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Due in 24 hours -> Week 5 (Kim Woods Only) So Urgent

Due in 24 hours -> Week 5 (Kim Woods Only) So Urgent

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Due in 24 hours -> Week 5 (Kim Woods Only) So Urgent Read all pages carefully, selected topic, intro & must be follow format according to Sample Paper (3-3 Para each Article)
Must be 100% Original

I hv already attached PDF file of 3 Article, u must be use this articles

Week 5 Bibliography (Due in 24 hours) Urgent/..Wk 5 DQ 2 (Required Assignment).docx

Plz read (I hv wrote after question) Important Tips and also sample paper attached.

Must be use attached Three Article

I hv attached 3 Articles & include each Article have three paragraph summary, Analysis and application to the study.

Selected topic: Sustainable supply chain management in Rosewood trade Annotated Bibliography must be do on related this topic & Apply)

The three annotated bibliography on supply chain management, leader exchange theory etc (Check Intro last Page)

Must be 100% Original Work

(Must see sample paper)

Sample Annotated Bibliography attached so must be follow & minimum 3 pages required & three (3) peer-reviewed sources (no older than 5 years).

(4 Pages required )Must be include Abstract like in sample

Course: DDBA – Doctoral Study Mentoring

Selected topic: Sustainable supply chain management in Rosewood trade

Discussion 2: Annotated Bibliography

In each week of this course, you will research and select three (3) peer-reviewed (no older than 5 years),, scholarly sources to develop an annotated bibliography that you can use in your Doctoral Study. You will need to take the three sources and synthesize the references into a single narrative annotated bibliography that compares/contrasts or supports your study. For example, you may develop three references that will fit into the Nature of the Study (or any other component) and then the synthesized version will help you in developing your Prospectus/Proposal. Please see this week’s Learning Resources for the Sample Annotated Bibliography Template, which you should use to complete your annotated bibliography.

By Day 3

Post your synthesized annotated bibliography narrative that includes an explanation of how these references relate to one or more components of your Doctoral Study and incorporates specific references to the Doctoral Study Rubric.

Important tips: Include each Article annotated bibliography have three paragraph summary, Analysis and applies to the study

This first paragraph of the annotation summarizes the source. It outlines the main findings and primary methods of the study.

This second paragraph of the annotation analyzes the source. It explains the benefits of the source but also the limitations.

This third paragraph of the annotation applies the source. It explains how the source’s ideas, research, and information can be applied to other contexts.

In general, annotated bibliographies should avoid referring to the first or second person (I, me, my, we, our, you, and us). Instead, students should aim to be objective and remove themselves from annotations. However, there may be some exceptions to this guideline. Check with your instructor if you are unsure about whether he/she will allow you to use “I” in your annotated bibliography.

Must be use Below Three Article for Annotated Bibliography & related intro & topic

Pananond, P., Gereffi, G., & Pedersen, T. (2020). An integrative typology of global strategy and global value chains: The management and organization of cross‐border activities. Global Strategy Journal, 10(3), 421–443. https://doi.org/10.1002/gsj.1388

Gereffi, G. (2019). Global value chains and international development policy: Bringing firms, networks and policy-engaged scholarship back in. Journal of International Business Policy, 2(3), 195–210. https://doi.org/10.1057/s42214-019-00028-7

Lee, J., & Gereffi, G. (2015). Global value chains, rising power firms and economic and social upgrading. Critical Perspectives on International Business, 11(3/4), 319–339. https://doi.org/10.1108/cpoib-03-2014-0018

Intro

Understanding a supply chain (SC) leader’s role from a collaborative capability management perspective offers insights into strategically managing exchange relationships during disruptions. This study illustrates the importance of leadership responsibility in managing overall resilience capabilities among SC network members. Using insights drawn from leadership theory, SC leader-member exchange (LMX) is operationalised to measure levels in exchange relationships. Furthermore, an integrative probabilistic-reliability management approach is applied to explore the impact of SCLMX on SC network resilience performance. The findings reveal (i) the significant role a buyer’s leadership can play in improving SC capabilities; (ii) the asymmetric roles of different capabilities in resilience improvement; and (iii) the need to further investigate the relationship between SC capabilities and resilience based on disruption phases. This study presents a novel and useful theoretical model for investigating the role and value of SC leadership in complex SC network collaboration.

Week 5 Bibliography (Due in 24 hours) Urgent/.Sample_Annotated_Bibliography.doc

PAGE

1

Sample Annotated Bibliography

Student Name Here

Walden University

Sample Annotated Bibliography

Autism
research continues to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children who struggle with autism. Children have benefited from therapy sessions that provide ongoing activities to aid autistic children’s ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and thus mental health of children with autism.

Annotated Bibliography

Kenny
, M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.), Play therapy in middle childhood (pp. 103–147). Washington, DC: American Psychological Association.

In this chapter, Kenny, Dinehart, and Winick provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny et al. described the rationale and theory behind the use of child-centered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions
.

CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy
.

Kenny et al.’s explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in successfully implementing the treatment. However, more information is needed to determine if this program would be suitable as part of a K–12 school program focused on the needs of children with ASD
.

Stagmitti, K. (2016). Play therapy for school-age children with high-functioning autism. In A.A. Drewes and C. E. Schaefer (Eds.), Play therapy in middle cildhood (pp. 237–255). Washington, DC: American Psychological Association.

Stagmitti discussed how the Learn to Play program fosters the social and personal development of children who have high functioning autism. The program is designed as a series of play sessions carried out over time, each session aiming to help children with high functioning autism learn to engage in complex play activities with their therapist and on their own. The program is beneficial for children who are 1- to 8-years old if they are already communicating with others both nonverbally and verbally. Through this program, the therapist works with autistic children by initiating play activities, helping children direct their attention to the activity, eventually helping them begin to initiate play on their own by moving past the play narrative created by the therapist and adding new, logical steps in the play scenario themselves. The underlying rationale for the program is that there is a link between the ability of children with autism to create imaginary play scenarios that are increasingly more complex and the development of emotional well-being and social skills in these children. Study results from the program have shown that the program is successful: Children have developed personal and social skills of several increment levels in a short time. While Stagmitti provided evidence that the Learn to Play program was successful, she also acknowledged that more research was needed to fully understand the long-term benefits of the program.

Stagmitti offered an insightful overview of the program; however, her discussion was focused on children identified as having high-functioning autism, and, therefore, it is not clear if and how this program works for those not identified as high-functioning. Additionally, Stagmitti noted that the program is already initiated in some schools but did not provide discussion on whether there were differences or similarities in the success of this program in that setting.

Although Stagmitti’s overview of the Learn to Play program was helpful for understanding the possibility for this program to be a supplementary addition in the K–12 school system, more research is needed to understand exactly how the program might be implemented, the benefits of implementation, and the drawbacks. Without this additional information, it would be difficult for a researcher to use Stigmitti’s research as a basis for changes in other programs. However, it does provide useful context and ideas that researchers can use to develop additional research programs.

Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy–Therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. doi:10.1037/14776-014

Wimpory and Nash provided a case study for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with ASD. The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the patient developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that children initiated spontaneously pretend play during these later sessions. After the introduction of music, the patient began to develop appropriate language skills.

Since the publication date for this case study is 1999, the results are dated. Although this technique is useful, emerging research in the field has undoubtedly changed in the time since the article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. This focus also means that other researchers beyond these fields may not find the researcher’s findings applicable.

This research is useful to those looking for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this technique and outlined its initial development. Thus, this case study can be useful in further trials when paired with more recent research.

�The format of an annotated bibliography can change depending on the assignment and instructor preference, but the typical format for an annotated bibliography in academic writing is a list of reference entries with each entry followed by an annotation (hence the name, “annotated bibliography”).

However, APA does not have specific rules or guidelines for annotated bibliographies, so be sure to ask your instructor for any course-specific requirements that may vary from the general format.

�An introduction is a helpful addition to your annotated bibliography to tell your reader (a) your topic and focus for your research and (b) the general context of your topic.

Although your assignment instructions may not explicitly ask for an introduction, your instructor might expect you to include one. If you are not sure, be sure to ask your instructor.

�Use a Level 1 heading titled “Annotated Bibliography” or any other wording your instructor has given you to indicate to your reader that the annotations will go next and separate this section from the introduction paragraph above.

�Format your reference entries per APA, as well as follow APA style when writing your paragraphs. However, as mentioned above, this is the extent of the formatting requirements APA has for annotated bibliographies.

The content of the paragraphs and how many paragraphs you include in each annotation follows academic writing conventions, your assignment guidelines, and your instructor preferences.

�This first paragraph of the annotation summarizes the source. It outlines the main findings and primary methods of the study.

�This second paragraph of the annotation analyzes the source. It explains the benefits of the source but also the limitations.

�This third paragraph of the annotation applies the source. It explains how the source’s ideas, research, and information can be applied to other contexts.

In general, annotated bibliographies should avoid referring to the first or second person (I, me, my, we, our, you, and us). Instead, students should aim to be objective and remove themselves from annotations. However, there may be some exceptions to this guideline. Check with your instructor if you are unsure about whether he/she will allow you to use “I” in your annotated bibliography.

Week 5 Bibliography (Due in 24 hours) Urgent/WEEK 5-1.pdf

See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/342103946

An Integrative Typology of Global Strategy and Global Value Chains: The

Management and Organization of Cross‐Border Activities

Article  in  Global Strategy Journal · August 2020

DOI: 10.1002/gsj.1388

CITATIONS

13
READS

891

3 authors:

Some of the authors of this publication are also working on these related projects:

Maritime Technologies Global Value Chains View project

Protectionism, the US economy and value chains View project

Pavida Pananond

Thammasat Business School

24 PUBLICATIONS   362 CITATIONS   

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Gary Gereffi

Duke University

327 PUBLICATIONS   26,974 CITATIONS   

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Torben Pedersen

Università commerciale Luigi Bocconi

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S P E C I A L I S S U E A R T I C L E

An integrative typology of global strategy and
global value chains: The management and
organization of cross-border activities

Pavida Pananond1 | Gary Gereffi2 | Torben Pedersen3

1Department of International Business, Logistics and Transport, Thammasat Business School, Thammasat University,
Bangkok, Thailand
2Department of Sociology & Center on Global Value Chains, Duke University, Durham, North Carolina
3Department of Management & Technology, Bocconi University, Milan, Italy

Correspondence
Torben Pedersen, Department of
Management & Technology, Bocconi
University, Milan, Italy.
Email: torben.pedersen@unibocconi.it

Abstract
Research summary: We contend that a synthesis

between the literatures on global strategy and global

value chains (GVCs) is mutually beneficial. A typology

of four themes—managed cross-border activities, net-
work optimization, bottom-up upgrading, and strategic

coevolution—illustrates the underlying concepts and
mechanisms that these two approaches share in com-

mon. Our integrative typology provides an analytical

framework to understand the interplay between the

statics of GVC governance and the dynamics of firm

strategy. Firm-level actions are a key factor in effective

GVC-level policy making, and our framework provides

a roadmap to analyze how major disruptions, such as

digitalization and pandemics, affect the symbiotic rela-

tionships between GVCs and firm strategy.
Managerial summary: While the global strategy liter-

ature has underplayed the interdependence among

firms and other actors in global value chains (GVCs)

and highlighted the scope for firm agency, the GVC lit-

erature limits the attention to firm strategies per se but

puts more emphasis on the governance structure of

Introductory Editorial to Global Strategy Journal Special Issue: “Global Value Chains, Governance, and Globalization
Strategy”.

Received: 9 June 2020 Accepted: 9 June 2020

DOI: 10.1002/gsj.1388

Global Strategy Journal. 2020;10:421–443. wileyonlinelibrary.com/journal/gsj © 2020 Strategic Management Society 421

global industries. In their strategic decision making,

managers must take into consideration how firms are

positioned along the value chain in terms of four

themes: managed cross-border activities; network opti-

mization; bottom-up upgrading; and strategic coevolu-

tion. Integrating the GVC view adds a further impetus

to global strategy beyond the analysis of intra-firm

determinants. Conversely, integrating global strategy

into GVC analysis entails a more dynamic view on

behaviors of different actors in the value chain. Under-

standing these interactions enable managers and policy

makers to better incorporate how changes and disrup-

tions affect firm strategies within the governance

of GVCs.

K E Y W O R D S

global value chains, cross-border activities, network optimization,

bottom-up upgrading, strategic coevolution

1 | INTRODUCTION

The global economic slowdown following the 2008–2009 crisis and shifting political sentiments
toward economic nationalism in Europe and the United States have sent shock waves through
the global economic system. The 2020 global outbreak of COVID-19 adds further to these grow-
ing uncertainties around the world. As globalization is increasingly challenged and tested
through crises and pandemics, there is an urgent call for ways to make the integration of global
activities more resilient and sustainable. Globalization can no longer be perceived as a process
of coordinated disaggregation of economic activities whose benefits are unevenly distributed
across geographical space, but a more strategic coexistence of value-adding activities whose
resilience depends on mutual interests of various stakeholders across the value chain and across
countries. This phenomenon underlines the need in academia to broaden how different streams
of literature view the changes and challenges in globalization.

We contend that a synthesis between the literatures on global strategy and global value
chains (GVCs) will be mutually beneficial. While the global strategy literature has underplayed
the interdependence among firms and other actors in the GVC and highlighted the scope for
firm agency, the literature on GVCs has left limited discretion to firms’ choice of strategy while
putting more emphasis on the governance str

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