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Design history homework

September 12, 2025/in General Questions /by Besttutor

Please use two attachments (two readings) to answer the question (Another attachement is very big I will sent it by email)

1.a) Discuss the Nanchan Temple as a typical example of ancient Chinese architecture. What are the key characteristics of form, material and structure, how do they relate directly to the natural environment of ancient China, and how do these traits relate to the key cultural concerns and ways of thinking in ancient Chinese society? In other words, how is it typical of the main form of ancient Chinese architecture we studied, and how can you use it as an example of some of the “big ideas” (for China) discussed in class? Consider Confucianism and Daoism as two different strands of Chinese thinking, and discuss how the Temple reflects both in specific ways.

 

b) Now consider the Ise Shrine in the same way? What is Japanese about it, and how does it exemplify the main ideas we discussed? How would you distinguish it from the Nanchan Temple? What’s different, but also what is similar, and why? Remember to consider the site (designed landscape) immediately around the central shrine buildings (as compared with the Nanchan Temple setting) as it has important implications for answering the question.

Remember to discuss Shinto as a characteristically Japanese way of spirituality, as it is expressed at the Shrine.

 

 

 

2.a) Consider the “Moon Cakes” (Rainbow-Bridge-to-the-Moon) story. What is the type of building that is noted early in the story and is important to it’s imagery and themes. What is the significance of this particular building to the story in terms of what the story is about and what it presents as key themes? What is the history, very simply, of this building type as we discussed it in class, and why is it so significant as an expression of certain ancient Chinese ideas?

 

b) Now look at the Chinese Silk Banner in the textbook, consider it as discussed in class – and in light of the Moon Cakes story asked about above. How does the banner typically ancient Chinese symbols, and key ideas or attitudes? What main ideas or attitudes does silk as used in ancient Chinese design seem to most directly relate to, and how? Your answer to 2b should have some connection to your answer to 2a.

 

 

3.a) Consider the Japanese Album Leaf calligraphy shown in the textbook and in class; how is it typically Japanese in character, and how does Japanese calligraphy relate to Chinese calligraphy? Compare the two in their most distinctive forms (the most Japanese and the most Chinese calligraphy) and relate them to the two most important themes we outlined for the two cultures.

 

b) Can you find (and explain) a link to the Bamboo Cutter story in this work, or in any of the Japanese design we looked at? Relate it to the calligraphy above, but also to Japanese architecture or interior design in some way.

 

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History homework help

September 12, 2025/in General Questions /by Besttutor
during the civil war in korea, which side did the united states support, ans why?

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History homework help

September 12, 2025/in General Questions /by Besttutor
What two lasting achievements resulted from ancient Greek religion?

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his dis 2

September 12, 2025/in General Questions /by Besttutor

Q1

Many historians believe that the United States truly became a modern nation in the 1920s. During this decade, Americans shifted to urban enviroments, women gained the right to vote, a consumer culture developed, new technologies brought greater freedom and convenience, and new music flourished. After reading your text and viewing the materials provided, consider the culture of the 1920s answer the following questions: What cultural development of the 1920s do you specifically find the most interesting and important? Why was this cultural change a great departure from past American culture? Is this cultural manifestation still affecting modern Americans and how?

 

To receive full credit for this assignment your post must:

1. Address the questions asked in the paragraph above in at least a 300-word post and cite all outside sources appropriately

2. In your initial post, include at least one interesting question the readings raised for you

Q2

Oral histories are one tool that historians use to understand the past. Go to the   StoryCorps Animation (Links to an external site.)  websites and view a couple of the oral history animated videos. Then answer the following questions: Why is oral history important? What can be gained from oral history than is missing in other types of sources? Is this a valuable teaching tool? What are the problems that oral history might present? Which video(s) did you enjoy and why?

To receive full credit for this assignment your post must:

1. Address the questions asked in the paragraph above in at least a 300-word post and cite all outside sources appropriately

2. In your initial post, include at least one interesting question the readings raised for you

 

Q3

The United States attempted to avoid World War II when it began. Though the U.S. was aware of both the Japanese aggression in Asia and the German persecution of Jewish citizens (though maybe not to the full extent in either case), most Americans did not want to enter another World War. After reading the text and viewing the materials provide, answer the following questions in your discussion posts: Was the United States correct in pursuing a policy on non-intervention? Should the U.S. have participated in the Olympics in 1936, or withdrawn completely from all involvement with belligerent countries? Should the U.S. have joined the war before the attack on Pearl Harbor? Why or why not?

To receive full credit for this assignment your post must:

1. Address the questions asked in the paragraph above in at least a 300-word post and cite all outside sources appropriately

2. In your initial post, include at least one interesting question the readings raised for you

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History homework help

September 12, 2025/in General Questions /by Besttutor
What are the chief features of the Spanish Empire in America during colonization?

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Historicism Project

September 12, 2025/in General Questions /by Besttutor

Final Historicism Project | CSFRST 2374 |

 

Purpose: 1) To demonstrate student knowledge of the influence of historic costume on contemporary fashion design.

 

2) To demonstrate student ability to use primary sources to determine which period of historic costume influenced a particular style of contemporary dress during the twentieth century. You may want to review the lecture on primary sources.

 

3) To explain (through analysis of current themes or trends in society) why students believe the historic style was used by the contemporary designer.

 

Method: You will be comparing 10 current fashion items with 10 historical fashion items. For the project, you will need to create a PowerPoint presentation .

 

Step 1. Choose images from primary sources of 10 current fashion items that you believe have been influenced by historic styles of dress, meaning from ancient times through the end of the 20th century. The current items must be from this year or the upcoming season.

· The current fashion items may include men’s and women’s clothing, accessories, and jewelry.

· Do not repeat any style of clothing or accessory items. Example: You may use a necklace only once. There are many items to choose from because there are many styles and elements of dress.

· You may separate out elements of dress. For instance, you may focus on a type of sleeve, a neckline, or skirt style that was borrowed from the past.

 

Step 2: Capture an image of each of the 10 current clothing items. Be sure to document each image.

· Describe the clothing item in full, provide the name of the style, provide the date of the style, and provide the designer ‘s name if available.

 

Step 3: Determine which period or decade from costume history served as inspiration for each of the 10 current fashion items that you have chosen. For historic periods, you may use the following:

· The Ancient World 3000 BC – 300AD

· The Middle Ages 300-1500

· The Renaissance 1400-1600

· Baroque and Rococo 1600-1800

· The Nineteenth Century 1900’s

· The Twentieth Century 1900-2000 (Use decades)

 

Step 4: Find photographic images of historic styles from primary sources that clearly show the historic style influence. *The current style you choose needs to be similar to the historic style.

Step 5: Capture an image of each of the 10 historical styles that you found. Be sure to document each image.

· Describe the clothing item in full, provide the name of the style, provide the date of the style, and provide the designer’s name if available.

 

Step 6: Create your PowerPoint.

· Each comparison slide should include an image of the current fashion and an image of the “historic” inspiration taken from a primary source. The slides should be consistently organized.

· Each comparison slide should have a title at the top of the page, including the historic period and the name of the style you are comparing. For instance, “1950s Poodle Skirt.”

· Include a title page with the project title, your name, class section, and date.

· Include a clear and organized bibliography/works cited containing APA style citations for all images used. There should be 20 total – 1 for each image used.

 

Step 7: For each of the ten comparisons, provide an explanation of the relationship between the two images, current and historic.

· ** This is an extremely important aspect of the project that demonstrates your understanding of the material covered. Focus primarily on what was happening during the historical time periods that influenced the creation of/ popularity of the specific styles you chose. For historical information on what was happening during certain time periods, refer back to lectures and other class materials.

· What was happening that made the earlier style acceptable during its introduction? Did it correspond in some way to the current thinking of the clothing artist? Reflect current trends?

· Discuss why you believe the contemporary designer might have been inspired by the historic period.

· Briefly refer to specific elements of the clothing design using correct costume terminology for each (for example, “leg of mutton sleeve”). This should not be your main focus, as you’ll already be providing images of the styles.

 

Primary Sources: Primary sources include a portrait, sculpture, painting, illustration or photograph, garment, or other artifact produced at a particular period of time. That is, the period you are using for comparison. Not every source is considered a primary source. DO NOT use blogs (like Vintage Dancer), Wikipedia, personal websites, or vintage resale stores (like Ebay or Etsy).

· For current fashion items, use primary sources such as these: credible fashion magazines (Vogue, Harper’s Bazaar, GQ, etc.), clear photographs of clothing items you have recently purchased, images of clothing items that are currently for sale at a retailer (online or in-store), designers’ or brand websites, online fashion news sources (Women’s Wear Daily, Business of Fashion), and more. REMEMBER FOR THIS YEAR OR AN UPCOMING SEASON!

· For historical fashion items, use primary sources such as these: fashion2fiber, Vogue Archive, museum collections (Victoria and Albert Museum, The Museum at FIT, The Met Museum, Kent State University Museum, etc.), designers’ websites, paintings, sculptures, your textbook, and more.

· Example: You select a garment in Vogue that looks similar to a garment in Hogarth painting. A Hogarth portrait is a primary source for the 1750s or 60s. You may then use a photograph of the Hogarth painting that you found in a historic fashion book, a book about Hogarth, or a credible online resource.

 

Citations: Citation style varies from field to field. Historical costume sources are often formatted in Chicago style. However, this format is not commonly used outside of historical references, so for the purpose of this project, all sources need to be properly cited in APA format. Please visit https://owl.english.purdue.edu/owl/section/2/10/ for citation information.

Basic examples are listed below.

 

· Books: Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher.

 

· Magazine Article: Henry, W. A., III. (1990, April 9). Making the grade in today’s schools. Time, 135, 28-31.

 

· Online Lecture: Roberts, K. F. (1998). Federal regulations of chemicals in the environment [PowerPoint slides]. Retrieved from http://siri.uvm.edu/ppt/40hrenv/index.html

 

· Web Article: Last, F. M. (Year, Month Date Published). Article title. Retrieved from URL

 

· Photograph: Photographer, F.M. (Photographer). (Year, month date of publication). Title of photograph [photograph]. City, State of publication: Publisher/museum.

· Museum Item: Artist. (Year). Title [Description]. Institution, Museum, or Collection, Location. Available from Database Name OR Retrieved from URL

 

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Medieval Women part 1

September 12, 2025/in General Questions /by Besttutor

Part One

In this SAS Curriculum Pathways InterActivity, you will view four short videos and read and analyze six short primary-source documents to collect information which will allow you to take a position and respond to the focus question: Was Empress Theodora more powerful than Eleanor of Aquitaine or Joan of Arc?

 

To begin, follow this link to InterActivity 1222. If prompted, enter “melody9off” in the Student User Name then click “log in” to begin. (quick launch #1222).

 

As you proceed through the material, you will be instructed to complete a document analysis by identifying passages that support a position. Please be thorough in selecting your passages and in writing your brief analyses of the passages. Always write in complete sentences. When you reach the end, save your document to submit here.

 

Objectives

  • Activate and build background knowledge about key accomplishments during the reign of Justinian and Theodora in the Byzantine Empire, including defeat of the Nika revolt and revision of the legal code
  • Analyze the relevant primary-source documents and identify arguments with varying points of view
  • Evaluate Byzantine Empress Theodora’s role and accomplishments and compare her to two powerful women in medieval Europe: Eleanor of Aquitaine and Joan of Arc

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History homework help

September 12, 2025/in General Questions /by Besttutor

Purpose Students will demonstrate the ability to: • Analyze historical facts and interpretations • Analyze and compare political, geographic, economic, social, cultural, religious, and intellectual institutions, structures, and processes across a range of historical periods and cultures • Recognize and articulate the diversity of human experience across a range of historical periods and the complexities of a global culture and society • Draw on historical perspective to evaluate contemporary problems/ issues • Analyze the contributions of past cultures/societies to the contemporary world Skills The purpose of this assignment is to help you practice the following skills that are essential for your success in this course, in college, in the field of History, and in your professional life beyond college: • Analyzing and synthesizing primary documents presented in a stage performance • Comparing and contrasting experiences and perspectives • Thinking critically about historical information and the way it is presented Knowledge This assignment will also help you to become familiar with the following important content in this discipline: • The experiences and perspectives of African Americans enduring slavery in the American South • The experiences and perspectives of white slaveowners and non- slaveowners observing slavery in the American South Task Watch the Columbia State Humanities Department’s An Adaptation of Slave Narratives found in Content under American Voices as AV 2. Complete and submit a ten-paragraph written assignment based on this content (and this content alone) addressing each of the three topics below and following the instructions and format for each topic: 1 Compare and contrast the accounts of former slaves appearing in the play: • Select four slave characters from the play and, in one paragraph each, describe what you learned from each account about the worst aspects of being a slave (Paragraphs one, two, three, and four). Hint: Be intentional about each character you choose to write about with the goal of discovering something specific to each account. Avoid selecting a character for either of the first four paragraphs that does not describe some forms of hardship, suffering, or

 

 

deprivation – there are two or three of those in the play, but you’ll need one of them for paragraph five • Select one slave character that does not tell of hardships or suffering because of slavery but, instead, provides a different perspective. Look for a clue in the account that may shed light on this character’s atypical experience and use that clue to explain this character’s story (paragraph five) 2 Compare and contrast the accounts of the white characters that appear in the play: • Select three white characters, slaveowners or non-slaveowners, from the play and, in one paragraph each, describe each character’s attitude toward the slaves and the institution of slavery (Paragraphs six, seven, and eight) 3 Critically examine the production of this historical play and the performances: • Select and write on one actor’s performance – explain what you liked about it, what you didn’t like about it, and how you would have played the played the part differently, to make it more effective, even though you would have been acting from the same script (Paragraph nine) • In a final paragraph describe what impacted you the most about this play – it may have been one character, or one performance, or one visual, or something about the music, or some facet about how it was staged, or anything else that stood out particularly to you (Paragraph ten) Criteria for Success A submission that follows the instructions provided in the Task above will contain ten paragraphs. No introductory or closing paragraph is required. The name of the assignment, Analyze, Synthesize, and Compare and Contrast: Columbia State Adaptation of Slave Narratives, should appear at the top of the submission. This assignment is worth up to 100 points. Each paragraph will be scored by content based on the specific instructions for each – see the rubric for point values. Each paragraph should be concise but complete. Make sure you have addressed the questions as they were asked. Your submission should also be written in complete sentences, be grammatically correct, and contain no spelling errors. Points will be deducted for multiple misspellings, incomplete sentences, and grammatical errors. Direct quotes from a character you choose to write about are permissible but should be brief. Do not include more than one sentence, or partial sentence, in a quote. When you choose to use a direct quote, you should identify the person by name within the paragraph (you do not have to provide endnotes or footnotes). Examples: • Ms. Peters ended her story with a shocking reveal: “But that’s how I came to be.”

 

 

• Despite his prejudice toward the slaves, Young, nevertheless, declared that, in his estimation, “a man that is not willing to have slavery destroyed, is not a Union man.” • “That’s just the way white folks was,” Elizabeth Sparks concluded, “some had hearts, some had gizzards for hearts.”

 

 

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Cuban Missle Crisis

September 12, 2025/in General Questions /by Besttutor

In this SAS Curriculum Pathways Interactivity, you will view four short videos and read and analyze six short primary-source documents to collect information which will allow you to take a position and respond to the focus question: Did Khrushchev keep his promise to defend Cuba?

 

To begin, follow this link to Interactivity 936. If prompted, enter “melody9off” in the Student User Name then click “log in” to begin. (quick launch #936).

 

As you proceed through the material, you will be instructed to complete a document analysis by identifying passages that support a position. Please be thorough in selecting your passages and in writing your brief analyses of the passages. Always write in complete sentences. When you reach the end, save your document to submit here.

 

Objectives

  • Activate and build background knowledge about the Cold War, the Cuban Revolution, and the conflict between Cuba and the United States, culminating in the Cuban Missile Crisis of October 1962
  • Analyze the relevant primary-source documents and identify arguments with varying points of view
  • Evaluate the arguments for and against Khrushchev’s treatment of Castro

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Module 15 qus-ans

September 12, 2025/in General Questions /by Besttutor

The rapid growth of the American economy in the late 19th and early 20th centuries was matched by an equally rapid degradation of the nation’s environment. Beginning in the 1970s, Congress enacted a series of laws to protect the environment. Business leaders protested these laws, arguing government regulation retarded economic growth. In this article from 1993, Paul Hawkin (b. 1946), an environmentalist and entrepreneur, argued that commerce can and must act in harmony with nature to create a sustainable economy and that business owners must acknowledge the social and environment consequences of their business activities.

Utne Reader (Sept/Oct, 1993), 54–61.

Document

I RECENTLY performed a social audit for Ben and Jerry’s Homemade Inc., America’s premier socially responsible company. After poking and prodding around, asking tough questions, trying to provoke debate, and generally making a nuisance of myself, I can attest that their status as the leading social pioneer in commerce is safe for at least another year. They are an outstanding company. Are there flaws? Of course. Welcome to planet Earth. But the people at Ben & Jerry’s are relaxed and unflinching in their willingness to look at, discuss, and deal with problems.

In the meantime, the company continues to put ice cream shops in Harlem, pay outstanding benefits, keep a compensation ratio of seven to one from the top of the organization to the bottom, seek out vendors from disadvantaged groups, and donate generous scoops of their profits to others. And they are about to overtake their historic rival Häagen-Dazs, the ersatz Scandinavian originator of super-premium ice cream, as the market leader in their category. At present rates of growth, Ben & Jerry’s will be a $1 billion company by the end of the century. They are publicly held, nationally recognized, and rapidly growing, in part because Ben wanted to show that a socially responsible company could make it in the normal world of business.

Ben and Jerry’s is just one of a growing vanguard of companies attempting to redefine their social and ethical responsibilities. These companies no longer accept the maxim that the business of business is business. Their premise is simple: Corporations, because they are the dominant institution on the planet, must squarely face the social and environmental problems that afflict humankind. Organizations such as Business for Social Responsibility and the Social Venture Network, corporate “ethics” consultants, magazines such as In Business and Business Ethics, non-profits including the Council on Economic Priorities, investment funds such as Calvert and Covenant, newsletters like Greenmoney, and thousands of unaffiliated companies are drawing up new codes of conduct for corporate life that integrate social, ethical, and environmental principles.

Ben and Jerry’s and the roughly 2,000 other committed companies in the social responsibility movement here and abroad have combined annual sales of approximately $2 billion, or one-hundredth of 1 percent of the $20 trillion sales garnered by the estimated 80 million to 100 million enterprises worldwide. The problems they are trying to address are vast and unremittingly complex: 5.5 billion people are breeding exponentially, and fulfilling their wants and needs is stripping the earth of its biotic capacity to produce life; a climactic burst of consumption by a single species is overwhelming the skies, earth, waters, and fauna.

As the Worldwatch Institute’s Lester Brown patiently explains in his annual survey, State of the World, every living system on earth is in decline. Making matters worse, we are having a once-in-a-billion-year blowout sale of hydrocarbons, which are being combusted into the atmosphere, effectively double glazing the planet within the next 50 years with unknown climatic results. The cornucopia of resources that are being extracted, mined, and harvested is so poorly distributed that 20 percent of the earth’s people are chronically hungry or starving, while the top 20 percent of the population, largely in the north, control and consume 80 percent of the world’s wealth. Since business in its myriad forms is primarily responsible for this “taking,” it is appropriate that a growing number of companies ask the question, How does one honorably conduct business in the latter days of industrialism and the beginning of an ecological age? The ethical dilemma that confronts business begins with the acknowledgment that a commercial system that functions well by its own definitions unavoidably defies the greater and more profound ethic of biology. Specifically, how does business face the prospect that creating a profitable, growing company requires an intolerable abuse of the natural world?

Despite their dedicated good work, if we examine all or any of the businesses that deservedly earn high marks for social and environmental responsibility, we are faced with a sobering irony: If every company on the planet were to adopt the environmental and social practices of the best companies—of, say, the Body Shop, Patagonia, and Ben and Jerry’s—the world would still be moving toward environmental degradation and collapse. In other words, if we analyze environmental effects and create an input-output model of resources and energy, the results do not even approximate a tolerable or sustainable future. If a tiny fraction of the world’s most intelligent companies cannot model a sustainable world, then that tells us that being socially responsible is only one part of an overall solution, and that what we have is not a management problem but a design problem.

At present, there is a contradiction inherent in the premise of a socially responsible corporation: to wit, that a company can make the world better, can grow, and can increase profits by meeting social and environmental needs. It is a have-your-cake-and-eat-it fantasy that cannot come true if the primary cause of environmental degradation is overconsumption. Although proponents of socially responsible business are making an outstanding effort at reforming the tired old ethics of commerce, they are unintentionally creating a new rationale for companies to produce, advertise, expand, grow, capitalize, and use up resources: the rationale that they are doing good. A jet flying across the country, a car rented at an airport, an air-conditioned hotel room, a truck full of goods, a worker commuting to his or her job—all cause the same amount of environmental degradation whether they’re associated with the Body Shop, the Environmental Defense Fund, or R. J. Reynolds.

In order to approximate a sustainable society, we need to describe a system of commerce and production in which each and every act is inherently sustainable and restorative. Because of the way our system of commerce is designed, businesses will not be able to fulfill their social contract with the environment or society until the system in which they operate undergoes a fundamental change, a change that brings commerce and governance into alignment with the natural world from which we receive our life. There must be an integration of economic, biologic, and human systems in order to create a sustainable and interdependent method of commerce that supports and furthers our existence. As hard as we may strive to create sustainability on a company level, we cannot fully succeed until the institutions surrounding commerce are redesigned. Just as every act of production and consumption in an industrial society leads to further environmental degradation, regardless of intention or ethos, we need to imagine—and then design—a system of commerce where the opposite is true, where doing good is like falling off a log, where the natural, everyday acts of work and life accumulate into a better world as a matter of course, not a matter of altruism. A system of sustainable commerce would involve these objectives:

1. 1. It would reduce absolute consumption of energy and natural resources among developed nations by 80 percent within 40 to 60 years.

2. 2. It would provide secure, stable, and meaningful employment for people everywhere.

3. 3. It would be self-actuating as opposed to regulated, controlled, mandated, or moralistic.

4. 4. It would honor human nature and market principles.

5. 5. It would be perceived as more desirable than our present way of life.

6. 6. It would exceed sustainability by restoring degraded habitats and ecosystems to their fullest biological capacity.

7. 7. It would rely on current solar income.

8. 8. It should be fun and engaging, and strive for an aesthetic outcome.

Business must yield to the longings of the human spirit. The most important contribution of the socially responsible business movement has little to do with recycling, nuts from the rainforest, or employing the homeless. Their gift to us is that they are leading by trying to do something, to risk, take a chance, make a change—any change. They are not waiting for “the solution,” but are acting without guarantees of success or proof of purchase. This is what all of us must do. Being visionary has always been given a bad rap by commerce. But without a positive vision for humankind we can have no meaning, no work, and no purpose.

 

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