul and his friends feel, not for the French, but for the Germans who have pushed them into this conflict. 2.Gertrude Stein once famously referred to the young soldiers who went off to fight in WWI as a lost generation.How might this idea be applied to Paul and his friends?In what ways have they been altered irrevocably by the war?One scene worth keeping in mind is Paul's furlough back home, which raises the possibility of his ever being able to truly go home.Another possibility could be to consider the circumstances of Remarque’s life following the war (here you would need to use critical/biographical sources).In what ways do the young men in particular seem to fear the end of the war as much as they do the war itself?Likewise, in what ways does the novel reflect Remarque's desire to tell the story of those who, even if they escaped the shells, were destroyed by the war?If All Quiet on the Western Front is a Bildungsroman, what growth does Paul show or is able to show? 3.Remarque's novel supports, in many ways, William Tecumseh Sherman's famous quote that “war is hell.”In what ways does the novel manage to reflect this view?How is the new technology of war - machine guns, gas, tanks, heavy shells - contributing to this hellish experience?In what ways does war strip the soldiers of their humanity?How, despite this, do they still manage to see the humanity in their supposed enemies?There are many scenes to consider in respect to this, but one scene that could potentially serve as a compelling contrast is Paul's scene in the trench with the dead French soldier.Another scene worth considering is Kantorek's letter and the soldiers' reaction to it. 4.While war certainly can bring out the worst in us, Remarque is equally interested in how, paradoxically, it can also bring out the best.How is comradeship explored in the novel?Look at Paul's friendship with his fellow soldiers.How has war created a bond between these young men that peace never could?Paul's friendship with Kat is another relationship worth exploring in respect to this question.Likewise, the scene with the goose dinner explicates this theme quite strongly, as does the scene in which Paul is trapped in Chapter 9. 5.Irony is ever present in Remarque's novel, from the lies told by hypocrites pushing young men to war to the very title of the novel itself.How is irony explored in the novel?Scenes of particular interest could be Paul's time in the trench with the dead French soldier, Paul's return home, Kat's death, and the novel's final moments.Another angle might be to consider this novel as a kind of Bildungsroman, chronicling the growth the spiritual maturity of its hero, Paul, that nevertheless ends the way that it ends, tragically but also ironically. 6.Discuss the novel in terms of the actual historical period that Remarque is depicting.Note here that while the question is broad, your response to it must be very specific, i.e. you must pick a very particular battle, feature of the war, etc., in your discussion.How does the novel compare to the actual history?In what ways is it accurate?If inaccurate, to what ends?

Part I: Describe the three psychological dimensions of vision. For Part II: of the written assignment, explain why the following course objectives are important to understanding psychology:5.Define circadian rhythms and explain how the body’s “biological clock” works and what happens when it doesn’t.6.Distinguish between the basic processes of sensation and perception, explain how the doctrine of specific nerve energies applies to perception, and discuss how synesthesia contributes to our understanding of sensory modalities.7.Describe the basic principles of classical conditioning, including the extinction and recovery of a classically conditioned response, how higher-order conditioning takes place, and the process of stimulus generalization and discrimination. 8.Compare social norms and social roles, and note how each contributes to the social rules that govern a culture.