# Corporate Culture- To what degree is the culture conducive to risk identification and reduction

Assessment 2 Instructions: Product Pricing Recommendation

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Create a 9-slide presentation in which you analyze cost accounting practices to make a recommendation about whether or not to accept a purchase offer at a lower price than normal. You may either record the presentation or write a 2-3 page supporting report.

Scenario

The Acme Pickle Company has distributed pickles under the “Florida’s Best” brand for eight years from its production facility in Jacksonville, Florida. It sells the pickles to stores in the southeastern United States. Acme normally produces between 8,000 and 10,000 cases of pickles a month but has the capacity to produce 12,000 cases without adding equipment or personnel.

The owner of a twenty-store supermarket chain in Wisconsin, called Super Deals, visits friends in Florida and is impressed with the quality of “Florida’s Best” pickles. He approaches you, an Acme Pickle account manager, with an offer to buy 2,000 cases of pickles to use in a special promotion at his stores. He is thinking of something such as:

“Free jar of Florida’s Best pickles with every purchase of forty dollars or more—this month only!”

He offers Acme a price of \$9.50 per case, knowing that it is a very substantial discount from the normal selling price of \$20 a case. Acme’s management is inclined to turn the offer down, because their cost is calculated at \$10.00 a case. They believe they would lose money if they sold at \$9.50 a case. You, on the other hand, believe that some errors have been made in the cost accounting.

You are the account manager for Acme Pickles.

Requirements

Your analysis for the Controller and Sales Manager is needed to suggest a different way of calculating the pricing of the pickles that may be lower. As part of your analysis, address the following items:

Explain why some production costs are variable and some are fixed.

Analyze the benefit of recalculating the cost of pickle production.

How would you recalculate it?

What would the result be?

What is the benefit to the company of recalculating the cost?

Analyze how financial accounting of production cost differs from managerial accounting of production cost.

Explain the difference between the two accounting methods.

Identify the benefits and drawbacks of each method.

Recommend a plan of action to management regarding Super Deals’ offer.

Below is the cost report for a recent month. In this month, Acme produced 9,000 cases and sold them at \$20 per case, which is Acme’s normal selling price. Nine thousand cases are well beyond Acme’s break-even point, enabling Acme to record a substantial profit at the nine-thousand-case level.

Acme Pickle Company Cost Report

Item

Cost

Cucumbers

\$15,000

Spices and vinegar

11,000

Jars and lids

10,000

Direct labor, paid by the case

30,000

Line supervisors, on salary

10,000

Depreciation on factory

10,000

Property taxes on factory

3,000

Insurance on factory

1,000

Total Costs:

\$90,000

Cost per case (9,000 cases produced) \$10.00

Deliverable Format

Your team lead wants to share this analysis across remote locations of the organization and is hoping you will set the standard for how analyses and decisions of this type should be presented and supported. Your team has requested either a recorded presentation (including slides and notes) or a presentation and supporting reporting that can be distributed as a model. Prepare a presentation of at least 9 slides using PowerPoint or software of your choice detailing your recommendation and the information you used to make your recommendation. You can either record the presentation or prepare a separate report supporting the presentation.

If you choose to record your presentation, you may use Capella-supported Kaltura Media or another technology of your choice that produces a shareable URL. Kaltura is recording software that can be used to create webcam, screen, and audio recordings. Refer to the MBA Program Resources for the Using Kaltura tutorial to prepare for this option. If you choose to use something other than Kaltura Media, ensure that it creates a shareable URL and can be embedded in the courseroom to ensure faculty can access your recording.

Note: If you require the use of assistive technology or alternative communication methods to participate in these activities, please contact DisabilityServices@Capella.edu to request accommodations.

Recommendation requirements:

Presentation slides:

Create at least 9 slides detailing your recommendation and the information you used to make your recommendation.

Include additional details as slide notes.

Supporting information. Choose one of the following options:

Create a 2–3 page report to support your slides.

Related company standards:

The recommendation report is a professional document and should therefore follow the corresponding MBA Academic and Professional Document Guidelines, including single-spaced paragraphs.

In addition to the presentation or report materials, include:

Title (slide or page).

References (slide or page).

Appendix with supporting materials.

At least two APA-formatted references.

Evaluation

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies through corresponding scoring guide criteria:

Competency 1: Explain how accounting concepts and practices impact financial reporting.

Explain why some production costs are variable and some are fixed.

Competency 2: Apply principles of accounting to assess financial performance.

Analyze how financial accounting of production cost differs from managerial accounting of production cost.

Competency 3: Analyze accounting information to support business decisions.

Analyze the benefit of recalculating the cost of pickle production.

Recommend a plan of action to management.

Competency 4: Communicate financial information with multiple stakeholders.

Communicate accounting information clearly.

Faculty will use the scoring guide to review your deliverable as if they were the Controller or Sales Manager. Along with reviewing the content, they will also review the way you present this content. Review the scoring guide prior to developing and submitting your assessment.

ePortfolio

This portfolio work project demonstrates your competency in applying knowledge and skills required of an MBA learner in the workplace. Include this in your personal ePortfolio.

Note: Faculty may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.
Management wants to study Terminal 3 at a hub airport with an eventual eye toward improvement. The first step is to model it as it is during the 8 hours through the busiest part of a typical weekday. We’ll model the check-in and security operations only, that is, once passengers get through security they’re on their way to their gate and out of our model. Passengers arrive one at a time through the front door with interarrival times distributed exponentially with mean 0.5 minute (all times are in minutes unless otherwise noted). Of these passengers, 35% go left to an old-fashioned manual check-in counter, 50% go right to a newfangled automated check-in kiosk, and the remaining 15% checked in online and proceed directly from the front door to security. It takes the online check-in customers between 3 and 5 minutes, uniformly distributed, to make the walk from the front door to the entrance of the security area; the other two passenger types take between 1 and 2 minutes (uniformly distributed) from their arrival to the counter or kiosk.

There are two agents at the manual check-in station, fed by a single FIFO queue; manual check-in times follow a triangular distribution between 1 and 5 minutes with a mode of 2 minutes. After manual check-in, passengers walk to the security area, a stroll that takes them between 2.0 and 5.8 minutes, uniformly distributed. The automated check-in has two stations (a station consists of a touch-screen kiosk and an employee to take checked bags; view a kiosk-employee pair as a single unified unit, that is, the kiosk and its employee cannot be separated), fed by a single FIFO queue, and check-in times are triangularly distributed between 0.5 and 1.5 with a mode of 1. After automated check-in, passengers walk to the security area, taking between 1 and 3 minutes, uniformly distributed, to get there (automated check-in passengers are just quicker than manual check-in passengers at everything).

All passengers eventually get to the security area, where there are six stations fed by a single FIFO queue; security-check times are triangularly distributed between 2 and 7 with a mode of 3 (this distribution captures all the possibilities there, like x-ray of carry-ons, walking through the metal detector, bag search, body wanding, shoes off, laptop checking, etc.). Once through the security check (everybody passes, though it takes some longer than others to do so), passengers head to their gates and are no longer in our model.

Simulate this system for 50 replications of the 8-hour period and look at the average queue lengths, average times in queue, resource utilizations, and average total time in system of passengers (for all passenger types combined). This is your baseline of the existing system (row 1 of the table on the next page).

Next, set up an experiment that looks at the following resource options:

Scenario

Counters

Kiosks

Security

Baseline

2

2

6

Counter +1

3

2

6

Counter +2

4

2

6

Kiosk +1

2

3

6

Kiosk +1 and Counter +1

3

3

6

Kiosk +1 and Counter +2

4

3

6

Kiosk +2

2

4

6

Kiosk +2 and Counter +1

3

4

6

Kiosk +2 and Counter +2

4

4

6

Security +1

2

2

7

Security +1 and Counter +1

3

2

7

Security +1 and Counter +2

4

2

7

Security +1 and Kiosk +1

2

3

7

Security +1 and Kiosk +1 and Counter +1

3

3

7

Security +1 and Kiosk +1 and Counter +2

4

3

7

Security +1 and Kiosk +2

2

4

7

Security +1 and Kiosk +2 and Counter +1

3

4

7

Security +1 and Kiosk +2 and Counter +2

4

4

7

Security +2

2

2

8

Security +2 and Counter +1

3

2

8

Security +2 and Counter +2

4

2

8

Security +2 and Kiosk +1

2

3

8

Security +2 and Kiosk +1 and Counter +1

3

3

8

Security +2 and Kiosk +1 and Counter +2

4

3

8

Security +2 and Kiosk +2

2

4

8

Security +2 and Kiosk +2 and Counter +1

3

4

8

Security +2 and Kiosk +2 and Counter +2

4

4

8

Based on the results of your simulation experiment, what do you recommend? Your recommendation can include resourcing decisions, a plan to alter the percentage of customers using online check-in or automated kiosks (since those are cheaper and more efficient!), or some combination. Keep in mind that to check the alternative of altering customers using the more efficient online and kiosk options, you’ll have to work that into an experiment as well (like I provided for the resourcing options…although you don’t have to get as crazy as I did, a few options will suffice).

Compile your RELEVANT results into easy-to-read tables and/or graphs that translate your output into a visual story that supports your recommendation, along with a brief summary of your thinking and recommendation. Keep it pithy!

Deliverables:

Summary report in Word (see above)

Simio model file
EDUC 639

Social Media Reflection Paper Assignment Instructions

You will identify four or more Educational Technology professionals who are influencing the field in creative and positive ways through the use of leading social platforms. You will thoroughly validate your section of field influencers, providing evidence on all key factors: reputation, knowledge and expertise, regularity, relevance, quality, and originality of posts. You will identify important benefits and common pitfalls for using social media tools in professional practice, and these are supported by the literature. The paper will be 2-4 pages in addition to the title and reference pages and be supported by at least 3 scholarly sources in addition to the textbooks. Sources should be within 5 years. The paper must be submitted as a Word document in current APA format.
EDUC 639

Social Media Reflection Paper Rubric

Criteria

Levels of Achievement

Content

Proficient

Developing

Not Present

11 to 12 points

The candidate identifies four or more Educational Technology professionals who are influencing the field in creative and positive ways through the use of leading social platforms.

10 points

The candidate identifies four Educational Technology professionals who are influencing the field through the use of leading social platforms.

1 to 9 points

The candidate identifies fewer than four Educational Technology professionals who are influencing the field, and/or the influence is somewhat marginal.

0 points

Not present

Impact Synthesis

11 to 12 points

The candidate thoroughly validates his or her section of field influencers, providing evidence on all key factors: reputation, knowledge and expertise, regularity, relevance, quality, and originality of posts.

10 points

The candidate validates his or her section of field influencers, providing evidence for most key factors: reputation, knowledge and expertise, regularity, relevance, quality, and originality of posts.

1 to 9 points

The candidate somewhat validates his or her section of field influencers and/or is missing evidence on a number of key factors.

0 points

Not present

Social Media

Pitfalls and Benefits

11 points

The candidate identifies important benefits and common pitfalls for using social media tools in professional practice, and these are supported by the literature.

9 to 10 points

The candidate identifies benefits and pitfalls for using social media tools in professional practice, and these are largely supported by the literature.

1 to 8 points

The candidate identifies benefits and pitfalls for using social media tools in professional practice, but these are only somewhat supported by the literature.

0 points

Not present

Structure

Proficient

Developing

Not Present

Mechanics

5 points

The candidates’ presentation is professional and relatively free from APA, grammar, and spelling errors. Universal design principle is applied.

4 points

The candidates’ presentation has some APA, grammar, and spelling errors. Errors do not detract from the communication. Universal design principles are employed, but not consistently.

1 to 3 points

The candidates’ lack professionalism and has frequent APA, grammar, and spelling errors. Errors substantially detract from the communication. Universal design principles are ignored.

0 points

Not present

References

5 points

The candidate uses the appropriate number of references to support their assertions. Citations and references are in correct APA format, and citations match in the body and in the reference section and vice versa. References are provided via a document presentation format.

4 points

The candidate uses references; however, they are not sufficient to support assertions. Citations and references have a few APA formatting errors, and a few citations in the body do not match those in the reference section and vice versa. References are provided via a document presentation format.

1 to 3 point

The candidate uses references. However, they are not sufficient to support assertions. Citations and references have frequent APA formatting errors, and many references that appear in the body are not cited in the reference section and vice versa. References are provided via a document presentation format.

0 points

Not Present

APA

Format

5 points

The candidate submits assignment as specified (i.e. location, items, format).

4 points

The candidate submits assignment mostly as specified.

1 to 3 points

The candidate submits assignment somewhat as specified.

0 points

Not present
3

1

Paper: Social Media Reflection

Author

School of Education, Liberty University,

EDUC 639: Trends and Issues in Educational Technology

Dr. Daniel Baer

Month x, 20__

Paper: Social Media Reflection

The candidate identifies four or more Educational Technology professionals who are influencing the field in creative and positive ways through the use of leading social platforms. The candidate thoroughly validates his or her section of field influencers, providing evidence on all key factors: reputation, knowledge and expertise, regularity, relevance, quality, and originality of posts. The candidate identifies important benefits and common pitfalls for using social media tools in professional practice, and these are supported by the literature. The paper will be 2-4 pages in addition to the title and reference pages and be supported by at least 3 scholarly sources in addition to the textbooks. The paper must be submitted as a Word document in APA format.

Begin with an introduction provides an overview and thesis of the paper. Any directions, like these sentences, should be deleted after you read them.

First Point

The paper should be organized into outlined points with appropriate headings.

Second Point

The paper should be organized into outlined points with appropriate headings.

Third Point

The paper should be organized into outlined points with appropriate headings. The number of points here is for display purposes. The number of points in your paper may vary. Your paper may also have subpoints as needed.

Conclusion

The paper should end with a conclusion.

References

Insert all references in APA format here.
FOUNDATIONS IN SOCIOLOGY: THE SOCIAL CONSTRUCTION OF EVERYDAY LIFE

SOCIOLOGY 112.3 (W02)

FINAL EXAMINATION

DR. LESLIE EHRLICH

DUE Friday August 20, 2021

It is comprised of six questions and you are required to answer three of the six questions listed. Please read each question carefully and answer those three questions you feel most capable of answering. Your responses should be formulated to demonstrate your understanding and comprehension of sociology, as introduced to you in the content covered in this course. Ensure that you respond to all components of each of the questions you select to complete. Each question is worth equal value, 10%.

Answers should be at least three paragraphs in length. In this case, a paragraph would be ten to twelve sentences long. Write your answers in your own words. Do not copy and paste paragraphs and sentences from the course materials.

You may write your answers on this document. If you submit your answers on a separate document, clearly indicate which questions you are responding to.

The following questions were developed by Dr. Susan Robertson, who taught this course previously.

Explain why sociologists agree that the ‘social is real, but not natural’. In your response: (a) identify the source of the social and describe its evolutionary climate; and (b) comment on what sociologists look for in the individual and collective stories that we tell at different levels of social reality (micro, meso and macro) to further their understanding of the social.

Define and discuss the concept of social control. In your discussion highlight how forms of governance, penal control, discipline and risk management operate as means of social control in contemporary society. Illustrate with examples.

Describe what a common moral framework of individualism involves and discuss how and why its rise to dominance within modern democratic societies is a contemporary social problem.

Elaborate the meaning of ‘social identity’ and explain why the sociological analysis of social identity is characterized by complexity.

Discuss why ‘body matters’ have become an increasingly important issue for the sociological study of society. What do classical and contemporary sociological perspectives have to offer us in the study of bodies within society?

Use the understanding of the sociological perspective that you have developed in this course to comment on the kinds of social changes you anticipate to result from our collective experience of the current pandemic. (In developing your response to this question, remember that your primary objective is to demonstrate how you can draw on and use your understanding of sociology –not personal opinion or conviction—to advance informed insights about the future potential and challenges for individuals and society).

THE END

1
Space Elevator Dissertation

1.0 Introduction

1.1 Background Information

Space elevators much like other novel concepts; have featured extensively in fictional films, but interestingly, only a few people are conversant with the concept. In its most basic description, a space elevator is a cable whose one end is attached to Earth, and the other end extends to about 90,000 kilometres (km) into space [1]. Primarily, a space elevator is an enormous infrastructure designed to leverage Earth’s rotation in raising payloads from Earth’s surface towards space and other destinations within the solar system. For years, rockets have been the primal way for travel into space for people and payloads, and it stands out as the only means through which humans can access the outer expanses of the solar system today. That said, the use of rockets presents numerous challenges, among them the huge costs of powering the rockets and the expensive infrastructure needed to launch them, in addition to the relatively low returns in terms of payload capacity. Moreover, there are numerous safety risks presented by the use of rockets, whereby, for every launch, there is a 30 per cent probability of blowing up depending on the type of launcher employed and its reliability [2]. Considering that there is an increased interest in more space travel for exploration, adventure and economic reasons, there is thus a need for a reliable and low-cost way of accessing space.

A space elevator stands out as the most daring and extensively challenging proposals in pursuit of that low-cost and reliable means of accessing space and stands out as one that will have the highest impact and offer the most benefits if actualised. Primarily, a space elevator would be used to deliver payloads such as satellites into space. By ignoring the initial development and construction cost, the infrastructure would benefit from dramatically reducing the recurring costs associated with space activities such as launching satellites [3]. Moreover, from an economic standpoint, a space elevator promises the potential for alternate applications and activities, including space tourism, while the reduction in the price of undertaking space missions would offer more people and countries opportunities to obtain an income from infrastructure such as satellites, and space applications [1]. In that regard, there has been a growing body of research aimed at determining how such a project can be actualised. In the same light, the current research will focus on entrenching a contemporary perspective on the current state of the art regarding the underpinning science and technology, financial viability and safety issues associated with a space elevator from a managerial perspective.

1.2 Definitions of Terms

1.2.1 Space Elevator

The idea of a space elevator was drawn up by Constantin Tsiolkovsky – a Russian rocket scientist, in 1895. From the ideas of Constantin, the concept became a mainstay of science fiction books and films in the 1970s and only garnered attention from academic scholars as a valid scientific and engineering concept in the 1980s [4]. That said, in recent times, the project has gained growing attention within scientific and engineering circles, and it is now perceived as a project that is viable, and one that could be accomplished within the 21st century. In that light, one of the most recent developments in the concept of space elevators is the work of Edwards and Westling, who developed an engineering template for a space elevator, which involved a ribbon with a width of 1 metre and mere molecules thick, stretching from Earth’s surface to beyond the geosynchronous altitude [4]. As a conceptual design, the concept’s main benefit is that it would make it possible for lifters to go through great distances in a way that mimics how railroads traverse continents. Figure 1 below displays the conceptual design of a space elevator as envisioned by Edwards and Westling.

Figure 1: The Concept of a Space Elevator [4]

Crucially, the contemporary understanding of a space elevator is a geostationary connection built from Earth’s surface to the orbit at an altitude of about 36,000 km. Its centre of mass will need to have an orbit of 24 hours and will have to stay within its geostationary position above the equator while at the same time rotating around the axis of the Earth. Having such an infrastructure aims to move people and cargo from the surface of Earth into space, acting as a transportation service [1]. One of the plausible orbits near Earth that could be utilised is similar to that of a satellite 36,000 km away into space. If the satellite were to be launched at its height above the equator, it would orbit Earth every 24 hours [1]. A rotation time of 24 hours would coincide with the rotation of the Earth around its axis. As such, the satellite would remain fixed at a specific point in the skies, considering that the period of rotation of the satellite around Earth is similar to that of the rotation of Earth on its axis. Lowering cables from the satellite to Earth’s surface would result in a system that could be thought of as a cable car. Figure 2 below presents the basic concept of a space elevator.

Figure 2: Basic Concept of a Space Elevator [1]

1.3 Rationale of the Study

The concept of a space elevator is informed by the quest to establish more sustainable way of travelling form Earth to space. The main appeal for that is to lower the recurring cost associated with space travel, including in launching satellites. That is in addition to making it possible to commence alternate applications and activities in space, including space tourism. Moreover, the reduction in the price of undertaking space missions would offer more people and countries opportunities to obtain an income from infrastructure such as satellites, and space applications [2]. The idea of a space elevator has been around for a while, where the idea of creating a structure from Earth’s surface to reach the outer realms of the world dates back to some of the earliest manuscripts [3]. For instance, the Bible in the Book of Genesis details the story of Babel, which was a city whose residents decided to build a tower whose top would reach the skies, and that brought about what is now commonly referred to as the Tower of Babel.

That said, in recent times it was Konstantin Tsiolkovsky in 1895, who following inspiration from the Eifel Tower in Paris, came up with the concept of a tower whose top extended to space. He envisioned a celestial castle situated at the end of a cable shaped in the form of a spindle, with the castle orbiting Earth within a geosynchronous orbit. Since the objects would attain orbital velocity as they moved up the cable, once they were released at the top of the tower, they would possess the orbital velocity that they would need to persist in a geosynchronous orbit [3]. According to Konstantin, the tower would be used to launch objects to space and since the objects would attain orbital velocity as they moved up the cable, once they were released at the top of the tower, they would possess the orbital velocity that they would need to persist in a geosynchronous orbit [3]. Unfortunately, at the time, Konstantin’s idea was deemed unrealistic considering that there was no material at the time that had adequate compressive strength to support its weight under the conditions within which it would have to operate. That said, over the past few decades, there has been a growing interest into the space elevator concept, where for instance, Yuri N. Artsutanov in 1959 came up with a more feasible concept. His elevator would feature a space tower that would utilise a geosynchronous satellite as the base from which the tower would be constructed [3].

Following on Yuri’s concept, there has been further ideations of a space elevator where for instance, an American scientist – Jerome Pearson, came up with a design that integrated profile with a tapered cross-sectional area, which would be a better approach for the design of the elevator. His design featured a proposal for incorporating a counterweight that would gradually stretch out up to 14,400 km [5]. The pursuit of feasible ideas of space elevators has been informed by current high costs involved in moving people and payloads from Earth into space, which is proving unsustainable. The multiple ideations of space elevators have meant that there is currently no common strategy for developing the concept. Furthermore, developments of new technologies have made it possible to make new materials such as carbon nanotubes, which would make the space elevator project feasible [1], [4], [6]. Moreover, owing to the rapidly changing variables as new studies are undertaken, there is currently a lack of a concrete cost estimate on the cost implication of such a project and the benefits [1]. As such, this study intends to present the viability of a space elevator in offering space travel in the near future using the perspective of the current state of the research in terms of underpinning science and technology, financial viability and safety issues associated with a space elevator.

1.4 Research Objectives

While the theoretical objective of the study is to offer an integrated comprehension of the space elevator in terms of both the underpinning science and technology, the practical role of the study is hinged on offering a managerial perspective on the viability of such a megaproject by considering the financial and safety factors. The relevance of such an undertaking is that the current research on the concept has remained largely fragmented and lacking in the kind of cohesion that would entrench an understanding of whether it is a viable megaproject, and if yes, what needs to be done to ensure it is realised. Chiefly, the study will consider some of the more recent concept including modern elevator concept, and the climbing concept, where once the elevator cable is in place, the elevator vehicles would be designed in such a way that they can effectively carry payloads up the elevator [7]. For the propulsion, such vehicles would need a sustainable source of energy, and following an analysis of the possible modes, laser technology emerged as the most suitable alternative. Crucially, there is a growing consensus on the viability of a space elevator as a suitable solution for addressing the challenges associated with space travel [8]. Based on the understanding of the need to entrench an in-depth understanding of the existing body of knowledge relating to the space elevator, in addition to offering a clear managerial perspective on the viability of such a megaproject, the study’s objectives are broken down into the following main and sub-research questions:

What is the current state of the research in terms of underpinning science and technology, financial viability and safety issues associated with a space elevator?

What are the current managerial risks associated with embarking on the construction of a space elevator?

What are the financial risks associated with on the construction of space elevator?

What are the existing safety risks associated with space elevators, and what are their remedies?

What is the financial viability of space elevators?

2.0 Review Design

The development of research based on the existing body of knowledge relating to a particular topic stands out as a unique building block for virtually all academic research activities, regardless of the discipline. As such, undertaking research accurately, so as to derive reliable deductions, should be a key consideration for academicians. Even so, such an undertaking is increasingly becoming complex on account of the vast changes that keep occurring in various disciplines, especially due to technology [9]. Consequently, in spite of the extensive growth witnessed in the research on science and especially space and extra-terrestrial studies, remain largely fragmented especially due to the inter-disciplinary nature of the studies. Hence, it is increasingly becoming difficult to monitor the latest research, and remain at the vanguard of the research fields by virtue of evaluating the collective evidence that accrues to the field of interest. It is as a result of such challenges, that literature review has obtained increased relevance as a viable research method, even in fields that have pre-dominantly involved primary research, such as science fields.

Literature review can be outlined as a methodical way of obtaining and amalgamating previous research, in which, a literature review that is effective and well-conducted, when utilised as a research method, offers a solid foundation on which one can grow knowledge and fast-track the process of developing new theories [10]. The appeal of literature review (henceforth LR) emanates from the fact that through the synthesis of findings and ideas from a diverse portfolio of empirical findings, LR enhances a researcher’s ability to address multiple research questions in ways that no single study can. Furthermore, LR offers the possibility of determining areas in which the research is disparate and involving multiple disciplines. Furthermore, LR is an excellent way of synthesising research findings, identifying meta-levels, and uncovering elements within the body of knowledge that might benefit from additional primary research. These factors are all crucial in the development of theoretical frameworks, as well as in instituting conceptual models.

When utilised in conjunction with other research methods, LR stands out as a crucial tool for the determination of what has been studied in the past on a certain research topic, in addition to determining the level to which a certain area of research illustrates patterns that can be analysed to provide insights. Furthermore, it offers a way of integrating the various empirical findings that accrue to a specific research question that has been narrowed down, as a way of supporting evidence-based practice [9]. Besides, it is a suitable way of pinpointing topics that are in need of further analysis, which is the basis of research as an incremental process. Within academic research, one of the most common applications of LR is as a Literature Review section within academic works, such as journal articles, or as a chapter within graduate papers. The LR section tends to integrate the existing research relating to a particular field, and outlining the gaps that exist, some of which the study is intent on addressing. As such, LR can be used to present the theoretical basis for a certain study, and offer support for the existence of a research problem, in addition to establishing the current research as one that offers a new contribution to the incremental body of knowledge [10]. That is as well as substantiating the methods proposed for use in the current study.

The alternate approach of LR, and which will be the basis of the current study, involves a primal and worthwhile research work by itself. In contrast to serving as a base for the work of a researcher, this alternate approach of LR provides a solid commencement point for a researcher intent on comprehending a specific area of study. Thus, a review article is a complete research paper whose primal role is to synthesise the existing studies in a certain field, without the collection or analysis of primary data. When undertaken in a proper manner, LR research papers stand out as invaluable sources of information for researchers who are keen on recent evidence that they can use as a guide when making decisions, as well as for work practices [10]. In addition, top-quality review articles are now frequently cited as useful research work, which scholars can capitalise on, when they intend to obtain an outline of literature when undertaking empirical studies. That is because the reviews provide an in-depth analysis of the study topic under study through the provision of a wide range of references on the most useful primary studies that have been undertaken on the topic. Importantly, there are different forms of review articles, which the subsequent sections will outline.

2.1 Descriptive or Mapping Reviews

Descriptive reviews stand out among review articles, owing to their focus on determining the extent to which the body of knowledge that accrues to a certain research topic, discloses patterns that can be analysed within the current propositions, theories, methodologies as well as findings. To that effect, mapping reviews incorporate a methodical and clear procedure, which involves searching, screening, in addition to categorising the studies [11]. Crucially, within mapping reviews, structured methods are utilised in the creation of a representative sample for a larger group of the published literature. In addition, the authors of mapping reviews would usually seek to draw from each study, pertinent features that are of interest including the publication year, the research methods employed in the study, data collection techniques, in addition to the weight and direction of the research outcomes, with a view to employ the same in undertaking a qualitative analysis. Basically, each study used in creating a descriptive review is viewed as a unit of analysis, and the entire literature provides a database for the authors, from which they can pinpoint the explicable themes. That is in addition to deriving the overall conclusions made in relation to the advantages that emanate from the current ideations, propositions, as well as approaches and findings [12]. Hence, descriptive reviews can be perceived as tools used to present findings, which illustrate the state of literature within a certain field.

2.2 Narrative Reviews

Narrative reviews stand out as a suitable way to review the extant literature especially in terms of qualitative comprehension of the existing body of knowledge in a specific field. Simply put, a narrative review is used to summarise and incorporate the undertaken research in a certain field, but is not meant as a way of developing generalisations or an incremental comprehension of knowledge in various fields [10]. Narrative reviews are primarily utilised by the reviewers to accumulate and synthesise literature as a way of depicting the value held by a specific view in relation to a research topic. As such, it is often the case that researchers will selectively pick or limit their attention to a certain study, with a view to make a certain point [13]. That makes it a somehow unsystematic approach to reviews, since the approach used in selecting the information from primary sources, is in most cases subjective, and devoid of a clear criterion on which the selection of studies is based. As a result, there is a tendency for narrative reviews to feature extensive biases from the reviewers in arriving at certain inferences. That said, narrative reviews present a suitable approach with which researchers can synthesise sizeable volumes of literature on specific topics.

Narrative reviews often find use among faculty teams owing to their ability to present recent information on research topics, in addition to providing a valuable range of peer-reviewed literature. The presence of an extensive range of credible sources in narrative reviews makes them especially suited in offering researchers an avenue for identifying gaps and irregularities in different bodies of knowledge, thus highlighting the importance of undertaking new research. Furthermore, narrative reviews offer researchers with adequate information, which they utilise in arriving at research questions as well as formulating hypotheses. Presently, there has been a growing trend of incorporating more thoroughness in narrative reviews, with a view to addressing the more apparent pitfalls associated with the reviews, in addition to bringing about positive changes to the standards of publications. To that effect, one of the suggestions that has been made includes the proposal for the development of a comprehensive framework with which to develop such reviews [14]. In the framework, are three crucial steps that include literature research and screening, which is followed by the extraction of data and its analysis, with the final step being to write the literature review. Conversely, [15] proposed a structured tool that could be employed in determining primary studies within a feasible scope, which would make it possible to obtain the relevant content from the articles.

2.3 Realistic Reviews

Realistic reviews are primarily theory-driven, interpretive reviews, which are developed with the aim of informing, enhancing, in addition to building up the traditional systematic reviews. The aim of using realistic reviews is to make sense of the disparate evidence that accrues to complex interventions employed in various contexts as a way of guiding decision-making in relation to policies [16]. The origins of the realistic reviews can be traced to the criticism of the positivist systematic reviews, which are largely based on simplistic assumptions. The primary aim of realistic reviews is to determine causation, and the logic is effective in certain fields including education. It the studies, findings of random samples from controlled trials can be easily amassed to pinpoint ways in which a new approach can improve outcomes. However, the critics of the approach assert that it is essentially impossible to pinpoint direct causal links between approaches and outcomes in certain fields such as management and information systems for which it is not necessarily the case that a certain action will result in a regular outcome. In a bid to overcome such limitations, [16] proposed an approach that incorporates the synthesis of knowledge by unpacking ways in which complex interventions function in different situations. Hence, the key research question of what works, which is the basis of realistic reviews, is replaced with ‘what aspect of the intervention works’ for whom, and in what situations. Chiefly, realistic reviews do not bear any preference for either qualitative or quantitative evidence, in contrast, as a theory-building approach; realistic reviews initially seek to outline the possible mechanisms underlying the issue under analysis. That is followed by the scrutiny of the pinpointed underlying mechanisms in accordance to the available evidence, to determine where the mechanism applies. Essentially, primary studies, which are found within the present literature, are viewed as case studies on which initial theories can be tested and improved.

2.4 Scoping Reviews

Scoping reviews are primarily used as preliminary indicators of the size and nature of the present literature that accrues to a certain research subject with a particular preference for emerging topics. Hence, a scoping review can be undertaken to comprehend the scale, range, as well as the nature of the research activities that accrue to a specific field, as well as determining the value that will be obtained from conducting a full systematic review. That is in addition to determining the research gaps that exist within the present literature [10]. As such, scoping reviews often end with the presentation of a conclusive research agenda that should guide future research, in addition to outlining the possible effects of the gaps, to both research and practice. In contrast to narratives and mapping reviews, scoping studies are meant to be as conclusive as possible in reviewing literature, including pinpointing grey literature [17]. Furthermore, an inclusion and exclusion criterion should be established as a way of aiding researchers in eradicating studies that do not align to the research focus.

2.5 Systematic Reviews

It is often the case that researchers in fields such as health are confronted with extensive amounts of information, especially research-based evidence from a variety of sources [18]. As such, it would be ill informed to expects that all the professionals will possess the requisite skills, resources and time to sift through the available evidence within their field of research and accurately incorporate it in the their decision-making. Hence, systematic reviews can be viewed as strategies, which incorporate the extensive utilisation of scientific procedures, which are intended as at limiting instances of bias and subjectivity in the analysis. As a result, systematic reviews incorporate, review and synthesise into a single source, all empirical evidence pertaining to a certain topic that meets the set criteria. The aim of systematic reviews is thus to respond to narrowed down research questions, and the reviews follow distinct scientific principles, and methodological guidelines, as a way of reducing random and systematic errors, which are often the reason behind departures from facts in the process of arriving at inferences.

The incorporation of explicit methods within systematic reviews serves as an effective way of synthesising an extensive body of evidence, pinpoint in which way the effects or interactions align, or feature similar magnitudes. In addition, it makes it possible to outline possible inconsistencies that exist between study findings and outline the strength that accrues to the wider body of knowledge on a certain topic, based on the outcomes under review [19]. The main procedure employed in undertaking systematic literature reviews involves the formulation of the review question, following which, a search strategy is developed, following the determination of the inclusion criterion, with a view to pinpoint the studies that are relevant. The second step involves searching for studies that are suitable, by undertaking searches on different databases and information sources, such as grey literature sources, making certain that the language used in the analysis is one that all the researchers understand. The third step entails a selection of the studies, obtaining data from the studies, in addition to ascertaining the risk of bias in a duplicate manner by using independent reviewers as a way of avoiding both random and systematic errors, within the research process. The fourth step entails the analysis of data by using qualitative and quantitative approaches, with the results detailed within the summary of findings table. Finally, the findings are interpreted, with a view to arrive at conclusions.

In undertaking the current research, the chosen methodology will be a conceptual one involving a blend of the scoping review, and a systematic literature review, thus making it a hybrid approach. To that effect, the main aim of the current study is to obtain a contemporary perspective on the current state of the research in terms of underpinning science and technology, financial viability and safety issues associated with a space elevator. Since the study has not been undertaken before, it could be viewed as an explanatory form of research [20]. That then forms the basis of undertaking the scoping review as a way of obtaining an understanding any published study that is relevant to the research topic, in order to illustrate the existence of a research gap. Crucially, in this case, the scoping review will function as the pre-cursor for the systematic literature review, where it will pinpoint the existing situation within the research topic, whereby the consistent, precise, and concrete interpretations of the initial findings taken up for an in-depth analysis in the systematic review. Furthermore, the scoping review will function as a way of confirming the suitability of the inclusion criteria and research questions, which is essential for undertaking an effective systematic review [21]. Within the current study, the systematic literature review will ascertain the pertinent empirical evidence that fits into the pre-determined inclusion criteria, which answers specific research questions [22].

Vitally, the appeal of systematic review for the current study emanates from its framework, whereby, by employing a systematic and explicit approach in the review of literature, it becomes possible to reduce instances of bias, which offers reliable findings that can inform the process of arriving at reliable and accurate conclusions [9]. Furthermore, the ease of use and its efficacy in promptly offering extensive information on a certain research topic increases the appeal of a systematic literature review as a suitable methodology for undertaking the current study. The study will involve a review of different articles relevant to the topic of space elevators, and especially, the viability of a space elevator as a suitable way of undertaking space travel, from managerial, financial, and safety perspectives. In doing so, a search protocol will be developed and utilised in the analysis of multiple databases including journal articles, and institutions including the International Space Elevator Consortium (ISEA), and the National Aeronautics and Space Administration (NASA), which are the main organisations leading research on space elevators. The articles included in the review a limited based on the time, language, and the relevant search phrases employed. Further, the articles will be grouped into those, which look at the current science and technology underpinning the research into space elevators, furthermore, there will be a group based on sources that explore how the existing science and technology literature, impacts on the viability of such a megaproject, based on managerial, financial, and safety perspectives. An analysis of the existing literature through those guiding procedures will help inform an in-depth understanding on the viability of a space elevator project. Crucially, only credible and peer-reviewed sources will be incorporated into the systematic literature review.

3.0 Scoping Review

Title: A Contemporary Perspective on the Current State of the Research in Terms of Underpinning Science and Technology, Financial Viability and Safety Issues Associated with a Space Elevator: A Systematic Review

3.1 Background

Scoping reviews stand out as exceptional tools for mapping the underlying concepts that guide a certain area of research. They are especially valuable in aiding the process of amalgamating the pertinent literature within disciplines that feature extensive emerging evidence, owing to their ability in addressing questions beyond those relating to effectiveness, or the experience associated with an interventional measure. In that regard, the current study is hinged on offering a managerial perspective on a space elevator, by offering insights on the viability of such a megaproject through a consideration of the financial and safety factors, based on the underpinning science and technology behind such a project. To that effect, the relevance of the scoping review is to function as a pre-cursor for the systematic literature review, which will be undertaken in the subsequent chapter. The scoping review will be done to map out a body of knowledge with relevance to the context, as well as the source.

Concerning the context, the scoping review will focus on the existing science and technology behind space elevators, with a view to pinpoint from a managerial perspective, the viability of such a megaproject, by factoring in the financial and safety factors that would hamper of fuel its construction. After the synthesis of the relevant literature, it will then be taken through an extensive review and analysis with the aim of determining from the managerial perspective the viability of such a space elevator megaproject. Crucially, there are peer-reviewed sources that exist detailing both the science and technology that accrues to the development of space elevators. That said the information is largely fragmented and lacking in direct insights on the viability of such a project, from the managerial perspective, factoring in financial aspects and safety factors. Thus, the scoping review will aim to obtain a diverse body of knowledge on the topic, with the view of helping arrive at relevant deductions, in the systematic literature review phase.

3.2 Objectives

The primary objective of the scoping review is to function as a pre-cursor for the subsequent processing of a precise and robust systematic review. That is through the presentation of an understanding the scale, range, as well as the nature of research activities undertaken within the field of space research, specifically space travel involving the conceptualised space elevator. Furthermore, the scoping review will be undertaken to determine the value that will accrue to undertaking a full systematic review on the topic. Crucially, the scoping review will also be guided by the overall objectives of the study, which are detailed by the research questions below:

What is the current state of the research in terms of underpinning science and technology, financial viability and safety issues associated with a space elevator?

What are the current managerial risks associated with embarking on the construction of a space elevator?

What are the financial risks associated with on the construction of space elevator?

What are the existing safety risks associated with space elevators, and what are their remedies?

What is the financial viability of space elevators?

3.3 Inclusion Criteria

Crucially, not all studies that have been undertaken on the topic of space elevators will be considered for the current study. Considering the vast body of knowledge featuring both peer-reviewed, and grey literature of the topic, it is important to have a criterion which will inform the decision on which sources to consider, and which to ignore, in a bid to obtain relevant and applicable insight into the concept from the literature. Hence, the inclusion criteria will serve as a guide on which base decisions pertaining to the sources should be included in the scoping review. Importantly, there is a need for congruence among the essential elements of objectives, research questions, as well as the inclusion criteria for the scoping study to be effective. In elaborating the inclusion criteria, the population, concept, context (PCC) model as outlined by The Joanna Briggs Institute, proves to be an invaluable tool. As a result, the inclusion criteria will offer the basis for the population to be included, the underlying factors behind the uptake of the space elevator concept, and the hurdles pertaining to financing and safety from a managerial perspective, that are at play.

3.3.1 Type of Participants

The key aim of the scoping review to entrench an understanding of the underlying factors associated with the concept of a space elevator, and its viability as a megaproject in a near future, as a plausible means of space travel. Since the study, will not feature individual respondents, the inclusion criteria only focuses on the concept and context. As a result, the main point of emphasis for the inclusion criteria are the literature sources that will guide the discourse. Moreover, the study is not aimed on demographic factors, and is instead aimed at entrenching an understanding of the main factors surrounding the concept of a space elevator, and especially the viability of undertaking such a mega project, from a managerial perspective. Hence, the review will be focused on offering a managerial perspective on the viability of such a megaproject by considering the financial and safety factors.

3.3.2 Concept

The core concept that is to be examined by the scoping review should be clearly outlined to ensure it forms the guide for both the scope and the breadth of the enquiry. Primarily, the concept section would entail the elements that will be detailed in the systematic review afterwards including interventions, and the phenomenon of interest. The current scoping review is not intended to ascertain an interventional measure, but review a phenomenon of interest, in the form of space elevator. The phenomenon is how elevators – a novel concept on space travel, could be developed as a primal tool for effecting space travel. At present, rockets continue to dominate space travel, enabling the movement of people and payloads into space. That said, rockets feature numerous disadvantages as a method of space travel, including high costs, the high safety risks associated with rockets, especially rocket fuel, and the limited capacities of current rockets in terms of payloads, and ease of use. A space elevator would provide a truly reusable way of accessing space, and as a result, offering extensive economic benefits. Some of the current estimates puts the reduction of the cost of launching people and payloads to space, at \$250 per kilogram [23].

3.3.3 Context

In a scoping review, the context element is entirely dependent on the objective as well as the research questions that the study seeks to address within the review. The context, which should be defined clearly, may feature, but is not limited to the consideration of factors such as cultural factors such as geographic location, and societal interests. Moreover, it may encompass the actual setting of the topic that is under review. For the current study, the focus is on a matter that is of interest in society – space travel, and ways of making it more efficient through a novel concept of the space elevator. The analysis of the concept is especially focused at determining the viability of such a project, by factoring in the science and technology that exists to enable the realisation of the project, in addition to viability of such a megaproject, from both financial and safety perspectives.

3.4 Search Strategy

A search strategy for a scoping review ought to be comprehensive, so as to pinpoint both the published as well as the unpublished (grey literature) primary studies relevant to the topic that is under study. There are several approaches that could be employed in the search strategy of a scoping review. That said, the search strategy model proposed by The Joanna Briggs Institute (JBI), is especially useful in presenting a framework that is ideal for developing the search strategy for the current study. The JBI framework features a three-step process, with each stage having to be outlined in-depth, to enhance clarity, and make certain that there are no errors [24]. The current study is skewed towards a management perspective on the viability of a space elevator megaproject, as a suitable way of effecting space travel. In that regard, the online databases from which the initial limited search was undertaken include Science Direct, and Springer, to find relevant sources on the topic. In addition, with a view to obtain as much information on the space elevator as possible, the search extended to various organisations that are involved in studies on space, specifically space elevators. The organisations from which some of the studies were obtained include the International Space Elevator Consortium (ISEA), and the National Aeronautics and Space Administration (NASA).

Moreover, considering that the topic of space elevators is a novel one, whose nature has constantly shifted over the past few decades on account of technology innovation, the search strategy extended to independent peer-reviewed journal articles on the topic, so as not to miss pertinent information on the topic. As a result, some of the databases from which individual sources were obtained include Elsevier, as well as the Journal of Aviation and Aerospace Studies. From the initial studies, it was possible to obtain a suitable initial comprehension of the concept of space elevator, the underlying science and technology relating to the concept, the financial and safety factors that accrue to the development of concept, in addition to its viability as a megaproject that could be undertaken in the near future. The initial search was followed by the analysis of text words contained in the titles of the sources, the abstract sections of the retrieved papers, in addition to the index terms used in describing the articles. A second search soon followed, that involved all the identified keywords, in addition to the index terms across the selected databases [24]. After the completion of the second search, a third search was done, encompassing all the identified reports, as well as articles, with the goal of finding additional studies.
SPLEEN QI DEFICIENCY IN CHINESE MEDICINE 5

Running Head: SPLEEN QI DEFICIENCY IN CHINESE MEDICINE 1

Spleen QI Deficiency in Chinese Medicine

Student’s Name

Institutional Affiliation

Course Title

Instructor’s Name

Assignment Due Date

Spleen QI Deficiency in Chinese Medicine

The National Center for Complementary and Integrative Health (NCCH) defines Qi as a force and essential energy in running the human body’s physiological processes. A balanced QI organization of body fluids, organs, and tissues offers a range of health proportionalities (Medicalnewstoday, 2021). Traditional medicine practitioners like the Chinese medical concepts argue that deficiency of QI in the body raises malfunction issues, and extreme imbalance causes severe damage to organs and organ systems. In the context of Chinese traditional medicine, Spleen QI deficiency is a disorder that affects the spleen organ and the entire digestive system, and certain parts of the circulatory system (Medicalnewstoday, 2021). Generally, when the spleen QI has a good flow, the digestive system functions normally as well. Blood and all of the digestive system’s fluids flow freely, with no backups or organ drooping. Upon acquaintance with the QI disorder, the functionality of these organs and systems is sabotaged, and either miscommunication between the organs or consequential under-performance occurs.

The National Center for Complementary and Integrative Health is interested in the traditional medical approaches to qi deficiency and offers a variation platform of the differences and similarities of these practitioners to the scientific approach of Qi (Medicalnewstoday, 2021). Chinese traditional medicine has a good history in the qi medicinal concepts through the integrated evaluation and treatment of these disorders. Chinese medicine is an excellent contribution to modern pharmaceutical efforts regarding spleen QI (Medicalnewstoday, 2021). The Chinese approach to spleen qi disorder has helped identify symptoms, elated causes, and the correspondent effects on the human body. In this token, Chinese traditional medicine practitioners are worth the fight and precaution measures related to this health issue.

As mentioned, the NCCH identifies qi as a factor of body energy, and therefore, a deficiency is first recognized by organ failure to perform optimally, including the body spleen fluids (NCCIH, 2021). In Chinese medicine, NCCH summarizes the symptoms as part of acquired knowledge from the traditional approach. Among the significant signs of qi includes unexplained fatigue (Shushe & Zishen, 2017). Victims of spleen qi deficiency experience antiqueness which comes out of no work or body pressure. The silence of talkative victims characterizes fatigue as losing the desire to talk (NCCIH, 2021). Chinese medical practitioners relate this symptom to the swelling of tongues and marks in the inner side of the gum and teeth (NCCIH, 2021).

Spleen QI deficiency is signified by gas and bloating in the digestive system. Acid reflux in the stomach is created as a result of the spleen imbalance supply. This symptom is characterized by loss of appetite and excessive diarrhea, which may end up resulting in dehydration (NCCIH, 2021). The bloating stomach symptom is a signal of hemorrhoids in the body that arises from imbalance action by the digestive organs initiating or releasing digestive enzymes and fluids (Shushe & Zishen, 2017). In addition, nausea and vomiting may arise with any form of ingestion (NCCIH, 2021). It is rare for spleen Qi-defined victims to have a hunger or thirst feeling due to loss of appetite and reversed tissues requirements of water. In turn, such victims suffer dehydration, and this causes blood circulatory-related symptoms (NCCIH, 2021).

Resulting from reversed physiological processes in the body tissues and vital organs in the respiratory and circulatory organs, severe symptoms include a pale tongue coating due to low blood supply. The heartbeat rates decrease, characterized by a weak pulse or asthenia (Shushe & Zishen, 2017). This factor raises more symptoms of arteriosclerosis and cold limbs, particularly in joints. The cold limbs are because the blood supply is minimized or due to an incomplete circulation. Weak pulses mean less transportation of gases, and the victims face short breaths as episodes and may end up collapsing (Shushe & Zishen, 2017). Extreme breath loss and partial distribution of blood in the body risk stroke and organ impairments.

For more than 20 centuries now, Chinese medicine has been on a significant development. Up to date, Chinese medicine has had a lot of evolution regarding spleen qi dysfunctions treatment. Beginning with the familiar age of Chinese medicine, TCM attempts to balance and strengthen patients’ physiological conditions, as well as to alleviate physiological issues (Shushe & Zishen, 2017). TCM is a paradigm for personalized therapy. TCM practitioners with experience assess patients’ physiological states and treat them after determining the underlying weaknesses. These therapies are based on restoring and maintaining a balance of active (‘yang’) and passive (‘yin’) energy in various organs and physiological systems (Shushe & Zishen, 2017).

Therapeutic approach for spleen Qi deficiency in Chinese medicine

Dietary therapy

Fermented foods, such as sauerkraut, kimchi, and kefir, are beneficial for the digestive health of spleen qi victims. NCCH agrees with Chinese traditional medicine. Such food flavourants or supplements include Olive oil, avocado, salmon, and coconut oil (Zhou et al., 2019). besides, Chinese health practitioners prescribe that various fruits, vegetables, and nuts are vital (Zhou et al., 2019). Adaptogenic herbs, including ginseng, should only be used under the supervision of a physician or a competent TCM practitioner. Spleen qi-nourishing foods include yang tonics and qi-circulating meals. These foods, according to TCM, may warm the spleen and enhance energy flow to the body (Zhou et al., 2019).

Chinese herbs therapy

Numerous herbs used in TCM, dubbed adaptogens, claim to assist the body and mind adapt to spleen qi dysfunction changes. This contributes to restoring the immune system’s normal protection and communication (Zhou et al., 2019). Ashwagandha, magnolia bark, pine bark, and rafuma are some of the most often utilized herbs for this purpose.

Pharmaceutical treatment

The use of pharmaceutical knowledge has been on the rise. NCCIH is the organization that regulates the drugs taken in terms of regulating standards. Most of the available drugs for spleen QI deficiency are not certified for performance. However, drugs that treat particular symptoms related to spleen QI are used.

Pulmonary and circulatory health management

Patients related to spleen QI defiance require circulatory and digestive management. Tablets and hormones that ensure the maintenance of balanced circulatory and digestive juices are a major approach to QI deficiency. Most hospitals that practice the extra Chinese spleen balancing apply the cardiac and digestive system treatment methods.

Mental therapy

According to Chinese medical therapy, the best approach is sleep and reduction of stress or anxiety. Having meals at the right time and getting enough sleep is a psychological approach where the spleen qi is balanced (Zhou et al., 2019). In the Chinese approach, tai chi is a method of meditating and bettering mental health with optimum spleen qi functionality (Zhou et al., 2019).

Patient records and post-therapeutic questionnaires show that Chinese herbal therapy is the best option for the therapeutic conductance of spleen QI. From pharmaceutical experience, the herbs work based on direct ingestion with other synthetic drugs interference.

In previous cases, patients have recorded that a mixture of two or more therapeutic procedures is efficient. However, metal therapy requires a cautious approach since patients have different reactions n and psychological abilities. On this note, the mental approach should be carried out by professionals, preferably psychological therapists or Chinese tai chi practitioners.

Intervention Methods based on Chinese traditional medicine

Proper motility and absorptive function of GI tract

In this approach, small intestinal activity is reduced by the Si Jun Zi decoction. As evidenced by a decrease in small intestinal amplitude and spasmodic contractions. The inhibitory function of the digestive system is both neurogenic and myogenic. In addition, Chinese practitioners use a herbal method that modulates the operation of the vegetative nervous system (Shushe & Zishen, 2017). With this treatment plan, the patient is expected to recover and become better. The GI tract allows physiologic responses such as the absorption of water and nutrients, while the luminal microbiota and other undesirable products are confined in the lumen. The digestion process is improved, all water and important nutrients are absorbed, and the luminal content is prepared for elimination. This treatment plan is very effective as the patient is, therefore, able to recover from this deficiency.

Immunologic function

This approach is based on increasing peritoneal macrophagic phagocytosis, which reverses the immunosuppressive effects of cyclophosphamide and corticosteroids while also lowering cyclophosphamide’s inhibitory effect on bone marrow, thymus, and spleen shrinkage (Yong Lu, 2015). Extramedullary erythroblasts and active lymphoblast proliferation are inhibited by an abundance of extramedullary erythroblasts and active lymphoblast proliferation, according to NCCH medical experiments. The Chinese herbs have a very strong impact on the immune response. With an improvement in the immunologic function, the patient’s normal immune system is restored, and they are therefore able to invigorate the QI deficiency. This treatment plan is also considered to be highly effective in treating this deficiency. Using this treatment plan, the body of a patient treated with QI deficiency can recognize what is harmless in the body while still acting on the pathogens. The patient can also notice long-term improvements in other areas thought to be unrelated to the immune system, such as fatigue, impatience, and bad skin.

Control of cellular blood activities

The hemopoietic system Ginsen stimulates DNA and protein synthesis in marrow cells, while codonopsis stimulates red blood cell production. Concurrent administration of ferrous sulfate can expedite recuperation (Yong Lu, 2015). similarly, the Synthetic function of the liver has been shown to raise plasma albumin, hepatic RNA, and glycogen levels, promoting tissue healing and liver detoxification (Yong Lu, 2015). Control of cellular blood activities by a patient with QI deficiency will help to supply oxygen to the body cells while removing waste carbon dioxide. This will further help in the membranous function of the red blood cells and cell respiration, hence enabling the patient’s body to be able to deal with the deficiency. However, this method is inappropriate, as integrating medicine into the body may raise toxicity instead of detoxifying. The Chinese medicine for this is somehow inappropriate due to poor development of the herbs (Yong Lu, 2015). While the patient’s cellular blood activities can be improved, the Chinese herbs can also pose a huge risk to the patient’s health, leading to the body’s toxification. Ensuring proper motility and absorptive function of the GI tract and improving the immunologic function are treatments that can highly be considered in the future.

Conclusion

Chinese traditional approach for spleen qi health is essential even in modern pharmaceuticals. Although TCM use has been questioned and no definitive conclusion reached, the Chinese spleen QI TCM practices have increased worldwide. This approach is now a popular treatment therapy in the entire world as people sought more natural methods of healing that do not injure the body as much as biomedicine’s techniques and medications. Some find it beneficial, while others believe it is fake. While some still debate the efficacy of TCM, modern medicine has widely embraced QI practitioners. Accepting Chinese medicine can now be viewed as a significant step toward developing a more modern and advanced pharmaceutical world. In conclusion, TCM has been recognized for centuries, except for a few side effects whose impact is minimal.

References

Medicalnewstoday. (2021). Qi deficiency: What is it and can you treat it?. Medicalnewstoday.com. Retrieved from https://www.medicalnewstoday.com/articles/321841.

NCCIH. (2021). Traditional Chinese Medicine: What You Need To Know. Retrieved 7 August 2021, from https://www.nccih.nih.gov/health/traditional-chinese-medicine-what-you-need-to-know.

Zhou, X., Yan, D. M., Zhu, W. F., Liu, W. J., Nie, H. Y., Xu, S., … & Chen, X. F. (2019). Efficacy and safety of Hou Gu Mi Xi in patients with spleen qi deficiency syndrome who underwent radical gastrectomy for gastric cancer: protocol for a multicenter, randomized, double-blind, placebo-controlled trial. Trials, 20(1), 1-8.
Scope: For your Week 6 assignment, you will interview two individuals that are in different stages of Adulthood. You may choose from the following stages: Emerging/Early Adulthood (20-40), Middle Adulthood (40-65), Late Adulthood (65+).

Interview Requirements: Interviews can be conducted via phone, video conferencing, email, or in person. You can select your own questions to be included in the interview. However, the following core questions must be addressed:

Basic Demographic Information (age, gender, marital status, employment status)

What major goals has the person accomplished so far in life?

What are some of the challenges associated with their current stage of life?

How does the person feel societal expectations shape their life right now?

Paper Requirements:

Identify the stage of life that your selected person fits into (Early, Middle, Late Adulthood)

What are some of the associations common to each interviewee’s stage of life? For example, are they an emerging adult starting their first full-time job, at the age in which a mid-life crisis might occur, or stuck in the “Sandwich Generation?” If so, does your interviewee currently fit into any of these common associations? Why or why not?

Does it seem any prejudicial or stereotypical behavior is experienced in this person’s stage of life (e.g., based upon their age/gender/sexuality)?

Do you believe that this person is developing typically or atypically based upon what you know so far about his/her current stage of life?

Apply three specific theories from the course readings that apply to both individuals interviewed. (DEVELOPMENTAL THEORIES IN PSYCH)

Formatting Requirements:

Paper must adhere to all APA 7th edition requirements, including cover and reference page. Paper should be 5-7 pages in length excluding cover and reference pages.
The B&K Real Estate Company sells homes and is currently serving the Southeast region. It has recently expanded to cover the Northeast states. The B&K realtors are excited to now cover the entire East Coast and are working to prepare their southern agents to expand their reach to the Northeast.

B&K has hired your company to analyze the Northeast home listing prices in order to give information to their agents about the mean listing price at 95% confidence. Your company offers three analysis packages: one based on a sample size of 100 listings, one based on 1,000 listings, and another based on a sample size of 4,000 listings. Because there is an additional cost for data collection, your company charges more for the package with 4,000 listings than for the package with 100 listings.

Bronze Package – Sample size of 100 listings:

95% confidence interval for the mean of the Northeast house listing price has a margin of error of \$24,500

Cost for service to B&K: \$2,000

Silver Package – Sample size of 1,000 listings:

95% confidence interval for the mean of the Northeast house listing price has a margin of error of \$7,750

Cost for service to B&K: \$10,000

Gold Package – Sample size of 4,000 listings:

95% confidence interval for the mean of the Northeast house listing price has a margin of error of \$3,900

Cost for service to B&K: \$25,000

The B&K management team does not understand the tradeoff between confidence level, sample size, and margin of error. B&K would like you to come back with your recommendation of the sample size that would provide the sales agents with the best understanding of northeast home prices at the lowest cost for service to B&K.

In other words, which option is preferable?

Spending more on data collection and having a smaller margin of error

Spending less on data collection and having a larger margin of error

Choosing an option somewhere in the middle

Formulate a recommendation and write a confidence statement in the context of this scenario. For the purposes of writing your confidence statement, assume the sample mean house listing price is \$310,000 for all packages. “I am [#] % confident the true mean . . . [in context].”

Explain the factors that went into your recommendation, including a discussion of the margin of error
2

Independent Samples T-test

Azemiha Balic

Mercy college

The independent variable is the treatment approach which is either psychoanalysis and cognitive behavioral therapy. The dependent variable is the depression score. Therefore, in this context, it is possible to investigate whether there is a difference in depression scores between the treatment regimen that have been adopted. Thus, the independent samples t-test is the most efficient test that defines individual background education, presenting a more elaborate learning environment.

The group statistics show a difference in the mean depression score, with the psychoanalysis treatment method showing the highest average depression score of 16.27 (SD±0.853) while CBT had an average of 12.47 SD±0.542).

Group Statistics

Type of Therapy

N

Mean

Std. Deviation

Std. Error Mean

Depression Score

CBT (Cognitive Behavioural Therapy)

15

12.47

2.100

.542

Psychoanalysis

15

16.27

3.305

.853

Independent samples t-test

An independent-samples t-test was conducted to investigate whether there is a difference in depression scores based on the treatment approach. The findings revealed a significant difference between the groups, t (28) =-3.758, p = 0.001. the findings reveal sufficient evidence to conclude that depression score is different between psychoanalysis and cognitive behavioral therapy.

Independent Samples Test

Levene’s Test for Equality of Variances

t-test for Equality of Means

F

Sig.

t

df

Sig. (2-tailed)

Mean Difference

Std. Error Difference

95% Confidence Interval of the Difference

Lower

Upper

Depression Score

Equal variances assumed

1.068

.310

-3.758

28

.001

-3.800

1.011

-5.871

-1.729

Equal variances not assumed

-3.758

23.719

.001

-3.800

1.011

-5.888

-1.712

References

Choudhary, R. (2018). Application of “independent t-test” by using SPSS for conducting physical education researches. Hypothesis, 20(92), 99.

Mahmoudi, M. R., Maleki, M., & Pak, A. (2018). Testing the equality of two independent regression models. Communications in Statistics-Theory and Methods, 47(12), 2919-2926.

Ross, A., & Willson, V. L. (2017). Independent samples T-test. In Basic and advanced statistical tests (pp. 13-16). Brill Sense.
Prior to beginning work on this assignment,

Review the weekly lecture.

Review the articles or webpages: Intangible Assets: They’re Not What You Think They Are- ( https://www.cfo.com/accounting/2016/07/intangible-assets-theyre-not-think/ ), Intangible Values: The Building Blocks of Purpose ( https://brm.institute/intangible-values/ ), 28 Examples of Intangible Things (https://simplicable.com/new/intangible-things ), and Selling Intangibles: How to Sell What the Customer Can’t See. ( https://www.greenbiz.com/article/selling-intangibles-how-sell-what-customer-cant-see)

Review the Intangible Benefits ( https://www.isixsigma.com/dictionary/intangible-benefits/ ) entry.

Using the DargeanGrix Business Scenario document, evaluate the current costs of the situation to the organization. Provide a breakdown of the costs and the risks to the organization in the situation. Remember that costs are not only hard costs or dollar related; consider the intangible costs of reputation, perception, and lost productivity due to inefficiency, frustration, stress, mental health, workarounds, and any other kind of intangible cost. Remember that these intangible costs may not be readily quantifiable. However, you can include a narrative with examples that support these aspects. Your goal is to develop the ability to think beyond return on investment (ROI) and traditional costs as justifiers for new ideas.

Analyze at least three intangible costs associated with the DargeanGrix Business Scenario.

Explain the aspects that comprise the intangible elements.

Evaluate the impact of each of the intangibles to DargeanGrix and to DargeanGrix’s business processes and assign a cost to each.

The cost may be a monetary one or it may be another form of valuation.

Justify each of the assigned costs with a narrative explaining your rationale for each element.

Although not required, a table may be useful for visualizing the aspects.

The Current Intangible Business Costs paper

Must be at least five double-spaced pages in length (not including title and references pages) and formatted according to APA Style

Must include a separate title page with the following:

Title of paper

Student’s name

Course name and number

Instructor’s name

Date submitted

Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

Must use at least two credible sources in addition to the course text.

Must document any information used from sources in APA Style

Direct quotes are a great way to strengthen assertions and provide support. However, be sure to avoid using excessive direct quotes in lieu of original thought.
Step 25a:

Answer the following questions for the logistic map at the stated values.

Logistic map: F(x) = rx(1-x), where x is an element in [0, 1] and r > 0

For r=1.5 and x0=0.2

Calculate the first 49 sequence values. Generate a cobweb design for the iterative process. First use the Geogebra applet found here. Then generate the cobweb design again using the MathInsight.org applet. State the long-term behavior.

(Insert a screenshot of both graphs generated here.)

Examine the sequence of values generated by the Geogebra applet. Does this sequence appear to converge? That is, as the number of iterations, n, goes to infinity do the values approach a single number? If so, what is it?

Suppose the function defined for the logistic map above did not define an iterative process but simply a function (like we have considered thus far in the course.) What is the limit of F(x) as x approaches 1/3?

(Insert picture of your handwritten work here.)

Provide a complete epsilon delta proof establishing this limit. (You may find this video helpful:

https://youtu.be/DPIOHRIPZ3g)

(Insert picture of your handwritten work here.)

Create a 5 to 10-minute video explaining your epsilon delta proof. Your video must also include the following:

An introduction name portion. State your name and hold up a piece of paper with your printed name, signature, and date.

A time stamp from the calendar on your computer.

Stratigraphy Extra Credit

Created by Megan LeBlanc, PhD Student, University of Florida

Stratigraphy is the study of strata, or the layers of sediment, soil, cultural material etc., that have been deposited over time. This concept was borrowed from geology as a way for archaeologists to identify spatial and temporal relationships at their site. The law of superposition (or the basic law of stratigraphy) states that lower strata (layers) are older than upper strata. As an archaeologist, distinguishing stratigraphy is essential for understanding the relative dates of artifacts found at your site. It can also be helpful for studying changes to past environments. Once an archaeologist is finished excavating their unit, they will draw the profile of their unit to record changes to stratigraphy.

Below are pictures of pages from a Munsell Soil Color Chart. A Munsell color chart is a tool for evaluating the type of soil found at a site. When mapping stratigraphy, the soil color swatches help to visually and scientifically differentiate between color changes in stratigraphic layers. There are three main attributes to consider when reading the chart.

The first is hue, or the color. Examples of hues found on the chart include red (R), yellow-red (YR), and yellow (Y).

Next is value, which designates how light or dark a color is. On a Munsell chart, color moves vertically from light to dark (lower numbers being darker than higher numbers).

Finally, chroma, or the strength of the color, transitions from weak to strong horizontally (weak on the left to strong on the right).

If you were to identify a soil as 7.5 YR 8/6, then you would have a yellow red soil that is light in value but strong in chroma (see the star below).

For this assignment, I have attached several pictures of stratigraphy from my dissertation site, Tacahuay Tambo, on the far southern coast of Peru. This area of Peru is right on the edge of the Atacama Desert, one of the driest deserts in the world! However, when El Niño events, a climatic event due to shifts in trade winds that warms the normally cold waters of the Pacific and causes rainfall along the desert coast. El Niño flooding can be particularly devastating when paired with this tectonically active coast causing debris flows that can wipe out human settlements.

Figure 1: Location of Tacahuay Tambo. Figure 2: A map of sectors at Tacahuay Tambo as identified by Dr. Sofía Chacaltana Cortez)

The photos below are from the quebrada, or drainage, at Tacahuay Tambo. This drainage has experienced many major debris flow events that have impacted human occupations at the site. Take a look at the profiles from Tacahuay’s quebrada. What do you see? Different colors? Different types of sediments and soils? (5 points)

For the first profile photograph, I want you to use the Munsell color swatches above to identify the colors you see in each stratigraphic layer (strata I, II, IV, V, and VI).

I:

II:

IV:

V:

VI:

I

Ia

II

III

IV

V

VI

VII

VIII

VIIa

I

Ia

II

III

IV

V

VI

VII

VIII

VIIa

Profile 1: Drawing of profile 1 and photo of profile 1 with stratigraphy labeled.

For the second profile photograph, I want you to practice drawing distinguishing between strata. Draw lines, like seen in the above example where you see changes to color or types of sediment. When looking at changes to sediment, look for changes in grain sizes. Can you see chunky rocks mixed in with dirt or does it look smooth? Are there more rocks in some layers than others? (3 points)

VII

VII

VI

VI

V

V

IV

IV

III

III

II

II

I

IProfile 2

After you draw lines on the profile, write a quick paragraph justifying where you drew your lines. (2 points)
DoeJEDU000-1 1

Annotations

First and Last Name

Northcentral University

Annotations

Article One

Author, B. (DATE). Title of article. Journal Title, X(Y), xx-yy. [Reference in (correct) APA format at top of entry]

Type and Purpose

The study …

Methodology

The study …

Findings and Conclusions

The study …

Evaluation

The study …

Article Two

Author, C. (DATE). Title of article. Journal Title, X(Y), xx-yy. [Reference in (correct) APA format at top of entry]

Type and Purpose

The study …

Methodology

The study …

Findings and Conclusions

The study …

Evaluation

The study …

Article Three

Author, D. (DATE). Title of article. Journal Title, X(Y), xx-yy. [Reference in (correct) APA format at top of entry]

Type and Purpose

The study …

Methodology

The study …

Findings and Conclusions

The study …

Evaluation

The study …
2

Running head: HOW THE CHIPMUNK GOT HIS STRIPS 1

Four Day Content Area Literacy Thematic Unit

James Young

Belhaven University

EDU 622 Teaching Reading and Math

Dr. Angela Bonner

June 12, 2021

4-Day Content Area Literacy Thematic Unit

Planning Guide

James Young

Theme: Social Justice

Why does racial prejudice still exists?

Content Area Standards: CR6.1 Identify physical and political factors that contribute to cooperation and conflict among people

Literacy [ELA] Standards selected for this unit: (indicate source if not MS CCRS)

Writing (W): W.6.1/ W.6.3

Speaking and Listening (SL): SL.6.1/ SL.6.4

Language (L): L.6.1/L.6.2b

Text Set: List each item’s title/author etc., using correct APA format. Explain your rationale for choosing each item.

Text #1:

Nonfiction (Informational): Coles, R.,& Ford, G. (1995). The Story of Ruby Bridges

Rationale: Ruby Bridges confronts the hostility of white parents as she integrate a school in New Orleans.

Text #2:

Genre: Fiction

Rationale:

Text #3:

Visual Literacy: Magic, V. (2020). When George Floyd Called For His Mama, I Felt Pain Because I’m Someone’s Mama

Text #4:

Media item (audio/video): The documentary, Selma The Bridge to the Ballot (40 Min)

Rationale: It is the story of a students and teachers and activist non-violent battle to win voting rights

Text #5:

Fiction: Belafonte, H. (2019). We Are The Change

Rationale: Life and sermons of Dr. King

Final ProjectAll final projects must be completed to receive a grade for the course. Failure to complete the final projects will result in a final grade of F, no matter what grade you had prior to those final projects being due. The final paper covers the topics discussed and presented in the course. This assignment is due in Unit 6.4-day Content Area Literacy Thematic Unit Plan – You will design and defend an instructional unit for a content area other than reading that provides your students with the opportunity to gain an understanding of a topic through studying a variety of resources and genres utilizing a text set you curate. Each week’s content area writing assignment is designed to prepare you for your Final Project. You will be incorporating those assignments into a four (4)-day unit utilizing a minimum of three (3) items from the

text set you create early in the course. Your plan must include both content area standards and literacy standards, instructional goals that are appropriate and attainable, daily classroom instructional plans that include before reading, during reading, and after reading activities, and accommodations for ELL or struggling learners. You must choose a grade between 4th-12th and a content area theme that is approved by your instructor.See Appendix B for a scoring rubric and complete instructions for the Final Project. Final Project is due in Unit 6 Final Assessment Artifacts Some of the course Artifacts will be considered to be part of the Unit’s overall Assessment System and will be assessed, evaluated, and aggregated through the implementation of a scoring rubric. Candidates will receive a copy of the assessment rubric before they are required to complete the Unit Assessment System Artifact. Artifacts designated to be a part of the Unit Assessment System will identify and define the specific Unit Standards associated with that particular Artifact, which will be evaluated in order to provide the Unit with the data necessary to make informed course, program and unit improvements. This assignment will be submitted as an artifact into Canvas to be assessed through the use of a rubric as part of the School of Education’s Quality Assurance Assessment System.

Daily Lesson Plan Template

Content Area Literacy Unit Plan

DAY 1

Resources and description of lesson activities

Text set item(s) used in the lesson

Content area and ELA standards met in this lesson

Instructional goals for this lesson

Statements that describe what students will know or be able to do at the end of the lesson, as a result of instruction. They must be specific and measurable.

Teacher Facilitation

Student Engagement and Response

Accommodations or differentiation strategies for this lesson, to meet the needs of all learners

*Expand as needed and replicate for additional days of the unit.

Daily Lesson Plan Template

Content Area Literacy Unit Plan

DAY 1

Resources and description of lesson activities

Text set item(s) used in the lesson

Media item (audio/video): The documentary, Selma The Bridge to the Ballot (40 Min)

Content area and ELA standards met in this lesson

CR6.1 Identify physical and political factors that contribute to cooperation and conflict among people

SL.6.1

Instructional goals for this lesson

Statements that describe what students will know or be able to do at the end of the lesson, as a result of instruction. They must be specific and measurable.

Students will know the story about how students and teachers and activist non-violent battle to win voting rights. The students will be able to give information from the video that demonstrate non-violence.

The students will be introduced to the topic and asked to make predictions about the topic. All students will get involved. Each student will be given a square piece of paper to write the prediction down.

Teacher Facilitation

The teacher will read some of the predictions and students will make connections. The teacher will lead students in discussion of voting that has taken place in the last year that impacted the country getting a new president.

Student Engagement and Response

The students will answer questions generated by the teacher that will cause them to examine the text more closely.

Students will work in small groups to discuss questions.

The students will summarize the video.

Accommodations or differentiation strategies for this lesson, to meet the needs of all learners

The teacher will work with select students in small group to help them grasp more understanding. This group will focus on a few questions.

4-Day Content Area Literacy Thematic Unit

Planning Guide

James Young

What is the specific theme/topic for this cont

What is the essential question for the unit (real-world connection)?

Content Area Standards selected for this unit: (please indicate source)

Literacy [ELA] Standards selected for this unit: (indicate source if not MS CCRS)

Writing (W):

Speaking and Listening (SL):

Language (L):

Text Set: List each item’s title/author etc., using correct APA format. Explain your rationale for choosing each item.

Text #1:

Genre: Nonfiction (Informational)

Rationale:

Text #2:

Genre: Fiction

Rationale:

Text #3:

Genre: Visual Literacy

Rationale:

Text #4:

Genre: Media item (audio/video):

Rationale:

Text #5:

Rationale:

Delete the following before submitting form

Instructions for filling out this form can be found on the following pages and in Unit 2 Writing Assignment instructions in Canvas.

This planning guide becomes the third page of your Final Project Thematic Unit Plan.

Unit 2 Writing Assignment:

Complete the one-page 4-Day Content Area Thematic Unit Planning Guide (provided on the Canvas course page) and submit it to your professor for approval. Once approved, this will be the foundation for your final project. See the Course Module Appendix B for a detailed description of your final project.

Guidelines for completing the Planning Guide

What is the specific theme/topic for this content area unit?

Choose a theme/topic in your content area that you would like to address in a unit plan. (i.e., History – Overcoming Adversity; Science – Uniquely and Wonderfully Made; Music – The Poetry of Rap Music…).

If you are an English teacher, you may choose a theme that fits a novel you are studying. For example: To Kill a Mockingbird and The Great Depression.

If you are a math teacher, your theme should relate to a real-world application of a concept you are studying. For example: The Black Plague and probability.

What is the essential question for the unit (real-world connection)?

This is the main idea or major concept you want your students to think about and understand during this unit. It is the focus of your unit.

See this link for help. https://www.brighthubeducation.com/teaching-elementary-school/102262-writing-essential-questions-for-your-lesson-plans/

Content Area and Literacy (ELA) Standards for this unit.

You will find links to MS Content area standards here. If you are not in MS, use your state’s standards.

Make sure your chosen unit theme/topic aligns with standards for your chosen grade – i.e. you can’t do a solar system unit if that topic is not part of your grade level’s science standards.

https://districtaccess.mde.k12.ms.us/curriculumandInstruction/MississippiCurriculumFrameworks/ELA/2016-MS-CCRS-ELA.pdf

You need to list at least 2 standards for each of the 5 key ELA areas: Reading Literature (for the fiction text,) Reading Informational, Writing, Speaking and Listening, and Language. You can find a description of these 5 key ELA areas on pages 17 and 18 of the document linked above. You will defend your attainment of these standards within your unit as part of your final project.

The Unit you create for your Final Project must meet your selected Standards.

Text set: List each item using correct APA format. Explain your rationale for choosing each item. See Vacca, Chapter 11 for additional information about Text Sets.

Create a Text Set of five (5) items related to your chosen topic or theme. These items will be used throughout the rest of this course and in your final project. You must have access to the actual items – either hard copy or online is fine. You will be required to use at least three (3) of these items in your final project.

Rationale – explain, in a couple of sentences, why you selected the item you did. What value is it going to add to your unit? Your reasons could be anything from content area information, literacy skills reinforcement, attention getting, reinforcing background knowledge…..

You are required to include the following genres in your text set: Nonfiction, Fiction, Visual Literacy and Media. The fifth item is your choice.

Description of Genre Types:

Non-fiction text – Informational (factual) book, chapter, magazine or newspaper article (print or online), or website.

Fiction text – examples include children’s story/picture book (yes, you can use this with older students), short story, chapter book, novel, graphic novel, poem. As a reminder – fiction is “made up” so this may not be a factual (informational) picture book.

Visual Literacy item(s) – charts, graphs, drawings, photographs, maps or any print or online medium that requires students to analyze information presented in a visual format. Students should be gleaning information from the visual elements rather than by reading text.

For example:

Students could analyze population growth of an area by looking at data presented in a graph or table.

Students could make inferences about living conditions during a historical period by viewing a series of photographs.

This genre may be in print or digital format but not a video. The purpose is to require the students to meet Visual Literacy standards – gathering, analyzing, interpreting information presented visually. You can find further explanation here https://www.edutopia.org/blog/ccia-10-visual-literacy-strategies-todd-finley

Media item (audio/video): videos, animations, audio speeches, audio books…

Reminder: Each week’s writing assignment is designed to prepare you for your Final Project (see Appendix B for a scoring rubric and a description of the final project). You are developing a content-area unit that incorporates literacy standards, NOT a literacy unit that integrates information from a content area. Your unit will be based on a theme of your choice which must be approved by the professor.

References
This reflective journal should be completed following your first clinical day. Each journal must be 1 – 2 pages in length, using APA formatting. No references are required. Please follow the specific directions below for each journal.

Describe your perceptions of what the psychiatric patient and the psychiatric setting were before you completed the first clinical rotation.

Describe your observations of the psychiatric setting (staff, nurses, providers, patients, etc.) after completing your first clinical rotation.

Discuss your comfort level in the psychiatric setting.

Discuss the interprofessional team members did you encountered and their roles

**In order to successfully complete this assignment you must attain a Level 2 in all categories. You may be asked to resubmit the assignment until you have met a Level 2 in all rubric categories.

Rubric

Reflection Journal

Reflection Journal

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeInsights and viewpoints

4 pts

Level 4

Insights and viewpoints are shared with full detail accounting for all applicable parties; patient, family, provider.

3 pts

Level 3

Insight and viewpoints are shared with few details excluded. 1 party is not account for in perspective.

2 pts

Level 2

Insights and viewpoints are loosely shared and missing detail. Only the perspective of the patient is shared.

1 pts

Level 1

No insight or viewpoints are shared. Details are lacking and no inferences are made.

0 pts

Level 0

No details or insights are provided. Assignment incomplete

4 pts

This criterion is linked to a Learning OutcomeContent

4 pts

Level 4

All questions are answered with thought and consideration. Flow and transitions are appropriate and no errors are noted.

3 pts

Level 3

1 question is lacking information or does not adequately answer. Transitions and flow of paragraphs are intact and complete.

2 pts

Level 2

2 or more questions are lacking information or do not specifically answer the question.

1 pts

Level 1

Content is lacking all information. No questions are adequately answered and/or they do not apply to the situation.

0 pts

Level 0

No content provided. Assignment incomplete

4 pts

2 pts

Level 4

Excellent use and control of language. Superior use of style and variety provided in a professional tone.

1.5 pts

Level 3

Good use and control of language. Minor (<2) errors with use of style with some variety provided. Professional tone maintained throughout. 1 pts Level 2 Average use and control of language. Some (3-5) errors or misuse of style with minimal variety. Professional tone maintained throughout. 0.5 pts Level 1 Below average use and control of language. Significant (>5) errors or misuses of style with no variety. Professional tone not maintained throughout assignment.

0 pts

Level 0

Significant issues with use and control of language. Style and variety unable to be determined with no professional tone.

2 pts

This criterion is linked to a Learning OutcomeFormatting

1 pts

Level 4

Formatting follows assignment directions (APA as required) used with no errors. Citations provided (if necessary) with no errors.

0.75 pts

Level 3

Formatting follows assignment directions (APA as required) with minimal (<2) errors. Citations provided (if necessary) with minimal (<2) errors. 0.5 pts Level 2 Formatting mostly follows assignment directions (APA as required) with some (3-5) errors. Citations (if necessary) provided with some (3-5) errors. 0.25 pts Level 1 Formatting (APA as required) errors (>5) make following the assignment difficult. Citations (if necessary) mostly provided with significant (>5) errors.

0 pts

Level 0

Formatting does not follow assignment directions. Significant errors make formatting illegible. Citations (if necessary) do not follow APA format.

1 pts

This criterion is linked to a Learning OutcomeScholarly/Professional Composition

1 pts

Level 4

Expert level of writing with little to no errors.

0.75 pts

Level 3

Good level of writing with minimal (<2) errors. 0.5 pts Level 2 Average level of writing with some (3-5) errors. 0.25 pts Level 1 Below average level of writing with significant (>5) errors.

0 pts

Level 0

Level of writing is far below what is expected for scholarly/professional composition.

1 pts

Total Points: 12

PreviousNext
Topic
Researching how Covid-19 has increased the number of entrepreneurs. Covid-19 forced people to look for a second stream of income, and as a result, there were many new innovative products and services that were created during the downtime. The influence of social media on these businesses was also a critical factor in why many entrepreneurs succeeded. Social media platforms such as TikTok were also prevalent during the pandemic, which was a powerful platform for businesses to introduce their small businesses and reach a broad audience. The research would be how the number of entrepreneurs increased during the pandemic, the reasons as to why it was a good time to live out your dream projects, and how sustainable these businesses will be post-Covid – 19.

Also examine how isolation has an impact or increased creativity/innovation

HERE ARE THE KEY PARTS OF THIS PAPER

Make it intriguing – (BUT LESS THAN 120 CHARACTERS)

Introduction/Background

Provide a brief description of what the proposed research topic is about, why is it important and how you came to be interested in it.

Literature Review

The purpose of this assignment is to develop skills in finding and analyzing valid literary resources for your research.
The review should be written in an integral / synthetic style, and NOT as an annotated bibliography.

This part of your research proposal should be roughly 4-5 pages not double spaced (excluding cover page and references) and written in paragraphs, report format. All citations and references for this course are to be done in the APA style.

Please note: Use in-text citations to reference all ideas, concepts, text, and data that are not your own. If you make a statement, back it up with a reference!

Research a minimum of 15 relevant business-related literature sources (focus on material available in digital format only for this course). Carefully choose your 15 “keepers” that are clearly related to your study. (Note: you might need to find 30 to “keep” only 15).

Identify major common themes encountered in the selected literature sources. For each theme, create its own subsection within the literature review.

For each theme / subsection of the literature review, explain the opinions of the authors and show their similarities, differences, methods of acquisition of data, methods of data analysis and other pertinent information. State how the reviewed research results relate to your proposed study.

Identify the gaps in the literature and explain what needs to be done to move forward in your research.

Statement of the Problem

Detail the problem that you are considering. Explain:

How are you defining and delimiting the specific area of the research?

What is the gap that will be addressed by this research?

What it is that you hope to learn by conducting this research?

Discuss the anticipated outcomes and benefits to the researcher, the organization, or society.
Literary Period Paper Topic Proposal

Rough Draft Essay

Due Date:

8/4/20219*

What am I supposed to do for this essay?

What are the assignment instructions asking me to do to complete this essay?

(Remember to review the assignment instructions to help you figure this out.)

I’m supposed to pick a time period that we discussed in this class. Then choose two works of literature in those periods. After finding that out write a 900-1100 research based essay. And then analyze the two stories/poems I have chosen.

Which time period/literary movement from our class will you write about?

(Remember you can only pick one time period we have covered!)

The list of possible time periods/movements can be found on the Literary Period Paper (First Draft) assignment in Canvas.

The Classical Period (Ancient Greece)

Which two stories, poems, etc. from our class will you write about?

(Remember that they have to be from the time period you list above—and cannot be the same story you already wrote about for your first essay!)

The list of possible works you can choose can be found on the Literary Period Paper (First Draft) assignment in Canvas.

Medea, Oedipus the King.

Why did you select this topic/these pieces of literature?

I choose this topic and this time period because I’ve always fount the ancient Greece interesting. Like the way stuff was put back then and how stuff was delt back then. The Medea story was really interesting and how everything happened. The culture as well and how different it is now to way back then.

Create an “assignment schedule”:

When will you complete the assignment? What is your timeline for getting this assignment done? What “checkpoints” will you give yourself (i.e. “I will reach the halfway point by ______ day”)?

I will hopefully be done by the 4 the day it’s due. If anything the day before but I would say that day. Now for the half way mark I would say the 2nd or 3rd because of the going over every detail I need to do and make sure it’s right and ready to start. I say the 4th so hopefully the draft is done and I just need to fix little things so I don’t have to stress on it.

What are some important writing styles, themes, literary devices, writing techniques, or other elements of the stories you have chosen?

These are the topics you may be able to research to write your essay.

I would say the important literary devices used would be the irony and symbolism in these story’s. As same as themes which were passion and rage. Another would be the elements like the plot of the stories and theme and more. Even when used a chorus, verse, and heightened languages.

What are some things you do NOT know for sure about the time period/movement or writing you selected? What information might you be missing about the culture or historical backgrounds of the pieces of literature you picked to analyze? What kinds of topics will you need to research more to successfully complete this essay?

I know that the story Oedipus the King I don’t know to much I would be missing the historical background of it. But a little bit of research wouldn’t be bad nor hard to find. I would need to see on how these both stories go with the time line and how they both a line with it and are the same to it. So with some research I can fine the things I need.

Finally, list at least five keywords (search terms that you can put into Google Scholar, the UT-RGV library, etc.) to conduct your research.

Prologue

Parodos

Episodes

Stasima

Exodus

The primary goal of this assignment is to prove that two pieces of literature are both good examples or good representations of a specific time period because they both use important literary devices, writing styles, themes, or other written elements that match that time period.

For example, a student writing this essay might argue that two different short stories from the 1940s are both great examples of the Modernist Movement because they both feature first-person narrators, the stream-of-consciousness writing style, and address the negative feelings people had about the war.

1) Select a time period or literary movement we have covered in class. During this project’s time span, we have covered or will cover:

The Classical Period (Ancient Greece)

2) Select two works of literature inside your chosen time period. Note: Both works must come from our textbook , and if you choose something we did not read in class, I will ask you to submit reading notes to prove that you did read the other story. For example:

If you choose Medea, you will also need to read Oedipus the King.

NOTE: You cannot choose the same story that you wrote about for your first essay. For example, if you wrote about Medea for your first essay, you cannot write about Medea again for this essay. You must pick a different topic to focus on.

3) Write a 900-1100 word research-based analysis essay including the following:

Well-developed introduction paragraph with complete thesis statement.

Sample thesis statement: Although Edgar Allan Poe’s “The Tell-Tale Heart” and H. P. Lovecraft’s “The Colour Out of Space” were written more than 50 years apart, both of these stories are excellent examples of the American Gothic Movement because they both focus on the dark side of human emotions, feature a sense of helplessness, and include vivid descriptions of violent deaths.

Brief summary of your chosen time period or literary movement.

This should be a very short section, one to two paragraphs maximum (recommended 200 words or fewer).

Use this paragraph as a place to provide necessary background information on your chosen period or literary movement. Please focus on what was going with literature at the time; do not just give a Wikipedia-like info dump. Remember that this is a literature paper, not a history paper!

Suggested topics to address in the background info section:

Major trends in writing/literature at the time (i.e., oral tradition, writing about dark subject matter, the rise of the short story, etc.)

Historical events that specifically led to those major trends (only share events that actually influenced the writing; if it didn’t influence writing, it doesn’t belong in this paper).

Major writing styles of the time period (i.e. regulated poetry using parallelism, frame narrative, stream-of-consciousness, etc.)

Common elements of the time period or movement (i.e. Realism trying to capture real lives as accurately as possible)

Common world views, morals, or beliefs of writers from this time period (i.e. the Greeks believing in fate/the gods, the Hindu concept of dharma showing up in stories, Modernists rejecting old traditions to create something new, etc.)

Analysis of your two chosen stories/poems to prove that they are good representatives of their time period/movement.

This should be the longest section of the paper (recommended 700 words or more).

Note: You are not comparing and contrasting the two stories/poems against each other here. The goal of this section is not just to find similarities and differences between the two pieces of literature. Instead, the goal of this section is to show how both pieces of literature match the time period/movement they came from and help to express the values, beliefs, and writing styles that were popular during that time. Finding similarities between the stories or poems can help prove they are both good examples of the time period/movement, but the goal of the paper is not just to compare the two stories/poems to each other.

Some possible topics to discuss: Similar literary devices (repetition, personification, etc.) used in both stories that match their culture/time period, similar themes or major ideas in the stories that help express their culture’s views, similar plot structures or character archetypes that show what their cultures/time periods valued in people, similar religious concepts, similar writing styles that helped express the culture/time period, etc.

Example topic sentences:

Paragraph 1: Like most Gothic stories, “The Raven” and “The Colour Out of Space” both focus on the dark side of human emotions, which is related to the personal struggles their authors went through in life.

Paragraph 2: “The Raven” and “The Colour Out of Space” are also excellent examples of the American Gothic Movement because they both include characters who are helpless to change their horrible life situations.

Paragraph 3: Both “The Raven” and “The Colour Out of Space” include a monstrous creature that haunts the main characters, which was a common element in many Gothic stories, because death and loss were so common during that time period.

Paragraph 4: Finally, both of these works of literature are strong representatives of the American Gothic Movement because they both feature a pessimistic world view, implying that, in the end, there is no escape from evil or despair.

A solid conclusion paragraph that recaps on each main point from the body and then provides closure to the essay overall by discussing in a few sentences how literature is a record of the culture, beliefs, and values people had both in the past and present.

IMPORTANT:

Your essay must use a total of five sources. Two of your sources will be the pieces of literature you are analyzing. The other three sources must come from the library database. No websites except .edu websites will be allowed as sources, unless you get specific permission from the professor.

NOTE: The lectures in this class cannot be used as a source for this essay. Your sources must come the textbook and outside research, not my lecture PowerPoints.

Leadership theories generally describe relationships between leaders and tasks. For example, some theories suggest that leadership is a charismatic quality or set of traits that certain people possess. Others suggest that effective leadership depends on the relationship to the issues or culture of the organization. Many of these relationships will be examined in detail throughout this unit.

The autocratic leader focuses on observable behaviors. There are clearly defined rules that everyone is expected to follow. The message is clear: Do as I say. In this environment, people mainly follow directives; creative thinking is not encouraged. While this leadership style has been criticized in recent years, it often produces the desired results in crisis situations when critical decisions have to be made in a short period of time.

Charismatic leaders seem to know just the right words to say. These leaders inspire followers to take action and keep followers motivated by their charismatic personalities. They help people realize their full potential by focusing on emulating their leader. This style works best in small, closely knit organizations that share values that are clearly defined and commonly agreed upon.

Transactional leaders value order and structure (STU Online, 2018). This may be a formal, written agreement, such as an employment contract, but more often, it is an informal set of expectations or company policy. Whenever there is a disagreement, the two parties use the contract as a basis for resolution. The leader may also use rewards or punishment as extrinsic motivators. Subordinates work at the pleasure of the leadership and are expected to do as told. While this may stifle the creative person, others find it comforting to follow a clear set of rules.

Leaders who take a team approach and encourage collaboration may develop a stronger social bond within the organization. Leaders may create an inviting atmosphere that, in many cases, extends beyond the walls of the organization. Meetings may be held in a variety of locations and settings; however, there is a broad range to what may be called participation—anything from describing a plan, asking for assent to describing an issue, and making the group fully responsible for creating and implementing the plan.

While charismatic leaders typically make themselves the focus, transformational leaders are focused on the change itself. The atmosphere is not “who am I” but “what have I done.” As change agents, they intend to bridge an identified performance gap or to find an opportunity to make a good organization excellent. Transformational leadership requires salesmanship, being the first to communicate the vision, and then being the one to motivate others to follow. Along the way, there is considerable cheerleading to overcome the natural flow of energy as the vision is implemented.

Reference

In many organizations, neither the managers nor the employees think consciously about the prevailing leadership styles. Leaders just do what comes naturally. Staff members react to what they experience. Both groups can benefit by examining the team’s leadership model. Managers can assess their own effectiveness and make appropriate changes. Employees can learn to meet the success criteria of their leaders.

Identifying a team leader’s style need not be a theoretical exercise applying academic definitions. It can simply be making observations on how certain activities are conducted and what is really important to the manager, as evidenced by behavior and reactions to events. In fact, if asked, most leaders would not know how to put a name on their own leadership style. It is possible, though, to examine these elements of their tendencies by asking a few questions.

How do they define and view the boundaries and scope of their own authority and that of other individuals in the department? How do they establish individual and departmental goals and track progress against them? What do leaders consider to be critical success factors for individuals and for the group? How, and how often, do they interact with staff members, their peers, their own managers, users, and customers? How, and for what purposes, do they conduct meetings? Do they spend their time and energy as detail-oriented micromanagers or as big-picture generalists? What events and circumstances produce the strongest positive and negative reactions from the managers? What behavior or consequences do these reactions generate?

By answering these questions, team members can understand the elements, if not the formal name, of the group leader’s style. They can then anticipate the demands and expectations of those managers. A key to this analysis is remembering that actions speak louder than words, which in this case means that what leaders actually do on a day-to-day basis or in a crisis may be more indicative than what they say to describe themselves.

The Importance of Understanding and Change

Managers should have an interest in understanding their own styles as well, and an honest self-examination regarding these topics can be a useful tool to determine whether their actual behavior matches their own image of their leadership tendencies. It is also particularly helpful to think about if and how one’s style changes under different conditions. The goal of this assessment is to determine if one’s leadership causes team members to understand unambiguously what is expected of them and to be motivated to achieve those objectives. It is one step in determining leadership effectiveness.

Strategic or upper-echelon leadership contributes a new level of complexity to the process by focusing on the entire organization, rather than just a single department. Upper-echelon leaders have executive discretion, which is moderated by both external environmental factors (such as market growth or the type of industry) and internal organizational factors (such as stability, size and structure, and culture).

Demographics and Personality Traits

A number of studies have been conducted to identify the various individual characteristics of upper-echelon leadership. Research has shown that older chief executive officers (CEOs) tend to be more averse to risk, and insider CEOs attempt to maintain the status quo. These types of personalities are therefore less likely to make any changes in the organization. Research has also examined the upper manager’s functional background and its impact on an organization’s strategic choices. One of the most successful outcomes of this research is the concept of locus of control. Managers with an internal locus of control stress research and development (R&D), and are thus more likely to be innovators than those with an external locus of control.

Researchers have described four strategic leadership types, based on the degree to which strategic leaders are challenge-seeking or have a need for control (see Figure 1):

The High Control Innovator, a challenge seeker who maintains tight control of the organization.

The Participative Innovator, a challenge seeker who delegates control.

The Status Quo Guardian, a challenge-averse leader who maintains tight control.

The Process Manager, a challenge-averse leader who delegates control.

Desire for Control

High Control

Low Control

Challenge
Seeking

High challenge seeking

High control innovator

Participative innovator

Low challenge seeking

Status quo guardian

Process manager

(Nahavandi, 2003)

Each type of strategic leader deals differently with the six strategic forces: perception of environment, technology, strategy, culture, structure, and leadership (Nahavandi, 2003).

Culture and Gender

The importance and impact of culture and gender on leadership are the subjects of recent studies. Little empirical data has been collected, although findings suggest that strategic leadership differs from one country to another. Evidence also suggests that female executives in traditional organizations succeed if their styles mirror male leadership styles, while other studies reveal that the supportive style more typical of women encourages greater employee participation and empowerment (Nahavandi, 2003).

The traditional “command and control” leadership style is not suited for the rapid social, cultural, and organizational changes now occurring around the world. The leaders of the future will be required to adopt a different mindset toward external and internal shareholders. They will have to demonstrate integrity and honesty towards all shareholders and develop an astute awareness of cultural factors. It is not humanly possible for any one person to understand all the implications related to the different cultures in the world; however, a leader can ask questions, listen to answers, and refrain from judgment.

In the future, leaders will be required to have integrated perspectives about their organization’s function. These leaders will be successful if they remain flexible and open to new experiences, and effectively manage change. Leaders in the twenty-first century should be willing to experiment and challenge their assumptions.

It is imperative that these leaders commit to ongoing learning, training, and practice, so that they might acquire and retain the many skills and tools required to effectively lead their organizations. Finally, tomorrow’s leaders must learn to balance and integrate their careers with their personal lives.

Reference

Nahavandi, A (2003). The art and science of leadership (3rd ed.). Upper Saddle River, NJ: Prentice Hall.

There are many different leadership styles, and good leaders do not possess any single style; instead, they often incorporate multiple styles depending on the situation or the diversity of their followers. Six different leadership styles are described below (Goleman, 2002):

Coercive: This is a mostly negative style and is considered the least effective. This leader demands immediate compliance, assigns blame, and tends to lead by terror.

Authoritative: This is often considered the most effective style. These leaders are vision oriented and mobilize followers toward that vision. They demonstrate that the followers matter and can see when strategies must change to reach a goal.

Affiliative: These leaders place the needs of their followers first. They tend to give freedom to followers to do their jobs and make decisions. They demonstrate that they care and create a sense of belonging among their followers. This style is best used when trying to promote harmony and cooperation.

Democratic: Allowing for the input of followers, these leaders recognize that some decisions must be made as a group.

Pace setting: This style is often viewed as “walking the talk”; these leaders set the pace based on their own objectives. They tend to set high standards for themselves and expect the same from their followers. This style is best when followers are relatively self-sufficient.

Coaching: These leaders often tend to act as counselors. They empower followers to explore their options and motivate through learning.

It is important that effective leaders incorporate multiple styles. Leaders who master multiple leadership styles are typically the most effective.

Good leaders lead by example. They care about their followers and incorporate many different styles based on the situation and the uniqueness of the people they lead. They combine their personality traits and a leadership style that exudes confidence, capability, and a willingness to sacrifice for their followers.

Reference

Unit 3 Assignment – Science and Policy Alignment

This assessment addresses the following course objective(s):

Interpret research, bringing the nursing perspective, alongside perspectives of their administrative colleagues, for policy makers and stakeholders.

Instructions

As a healthcare professional,

effective communication is an essential skill for you to have. For this assignment, you will synthesize scientific research with relevant health policy, and write a professional editorial piece for public consumption.

Your role: Content contributor for The American Journal of Nursing

Audience: Healthcare professionals, nursing and administrative.

Format: 3-page paper, editorial style. Plus, a cover and reference page. A minimum of three scholarly sources should be included. In-text citations are required. APA style should be followed throughout.

Refer to the article Engaging policy in science writing: Patterns and strategies within Unit 3 Topic 2 for additional guidance on using the “push” style of writing.

Structure:

Choose any scientific research topic, with relevant and reliable scholarly sources available for you to review. If your background is clinical, your focus may be heavy on the science or clinical elements. If your background is more administrative, you may choose research which is more closely related to a social issue (such as emergency contraceptives, vaping use, etc.)

Choose a policy or proposed policy that directly relates to your area of scientific research.

Write an editorial article, approximately 3 pages in length, summarizing the scientific research on your chosen topic, and aligning it with relevant health policy. Explain the need for increased awareness around the topic:

Who needs to do something about it,

When action is needed,

What that action could look like, and

Why such action will positively influence the future of healthcare.

Submit

Word document

Assignment Resource(s)

The American Journal of Nursing website: https://journals.lww.com/ajnonline/pages/default.aspx

Ruhl, J. B., Posner, S. M., & Ricketts, T. H. (2019). Engaging policy in science writing: Patterns and strategies. PLoS One, 14(8) http://dx.doi.org/10.1371/journal.pone.0220497

Estimated time to complete: 5 hours

Leadership skills require a greater sensitivity to the human behavior and group dynamics than management skills do.

The specific personal traits of effective leaders include the following:

Empathy

Empathy is the skill of being able to feel the pain and frustration of others. Most notably, leaders must be sensitive to how decisions they make may impact employees and take this into account when communicating the importance of and the need for making changes.

Perhaps the worst perception leaders can leave among their subordinates is that the effort being put forth will only make the leader look good or will be for the leader’s benefit. The good leader will relate objectives and high goals to what it means for the people carrying out the plan.

Ability to create a meaningful vision and solicit organizational buy-in

The most effective organizational motivation comes from everyone buying into the plan and its objectives. As a group, sports team coaches are probably the best at this. Early in the sport’s preseason, the effective coaches develop mantras or slogans defining the vision of where they wish to be.

Employees who do not buy in emotionally to a plan or change in direction will rarely put forth sufficient effort to accomplish the plan.

High sensitivity to how perceptions of their behavior can influence employee behavior

Leaders who act hypocritically are a major demotivator in the organizational setting. A Theory X senior manager who expects subordinate managers to also act in that manner will be viewed as hypocritical. A manager who preaches that he has an open-door policy but who does not respond to frequent concerns from his subordinates will not be viewed favorably.

Willingness and ability to effectively confront difficult situations

Something that frequently separates effective from ineffective leaders is their ability to make unpopular or difficult decisions. Having to lay off employees, close a plant, or send troops into harm’s way are all examples of this. These decisions are rarely easy or politically popular, but they are almost always necessary for the long-term, big-picture benefit to the organization.

A forward-looking viewpoint, rather than dwelling on the past

Frequently, mediocre leaders will dwell in the past and focus on who did something wrong, who is to blame, and so forth. The effective leader will look at lack of past performance as a learning exercise and instead focus on the future, saying “What can we learn from the mistakes we made last week?”

Some people feel that the leader must be as knowledgeable of every job as the workers; otherwise, he or she does not deserve to be the leader. This is a common misperception about the meaning of effective leadership.

Although superficially this seems to make sense, in fact, leaders can be effective without knowing anything about subordinates’ jobs as long as they can be empathetic about employee concerns. The ineffective leader, if not personally knowledgeable of every job, may overrule concerns of the employees. This invariably may cause subordinates to lose respect for the leader because this person making a decision is perceived as unqualified.

Strategic or upper-echelon leadership contributes a new level of complexity to the process by focusing on the entire organization, rather than just a single department. Upper-echelon leaders have executive discretion, which is moderated by both external environmental factors (such as market growth or the type of industry) and internal organizational factors (such as stability, size and structure, and culture).

Demographics and Personality Traits

A number of studies have been conducted to identify the various individual characteristics of upper-echelon leadership. Research has shown that older chief executive officers (CEOs) tend to be more averse to risk, and insider CEOs attempt to maintain the status quo. These types of personalities are therefore less likely to make any changes in the organization. Research has also examined the upper manager’s functional background and its impact on an organization’s strategic choices. One of the most successful outcomes of this research is the concept of locus of control. Managers with an internal locus of control stress research and development (R&D), and are thus more likely to be innovators than those with an external locus of control.

Researchers have described four strategic leadership types, based on the degree to which strategic leaders are challenge-seeking or have a need for control (see Figure 1):

The High Control Innovator, a challenge seeker who maintains tight control of the organization.

The Participative Innovator, a challenge seeker who delegates control.

The Status Quo Guardian, a challenge-averse leader who maintains tight control.

The Process Manager, a challenge-averse leader who delegates control.

Desire for Control

High Control

Low Control

Challenge
Seeking

High challenge seeking

High control innovator

Participative innovator

Low challenge seeking

Status quo guardian

Process manager

(Nahavandi, 2003)

Each type of strategic leader deals differently with the six strategic forces: perception of environment, technology, strategy, culture, structure, and leadership (Nahavandi, 2003).

Culture and Gender

The importance and impact of culture and gender on leadership are the subjects of recent studies. Little empirical data has been collected, although findings suggest that strategic leadership differs from one country to another. Evidence also suggests that female executives in traditional organizations succeed if their styles mirror male leadership styles, while other studies reveal that the supportive style more typical of women encourages greater employee participation and empowerment (Nahavandi, 2003).

The traditional “command and control” leadership style is not suited for the rapid social, cultural, and organizational changes now occurring around the world. The leaders of the future will be required to adopt a different mindset toward external and internal shareholders. They will have to demonstrate integrity and honesty towards all shareholders and develop an astute awareness of cultural factors. It is not humanly possible for any one person to understand all the implications related to the different cultures in the world; however, a leader can ask questions, listen to answers, and refrain from judgment.

In the future, leaders will be required to have integrated perspectives about their organization’s function. These leaders will be successful if they remain flexible and open to new experiences, and effectively manage change. Leaders in the twenty-first century should be willing to experiment and challenge their assumptions.

It is imperative that these leaders commit to ongoing learning, training, and practice, so that they might acquire and retain the many skills and tools required to effectively lead their organizations. Finally, tomorrow’s leaders must learn to balance and integrate their careers with their personal lives.

Reference

Nahavandi, A (2003). The art and science of leadership (3rd ed.). Upper Saddle River, NJ: Prentice Hall.

Leadership is the act of guiding or directing others to advance a group with regard to a common purpose. It is not practiced in such simplistic terms, however. There are many types of leadership and leadership types that fit into the realm of homeland security and emergency management. For example, crisis leadership is a common leadership type that denotes behaviors one would assume during a severe or significant situation, whereas in extremis leadership refers to situations where there are imminent threats to life that one must guide others through. You will examine both types and identify how both may be used effectively across any leadership situation.

Leaders, in general, must possess certain traits to be effective. Often, it is easier to manage tasks as a supervisor, but the leadership qualities that are inherent to homeland security and emergency management require further commitment to personnel for their training, development, and growth within the field.

There are hundreds of traits that great leaders possess, but some researchers posit that there are five basic personality qualities of strong leaders (Kouzes & Posner, 2007):

Honesty: To be followed, honest leaders demonstrates that not only are they truthful about their activities and decisions but also that they are capable of admitting when mistakes have been made and being able to correct them openly.

Forward thinking: Having a clear vision and the willingness to share that vision are the hallmarks of a forward-thinking leader.

Competent: The key to competence is demonstration. Leaders who are knowledgeable and capable demonstrate proficiency in their actions. Good leaders demonstrate competence with the delicate balance of conveying their abilities while not coming across as arrogant. Giving credit to others when it is due is a good demonstration of competence as well.

Inspiring: Leaders who communicate clearly and with passion tend to evoke feelings of inspiration among their followers. A leader’s honesty and humility play a key role in their ability to inspire others.

Intelligence: Leaders must be knowledgeable. Moreover, they must have a good grasp of the concepts and terminology of the field in which they lead. They must possess the ability to apply their knowledge through strategic thinking and clear communication. Another component of intelligence is having the ability to evaluate many aspects of a situation from different viewpoints. Therefore, listening to others and evaluating solutions from a broad perspective demonstrate a level of intelligence that followers will respect.

Other commonly valued leadership traits include the following:

Being action oriented

Good communication skills

Integrity

Dedication

Magnanimity

Humility

Openness

Creativity

Fairness

Assertiveness

Humor

A good leader must work toward a goal and demonstrate the discipline necessary to achieve success. Good leaders do not sit back and wait for things to happen; their motivation and dedication inspire others to work toward achieving the common objectives. Good leaders demonstrate that they can be trusted through their honesty and control of outward emotions. The ability to bestow credit for others’ successes and spread opportunities for others to be successful is the mark of a magnanimous leader. Leaders with humility recognize that they are no better than those they lead. They are often in the trenches alongside their subordinates. They are good listeners and are able to take into account others’ viewpoints, while also promoting an atmosphere of shared ideas and solutions. They are creative in their style and are skilled at evaluating the potential of new ideas. They are fair and deal with others in a just and consistent manner. They are not aggressive and are not intimidated by challenges; rather, they approach them head-on. Good leaders are also able to use humor to reduce tension, alleviate boredom, and foster camaraderie.

Reference

Kouzes, J. M., & Posner, B. Z. (2007). The leadership challenge. San Francisco, CA: Jossey-Bass.

Research of Emotional Motivation

Imagine life without emotion: There would be no joy associated with great art or literature. A vicious crime would elicit no anger or disgust. As we watch our favorite sports teams, we would never experience the thrill of victory or the agony of defeat. Sadness would not follow death of a loved one because we would not experience love. Without emotion, life would be listless and colorless, like a meal in need of spice. But emotions do more than provide color and spice; they can actually help us to survive.

Nearly every organism exhibits some type of learning to survive in its environment. Some responses to environmental stimuli, such as reflexively blinking in response to a puff of air, are very brief in duration and never enter our consciousness. In other instances it is important to be aware of the consequences of our interactions with our environment. This is what we mean when we speak of learning.

Motivation

Motivation is defined as the physiological and psychological factors that account for arousal, direction, and persistence of behavior.  Biological theories of motivation stress the importance of biological or physiological processes in determining behavior.  Cognitive theories of motivation stress the processing and understanding of information. Maslow’s hierarchy of needs combines biological and psychological aspects of motivation.  A learned motive is learned or acquired.  Specific Motives include hunger, sex, achievement, and affiliation.

Emotion

Emotions involve physiological and behavioral changes elicited by stimuli.  Darwin’s evolutionary perspective states that emotions prepare us, provide signals to others, and guide our behavior.   There are some physiological differences among emotions such as increased heart rate in anger.  Blushing is elicited by a number of circumstances that usually involved concern about how others evaluate a person.

There is strong evidence for universal recognition of at least six basic emotions: anger, disgust, fear, happiness, sadness, and surprise.  Robert Plutchik’s model explains how emotions can be combined to yield blends that differ in intensity.  Nonverbal communication involves communication through body language, movements, and gestures.  The meaning of certain gestures varies with the culture.

Languages and cultures differ in the number of words that describe categories of emotion.  Some words refer to emotions that are not described in all cultures or languages. Appraisal theories of emotion propose that how we make judgments about events leads to emotional reactions.  The concept of emotional intelligence includes such abilities as motivating oneself, persisting in the face of frustrations, and controlling impulses, as well as being aware of the emotions one is experiencing.

Learning

Learning occurs when experience produces a relatively permanent change in behavior.  Classical conditioning involves pairing an unconditioned stimulus eliciting an unconditioned response with a conditioned stimulus which is neutral at the start of conditioning.  After several pairings, when the conditioned stimulus is presented by itself, it elicits a conditioned response.

Operant conditioning occurs when an organism performs a target response that is followed by a reinforcer.  Positive reinforcers are presented after the target response has been made; whereas negative reinforcers are taken away after the target response has been made.  Insight learning involves restructuring out perceptual stimuli to achieve the solution to a problem.  Such perceptual restructuring and solutions typically occur rapidly.  Latent learning, however, occurs when learning has taken place, but is not demonstrated until a later time.

The opposite of reinforcement is punishment.  It decreases the rate or frequency of responding.  Operant responses that are not reinforced each time during training take much longer to extinguish that ones that have received continuous reinforcement.  This is called the partial reinforcement effect.  Observational learning takes place when we observe and identify with the behaviors of others.  For instance, advertising and television commercials appeal to this process.  Finally, behavior modification is the application of the basic principles of learning to change or modify an undesired behavior or increase specific desired behaviors.

Most companies predicate their decision regarding which employee will be developed in a leadership role on how well the individual can enhance the organization. Some companies attempt to base selections of individuals on indicators of ability and motivation, such as test scores and grades. Other firms try to predict leadership potential by assessing the characteristics and backgrounds of individuals attaining leadership positions in their own or other major corporations.

Succession to leadership positions is often determined by individual-based criteria, such as social origins or social connections—a situation aptly described by the popular saying It is not how much you know but who you know.

Leaders Can Shape the Organizational Culture

Effective leaders are able to influence the company’s culture through establishing direction and vision for the company. They also can align employees by providing direction through communications and actions, motivating and inspiring employees, satisfying their needs, producing useful changes, and instituting new approaches to challenges. An effective manager is able to influence a company’s culture by planning and budgeting, allocating resources, organizing, staffing, monitoring, implementing, controlling, and problem solving. The efforts of leaders and managers together can create a useful company culture that can result in financial gains for all employees.

The Ability to Influence Employees

Many leadership studies show that most business leaders seem to have the ability to reawaken primitive emotions in their employees in common. This is particularly true of leaders who are charismatic and are masters of manipulation in certain situations.

Some of these leaders have the power to affect behavior and the uncanny ability to exploit the unconscious feelings and emotions of their employees. In spite of the regressive potential of some leaders, there are others who transcend petty interoffice concerns to create a constructive work climate and involve, initiate, and spur creative endeavors.

Many researchers have compared transactional leadership traits with transformative leadership traits. The transactional leader motivates employees by exchanging rewards for services rendered, whether political, economic, or psychological. The transformative leader recognizes and exploits an existing need or demand of a potential employee.

Kolditz (2007) provides nine lessons of leadership attributes that can be used in any setting, including business. He posits that in extremis leaders do not need to be in dangerous occupations or necessarily in crisis mode to be effective. Successful leaders should move away from transactional leadership, where one leads others to achieve some type of payoff, to transformational leadership, where the goal is to practice authentic leadership with an emphasis on conveying hope, resilience, and optimism. The nine lessons are as follows:

Motivate with an emphasis on learning. Although most followers involved with in extremis occupations are mostly self-motivated, leaders are able to employ teaching moments through their leadership. The objective is to help people work smarter, rather than harder, at accomplishing objectives.

Share risk. One of the most important aspects of trust development is for followers to know that their leader will share the risk by getting in the trenches right alongside them. This is probably the strongest nonverbal cue that a good leader can display. When followers see leaders placing their own sense of safety and security behind those they lead, it sends a strong message of trust and confidence that are beyond reproach.

Practice a similar lifestyle. Most in extremis leaders are humble about their positions, are selfless, and do not see themselves as elite. They share experiences, are often not compensated significantly better than their followers, and have similar motivators. These leaders are frequently in their field for a very long time.

Develop confidence without arrogance. Conveying competence through confidence without upstaging or embarrassing followers is essential to an in extremis leader.

Face the threat head-on. In extremis leaders are often faced with life-and-death challenges. Even business decisions can significantly alter the lives of others. Leaders must be committed to dealing with the problem and must possess a resolve to see it through to a successful conclusion, even if there is loss.

Résumés and pedigrees are irrelevant. When a crisis strikes, a leader’s credentials in the field are meaningless; what the leader does with what he or she has learned, however, is most critical.

Inspire through action. No one wants to follow a leader who sits back and barks orders. Good leaders get into the action, take action, and accept the consequences for their actions.

Demonstrating effectiveness depends largely on the situation. Some leaders lead effectively through benign situations, but if a crisis strikes, they may falter. How leaders handle extreme situations determines whether others will follow them.

Lead with passion. Good leaders want to lead. People who have a passion and commitment for leadership are more successful than those who just want to advance in the ranks.

Reference

Kolditz, T. (2007). In extremis leadership: Leading as if your life depended on it. San Francisco, CA: Jossey-Bass.

Leaders in a cultural environment cannot utilize just one approach when working with global leaders. Leaders are faced with many challenges in a changing global market and must constantly make the necessary adjustments to turn their vision into a reality. A leader who is culturally sensitive and can interact well with a diversity of people will enjoy success. Leadership is complex, and leading across cultures is considerably more complex.

According to Ledlow and Coppola (2011), the GLOBE Project has identified the following six leadership dimensions across  62 countries:

Charismatic and value-based

Charismatic, visionary, integrity, decisiveness, performance-oriented

Favored by Western, Latin, African, and Asian cultures

Participative

Participative, democratic

Team-oriented

Team collaborative and diplomatic

Favored by Eastern European and Middle Eastern cultures

Human-oriented

Modest, human-oriented

Self-protective

Self-centered, procedural, conflict inducer, status-conscious

Autonomous

Self-directed, independent

Reference

Ledlow, G., & Coppola, M. (2011). Leadership for health professionals: Theory, skills, and applications. Sudbury, MA: Jones & Bartlett.
Assignment 4 – Exercise 09

Use the Big Data Analytics Consulting Case databases to complete this Assignment.

Ensure that you have fully completed the exercises 1, 2, 3, 4 and 6 before starting with this assignment.

Ensure that your current fiscal year is 2020 (GL Setup \ Options \Posting Tab).

If you have completed the Assignment 2 correctly, then your TD Bank Chequing Account and the Accounts Payable balances in the General Ledger module as of Jan 31, 2020 will be as follows:

1000 – TD Bank Chequing \$ 14,185 (Debit)

2000 – Accounts Payable \$ 2,500 (Credit)

In the event if your balances are incorrect, just ignore your own balances for the purpose of completing this assignment, and assume that your TD Bank Chequing Account balance as 14,185 (debit) and your Accounts Payable Account balance as 2,500 (Credit). No marks will be deducted for this.

Since some of you may not have the correct balances in G/L, importance will not be given to the General Ledger module in completing this assignment, and therefore, you are not expected to process (post, delete, etc.) your batches in the General Ledger module.

If the information is not provided to complete a particular setup, just accept the default settings for the setup. But, based on your judgment, you are permitted to make necessary changes to the settings, if such changes are required to complete the assignment questions.

Case Information

Big Data Analytics Consulting Company (BDA) had been using the Sage 300 General Ledger module for the past one month, and since BDA is satisfied with the use of the General Ledger module, they have decided to use the Sage 300 Accounts Payable, Bank Services and the Tax Services modules starting from January 31, 2020.

At this point in time, BDA has only a Chequing Account with TD Bank, and the TD bank account will be used for all of the BDA banking transactions. The TD Bank Chequing Account details are as follows:

Bank Transit Number – 12342004

Chequing Account Number – 0123454321

Prior to January 31, 2020, BDA had been directly using the GL Account 1000 to record any transactions involving the TD Bank. Going forward, BDA will be primarily using a sub-ledger Bank Account to record its TD banking transactions. The bank sub-ledger account will be using the G/L account 1000 as its control account.

Since the same TD account will be used for both the Implementation and the support service transactions (refer to Exercise 1 for details about the two services), any bank related expenses incurred such as the Bank Charges, Write-Off or Credit Card charges would be equally divided between the two services. To facilitate this, two new expense allocation accounts would be created in G/L.

The expense allocation account details are as follows:

6070 – Bank Charges

6080 – Bank Errors and Write-Off

Since BDA will not be using the Accounts Receivable module now, 6080 account will also be used for recording the Credit Card Charges. Since the Bank charges account would be commonly used every month while performing the Bank Reconciliation, BDA wanted to setup a distribution code only for the 6070 Bank Charges account.

BDA will using the Sage 300 Check printing functionality when recording payments in the Accounts Payable module. The following details would be used to complete the Check Stock code setup:

Next check number : 451

Stock Type : Combined Check and Advice

Check Form : APCHK11A.RPT

Number of Advice Lines per Page : 15

Since BDA is not expecting to have a high volume of transactions, the length of the document numbers for both the Bank entry and the Bank Transfer transactions would be adjusted to 10 characters.

BDA is currently operating only within the Ontario province in Canada. Hence, BDA has a requirement to process the HST taxes in the Accounts Payable module for its purchase transactions. As BDA will not be using Sage 300 to process the Sales transactions, the HST Sales related setup will not be completed at the beginning. BDA uses the G/L account 2110 to track its HST Liability and the G/L Account 2120 to track its recoverable taxes. The recoverable rate is assumed to be 100%.

BDA has currently classified all of its vendors and the items purchased as either Taxable or Non-Taxable based on the tax status. BDA will be creating the following HST – Purchase – Vendor Tax classes:

Taxable

Non Taxable

Since, BDA might be paying 13% HST on most of the items purchased, and 5% HST on some of the items purchased, BDA will be setting up the following HST – Purchase – Item Tax classes:

Taxable13

Taxable5

Non Taxable

Thus, if the vendor tax status is Taxable, and if the item tax status is Taxable13, then the HST tax rate would be setup as 13%. Similarly, if the vendor tax status is Taxable, and if the item tax status is Taxable5, then the HST tax rate would be setup as 5%.

Case Questions:

Answer the following questions based on the case information provided to you:

Open the Big Data Analytics Consulting company with the session date of January 31, 2020.

Verify the following information:

Current year in the G/L module

TD Chequing Account Balance

Accounts Payable Balance

Ensure that you have read and understood the additional details that are provided to you at the beginning of this document (Read Me First) regarding the current year and the account balances.

Activate the following modules:

G/L Sub-Ledger Services

Tax Services

Bank Services

Accounts Payable

Create a Bank Sub-Ledger Account for TD Bank Chequing Account and configure the details correctly based on the information provided.

Make adjustments to the Bank Setup – Options window based on the available information.

Create a Distribution code for Bank Charges G/L Account.

Assume that the Control Account 1000 (TD Bank Chequing) balance in G/L is 14,185 (Debit). Assume that that the TD Bank Chequing Account statement balance as of 31 January 2020 is also \$ 14,185.

(Note – There are no outstanding transactions as of 31 January 2020.)

Perform a Bank Reconciliation transaction in order to establish \$ 14,185 as the opening balance for the TD Bank Chequing Account in Bank Services.

Post the Bank Reconciliation in Bank Services.

Verify the TD Bank Chequing Account balance in Bank Services.

Setup the Tax Authority for HST tax.

Setup the appropriate Tax classes for the following scenarios:

HST – Purchase – Vendors

HST – Purchase – Items

Setup the HST – Purchase Tax Rates for BDA.

Setup the following Tax Group for BDA:

Tax Group – ONTHST

Type – Purchases

Description – Ontario Taxes

Tax Authority – HST

Create a new folder; rename the folder as A4 E9 Q13; dump your BDA system and company databases to the A4 E9 Q13 folder.

Continue with Exercise 10.

Assignment 4 – Exercise 10

If the information is not provided to complete a particular setup, just accept the default settings for the setup. But, based on your judgment, you are permitted to make necessary changes to the settings, if such changes are required to complete the assignment questions.

Case Information

BDA will be completing the Accounts Payable setup and record the outstanding Vendor Invoice transactions as of 31 January 2020.

BDA will be using the TD Bank Chequing Account to record all of the Payment transactions in the Accounts Payable Module. The default method of Payment would be by Check, and BDA will expect a warning to be generated in the event if duplicate check numbers are used in transactions. The Vendor comments will be retained in the system for at least for 365 days. BDA wanted the capability to record adjustments while recording the payment entries. Also, BDA wanted the ability to modify the System Generated Payment batches before posting those batches. The length of the document numbers for entries such as the Recurring Payable, Adjustment, Prepayment and Payment would be adjusted to 10 Characters.

BDA will be grouping all of their vendors into a single group at the beginning. Also, BDA wanted all of the vendor transactions to be posted to the same Payable Control, Vendor Prepayments, and the Purchase Discount accounts when the entries are initially posted from the Accounts Payable module. In order to facilitate this requirement, BDA will create a new allocation account for Purchase Discounts (Account number 5100) in the General Ledger module. The Purchase discount balance would be divided equally between the 5100-100 and 5100-200 accounts. Since both the implementation Services and the Support Services teams would be making their purchases from the same vendors, and the purchasing patterns are fairly uniform for both the services team, BDA doesn’t mind allocating the total purchase discounts equally between the two services teams.

BDA will be making use of the Distribution Codes for the G/L accounts that would be used quite heavily. If the Distribution codes are not available, then the G/L accounts would be directly used in transactions.

During the month of January 2020, BDA was using the G/L allocation accounts for the Rent and the Telephone expense entry postings in G/L. Since the Accounts Payable module provides the Distribution Set functionality, going forward, BDA will be using the Distribution Set functionality to allocate the balances for the Telephone expense and Rent expense accounts. When the telephone bill is received, it will be allocated to each service type at the rate of 40 percent to the implementation services and the remaining 60 percent to the support services. But, the rent expense will be evenly allocated to both the services.

Case Questions:

Answer the following questions based on the case information provided to you:

Open the Big Data Analytics Consulting company with the appropriate session date.

Configure the Accounts Payable Setup Option settings based on the available information.

Create a single Account Set code called ALL that would be used by all of the vendors. Select the appropriate Payable Control and the Vendor Prepayment accounts. Use the Allocation account 5100 for Purchase Discount.

Setup the following Distribution Codes for the G/L

s:

G/L Account

Description

Distribution Code

6010-100

6010-200

6020-100

Rent Expense

RNT100

6020-200

Rent Expense

RNT200

6040-100

Telephone Expense

TEL100

6040-200

Telephone Expense

TEL200

6050-100

Office Expense

OFF100

6050-200

Office Expense

OFF200

Note – Ensure that the Discountable option is selected for all of the distribution codes.

Setup the Distribution Set codes for Rent Expense and the Telephone Expense based on the information that is provided to you.

Setup the following Terms code:

N30 – Net 30 days

2N30 – 2% 10 days / Net 30 days

Note – discount is calculated on base excluding the taxes

3060 – Make two installment payments in such a way that 50% of the total invoice balance is paid 30 days from the invoice date and the remaining 50% of the total invoice balance is paid 60 days from the invoice date.

D15 – Make payment on the 15th day of Next Month

D1 – Make payment on the 1st day of Next Month

Create a new folder; rename the folder as A4 E10 Q7; dump your BDA system and company databases to the A4 E10 Q7 folder.

Continue with Exercise 11.

Assignment 4 – Exercise 11

If the information is not provided to complete a particular setup, just accept the default settings for the setup. But, based on your judgment, you are permitted to make necessary changes to the settings, if such changes are required to complete the assignment questions.

Case Information

BDA will be completing the Accounts Payable setup and record the outstanding Vendor Invoice transactions as of 31 January 2020. BDA has five Vendors, and since there aren’t many vendors, all of the vendors would be grouped into a single Vendor group for easy administration.

Case Questions:

Answer the following questions based on the case information provided to you:

Open the Big Data Analytics Consulting company with the appropriate session date.

Create a Vendor group that will be used to group all of the vendors. The Vendor group will have the following settings. If the values are not provided for a field, just accept the default settings for the field.

Vendor Group – All

Account Set – All

Term – N30

Bank – TD Bank Chequing Account

Payment Method – Check

Default Expense Account – Office Expense – Implementation Services

Duplicate Invoice Checking – Warning

Default Tax Group – ONTHST

Default Vendor Tax Status – Taxable

A

Vendor Code – 110

Group Code – All

Term – D15

Default Expense – Distribution Set for Telephone Expense

B

Vendor Code – 120

Vendor Name – Emerald Car Rentals

Group Code – All

Term – N30

Default Expense – Travel Expense – Support Services

C

Vendor Code – 130

Vendor Name – Landmark Industrial Estate

Group Code – All

Term – D1

Default Expense – Distribution Set for Rent Expense

D

Vendor Code – 140

Vendor Name – ThreeSixtyDegree

Group Code – All

Term – 3060

Default Expense – Advertising Expense – Implementation services

Credit Limit – 20,000

E

Vendor Code – 150

Vendor Name – A to Z Publishers

Group Code – All

Term – 2N30

Default Expense – Office Expense – Implementation Services

Print Preview the Vendors report to review the Address listing for the vendors.

Print Preview the Vendors report again to review the Address listing as well as the Vendor Profile for the vendors.

Create a new folder; rename the folder as A4 E11 Q6; dump your BDA system and company databases to the A4 E11 Q6 folder.

Continue with Exercise 12.

Assignment 4 – Exercise 12

If the information is not provided to complete a particular setup, just accept the default settings for the setup. But, based on your judgment, you are permitted to make necessary changes to the settings, if such changes are required to complete the assignment questions.

Case Information

BDA will be recording their outstanding Vendor Invoice transactions as of 31 January 2020 as the opening balances for the vendors. As of 31 January 2020, BDA had two outstanding vendor invoice transactions (Invoices received, but not paid) amounting for a total of \$ 2,500.00. Since the outstanding invoices are dated for December 2019, and BDA has already filed the HST return for the month of December 2019, the vendor opening balance invoice entries will be recorded by entering the same amount for the invoice total as well as for the amount excluding the taxes. Thus, the HST amounts will not be calculated for the opening balance invoice entries. Another reason for this decision is that, since BDA has already made few partial payments for the two outstanding invoices, BDA only wanted to record the outstanding payable amounts for the invoices to facilitate for the future payments.

BDA is expected to make their monthly rent payment on the 1st day of the month. BDA usually records their rent payment as a prepayment entry during the last week of the previous month. On the 1st day of every month, an invoice will be recorded for the rent expense for the month, and the prepayment entry will be applied to the Rent Invoice. Since the rent payment is recorded as an advance payment, the Rent Invoice entry will be recorded with Net 0 days as the payment term. To facilitate this requirement, a new Payment code Net 0 days will be added to the system, and this payment code will be made as the default payment term code for Land Mark Industrial Estate.

BDA failed to record the February 2020 rent prepayment entry in January. Therefore, on the 01st February 2020, BDA first issued a handwritten check for the rent payment, and then recorded the Rent Expense Invoice Entry for February 2020 together with the related prepayment entry.

Case Questions:

Answer the following questions based on the case information provided to you:

Open the Big Data Analytics Consulting company with the appropriate session date.

As described in Exercise 9, just assume that the Account 2000 (Accounts Payable) balance in G/L is 2,500 (Credit) as of 31 January 2020.

Setup the opening balances for the Vendors in the Accounts Payable module by recording the following outstanding Invoice transactions:

Batch Description – Setup Opening Balance – Name and ID

Entry 1:

Vendor – Emerald Car Rentals

Invoice Date – December 15, 2019

Invoice Number – 18371

Outstanding Invoice Balance – \$ 999.86

Purpose – Travel Expense – Support Services

Term – Net 30 days

HST – Not calculated

Entry 2:

Vendor – Emerald Car Rentals

Invoice Date – December 18, 2019

Invoice Number – 18488

Outstanding Invoice Balance – \$ 1,500.14

Purpose – Travel Expense – Support Services

Term – Net 30 days

HST – Not calculated

Post the Opening Balance Batch in Accounts Payable.

Review the Aged Payable Report as of 31 January 2020 and verify the balances.

Setup the following Payment Term Code:

NET0 – Net 0 days.

Make NET0 as the default term code for Vendor 130 (Landmark Industrial Estate).

Close the company and open the company with the following session date:

February 29, 2020

Create a new Batch and record the following Accounts Payable Invoice transaction:

Batch Description – February 2020 Invoices – Name and ID

Batch date – February 29, 2020

Entry 1

Vendor – Land Mark Industrial Estate

Entry Description – Rent Expense for February 2020

Invoice Date – 01 February 2020

Invoice Number – 02012020

Invoice Total – \$5,650.00

Rent Expense – \$ 5,000.00 (Use Distribution Set to allocate the expenses)

HST – Taxable @ 13% – \$ 650.00

Term – NET0

Note – Since a handwritten check had been already issued to Landmark Industrial Estate, record the following related prepayment deposit entry, so that the prepayment is applied to the invoice entry and the net payable amount is correctly calculated.

Payment batch description – Feb 2020 Rent Prepayment – Name and ID

Payment Batch Date – February 01, 2020

Bank – TD Bank Chequing Account 1

Payment Date – February 01, 2020

Handwritten check number – 451

Prepayment deposit amount – 5650

Add and close the Payment entry window.

Verify the Invoice 02012020 Net Payable details from the Invoice Entry Totals tab.

Close the Invoice Entry window.

Close the Invoice Batch List window.

Since the check number 451 has been assigned to the previous prepayment transaction, open the TD Bank Chequing Account 1 record and adjust the next check number as 452.

Close the Bank Account window

Open the Invoice Batch “February 2020 Invoices” and add the following four Invoice entries:

Entry 2:

INVOICE

Emerald Car Rental

Invoice #

19911

234 Dufferin Street

Date

07-Feb-20

Toronto, ON

Term

Net 30

Description

Amount

Car Rental

\$1,200.00

Subtotal

\$1,200.00

HST 13%

156.00

Total

\$1,356.00

Note – Distribute expense to Travel Expense – Implementation Services

Add the entry and go to next page.

Entry 3

INVOICE

A to Z Publishers

Invoice #

AZ 2122

Date

22-Feb-20

Toronto, ON

Term

2%10/N30

Description

Amount

Technical Documentation

\$2,000.00

Subtotal

\$2,000.00

HST 5%

100.00

Total

\$2,100.00

Note – Distribute expense to Office Expense – Implementation Services

Hint: Click the Account / Tax button from the Invoice Entry – Document tab, and adjust the HST Item Tax Class for Line Number 1 to calculate 5% tax.

Add the entry and go to next page.

Entry 4

INVOICE

ThreeSixtyDegree

Invoice #

360-536

456 Bay Street

Date

23-Feb-20

Toronto, ON

Description

Amount

\$2,300.00

Subtotal

\$2,300.00

HST 13%

299.00

Total

\$2,599.00

Note: Pay 50% of the total invoice amount within 30 days from the invoice date, and pay the balance amount within 60 days from the invoice date

Note – Distribute expense to Advertising Expense – Implementation Services.

Add the entry and go to next page.

Entry 5

INVOICE

ThreeSixtyDegree

Invoice #

536

456 Bay Street

Date

23-Feb-20

Toronto, ON

Description

Amount

\$2,300.00

Subtotal

\$2,300.00

HST 13%

299.00

Total

\$2,599.00

Note: Pay 50% of the total invoice amount within 30 days from the invoice date, and pay the balance amount within 60 days from the invoice date

Note – Distribute expense to Advertising Expense – Implementation Services.

Post only the “February 2020 Invoice” Invoice batch in the Accounts Payable module, and do not post the Payment Batch now. The Payment bath will be posted in Exercise 14.

Print the Aged Payable Report as of 29 February 2020 and verify the balances.

Hint – Since the prepayment batch is not posted yet, the balance for Landmark Industrial Estate may appear as outstanding.

It’s been noted that the person who recorded the invoices has erroneously re-entered the Invoice 360-536 from ThreeSixtyDegree with a different Invoice number for the second time. The invoice 536 is repeated, and the repeating invoice number 536 has to be cancelled.

Record an Applied Credit Note entry to cancel the incorrect invoice number 536.

Batch Description – February 2020 Credit Notes – Name and ID

Batch Date – February 29, 2020

Entry Description – Cancel Repeated Invoice

Record the details correctly and Add the Entry

Hint – Since the vendor will not issue a credit note for the above error, make-up a Credit Note number to record the transaction; use the same Invoice number with the letters CR as either suffix or prefix to create a unique document number (Same document number cannot be used more than once for a particular vendor number).

Post the Credit Note Batch in Accounts Payable

Print the Aged Payable Report as of 29 February 2020 and verify the balances.

Hint – Ensure to select the following check-boxes when you are printing the report:

Show Applied Details

Fully Paid Transactions

Emerald Car Rentals have informed BDA about an error that is related to their Feb 07, 2020 Invoice Number 19911. Some of the additional charges totalling to about \$200.00 are not included in the Invoice. To rectify the error, Emerald Car Rentals have issued the following Debit Note that will be applied to the Invoice Number 19911.

Record the following Applied Debit Note entry to Invoice 19911.

Batch Description – February 2020 Debit Notes – Name and ID

Batch Date – February 28, 2020

Entry Description – Additional Charges to Invoice 19911

Vendor – Emerald Car Rentals

Debit Note Number – 707 (Applied to Invoice Number 19911)

Debit Note Total – \$226.00

Expense Account – \$ 200.00 (Distribute to Travel Expense – Implementation Service)

HST – Taxable 13% – \$26.00

Post the Debit Note Entry in the Accounts Payable module.

Print the Aged Payable Report as of 29 February 2020 and verify the balances.

Hint – Ensure to select the following check-boxes when you are printing the report:

Show Applied Details

Fully Paid Transactions

Reprint the Aged Payable report again after clearing the show applied details and fully paid transactions checkboxes; verify the details again.

Create a new folder; rename the folder as A4 E12 Q21; dump your BDA system and company databases to the A4 E12 Q21 folder.

Continue with Exercise 13.

Assignment 4 – Exercise 13

If the information is not provided to complete a particular setup, just accept the default settings for the setup. But, based on your judgment, you are permitted to make necessary changes to the settings, if such changes are required to complete the assignment questions.

Case Information

You will be recording only a single Adjustment entry in this assignment, and the Adjustment entry question for BDA will be tightly related to a Payment entry. Therefore, the adjustment entry that you need to record in this assignment is moved to, and will be included in exercise 14 after the related payment entry is completed. Refer to the exercise 14 document for the Adjustment transaction for this assignment.

Case Questions:

Continue with Exercise 14.

Assignment 4 – Exercise 14

If the information is not provided to complete a particular setup, just accept the default settings for the setup. But, based on your judgment, you are permitted to make necessary changes to the settings, if such changes are required to complete the assignment questions.

Case Information

As described previously, BDA is expected to make their monthly rent payment on the 1st day of the month. BDA usually records their rent payment as a prepayment entry during the last week of the previous month. On the 1st day of every month, an invoice is recorded for the rent expense for the month, and the prepayment entry is applied to the Rent Invoice.

Case Questions:

Answer the following questions based on the case information provided to you:

Open the Big Data Analytics Consulting company with the session date February 29, 2020.

Go to Vendor Activity window, and select the Invoice Number 02012020 from the Transactions Tab for vendor 130 (Landmark Industrial Estate). Click the Documents button to open the Invoice source document to analyze the entry. Verify the Invoice Total, Prepayment and the Net Payable amounts for the above Invoice from the Totals Tab. The above Invoice and the corresponding Prepayment entries were recorded on the 01 February 2020 (Hint: Exercise 12, Question 8, and Entry 1).

BDA has already posted the February 2020 Rent Expense Invoice 02012020. But, the corresponding prepayment entry with the handwritten check number 451 is not yet posted.

Post the Payment batch that contains the above prepayment entry in the Accounts Payable module.

Create a new Payment batch and record the following Payment transactions:

Batch Description – February 2020 Payments – Name and ID

Bank – TD Bank Chequing Account 1

Entry 1:

Payment Date – February 25, 2020

Payment to – Emerald Car Rentals

Payment by Check (Check to be printed)

Record the payment to Invoice Number 18488 only. BDA wanted to round the payment amount to \$1,500.00, and therefore, ensure that the payment amount is 1,500 and not 1,500.14.

Entry 2:

Payment Date – February 25, 2020

Payment to – A to Z Publishers

Payment by Check (Check to be printed)

BDA wanted to make an early payment to Invoice AZ 2122 in order to earn the early payment cash discount. Record the payment to Invoice Number AZ 2122, and ensure that the cash discounts are correctly calculated.

Entry 3:

Payment Date – February 25, 2020

Payment to – Landmark Industrial Estate

Payment by Check (Check to be printed)

Record the March 2020 Rent Payment as a Prepayment Entry. The Prepayment amount would be \$ 5,650.00.

Note – On the 01 March 2020, BDA will generate a recurring Invoice to record the Rent Expense for March 2020, and then apply the above prepayment to the Recurring Invoice entry. You are not expected to generate the recurring Invoice entry now, and it will be processed in Exercise 15. Therefore, the above prepayment entry will not be applied to any documents at this point in time.

Process the February 2020 Payments batch in the Accounts Payable Module.

Print the checks for the above batch

Post the Batch in the Accounts Payable module

Print the Aged Payable Report to analyze the open / outstanding Invoice documents as of 29 February 2020.

Identify the Overdue Invoice numbers and the Invoice Amounts.

This Question is related to Exercise 13

It is noted that the outstanding balance amount for Invoice Number 18488 from Emerald Car Rentals is just \$ 0.14. Record and Post an adjustment entry to write-off the above payable amount. Invoice 18488 was charged to Travel Expense – Support Services. Therefore, use the Travel Expense – Support Services Account to write-off the above payable amount. HST will not be adjusted for this entry. Record the entry as of 29 Feb 2020.

Print the Aged Payable report as of 29 February 2020 again to verify the adjustment entry results.

BDA wanted to have the capability to automate the payment processing of multiple vendor invoices based on the following criteria:

Pay from TD Bank Chequing Account 1

Select invoices to process payments based on either the Due Date or the Discount Date

Setup an appropriate Payment Selection Code to fulfill the above requirements.

On the 28th February 2020, BDA wanted to process the payments and print the checks for all of the invoices that are going to become due by 10 March 2020. BDA may also select the Invoices for payments if the Discount date for an invoice is between 28 February 2020 and 10 March 2020.

Use the previously created Payment Selection Code to process the System Generated Payment batch based on the above business requirements.

Print the Register and verify the results before generating the payment entries.

Generate the Payment entries if the Register report results are satisfactory.

Modify the System Generated Payment Batch description as follows:

SYSTEM GENERATED – Name and ID

Manually add another entry to the above System Generated batch to also include the following payment:

Payment Date – February 28, 2020

Payment to – ThreeSixtyDegree

Payment by Check (Check to be printed)

Based on the Vendor request, BDA wanted to make only the first installment payment to Invoice 360-536 (Payment 1).

Process the SYSTEM GENERATED Payments batch in the Accounts Payable Module.

Print the checks for the above batch

Post the Batch in the Accounts Payable module

Print the Aged Payable Report as of 29 February 2020 to verify the outstanding vendor balances.

Create a new folder; rename the folder as A4 E14 Q12; dump your BDA system and company databases to the A4 E14 Q12 folder.

Continue with Exercise 15.

Assignment 4 – Exercise 15

If the information is not provided to complete a particular setup, just accept the default settings for the setup. But, based on your judgment, you are permitted to make necessary changes to the settings, if such changes are required to complete the assignment questions.

Case Information

As described previously, BDA is expected to make their monthly rent payment on the 1st day of the month. BDA usually records their rent payment as a prepayment entry during the last week of the previous month. On the 1st day of every month, an invoice is recorded for the rent expense for the month, and the prepayment entry is applied to the Rent Invoice.

Case Questions:

Answer the following questions based on the case information provided to you:

Open the Big Data Analytics Consulting company with the session date March 01, 2020.

BDA wanted to automate the Rent Invoice Entry as a Recurring Payable transaction. The recurring rent invoice entry will be processed every month on the 1st day of the month.

Setup an appropriate schedule code to satisfy the above requirements. The schedule start date would be 01 March 2020, and a reminder would be setup to remind the Admin user 1 day in advance.

Setup a Recurring Code to Process the Monthly Rent Expense Invoice Entry. The Recurring Setup details are as follows:

Vendor – Landmark Industrial Estate

Schedule – 1st day of every month

Start date – 01 March 2020

Term – Net0 days

Rent Expense – Implementation Services – \$ 2,500.00

Rent Expense – Support Services – \$ 2,500.00

HST – \$ 650.00

Invoice Total – \$ 5,650.00

Process the Rent Expense Recurring Payable code as of 01 March 2020.

Method – Create a New Batch

Modify the Recurring Batch description as follows:

Recurring Payable – 3/1/2020 – Your name and ID

Post the Recurring Payable Batch in Accounts Payable

A Prepayment to Landmark Industrial Estate for March 2020 Rent expense has been already processed on the 25 February 2020.

(Exercise 14 Question 3, Entry 3)

Create an appropriate entry (Batch date – March 01, 2020) to apply the 25 February 2020 Prepayment to Landmark Industrial Estate to their 01 March 2020 Recurring Rent Invoice, so that the Invoice Net Payable is recalculated to \$ 0 amount.

Posting date – March 01, 2020.

Post the above entry in Accounts Payable

Reverse the Payment made to ThreeSixtyDegree for their invoice 360-536 (Payment 1).

Reverse Date – 01 March 2020

Reason for reversal – Service delivery dispute

Post the Entry.

Print the Aged Payable Report as 01 March 2020 and verify the vendor outstanding balances.

Create a new folder; rename the folder as A4 E15 Q8; dump your BDA system and company databases to the A4 E15 Q8 folder.

Review the Assignment 4 Read Me First Document from the BB\Course Assignments folder.

All batch descriptions should contain your name and student id.

Submit only the required reports, and do not submit any other reports or the database dump files.

Create a separate folder in your USB drive and name it as follows:

Assignment 4 Reports.

Ensure that your session date is March 01, 2020.

Print Preview the following reports:

Invoice Batch Status Report

Report should include all of the batches

Report should include all of the batches

Payment Batch Status Report

Report should include all of the batches

Invoice Posting Journal Report

Select “Reprint Previously Printed Journals” option before printing the report.

Sort by Batch\entry number.

Select “Reprint Previously Printed Journals” option before printing the report.

Sort by Batch\entry number.

Payment Posting Journal Report

Select “Reprint Previously Printed Journals” option before printing the report.

Sort by Batch\entry number.

Aged Payable Report (Aging date and cut-off date March 01, 2020)

Vendor Reports \ Recurring Payable (Include Schedules)

Setup Reports \ Terms

For each report, complete the following tasks;

Verify the reports for accuracy.

Click the “Export” button From the report toolbar (Top Left corner of the report window)

Accept the PDF option and click next

Accept the page range selection and click next

Use the File Save As dialog box to select assignment 4 reports folder and save the report as a PDF file; rename the file to match the appropriate report title.

After saving all of the required reports to the assignment reports folder (Nine reports in total), go to the Assignment 4 Reports folder and complete the following tasks:

Select all the Eight PDF files.

Right click on the selection (Blue area).

Select the 7-Zip option first and then select the “Add to Assignment 4 Reports.Zip” from the sub-menu.

Verify whether the Assignment 4 Reports.zip file is created.

Go to Black-Board \ Course Messages window and select “Create Message” option to forward the zipped file as an attachment to your instructor.

Please do not forward the zipped file to your instructor’s college email account.

Verify the following details before forwarding the course message:

Recipient: – Instructor

Subject –Assignment 4

Attach the Assignment 4 Reports.zip file to your course message.

Submit the course message
Unit 5 Assignment – Developing an Education Attainment Policy

This assessment addresses the following course objective(s):

Develop institutional, local, state, and/or federal policy initiatives.

Instructions

Healthcare administrators are responsible for analyzing the efficacy of internal policies, and determining when new policy development is needed. For this assignment, you will conduct research on education and degree attainment as it relates to healthcare organization policy. Use the following information to complete this assignment:

Assignment type: Podcast (audio) and written outline

Required Podcast content: Explain how administrators can develop an education attainment policy within their organization. For example: requiring a BSN for all non-entry level RN employment. Include information that speaks to your research on the topic, influencing factors (internal and external), barriers and risks, benefits, goals and objectives, etc.

Required Outline content: Create an outline that summarizes key points of your podcast. This does not need to be a word-for-word script.

APA: A minimum of three references should be included to support your content.

Submit

Podcast: audio file

You can record you podcast directly in Canvas by following these instructions, how to create and submit a media file in Canvas  download[PDF].

Outline: Word document

Assignment Resource(s)

Listen to these podcasts about health policy to familiarize yourself with the tone and atmosphere you will want to create.

The Healthcare Policy Podcast by David Introcaso. (Links to an external site.)

Rubric

HA610 Unit 5 Assignment – Developing an Education Attainment Policy (1)

HA610 Unit 5 Assignment – Developing an Education Attainment Policy (1)

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeContent & Concepts

25 pts

Level 5

Audio file and written outline are submitted.

20 pts

Level 3

Audio file is submitted; written outline is not submitted.

0 pts

Level 0

Audio file is not submitted; written outline is submitted.

25 pts

This criterion is linked to a Learning OutcomeAnalysis

40 pts

Level 5

Policy development is explained in excellent detail; research is evident;

36 pts

Level 4

Policy development is explained in detail; research is evident;

32 pts

Level 3

Policy development is explained; research is evident;

28 pts

Level 2

Policy development is explained; minimal research is evident;

24 pts

Level 1

Policy development is minimally explained; research is not evident;

0 pts

Level 0

Policy development is not explained; no research support included.

40 pts

This criterion is linked to a Learning OutcomeDelivery

30 pts

Level 5

Tone, inflection, and pace of delivery is excellent.

27 pts

Level 4

Tone, inflection, and pace of delivery is appropriate.

24 pts

Level 3

Tone, inflection, and/or pace of delivery can be improved.

21 pts

Level 2

Tone, inflection, and pace of delivery all require improvement.

18 pts

Level 1

Tone, inflection, and pace of delivery are barely suitable for a professional audience.

0 pts

Level 0

Tone, inflection, and pace of delivery are not suitable for a professional audience.

30 pts

This criterion is linked to a Learning OutcomeAPA

PRICE-I

5 pts

Level

The required APA elements are all included with correct formatting, including in-text citations and references.

4.5 pts

Level 4

The required APA elements are all included with minor formatting errors, including in-text citations and references.

4 pts

Level 3

The required APA elements are all included with multiple formatting errors, including in-text citations and references.

3.5 pts

Level 2

The required APA elements are not all included and/or there are major formatting errors, including in-text citations and references.

3 pts

Level 1

Several APA elements are missing. The errors in formatting demonstrate a limited understanding of APA guidelines, in-text-citations, and references.

0 pts

Level 0

There is little to no evidence of APA formatting and/or there are no in-text citations and/or references.

5 pts

Total Points: 100
Unit 5 Discussion 1 – Technology in Healthcare

Consider the role of government and various professional organizations in the process of planning and implementing policies at management levels for diverse healthcare environments.

Without a doubt, today’s healthcare students, and all variations of clinical practitioners, are EXPECTED to be knowledgeable in, comfortable with, and at the very least open to learning how to apply ever-advancing technology as an essential element of patient care delivery.  While some clinicians–and even administrators–argue that today’s healthcare providers are unwittingly substituting compassion and empathy with various virtual forms of patient care, high-tech, and Wi-Fi devices, many of you may have chosen healthcare BECAUSE you wanted to directly connect with patients as human beings, not virtual ones. This topic was being debated long before the pandemic.

Discuss if you believe, through experience or from research, that healthcare delivery is moving in the right direction with technology as the driver and determinant for defining higher quality care, OR should this industry revisit its past and develop policies where clinicians and patients build relationships through touch and bedside conversations as a form of healing and comfort?  Is it possible to do both?

Please be sure to validate your opinions and ideas with citations and references in APA format.

Please review post and response expectations. Please review the rubric to ensure that your response meets the criteria.

Unit 5 Discussion 2 – Facilitating Innovation in Nursing

This assessment addresses the following learning objective(s):

Examine the effect of legal, ethical, and regulatory processes on nursing practices (and/or change to providers), healthcare delivery, and outcomes while maintaining balance with administrative and fiscal responsibilities.

Instructions

How can you facilitate innovation in the field of nursing?

This may include a combination of leadership skills, organizational policy development, or advocacy of political change. Explain how these (and other) factors contribute to facilitating and driving innovation.

Please be sure to validate your opinions and ideas with citations and references in APA format.

Please review post and response expectations. Please review the rubric to ensure that your response meets the criteria.

Estimated time to complete: 2 Hours
Unit 6 Discussion 1 – Public Announcement: Debate (Inter-team discussion)

Advocate for policies that improve the health of the public and the profession of nursing and health care administration.

Instructions

Over the years, healthcare providers have strived to improve the way they provide care for patients who identify as LGBTQIAP+. In some cases, a provider makes the decision to seek out both social and clinical education to provide the best level of care to this patient demographic. Other times, a provider may be instructed to comply with institutional guidelines which they may agree or disagree with. For this discussion, you will debate the topic of a hospital publicly announcing a position on healthcare for the LGBTQIAP+ community. Review the scenario below for details:

Scenario:

You are on the leadership team of a non-profit, regional hospital. The hospital recently issued an internal policy requiring increased sensitivity, competence, and annual training for all staff on improving care delivery for LGBTQIAP+ patients. Your leadership team is debating publicly announcing the hospital’s policy. The hospital is in a very conservative state. Many of your patients, donors, and volunteers have religious affiliations.

This debate will occur over two weeks (Unit 6 & Unit 7).

Your instructor will assign you into two groups, each will argue an assigned viewpoint (Pro or Con) of this topic in their own working group for this week. Your personal beliefs may differ, and you will need to use evidence to support the position of your group:

Group A – will debate in FAVOR of publicly disclosing the hospital’s policy.

Group B – will debate in OPPOSITION of publicly disclosing the hospital’s policy.

Required action:

For this discussion (Unit 6, Discussion 1) choose or step up as a “team leader.” The team leader will be responsible for synthesizing the group’s argument and posting it to the Unit 7 Discussion 1 board for Comprehensive Arguments. The team leader is not required to contribute resources to Unit 6 Discussion 1. To receive credit for participation, the team leader should respond to peers, facilitating dialog about the resources, as needed.

For each argument include a brief explanation (under 400 words) and rationale for why you have selected it. Additionally, provide at least three references (URLs are acceptable) that support this argument.

At the end of the week, your leader will post the two arguments and references to Unit 7 Discussion 1.

Individual requirements

Before Wednesday at 11:59 pm CST, post one argument for your position. Keep this argument brief (under 200 words) and include two references that support your argument (URLs are fine).

You will not be able to see other student posts until after you have submitted your post

The group leader is not required to submit this initial post. The faculty member will assist the group leader in their organizational roles. Think of the faculty member as a co-leader.

Before Friday at 11:59 pm CST, respond and comment on the arguments proposed by your group.

Remember, you are on the same team! Work to find the best to arguments and references to debate the other group.

Please be sure to validate your opinions and ideas with citations and references in APA format.

Please review post and response expectations. Please review the rubric to ensure that your response meets the criteria.

Estimated time to complete: 3 Hours
Unit 6 Discussion 2 – Politics and Policy Self-Inventory

This assessment addresses the following learning objective(s):

Consider the role of government and various professional organizations in the process of planning and implementing policies at managements levels for diverse healthcare environments.

Instructions

Are there areas you wish to change?

How can you develop your level of advocacy, or perhaps, encourage others to step out of their comfort zone?

Consider what is needed for you to lead political advocacy and shared governance in policymaking in your organization, and profession. Share those ideas!

Please be sure to validate your opinions and ideas with citations and references in APA format.

Please review post and response expectations. Please review the rubric to ensure that your response meets the criteria.

Estimated time to complete: 2 Hours
Unit 7 Discussion 1 – Public Announcement: Debate (Comprehensive arguments)

Interpret research, bringing the nursing perspective, alongside perspectives of their administrative colleagues, for policymakers and stakeholders.

Instructions

This week you will view and respond to the arguments made by the opposing group. Support your position by pointing out flaws in the other group’s reasoning.

Remember, we are all working together to come up with the best answer for this situation! Even though you are on a competing team, please be respectful of other students and the positions they are presenting (remember this may not be the position that they would have chosen).  Review this infographic on types of arguments (https://imgur.com/d5FjTtR (Links to an external site.) ), make sure you avoid logical fallacies (especially add hominem attacks).

Group A and B leaders: post your group’s comprehensive argument to this discussion by 11:59 pm CST Monday. Please work with your instructor if you have difficulty meeting this date.

Roles:

Group A – will debate in FAVOR of publicly disclosing the hospital’s policy.

Group B – will debate in OPPOSITION of publicly disclosing the hospital’s policy.

Group activities

Your group (Pro or Con) will be given its own working discussion area to post your conversation and notes.

In your group, select two arguments that refuse the arguments posted by the other group.

For each refutation, include a brief explanation (under 300 words) and rationale for why you have selected it. Additionally, provide at least two references (URLs are acceptable) that support this refutation.

At the end of the week, your leader will post the two arguments and references to Unit 7 Discussion 1 – Public Announcement: Debate.

Please be sure to validate your opinions and ideas with citations and references in APA format.
Unit 6 Assignment – Political Advocacy Program

This assessment addresses the following course objective(s):

Consider the role of government and various professional organizations in the process of planning and implementing policies at managements levels for diverse healthcare environments.

Instructions

Professional associations like the American Medical Association, American Nurses Association, and others actively facilitate member engagement in political advocacy. For this assignment, you will research political advocacy models of professional associations, and develop a program outline to be proposed to a professional association or group of your choosing.

Audience:

Primary – Members of a professional association or group (local/state/institutional).

Secondary – Leadership team of the association or group. Those who will approve your proposal.

Elements to include (but not limited to):

Proposal abstract

Need assessment (why this is needed in your profession/location)

Supporting research

Goals and Objectives

Membership (member base, recruitment)

Proposal summary

Length: A minimum of 3 pages of content.

APA requirements: Title, reference page, a minimum of three references. In-text citations should be used to support your proposal.

Submit

Word document

Assignment Resource(s)

Rubric

HA610 Unit 6 Assignment – Political Advocacy Program (1)

HA610 Unit 6 Assignment – Political Advocacy Program (1)

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeProposal Abstract

15 pts

Level 5

Ideas and concepts are consistently clear and always well explained and supported

13.5 pts

Level 4

Ideas and concepts are clear and well explained and supported.

12 pts

Level 3

Ideas and concepts are reasonably explained and somewhat supported.

10.5 pts

Level 2

Basic ideas and concepts are presented; however, they are underdeveloped and poorly explained.

9 pts

Level 1

Some basic ideas and concepts are started, but not developed

0 pts

Level 0

There are no developed ideas or concepts. There is no supporting research.

15 pts

This criterion is linked to a Learning OutcomeNeed Assessment

15 pts

Level 5

Ideas and concepts are consistently clear and always well explained and supported

13.5 pts

Level 4

Ideas and concepts are clear and well explained and supported.

12 pts

Level 3

Ideas and concepts are reasonably explained and somewhat supported.

10.5 pts

Level 2

Basic ideas and concepts are presented; however, they are underdeveloped and poorly explained.

9 pts

Level 1

Some basic ideas and concepts are started, but not developed

0 pts

Level 0

There are no developed ideas or concepts. There is no supporting research.

15 pts

This criterion is linked to a Learning OutcomeGoals and Objectives

15 pts

Level 5

Ideas and concepts are consistently clear and always well explained and supported

13.5 pts

Level 4

Ideas and concepts are clear and well explained and supported.

12 pts

Level 3

Ideas and concepts are reasonably explained and somewhat supported.

10.5 pts

Level 2

Basic ideas and concepts are presented; however, they are underdeveloped and poorly explained.

9 pts

Level 1

Some basic ideas and concepts are started, but not developed

0 pts

Level 0

There are no developed ideas or concepts. There is no supporting research.

15 pts

This criterion is linked to a Learning OutcomeGovernance Structure

15 pts

Level 5

Ideas and concepts are consistently clear and always well explained and supported

13.5 pts

Level 4

Ideas and concepts are clear and well explained and supported.

12 pts

Level 3

Ideas and concepts are reasonably explained and somewhat supported.

10.5 pts

Level 2

Basic ideas and concepts are presented; however, they are underdeveloped and poorly explained.

9 pts

Level 1

Some basic ideas and concepts are started, but not developed

0 pts

Level 0

There are no developed ideas or concepts. There is no supporting research.

15 pts

This criterion is linked to a Learning OutcomeMembership

15 pts

Level 5

Ideas and concepts are consistently clear and always well explained and supported

13.5 pts

Level 4

Ideas and concepts are clear and well explained and supported.

12 pts

Level 3

Ideas and concepts are reasonably explained and somewhat supported.

10.5 pts

Level 2

Basic ideas and concepts are presented; however, they are underdeveloped and poorly explained.

9 pts

Level 1

Some basic ideas and concepts are started, but not developed

0 pts

Level 0

There are no developed ideas or concepts. There is no supporting research.

15 pts

This criterion is linked to a Learning OutcomeProposal Summary

25 pts

Level 5

Ideas and concepts are consistently clear and always well explained and supported

22.5 pts

Level 4

Ideas and concepts are clear and well explained and supported.

20 pts

Level 3

Ideas and concepts are reasonably explained and somewhat supported.

17.5 pts

Level 2

Basic ideas and concepts are presented; however, they are underdeveloped and poorly explained.

15 pts

Level 1

Some basic ideas and concepts are started, but not developed

0 pts

Level 0

There are no developed ideas or concepts. There is no supporting research.

25 pts

This criterion is linked to a Learning OutcomeWriting Conventions

10 pts

Level 5

The paper exhibits a superior command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling.

9 pts

Level 4

The paper exhibits a stronger command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling that impair the flow of communication.

8 pts

Level 3

The paper exhibits a command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.

7 pts

Level 2

The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.

6 pts

Level 1

The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.

0 pts

Level 0

The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.

10 pts

This criterion is linked to a Learning OutcomeAPA

PRICE-I

10 pts

Level

The required APA elements are all included with correct formatting, including in-text citations and references.

9 pts

Level 4

The required APA elements are all included with minor formatting errors, including in-text citations and references.

8 pts

Level 3

The required APA elements are all included with multiple formatting errors, including in-text citations and references.

7 pts

Level 2

The required APA elements are not all included and/or there are major formatting errors, including in-text citations and references.

6 pts

Level 1

Several APA elements are missing. The errors in formatting demonstrate a limited understanding of APA guidelines, in-text-citations, and references.

0 pts

Level 0

There is little to no evidence of APA formatting and/or there are no in-text citations and/or references.

10 pts

Total Points: 120

PreviousNext
Pathophysiology: Reply to the questions below in a one paragraph (four to five sentences) response. You are not required to respond to your peers, but you may do so if you like.

How will the knowledge of pathophysiology play into your career role as a Registered Nurse?

What aspect of pathophysiology do you feel will be the most important moving forward?

Capstone: Briefly reflect on your general education capstone experience and address the following questions:

This class is the one based on the Health Effects of Screen Time paper you wrote for me

What are the key takeaways from this class that you will carry with you?

What did it take to bring your paper and presentation together, and how has that experience shaped your professional outlook?

What recommendations or advice would you provide for students who will take this capstone course in the future?
WEEK 2 VIDEO Homework:

Date of video: __________ Your Name: ________________________

Notes:

Main Point:

What is the Immunological process that is being discussed in this point?

1.

*

*

*

*

2.

*

*

*

*

3.

*

*

*

*

Add more rows in the table as needed for the video’s you watch. You can easily add cells to the table by placing the cursor in the last cell (bottom right) and hitting the [TAB] key to add another row.

List any words you did not understand and provide their definition (IN YOUR OWN WORDS) – be careful here – DO NOT COPY AND PASTE

1.

2.

3.

4.

5.

What immunological concept was discussed in this video that you knew about and understood?

What immunological concept was discussed that you had no IDEA about in this video (or, that you didn’t know much about)?

What is your “take-away” from this video – what is the main point and why was today’s video important?
WEEK 3 VIDEO Homework:

Date of video: __________ Your Name: ________________________

Notes:

Main Point:

What is the Immunological process that is being discussed in this point?

1.

*

*

*

*

2.

*

*

*

*

3.

*

*

*

*

Add more rows in the table as needed for the video’s you watch. You can easily add cells to the table by placing the cursor in the last cell (bottom right) and hitting the [TAB] key to add another row.

List any words you did not understand and provide their definition (IN YOUR OWN WORDS) – be careful here – DO NOT COPY AND PASTE

1.

2.

3.

4.

5.

What immunological issues were discussed that we have either discussed in lecture or lab (name at least 3)?

What have you noticed about watching these videos? Are you understanding more of the information since we started class? Is it easier to understand the concerns facing us as the pandemic continues?

Begin to think about what PSA you may want to make. What little information could you provide to others that would help them in understanding the pandemic and how Covid19 affects you and your immunological health…
Video for discussion question

Objectives

The goals of this project are to have students review a fictitious trauma client and create a case conceptualization and counselling plan that takes into consideration assessment (initial and across treatment), stabilization, and treatment interventions.

Description

Students are expected to email their professor for approval of their choice prior to beginning the assignment.

Students are to prepare an 7-8 page (average 250 words per page in Times New Roman 12-point font)  paper that outlines a case conceptualization on a fictitious character from a movie, book, or TV show that will be their client.  The paper will outline their observations, case conceptualization, and recommended treatment approach for that client.  Students will also look at self-care strategies they would implement for themselves while working with this client.

Materials Required

Your analysis will focus on the main character of a movie of your choice that identifies a client who suffers from trauma. Movies like “Good Will Hunting” or, more recently, “Manchester by the Sea” can provide great sources for your client profile in this assignment. Please do not feel limited by these choices, students can feel free to choose any film with a character who is displaying symptoms of PTSD.

Instructions

Prepare a formal paper that outlines your case conceptualization on the movie character you selected, as if they were coming to you as a client suffering from trauma.  The paper will comprise of three sections: a full case conceptualization, treatment approach recommendations, and counsellor discussion of countertransference. The 8-page limit for the paper (average 250 words per page in Times New Roman 12-point font) does not include the required title page or references section. You must use peer reviewed journal articles in addition to the text book.

The case conceptualization section of the paper will include:

Introduction of the client, with observations of behaviour;

A full assessment of the client (including assessment strategies you would use to assist you – psychometric tests, etc.); and

Final overview of your case conceptualization and perceived presenting issue for the client.

The treatment approach section will include:

Outline of your selected treatment approach;

Rationale for selection of treatment approach; and

A treatment plan that includes resourcing, stabilization, pacing, containment, and affect/arousal management, exposure and resolution of traumatic memories within your treatment plan.

Challenges and Countertransference Section will include:

Identifies ways to overcome challenges and countertransference

Identification of challenges and potential countertransference

Prepare this paper in the most recent APA format; support your approach and conceptualization with references from peer-reviewed  journals.

Paper Outline

Case Conceptualization (25%)

Client Description/Observations (10 marks)

Assessment of Client (10 marks)

Overview and Research Support (5 marks)

Treatment Approach (35%)

Treatment Approach (5 marks)

Support and Rationale for Treatment Approach (5 marks)

Treatment Plan (25 marks)

Challenges and Countertransference (20%)

Identifies challenges and countertransference (10 marks)

Identifies way to overcome these challenges and countertransference (10 marks)
3-4 outside sources required. No certain word or page count as long as the prompt is answere clear. WILL PROVIDE BOOK ACCESS ONCE ASSIGNED

Required text book! Armstrong, Michael. (2020). Armstrong’s handbook of strategic human resource management (7th ed.). Kogan Page, Ltd.  ISBN: 978 1 78966 172 9.

Prompt: Discuss the significance of Strategic HRM in promoting the success of implementing a business’s strategy. In your discussion, discuss the importance of using an evidence-based approach in developing people [HR] strategies that align vertically with a business’s strategy.

Armstrong (2021) opens chapter 1 with this statement: “Human resource management (HRM) is concerned will all aspects of how people are employed, managed, and developed in organizations” (p. 7). Armstrong (2021) suggests that as a strategic partner with management, HRM plays an important role in the development, implementation, and sustainability of a business strategy through people and their performance. With this focus on people and performance, HRM develops specific HR practices that directly influence the characteristics of employees, such as skills development, motivation, and engagement. These employees’ characteristics improve performance, productivity, and customer service. In the end, these employees’ characteristics improve a business’s bottom line (Armstrong, 2021).

In chapter 2, Armstrong (2021) provides an overview of Strategic Management. In the video discussion of chapter 2, Rambow (2021) presented a strategic management process that revealed the role of HRM in the four phases of strategic management. Business leaders develop a business strategy that identifies the direction the business will take and the goals to achieve in this direction (Proctor, 1997). A business’s strategy creates change (Roberts, 2007). The first component of a business to change is the structure. Structural changes, change workflow processes, and changes to workflow processes change jobs. A quintessential function of HRM is job analysis. To assist a business with its transition towards its strategic direction, HRM must understand the strategic management process. The understanding of a strategic management process ushered in a discussion of Strategic HRM.

In chapter 3, Armstrong (2021) discusses the concept of strategic HRM. He suggests that HRM, as a strategic partner with management, operates from four theoretical perspectives: 1) Resource-based view, 2) Behavioral approach [motivation], 3) Cybernetic [systems theory], and 4) Resource dependency. These theoretical perspectives aid HRM with devising Strategic HRM strategies that fit with a business’s strategy. The concept of strategic fit demonstrates the degree to which HRM strategies align with a business’s strategy and how this alignment with a business’s strategy enhances resources and capabilities to align with the current and future state of a market. Venkatraman & Camillus, 1984).

In chapter 4, Armstrong (2021) further expanded on the concept of strategic fit by presenting the two dimensions of strategic fit, the vertical integration fit, and the horizontal integration fit. These two dimensions of fit describe how HRM aligns HR strategies with a business’s strategy. A business is comprised of specialized staff departments, such as Operations, Marketing, Finance, Logistics, IT, and HRM. When a business strategy is developed, each staff department prepares a Functional-level strategy. These Functional-level strategies are aligned and integrated into a business’s strategy. HRM analyzes the business’s strategy and the staff departments’ functional-level strategy. From these analyses, HRM develops specific HR strategies that support the different staff department strategies and the business strategy. These specific HR strategies are vertically integrated [fit] into the business strategy, and horizontal integration [fit] is achieved by “bundling” HRM activities with the seven functions of HRM to develop a specific HR strategy (Armstrong, 2021).

In chapter 5, Armstrong (2021) discussed the over-concern of HRM with the interest of one set of stakeholders, “meeting the needs of shareholders and business leaders…. (p. 63). It is in this chapter, Armstrong (2021) makes a case for “people [HR] management” (p. 64). The term people [HR] management suggest a shift from viewing employees as resources. Armstrong (2021) argues that people [HR] management and people strategy provide a broader view that sees employees as people, and as people. Armstrong (2021) suggests that viewing employees as people demands a different management style and employee interactions.

In chapter 6, Armstrong (2021) introduces the concept of People [HR] Management. The concept of people [HR] management adopts a multi-stakeholder approach, which seeks to balance the needs of internal and external stakeholders (Armstrong, 2021). As a strategy, Strategic People [HR] Management “is concerned with the development of approaches to management of people in an organization that satisfies the interests and needs of all stakeholders….” (p. 72).

In chapter 7, Armstrong (2021) presents the nature and practice of people [HR] strategy. The nature of the people [HR] strategy is to develop people [HR] strategies that are aligned and are integrated into a business’s strategy. There are three types of People [HR] Strategy: 1) A Broad Statement of Intent; 2) Overall strategies concerned with high-performance, high-involvement, or high-commitment; and 3) specific strategies to related aspects of people [HR] management. Armstrong (2021) suggests that these three types of HR strategies can be complementary. He stated, “the broad statement of intent, which provides a framework for more specific strategic plans in individual people [HR] management areas” (p. 82). Thus, from a business’s strategy and vision statement, HRM develops a board statement of intent, an HRM vision statement. From the Board Statement of Intent, HRM identifies Overall Strategies that align with the business strategy and Overall Strategies that align with Department’s strategy. From these Overall Strategies of high-performance, high-involvement, or high-commitment, HRM designs specific HR Strategies that align with an Overall Strategy (Armstrong, 2021).

Finally, in Chapter 8, Armstrong (2021) discusses a process for developing people [HR] strategies. He suggests that an evidence-based approach be used in formulating people [HR] strategies. Armstrong (2021) provides three guiding principles for developing evidence-based people [HR] strategies. The first guiding principle is Strategic Fit. This principle aids HRM with developing people [HR] strategies that align with the business strategy, advances the interest of the business and its employees, and align with other people [HR] strategies. The second principle is the Multiple-stakeholder approach. This principle requires that HRM conduct a stakeholder analysis to identify internal and external stakeholders. Then using an evidence-based approach, develop people [HR] strategies that meet the needs of all stakeholders. The final principle is Focus on Implementation. People [HR] strategies must be realistic for line-manager to implement that meets the needs of front-line employees towards developing the critical performance competencies to implement a business’s strategy. Armstrong (2021) provided seven steps that guide HRM in formulating people [HR] strategies.

I provide this lengthy lead-in to highlight key points from the first eight chapters of the text. These first eight chapters of the text lay the foundation for Strategic HRM. Understanding the role of Strategic HRM is important to understand the following chapters that address specific people [HR] strategies.

HRM, as a strategic partner in business, is concerned with people management. It is the directed collective and individual competencies and performance of people that produces the efforts towards a business’s strategic goals. To advance the collective and individual competencies and performance of people, HRM develops people [HR] strategies aligned with a business’s strategy and vertical integrates those people [HR] strategies int to business’s strategy. These people [HR] strategies are developed through a horizontal integration of specific HRM activities to formulate a specific people [HR] strategy. The concept of strategic fit requires both a horizontal and vertical fit of people [HR] strategies.

Requirements/RUBRIC attached below!!

Unacceptable

0.0

1.0 to 7.0

8.0

Proficient

9.0

Exceptional

10.0

Pts

WTA Posting Criteria 1. Content Understanding (the comprehension of the content under discussion)

Student did not present an understanding of key concepts or ideas relevant to the topic.

Student presented a partial understanding of key concepts or ideas relevant to the topic.

Student presented an adequate understanding of key concepts or ideas relevant to the topic.

Student presented a clear understanding of key concepts or ideas relevant to the topic.

Student presented an exceptional understanding of key concepts or ideas relevant to the topic.

Response was vague or abstract and the student did not apply key terms.

Response contained several vague or abstract remarks. Student applied few key terms.

Response contained some vague or abstract remarks. Student applied some key terms

Response contained little vague or abstract remarks. Student correctly applied most key terms

Response contained a clear discussion. Student correctly applied all key terms.

WTA Posting Criteria 2. Thesis and Argument (the ability to use the content to argue the issues, concepts, and/or theories.)

No stance thesis sentence was used to guide argument.

An inadequate stance thesis sentence was used to guide an argument.

An adequate stance thesis sentence was used to guide an argument.

A stance thesis sentence was used to guide an argument.

A clearly crafted stance thesis sentence was used to guide an argument.

Student’s response lacked critical thinking in the exploration of topics.

Student’s response contained little critical thinking. Only a surface exploration of the topics.

Student ‘s response contained some critical thinking with some in-depth examination of the topics.

Student’s response contained critical thinking with some in-depth exploration of the topics.

Student’s response contained critical thinking with an in-depth exploration of the topics.

Student did not define or explain key terms, concepts, or theories that supported a position argument.

Student provided few definitions or explanation of key terms, concepts, and/or theories that supported a position argument.

Student defined or explained some key terms, concepts, and/or theories that supported a position argument.

Student defined or clearly explained most key terms, concepts, and/or theories that supported a position argument.

Student defined or clearly explained all key terms, concepts, and/or theories that supported a position argument.

Student did not support claims and/or arguments with evidence.

Student supported few claims and/or arguments with evidence.

Student supported some claims and/or arguments with evidence.

Student supported most claims and arguments with evidence.

Student supported all claims and arguments with evidence.

Student did not use any sources to support claims.

Student cited the textbook or one outside source to support claims.

Student cited the textbook and one outside or two outside sources

Student cited the textbook and two outside sources or three outside sources

Student cited the textbook and three or more or four or more outside sources

WTA Posting Criteria 3. Application of APA Writing Style (7th ed.)

No application of APA writing style.

More than four APA errors.

three to four APA errors.

One to two APA error.

No APA errors.

WTA Writing Criteria 4. Language (English) Conventions and Graduate Level Writing

Response contained numerous syntax errors.

Response contained several syntax errors.

Response contained some syntax errors.

Response contained few syntax errors.

Response contained no syntax errors.

Response contained over six English convention errors.

Response contained five to six English convention errors.

Response contained three to four English convention errors.

Response contained one to two English convention errors.

Response contained no English convention errors.

Student’s response displayed some writing skills at a graduate level.

Student’s response was written at somewhat a graduate level.

Student’s response was written at graduate level.
EDUC 639

What is Next? Future of Educational Technology Paper Grading Rubric

Criteria

Levels of Achievement

Content 70%

Proficient

Developing

Not Present

Content

22 to 24 points

The candidate provides a well-written paper with a focus on projections regarding the future of Educational Technology.

20 to 21 points

The candidate provides a somewhat well-written paper that is loosely on the topic of projections regarding the future of Educational Technology.

1 to 19 points

The candidate provides a poorly written paper that is not quite on the topic of projections regarding the future of Educational Technology.

0 points

Not present

Organization

21 to 23 points

The candidate provides a paper that displays good practices in research writing including an abstract, a well-formed thesis, logical organization of content, and a well-written introduction and conclusion.

19 to 20 points

The candidate provides a paper that somewhat displays good practices in research writing including an abstract, a well-formed thesis, logical organization of content, and a well-written introduction and conclusion.

1 to 18 points

The candidate provides a paper that loosely displays good practices in research writing including an abstract, a well-formed thesis, logical organization of content, and a well-written introduction and conclusion.

0 points

Not present

Support

21 to 23 points

A narrow focus was chosen that has been derived from the reading and preparation of the comparative critiques and the sources of the paper are primarily from those critiques.

19 to 20 points

A narrow focus was chosen that has been somewhat derived from the reading and preparation of the comparative critiques and the sources of the paper are primarily from those critiques.

1 to 18 points

A narrow focus was chosen that has been loosely derived from the reading and preparation of the comparative critiques and the sources of the paper are primarily from those critiques.

0 points

Not present

Structure 30%

Proficient

Developing

Not Present

Mechanics

10 points

The candidate’s presentation is professional and relatively free from APA, grammar, and spelling errors. Universal design principle is applied.

8 to 9 points

The candidate’s presentation has some APA, grammar, and spelling errors. Errors do not detract from the communication. Universal design principles are employed, but not consistently.

1 to 7 points

The candidate lacks professionalism and has frequent APA, grammar, and spelling errors. Errors substantially detract from the communication. Universal design principles are ignored.

0 points

Not present

References

10 points

The candidate uses the appropriate number of references to support their assertions. Citations and references are in correct APA format, and citations match in the body and in the reference section and vice versa. References are provided via a document presentation format.

8 to 9 points

The candidate uses references; however, they are not sufficient to support assertions. Citations and references have a few APA formatting errors, and a few citations in the body do not match those in the reference section and vice versa. References are provided via a document presentation format.

1 to 7 points

The candidate uses references, however, they are not sufficient to support assertions. Citations and references have frequent APA formatting errors, and many references that appear in the body are not cited in the reference section and vice versa. References are provided via a document presentation format.

0 points

Not present

Submission

10 points

The candidate submits assignment as specified (i.e. location, items, format).

8 to 9 points

The candidate submits assignment mostly as specified.

1 to 7 points

The candidate submits assignment somewhat as specified.

0 points

Not present
EDUC 639

What is Next? Future of Educational Technology Paper Assignment Instructions

You will write a paper that will focus on projections regarding the future of Educational Technology. The paper will be 4-6 pages in addition to the title and reference pages and be supported by at least 3 scholarly sources in addition to the textbooks. Sources should be within 5 years. The paper must be submitted as a Word document in current APA format.
2

1

Paper: What is next? Future of Educational Technology

Author

School of Education, Liberty University,

EDUC 639: Trends and Issues in Educational Technology

Dr. Daniel Baer

Month x, 20__

Paper: What is next? Future of Educational Technology

In this paper you will focus on projections regarding the future of Educational Technology. The paper must be 4-6 pages in addition to the title and reference pages and be supported by at least 3 scholarly sources in addition to the textbooks. The paper must be submitted as a Word document in APA format.

Begin with an introduction provides an overview and thesis of the paper. Any directions, like these sentences, should be deleted after you read them.

First Point

The paper should be organized into outlined points with appropriate headings.

Second Point

The paper should be organized into outlined points with appropriate headings.

Third Point

The paper should be organized into outlined points with appropriate headings. The number of points here is for display purposes. The number of points in your paper may vary. Your paper may also have subpoints as needed.

Conclusion

The paper should end with a conclusion.

References

Insert all references in APA format here.
Wk 7 discussion 1 DUE DATE AUGUST 17

Discuss the steps required to submit research to a professional journal, and what you feel will be the biggest obstacle? Why?

Wk 7 discussion 2 DUE DATE AUGUST 17

Read the article on the impact of maternal prenatal smoking on the development of childhood overweight in school-aged children (Links to an external site.) from the WCU library. Is the article quantitative, qualitative, or something else? State the study design, research question, and the strength and limitations of the study. Can the study results be generalized? Why or why not?

Wk 8 discussion 1 DUE DATE AUGUST 17

What is the significance of evidence-based practice to health care? Discuss the most reliable evidence-based sources.

Wk 8 discussion 2 DUE DATE AUGUST 17

Now that you have submitted your research proposal and you are preparing to submit your research proposal presentation, how confident do you feel about developing a research proposal as part of your future career as a nurse researcher? Explain your answer. What questions or concerns do you still have about conducting research in nursing?

WEEK 7 DUE DATE AUGUST 19

RESEARCH PROPOSAL PROJECT: FINAL

All components of this project have been completed in previous weeks, so your final research proposal project paper should be cohesive, polished, and incorporate feedback from your instructor from the previous weeks. Your research proposal should be between 10 and 15 pages. Follow proper APA format and style and include a cover page, reference page, and any applicable tables or appendices. Your research proposal should have a nursing theoretical foundation.

Your research proposal must include the following sections:

Background and rationale for the study

Review of the relevant literature

Design and methodology

You must include the following components:

Section One: Introduction

The research proposal should:

Start with a statement of the problem and objective for the study, which articulates the main objectives that the study desires to achieve.

Include a description of the theoretical framework to be utilized and a rationale for choosing a framework.

Describe the significance and relevance of the problem. Why is this particular study needed? How will findings contribute to the field of advanced practice nursing? Why is this research needed?

Section Two: Literature Review

The literature review should:

Be a synthesis of the major concepts from recently published research findings.

Be organized by themes and not just a report about what each author discovered in his or her research findings.

Identify no fewer than six relevant research articles.

Synthesize the literature in relation to where the study fits within the context of the proposed study.

Section Three: Design and Methodology

In this section, what is to be done, and who, what, how, and where are all to be included in your proposal. The methods should be relevant to the question that is to be answered as a result of the research study. There should be information included about the study design, the setting and sample, data collection methods, and data collection analysis procedures. Ethical considerations should also be addressed in this area. Limitations and a plan for communicating the research findings should also be included in this section.

All critical elements of design and methods should be detailed, including:

Definitions of the variables

Identification of the population and sample

Procedures for sampling

Processes for obtaining consent to do the study

Informed consent form to be given to research participants

Data collection procedures

A clearly stated method of data analysis

An explanation on why your data analysis method is appropriate for your research

Issues related to validity and reliability

Ethical considerations (including plans for the protection of human subjects as appropriate)
Psychologists’ Roles in Criminal Justice

The roles of psychologists can differ quite a bit, depending on the part of the criminal justice system where they are working. For this Assignment, you are to research this topic using your textbook and additional outside resources and write a 2–3-page paper on your findings. Your paper should:

Identify and describe the psychologists’ roles within the criminal justice system (i.e., applied scientist, basic scientist, policy evaluator, and advocate).

Provide detailed examples of each of those roles in action within each of the following environments:

Law enforcement

Corrections

Courts system (excluding jury selection)

Be sure to support your answers with material from the Reading and outside research (at least two outside sources from scholarly journal articles, Internet sources, the textbook articles from the Library, and other course material.)

The paper should contain a cover page and a list of references in APA style. All internal citation of outside sources plus the listing of all references should also adhere to APA style.
Dr. Yu Zhang

Office Hours: T. Thur. 12:00-1:00; W 8:00-10:00

Email: ZHANGYU@LAGCC.CUNY.EDU

ENGLISH 102: WRITING THROUGH LITERATURE

No textbook is required and all the readings will be posted in Blackboard.

COURSE OBJECTIVES AND REQUIREMENTS

Why should I read poems, novels or short stories? What is the point of understanding and interpreting literature while my life has little to do with it? When you start the course you may have apprehensions about “literature,” as if the word suggests something totally beyond your ability to comprehend, or something you can afford to do without. As a matter of fact, literature, in the forms of poem, prose, short story, novel, or drama, is nothing but someone’s understanding or interpretation of the world, of his involvement with Nature, people, society, and, most importantly, himself or herself. Literature is meant to be read and understood. The experience conveyed in any literary piece, poem or fiction, is meant to be shared and identified with by its reader. Therefore, if you are a diligent and careful reader, you will learn a great deal from your reading.

We have two related goals in this course: read literature with understanding and write about literature with clarity and conviction.

To fulfill these two goals, we will start with reading, groupdiscussion, and classdiscussion because one cannot write a critical analysis without thinking critically. Writing should be the natural outcome of one’s reading and discussion, from which topics can be generated. Since writing is a more “sharpened and focused expression of thought and study,” and since this course is a writing course, our emphasis will be on working towards well developed and wellfocused essays. You will be encouraged to go through the pre-writing, writing and rewriting processes. For every major assignment, you should attempt to write two or three drafts.

It is imperative that you read the assigned piece of literature before coming to class, so that you can contribute to the class discussion. If I give you a thinking question sheet, I expect you to answer them in writing and bring your answers to class.

Papers:

1. An essay on a story. 500800 words, worth 15% of the total grade.

2. An Essay on a play. 6001,000 words, worth 15% of the total grade.

3. Research paper. 1,200-1,500 words, worth 25% of the total grade.

Examinations:

Midterm: Essay questions on stories, worth 10% of the total grade.

Final: Essay questions on the play and poems, worth 15% of the total grade.

Written Responses:

You are required to turn in answers to reading questions. Bring your responses for class and group discussions and then hand them in for credit. You have to turn in at least ten responses throughout the semester for the 10% of homework submission.

Class participation and attendance:

Attendance and class participation will be worth the remaining 10% of the grade.

PAPER PREPARATION AND SUBMISSION

All three major papers should be typed and submitted to Blackboard. If you have to email the paper to me, please use Word or Google Doc format, not PDF format.

An assignment sheet will be posted in Blackboard for each essay ahead of time. Make sure that you get prepared and read critically. Extra credit will be given to papers with a well-focused thesis and original ideas. You should try your best in refining the thesis, building up the essay structure, paying close attention to diction and grammar.

All the papers, Essay I, Essay II and the research paper can be rewritten for a better grade, and I highly encourage you to take the opportunity to do so.

If you have problems in grammar and in essay and body paragraph development, please log on to the Writing Center for help.

ATTENDANCE

Make an effort to come to the meeting on time and prepared. Our success in class depends on everyone being here and participating in and contributing to class discussion. If you have to be absent, it is your responsibility to find out the reading and writing assignment and to make up for whatever you have missed.

PLAGIARISM

Since you are going to write with sources extensively, you should be conscious of not using others’ ideas without giving credit to them. The student who submits a paper which in whole or part has been written by someone else or which contains unacknowledged passages or quotations is guilty of plagiarism. This is a serious offense and can cause disastrous consequences.

Tentative Syllabus for Spring II 2021

Week 1 Introduction

Diagnostic Essay

Sample essay discussed

“A&P”

“Battle Royal”

“Cathedral”

Paragraph development

Week 2 “Winter Dreams”

“Everything That Rises Must Converge”

“A Rose for Emily”

“Paul’s Case”

Brainstorming on topics and writing essay proposals

Week 3 The first essay is due

“The Things They Carried”

“Young Goodman Brown”

“Sonny’s Blues”

Midterm on Short stories

Essay development

Week 4 Oedipus the King

Week 5 A Doll House

The second essay is due

Research paper assigned

Poems to be assigned

Working on the research paper

Week 6 Research paper is due

Week 7 Final examination

Yu Zhang is inviting you to a scheduled Zoom meeting.

Topic: My Meeting

Time: Jun 22, 2021 08:00 AM Eastern Time (US and Canada)

Every week on Tue, Thu, until Aug 3, 2021, 13 occurrence(s)

Jun 22, 2021 08:00 AM

Jun 24, 2021 08:00 AM

Jun 29, 2021 08:00 AM

Jul 1, 2021 08:00 AM

Jul 6, 2021 08:00 AM

Jul 8, 2021 08:00 AM

Jul 13, 2021 08:00 AM

Jul 15, 2021 08:00 AM

Jul 20, 2021 08:00 AM

Jul 22, 2021 08:00 AM

Jul 27, 2021 08:00 AM

Jul 29, 2021 08:00 AM

Aug 3, 2021 08:00 AM

Weekly: https://us02web.zoom.us/meeting/tZYrcuitqjssH9EE4boD8v8BW6f1qLLhWNKn/ics?icsToken=98tyKuGqqD4rH9CVthyCRpwQBI_4d-_wiGJdgvp4uUvnDAQLdFvUAbREY6NTPNDn

Join Zoom Meeting

https://us02web.zoom.us/j/82651540655?pwd=MjhjNkVWR3gwVEVObmYwcVRFL0ZSUT09

Meeting ID: 826 5154 0655

Passcode: 997682

One tap mobile

+16465588656,,82651540655# US (New York)

+13126266799,,82651540655# US (Chicago)

+1 646 558 8656 US (New York)

+1 312 626 6799 US (Chicago)

+1 301 715 8592 US (Washington DC)

+1 346 248 7799 US (Houston)

+1 669 900 9128 US (San Jose)

+1 253 215 8782 US (Tacoma)

Meeting ID: 826 5154 0655

5
1

Figures title:7

Week 8 Business-Level and Corporate-Level Strategies Assignment

Student’s Full Name

Professor’s Name

Date

This page should NOT be submitted with your assignment, as it is not part of an academically written paper. Note the “Clarity, writing mechanics, and formatting requirements” section of the grading rubric.

HOW TO USE THIS TEMPLATE

Read the explanations provided in the template for each section of your paper.

The explanations are in blue font below.

Type your response to each of the assignment requirements within the designated sections.

Each assignment requirement is identified using a section Heading that is in black font

DO NOT add extra spaces between sections.

DO NOT change the margins.

You are required to have a heading for each of the sections in your paper.

The required headings have been provided for you.

DO NOT type the assignment instructions into the sections.

After typing your responses, change the font color to black and make sure it is not in bold.

Be sure to change the font color on the title page to black after typing your name, professor’s name, and date.

Everything in blue font below should be deleted and replaced with your responses.

DELETE this entire page before you submit your assignment to avoid losing points. Do not leave a blank page here.

REMINDERS

The assignment is due in week 8. Late submissions negatively impact your grade.

Use the same public corporation you used for assignments in Week 3 and 6.

Do not copy content from previous assignments in this class or others.

Include at least 6 full and complete academically written pages that address the requirements. The title page, this instruction page, and the source page do not count.

Use at least 3 quality sources, one of which MUST be the course textbook.

Strayer uses SafeAssign – an automated plagiarism checker. It is advised that you do your own writing and use external resources to support what you have written in your own words.

Week 8 Business-Level and Corporate-Level Strategies Assignment

Write your introduction to this 6 page paper here. Include one paragraph (not more than 6 lines of text) that explains what your paper will discuss. Much of your introduction may be taken from the assignment instructions (in your own words). Read all assignment resources to understand what should be included in your paper. Be sure to review the assignment instructions in Blackboard, the grading rubric, and relevant course announcements to understand the requirements. Do not exceed 6 lines of text in this introduction. There should be no direct quotes in this section. After reading these instructions, replace this blue text with your introduction and change the font color to black.

Corporate-Level Strategies

Your response should clearly identify the one corporate-level strategy from the textbook that you think is most important to the long-term success of the corporation. Your response must also include a clearly stated and justified judgement on whether that strategy is a good choice. Include enough content and depth to demonstrate a thorough analysis of your selected corporation’s corporate-level strategy. Remember that this is a 6 page paper and as such, you will need to dig deep. After reading these instructions, replace this blue text with your analysis and change the font color to black.

Competitive Environment

Analyze the competitive environment to determine the corporation’s most significant competitor (this will require research outside of the course material). Compare their strategies at each level and evaluate which company you think is most likely to be successful in the long term. Justify your choice. Hint: read chapters 1 through 10 in the course textbook as they provide a solid background for this section. Review the Week 1 through 8 Learn readings for supporting content. Remember that this is a 6 page paper and requires a thorough competitive analysis. Strive for about a 1 ½ to 2 pages of well-constructed, in-depth analysis in this section. Cite your sources and avoid the use of direct quotes. After reading these instructions, replace this blue text with your analysis and change the font color to black.

Market Cycles

Determine whether your choice from Question 3 (Competitive Environment section above) would differ in slow-cycle and fast-cycle markets. It would be a good idea to briefly explain what the slow-cycle and fast-cycle markets are from the textbook (cite your sources) as a short introduction to your determination. Hint: read Chapter 5 in the course textbook. Remember that this is a 6-page paper and therefore each section requires a thorough response that demonstrates your understanding of key concepts covered in the course and your ability to apply them to a real-world corporation. Cite your sources and avoid the use of direct quotes. After reading these instructions, replace this blue text with your response and change the font color to black.

Sources

1. Hitt, Ireland, & Hoskisson. 2020. Strategic management: Concepts and cases: Competitiveness and globalization (13th ed.). Mason, OH: South-Western Cengage Learning

2. Author. Publication Date. Title. Page # (written as p. #). How to Find (e.g. web address)

3. Author. Publication Date. Title. Page # (written as p. #). How to Find (e.g. web address)
Assignment Proposal

The general topic of this study?

Asian restaurant data from Central/ Southern New Hampshire collected from the food review sites.

What is the data set you will be using?

https://www.kaggle.com/jcraggy/asian-restaurants

What sample size will you use? n=104

What variables will you consider?

Variable Name

Variable Description

Variable Class

Possible Value of Variable

Price

Average price per dish

Categorical

<\$10, \$10-\$30, >\$30

Quantitative

<100, 101-300, 301-500, 501-999, >1000

Numerice

Quantitative

<1, 1-3, >3

Doordash reviews

Number of Doordash reviews

Quantitative

<100, 101-300, 301-500, 501-999, >1000

Doordash rating

Overall Doordash rating

Numerice

Quantitative

<1, 1-3, >3

Doordash fee

Doordash delivery fee

Quantitative

<\$1, \$1-\$3, >\$3

Yelp reviews

Number of Yelp reviews

Quantitative

<100, 101-300, 301-500, 501-999, >1000

Yelp rating

Overall Yelp rating

Quantitative

<1, 1-3, >3

Town

Restaurant location

Categorical

Central/ Southern New Hampshire

State all objectives that require univariate and bivariate data analyses

Univariate Objective 1: To learn the customer opinions about the restaurant on the foodie site

Univariate Objective 2: To learn the rating from the general customers

Univariate Objective 3: To learn the food courier fee of the restaurants

Bivariate Objective 1: To learn the relationship between restaurant location and restaurant price.

Bivariate Objective 2: To learn the relationship between overall Google reviews and overall Doordash reviews.
Assignment Proposal

The general topic of this study?

Asian restaurant data from Central/ Southern New Hampshire collected from the food review sites.

What is the data set you will be using?

https://www.kaggle.com/jcraggy/asian-restaurants

What sample size will you use? n=104

What variables will you consider?

Variable Name

Variable Description

Variable Class

Possible Value of Variable

Price

Average price per dish

Categorical

<\$10, \$10-\$30, >\$30

Quantitative

<100, 101-300, 301-500, 501-999, >1000

Categorical

<1, 1-3, >3

Doordash reviews

Number of Doordash reviews

Quantitative

<100, 101-300, 301-500, 501-999, >1000

Doordash rating

Overall Doordash rating

Categorical

<1, 1-3, >3

Doordash fee

Doordash delivery fee

Quantitative

<\$1, \$1-\$3, >\$3

Yelp reviews

Number of Yelp reviews

Quantitative

<100, 101-300, 301-500, 501-999, >1000

Yelp rating

Overall Yelp rating

Categorical

<1, 1-3, >3

Town

Restaurant location

Categorical

Central/ Southern New Hampshire

State all objectives that require univariate and bivariate data analyses

Univariate Objective 1: To learn the customer opinions about the restaurant on the foodie site

Univariate Objective 2: To learn the rating from the general customers

Univariate Objective 3: To learn the food courier fee of the restaurants

Bivariate Objective 1: To learn the relationship between restaurant location and restaurant price.

Bivariate Objective 2: To learn the relationship between overall Google reviews and overall Doordash reviews.
EDUC 629

Assistive Technology Application Assignment Instructions

When building your Technology Implementation Plan (TIP), you were tasked with considering the needs of all learners. For this assignment, briefly summarize the goal of your TIP and the projected intended outcome. Then demonstrate specific applications of assistive technology from your TIP project. You can create a chart, if you would like, that depicts how your technology aligns with the needs of all learners. If you choose to incorporate a chart, you must also include a written narrative explaining the chart. Provide a minimum of two examples of how your project meets the needs of all learners – regardless of giftedness, physical capability, or background. Use outside sources to support your work. The paper will need to be 2-3 pages and in APA format. Please use a minimum of two sources.

Select 2-3 specific examples from your project to serve as explanation of the universal application of your TIP.

(2) Incorporate biblical support for your responsibility to meet the needs of all learners.

(3) Account for the training each professional will receive to ensure the TIP is implemented according to plan.
EDUC 629

Criteria

Levels of Achievement

Content

Proficient

Developing

Not Present

Purpose

32 to 35 points

A clear explanation for the goal and projected outcome of the TIP is provided. The summary describes how the technology addresses various learner needs. The assignment has a clear, logical flow. Major points are cohesive and stated clearly. Major points support one another and show an instructional or organizational need.

29 to 31 points

A moderately clear explanation for the goal and projected outcome of the TIP is provided. The summary somewhat describes how the technology addresses various learner needs. The assignment has a clear, logical flow. Major points are stated reasonably well. Major points show an instructional or organizational need.

1 to 28 points

A minimally clear explanation for the goal and projected outcome of the TIP is provided. The summary inadequately describes how the technology addresses various learner needs. The assignment has a somewhat clear, logical flow. Major points are stated but need elaboration. Major points lack an instructional or organizational need.

0 points

Not present

Examples

23 to 25 points

A minimum of two major examples were provided. Examples focus on a clear alignment to learner needs. A clear demonstration of attention to all learner populations is evident. Detailed descriptions are provided (not generic or vague).

21 to 22 points

A minimum of two major examples were provided. Examples demonstrate some attention learner needs. A moderately clear demonstration of attention to learner populations is evident. Descriptions are provided (though generic or vague).

1 to 20 points

Fewer than two major examples were provided. Examples hardly focus on a clear alignment to learner needs. There is a lack of a demonstration of attention to learner populations. Descriptions are provided (though excessively generic or vague).

0 points

Not present

Summary Statement

18 to 20 points

A well-developed, concise paragraph summarizes the entire TIP application to learner needs and clearly defines the accommodation to each learner population.

17 points

A moderately well-developed paragraph summarizes the entire TIP application to learner needs and defines the accommodation to each learner population.

1 to 16 points

An under-developed paragraph attempts to summarize the entire TIP application to learner needs and defines the accommodation to each learner population.

0 points

Not present

Structure

Proficient

Developing

Not Present

Length and Grammar

10 points

The paper meets or slightly exceeds the 2–3 page length requirement. The paper is free of errors in spelling, grammar, or punctuation.

8 to 9 points

The paper is slightly less than the minimum 2 page length requirement.

1 to 7 points

The paper is less than 1 page and/or does not use Times New Roman font that is 10–12 points in size. There are extra lines or spaces throughout.

0 points

Not present

APA Format and Style

10 points

The paper uses Times New Roman font, 10–12 points in size, with no extra lines or spaces throughout. A reference page is included in current APA format with no errors and a minimum of two sources.

8 to 9 points

The paper uses Times New Roman font, 10–12 points in size, with no extra lines or spaces throughout. A reference page is included in current APA format with 1–3 errors and contains 1-2 sources.

1 to 7 points

The paper does not use Times New Roman font that is 10–12 points in size. There are extra lines or spaces throughout. A reference page is included in current APA format with more than 3 errors. There are fewer than 2 sources.

0 points

Not present

Page 2 of 2
TECHNOLOGY IMPLEMENTATION PLAN

16

TECHNOLOGY IMPLEMENTATION PLAN

Briana C. Croal

Technology Implementation Plan 2020-2021

Liberty University

Action Plan: Mission, Goals 3

Mission 3

Goals and Strategies 3

Needs Assessment 4

Strengths 4

Weaknesses 5

Opportunities 6

Threats 6

Needs Analysis 6

The Planning Process 7

State Goals and Objectives with Local Strategies and Measures 7

Environment 10

Engagement 10

Application Tools 11

Results 11

Implementation 11

Budget 11

Professional Development (PD) Plan 12

Lesson Plan 1 12

Lesson Plan 2 14

Executive Summary 15

Crosswalk of Goals 17

References 19

Technology Implementation Plan

Introduction

This technology implementation plan will focus on the technology tools for classroom collaboration. This plan will examine various aspects of technology and how they can be implemented to enhance classroom collaboration. Tech tools for classroom collaboration are crucial elements that promote successful teaching and learning processes. The advancement in technologies has revolutionized the education sector in great depth. Various schools are trying as much as possible to cope with the ever-changing classroom technologies (Albó, Hernández-Leo & Moreno, 2019). It is crucial to understand that collaboration is vital in classrooms since this culture is inherent like the modern workforce. Most organizations encourage workers to work in groups as a way of improving productivity. The same case applies in a classroom setup since students are likely to perform better when they practice collaborative learning techniques.

Research reveals that collaboration promotes better learning as compared to individual learning. Some of the classroom collaboration tech tools that I intend to implement in my school are Google Docs, Kahoot, and Flipgrid. One of the reasons I chose these collaborative tech tools is fostering unity and teamwork in the classroom. These tools are likely to bring all students together since they will be required to either view, listen, and have a face-to-face interaction with one another to get their views on diverse topics. My topic was also influenced by the Bible. The Bible is quite clear on the aspect of teamwork among human beings. Proverbs Chapter 27:17 states that “As iron sharpens iron, so one person sharpens another” (Golka, 2018). This scripture acknowledges the role of teammates in an individual’s development. It connotes that an individual can experience changes when he or she interacts with others.

In the case of classroom collaboration, these technologies will ensure that a student benefits from other students who have a proper understanding of certain concepts. This technology plan is also important because it will benefit students with diverse needs. For instance, some students learn better in groups as compared to the individual learning model. Therefore, putting these students in groups will ensure that they gain more. This technology implementation plan is also important because it will benefit slow learners because they can easily retrieve class recordings after actual classroom interactions.

TIP Action Plan: Mission, Goals

Mission

The mission of this school is to foster holistic learning and inspire students to attain academic excellence.

Goals and Strategies

Goal 1: To improve the rate of student interactions during a lesson session.

Strategy: One of the tasks that will help me achieve this goal is grouping socially competent learners with shy students. Pairing these students will embrace the aspect of diversity since students with special needs will be catered for. This technique will improve students’ interactions because the shy students will learn how to interact with other students since they will be motivated by their respective group members. For instance, the teacher can instruct these students on how to engage in a video discussion using FlipGrid technology. The shy students are likely to interact with others because they will be assigned various parts to present.

Goal 2: To promote creativity and critical thinking among the students.

Strategy: One of the tasks that can aid in achieving this goal is encouraging autonomy and support learners’ intrinsic motivation. Most teachers embrace reward systems to motivate learners (Abdullah, 2021). Based on this implementation plan, this technology will reduce unhealthy competition and comparison in the classroom. Every student will have an opportunity to present his thoughts and feelings on a given topic hence improving creativity.

TIP Needs Assessment

Strengths

One of the strengths of this school is that it has adequate skilled personnel to enforce this technology. This school has technology-oriented teachers who are willing to adapt to the major technological changes as recommended in my implementation plan. This implies that teachers of respective subjects are likely to integrate these tech collaboration tools in a classroom setup.

Another strength is that this school has computer technicians who can guide teachers and students on how to utilize these technologies.

Weaknesses

One of the areas of weakness is that not all students can afford to purchase tablets and other technological devices required to facilitate collaborative learning. Since some teachers practice remote learning, it will be difficult for some students to learn remotely because they lack access to computers.

Another weakness is that some teachers are reluctant to embrace change. These teachers feel more comfortable teaching using outdated techniques.

Opportunities

The potential opportunity for this plan is that it is likely to improve students’ collaboration in classroom discussions and in completing certain projects. These technologies will also give students an opportunity to brainstorm in the course of the lesson. Generally, students stand a chance of becoming more creative and productive during the lesson.

Threats

The main potential threat of integrating this technology is based on the cost of acquisition. The cost of acquiring, integrating, and personalizing these technologies might be very expensive. This means that the school will have to invest a lot of its resources in this plan to achieve good results.

Also, the students might misuse these technologies by engaging in inappropriate activities. Therefore, these students must be monitored to ensure that they integrate these technologies appropriately in the course of learning.

Needs Analysis

The main instructional problem in this context is the lack of collaborative learning. One of the needs of this technology implementation plan is to promote higher-level thinking skills among students. Most students lack critical thinking skills due to poor teaching and learning techniques. This technology plan will ensure that these learners are able to think critically since they will be challenged by one another in their respective groups. Another need of implementing this plan is to improve student’s confidence and level of self-esteem. The aim of the instructor is to attain the major education goals using these collaborative technology tools. Moreover, the school embraces this technology implementation plan because it intends to produce highly competitive students in the region as compared to schools that lack sophisticated education technologies.

TIP Planning Process

State Goals and Objectives with Local Strategies and Measures

Goal

VA English SOLs/ISTE

Strategies

1. To improve the rate of student interactions during a lesson session.

ISTE 1: Empowered Learner: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals.

Grouping socially competent learners with shy students. Pairing these students will embrace the aspect of diversity since students with special needs will be catered for. Furthermore, this technique will improve students’ interactions because the shy students will learn how to interact with other students since they will be motivated by their respective group members.

2. To promote creativity and critical thinking among the students.

ISTE 4: Innovative Designer: Students use various technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.

Encouraging autonomy and support learners’ intrinsic motivation. Most teachers embrace reward systems to motivate learners (Abdullah, 2021). Based on this implementation plan, this technology will reduce unhealthy competition and comparison in the classroom.

Environment

Environment involves the surrounding in which the actual implementation of these technologies will occur. Since these technologies are aimed at improving collaborative learning in school, the classroom will be the perfect environment for implementation. It is crucial to note that the classroom is among other factors that influence learning. The classroom environment should always be as positive and supportive as possible to enhance learning (Belaineh, 2017). A negative learning environment is inappropriate because learners feel demotivated at every level of learning. The instructor should also ensure that the class atmosphere and design are perfect. For instance, the classroom should have appropriate ventilation to ensure that there is a good circulation of air. Students’ safety is another aspect that characterizes the learning environment. The instructor should ensure that all students are safe from any form of accident that might cause either minor or major injuries to learners. Therefore, students will maximize the use of these technologies when they are in a safer and conducive classroom environment. These students will be able to interact with these technologies on respective days. For instance, FlipGrid will be integrated into learning from Monday to Wednesday. Google Docs will be used for Thursday discussions, while Kahoot will be incorporated every Friday since it involves game applications.

Engagement

Engagement is a fundamental element in teaching and learning. The term engagement connotes a level of commitment between the teacher and the students. Engagement cuts across aspects such as feelings, emotions, behavior, and cognition (Goss & Sonnemann, 2017). These students should display a high level of engagement in order to benefit from these technologies. As a way of improving the level of engagement, the educator will ensure to make every lesson meaningful. Students should realize that every lesson is meaningful. They should realize that every learning activity counts. Teachers will ensure that they make a meaningful connection by merging relating the prior experience with the current learning. Engagement can also be improved by establishing a positive relationship with students. It is apparent that students cannot learn in a hostile environment. Therefore, there is a need to establish a caring relationship with students to enable them to fulfill their need to connect with teachers and other students.

Application Tools

The implementation of these technologies requires specific technological tools. The implementation of these technologies will require the following tools:

Interactive whiteboards

Laptops

Tablets

Classroom projectors

The main advantage of this school is that there is a strong internet connection and stable power supply. Therefore, students will manage to utilize these technologies without a lot of struggles.

Results

The above application tools are crucial in the realization of these TIP goals. It is important to understand that collaborative classroom tools such as FlipGrid, Kahoot, and Google Docs cannot be put into practice without the infusion of these technologies. For instance, the school must procure a good number of laptops because the ratio of students to laptops should be 1:1. Therefore, these tools will promote collaborative learning in this institution because students will be able to interact with each other during and after the lessons.

TIP Implementation

Budget

Application Tools that need to be purchased:

30 Laptops

2 Interactive smart boards

2 Classroom Projectors

30 tablets

Professional Development Costs.

Professional development will utilize the same technologies procured for the students in the course of training. Therefore, the school will not purchase more tools for professional development.

The cost of trainer per session= is \$500

Total Estimated Cost.

Technology and training

Cost

Quantity

Total

Laptops

\$1500

30

\$45000

Interactive Smartboards

\$2000

2

\$4000

Tablets

\$1000

30

\$30000

Classroom projectors

\$500

2

\$1000

Trainer

\$500

5

\$2500

Total

\$82500

Professional Development (PD) Plan

The session on professional development aims at improving the knowledge and skills of respective professionals in this institution. It is apparent that most teachers lack adequate knowledge on how to use these collaborative technologies. The administration managed to contract one technical trainer who is competent in this technological field. Training will be conducted within a week. Professionals will be expected to educate students on how to use these technologies thereafter.

ONE WEEK PLAN– Training covers the three collaborative technologies: Google docs, Kahoot, and FlipGrid.

Where does it fit: All of these technologies will be used to improve students’ collaborations during and after the lessons. For instance, students will be motivated to participate in groups since they can share their opinions on one platform or forum.

Backup Plan: In case of failure of one technology, students’ will be free to utilize the remaining alternatives since the plan is to incorporate three technologies.

Effectiveness: the program is very effective because both students and teachers are likely to show interest in these new technologies due to their massive benefits.

PD: The professional development incorporates aspects such as training on how to create and disseminate information via these technologies, how to provide feedback to students, and how to separate contents of varied subjects. This program was scheduled for one week because these technological devices are not so complicated to integrate into a classroom situation.

Lesson Plan 1

Primary SOL: The state reading standards for literature are;

RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the

RL.5.2: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Other related standards: Universal Design for Learning Guidelines: Provide multiple means of Action and Expression.

Objective: By the end of the lesson, learners should be able to:

Explain the meaning of the new words used in the passage.

Pronounce the words correctly.

Construct correct sentences using the new words.

Materials/Equipment: I will need various materials like flashcards to encrypt with new words and a projector to project to the learners the sentences with the new words used.

I will also use FlipGrid as a technological platform where students can create and share videos regarding the key themes of this story.

Smartboard

I will use the literature book: The Secret Gardens as the reading resource written by Frances Hodgson Burnett.

Biblical Principal: Equality- “For God shows no partiality” (Romans 2:11).

Prior Knowledge and Skills: Students have to be well conversant with grammar rules. Also, learners should have proper reading skills to connote the meaning of words as used in the passage. Such prerequisite skills help in the achievement of a reading lesson, thus the success of a lesson.

Classroom diversity: The lesson will be developed in a manner that caters to the needs of diverse students. Both slow learners and fast learners will be given the opportunity to contribute to the discussions. The teaching materials are also all-inclusive. They do not rely on or favor a given group of students.

Procedure: The teacher begins the lesson by giving a recap of the previous lesson.

Introduction of the new topic

The teacher divides learners into four groups and then guides them through the passage.

Learners are given flashcards to read the words aloud.

The teacher asks every group member to create a video using FlipGrid on the main themes in the story.

Every learner is assigned a theme and instructed to write a short reflection on the theme.

Evaluation: The students are evaluated on the clarity, organization, coherence, and content of the response.

Lesson Plan 2

Primary SOL: Encourage students to ask questions during the lesson.

Give students the opportunity to describe the characteristic of the story being read.

Other related standards: ISTE 2: DIGITAL CITIZEN: Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical.

Objective: Students will be able to read and identify vocabularies in the story.

Students will be able to use the Kahoot Application to construct quiz on the identified vocabularies and share them with their classmates.

Materials/Equipment: the book I Can Make This Promise by Christine Day, smartboard, Kahoot.

Biblical Principal: Equity; “David reigned over all of Israel, administering justice and equity to every one of his people” (1 Chronicle 18:14).

Prior Knowledge and Skills: Students to demonstrate that they can find the missing letters to construct a complete word.

Classroom diversity: this lesson embraces classroom diversity because the teacher is culturally sensitive. There is no room for using words or examples that might hurt other cultures.

Procedure: Overview of the previous lesson

Grouping shy students with socially competent students

Giving respective group members an opportunity to create and share a quiz through Kahoot.

Calling every student to stand and demonstrate how he or she developed the quiz using the application.

Dictating some vocabularies then instructing every student to construct a complete sentence.

Evaluation: Students are evaluated based on their ability to construct complete sentences. Ability to use punctuation marks and ability to construct sentences that observes subject-verb agreement rule.

Executive Summary

Advancements in technology have resulted in significant changes in student collaboration. The classroom environment plays a critical role in enhancing student collaboration because the class comprises students with varying needs and abilities. Therefore, technology tools will be essential in improving communication by providing platforms and tools to present what individuals are working on and thinking about. This technology implementation plan will evaluate several aspects of technology and how they can improve classroom collaboration. Various technology tools are developed to promote successful teaching and learning processes. The plan will focus on three technology tools, including Google Docs, Kahoot, and Flipgrid. These tools will be used differently depending on the purpose in the classroom.

The implementation of these technology tools has several benefits. One of the benefits is to foster unity and teamwork. Students will come together when using the devices because they will be arranged in groups and have to view, listen, and sometimes have face-to-face communication when presenting their ideas and thoughts. These technologies will allow students to give their opinions and let others commend and discuss based on their views. Moreover, the Bible influenced the implementation plan because of the aspects contributed, such as teamwork, equity, and unity. The school mission aligns with providing students with holistic learning and providing them with academic excellence. The technology tools align with the achievement of the mission because they will aid in making students succeed in their educational careers and become competitive in the market.

Crosswalk of Goals

Furthermore, the technology implementation plans aim to achieve two goals. The first goal is to enhance the rate of student interaction during the lesson session. The objective here is to ensure their learner is empowered and can easily handle technology tools and use them to achieve and demonstrate competency in their learning goals. Nevertheless, for the goal and objective to be completed, proper strategies will need to be initiated, such as active grouping students and easily interacting with the shy students. Furthermore, allowing the students with different abilities to be in one group will embrace diversity and improve interaction by making the nervous learners learn to associate with others. The last goal in the technology implementation plan is to encourage creativity and critical thinking among the students. The objective here is to ensure the students are innovative designers where they can utilize technology to recognize and solve problems by developing new, valuable, or imaginative solutions. Similarly, proper strategies will be implemented to attain the goal, such as promoting autonomy and supporting the student’s intrinsic motivation. Therefore, the technology will help reduce unhealthy competition since students will present their ideas regardless of their position in class or achievement, and others will commend and discuss based on that view.

The technology needs assessment will also be explained in detail by reviewing the strengths, weaknesses, opportunities, and threats. Performing the needs assessment is essential in understanding the school’s shortcomings that will deter technology implementation. For instance, every student will require a laptop to use the technology tools, challenging attaining collaborative learning. Also, the school will capitalize on opportunities, especially when it is aligning with its mission statement. The needs analysis will be discussed and why the school needs to implement the technology. First, the section will consider collaborative learning in the classroom and how it affects students. Finally, it will delve into the factors that aid in improving the learning process, such as the condition of the class environment, engagement, and how the technology tools will be implemented to fit the elements. Furthermore, the implementation plan will be presented to concentrate on the budget and the professional development cost, and the lesson plans.

References

Abdullah, S. N. (2021). Using Reward Cards to Motivate Students’ Learning in an ESL Form 2 Classroom in Perak. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(3), 922-927

Albó, L., Hernández-Leo, D., & Moreno Oliver, V. (2019). Smartphones or laptops in the collaborative classroom? A study of video-based learning in higher education. Behaviour & Information Technology, 38(6), 637-649.

Belaineh, M. S. (2017). Students’ Conception of Learning Environment and Their Approach to Learning and Its Implication on Quality Education. Educational Research and Reviews, 12(14), 695-703.

Golka, F. W. (2018). African Wisdom and The Origins of the Book of Proverbs.

Goss, P., & Sonnemann, J. (2017). Engaging students: Creating classrooms that improve learning. Grattan Institute.
Social Media Body Dysmorphia in Adolescents

Social Media Body Dysmorphia in Adolescents

Social Media’s Impact

Social media’s pervasive use has become a progressive problem among many adolescents and young adults, negatively affecting the youth’s psychological health. Social media’s addicting presence has an impacting rise of body dysmorphia in adolescents and young adults. Body dysmorphic disorder is a preoccupation with apparent defects in a patient’s appearance, which causes significant distress and impairment (Himanshu et al., 2020). What a person thinks about their body affects how they feel about their body leading to their body dysmorphia. Recently a phenomenon called “Snapchat dysmorphia” has presented in which patients seek a surgical consult to appear as their filtered selves in real life (Himanshu et al., 2020). Young adults and adolescents are more prone to being affected by body dysmorphia and low self-esteem caused by social media because of their overuse of social apps. Every social media interaction is geared around likes that equates to their level of self-worth. Bessenoff’s (2006) study found that college students’ social comparison with pictures of thin women in commercials contributed to depression, body dissatisfaction, and lowered mood compared with students exposed to commercials without photos of women (Lewallen et al. 2016). All of these beauty standards displayed throughout social media are causing harm to the youth’s mental health.

This study intends to assess body dysmorphia among teenage adolescents and young adults caused by social media. This study hypothesizes that the youth’s overuse of social media contributes to their body dysmorphia and low self-esteem.

Method

The participants of this study would range from the age of 17 to 24 from the institution of Prairie View A&M University. Participants will be asked to participate through SONA. The participants will be presented with a predesigned questionnaire focused on questions concerning the appearance of body parts, the distress surrounding the concern of these body parts, how often they’re on social media, and how they feel about their bodies after their time spent on social media. This study will examine which social media apps generate self-esteem and body dysmorphia in adolescents and young adults. To determine which social media apps influences the most harmful effects on self-esteem and body dysmorphia, the participants will be prompted to take the body dysmorphic disorder scale after using certain apps. The data from the questionnaires will be recorded and presented in Excel.

References

Himanshu, A. K., Kaur, A., & Singla, G. (2020). Rising dysmorphia among adolescents: A cause for concern. Journal of family medicine and primary care, 9(2), 567.

Lewallen, J., & Behm-Morawitz, E. (2016). Pinterest or thinterest?: Social comparison and body image on social media. Social media+ society, 2(1), 2056305116640559.
York University

Faculty of Health

Kinesiology and Health Sciences

Course Outline

Business Skills for Sport and Fitness Professionals (4430.03)

Term: Summer 2021

Lecturers: Antonio Santilli BSc., CSEP CEP, R.Kine., MBA.

Time: Monday, Wednesday 10:30am-1:30pm, Via Zoom Video Conferencing

Office Hours: by appointment

E-mail asantili@yorku.ca

*** Please note that this is a course that depends on remote teaching and learning. There will be no in-class interactions or activities on campus. ***

Take Care of Yourself:

We are all dealing with a tremendous amount of stress, anxiety, fear, and uncertainty as a consequence of the COVID-19 pandemic. Please be kind and gentle with yourselves and others during this difficult period of time. There are a number of online free resources available to help support you. If you need help, the following list of websites (this is not an exhaustive list) may be a good place for you to start:

https://good2talk.ca/

https://counselling.students.yorku.ca/

https://coronavirus.info.yorku.ca/

Welcome to York University! Bienvenue à l’Université York!

Technical requirements for taking the course:

As a result of the current pandemic, the entire course will be delivered remotely and electronic platforms will be used to deliver course materials and interact with the Course Director. Therefore, a computer or smart device with a camera and microphone is required to complete the course.

Please review this syllabus carefully to determine how the course content will be delivered, how office hours will be conducted and how assignments will be submitted.

Students must make every effort to arrange adequate internet connection, especially for tests. If a student has any concerns about their internet connection, they should seek all available options for writing their exams/tests/quizzes in a location with a stable internet connection. In the event that a student is not confident they can access a reliable internet connection, they should communicate their concerns to the Course Directors well in advance of the test/exam.

Students are responsible for being actively involved in the course, and for checking eClass regularly and frequently to ensure you have the latest information about the course. “I did not know because I was not online” or “because I did not check Moodle” are not excuses that will be accepted under any circumstances for the course.

Technology requirements and FAQs for eClass can be found here

Useful links describing computing information, resources and help for students:

Student Guide to eClass

https://lthelp.yorku.ca/student-guide-to-moodle

Computing for Students Website

https://student.computing.yorku.ca/

Student Guide to eLearning at York University

Home

Learning Skills Services

https://lss.info.yorku.ca/online-learning/

Zoom@YorkU User Reference Guide

Zoom@YorkU Best Practices

Students should note the following:

Zoom is hosted on servers in the U.S.A. This includes recordings done through Zoom.

If you have privacy concerns about your data, provide only your first name or a nickname when you join a session. The system is configured in a way that all participants are automatically notified when a session is being recorded. In other words, a session cannot be recorded without you

Course Description

This course will include theory and detailed practical instruction on key business and organizational processes. These will include Business Planning, Marketing, Financial Management and elements of Risk and Liability in work environments. These areas will be developed as they apply to the recreation/leisure, fitness/health and sport management industries

Prerequisite: Students must be enrolled in the Fitness Appraisal and Exercise Counselling Certificate Program, or receive permission from the Course Director.

Course Objectives

1. To develop an understanding of the theory, practices and skills that support business development in the fitness, health, recreation and sport industry.

2. To develop an understanding of the contemporary processes involved in entrepreneurship, business planning, marketing, finance and managing performance, risk and liability, and the use of the tools that support their application.

3. To participate in learning groups as a means of completing assignments for the course.

Section 1 – Introduction

June 28 (1, 2)

Review Course Outline

Introduction to Learning

Groups

Course Assignment

Chapter 2-pp 35-55

Section 2 – Organizing a Business

June 30 (3, 4)

July 5 (5, 6)

Exploring Options

Opportunity Selection

Big Picture

Legal Concerns

Chapter 1 – pp 1-24

Chapter 2 – pp 55-59

Chapter 3 – pp 72-80

Chapter 3 – pp 80-86

Chapter 8– pp 200-230

Section 3 – Marketing

July 7 (7, 8)

July 12 (9, 10)

Marketing Strategy

Competitive Intelligence

Comp. Intelligence cont’d

Pricing and Promotion

Chapter 6 – pp 145

Chapter 4 – pp 93-111

Chapter 5 – pp 120-127

Chapter 5 – pp 127-136

Chapter 6– pp 144-165

July 14

No Class, Entrepreneur Profile Assignment due

Section 3 – Marketing (con’t)

July 19 (11, 12)

Distribution and Location

Chapter 7 – pp 174-192

Section 4– Financial Management

July 21 (13, 14)

July 26 (15, 16)

July 28 (17, 18)

Personal Financial Vision

Using the Planning Process to Prepare a Budget

Key Financial Documents and Their Purpose

Key Financial Documents and Their Purpose

Chapter 10 – pp 262-284

Chapter 10 – pp 284-294

Chapter 11 – pp 308-333

Chapter 13 – pp 370-384

Chapter 14 – pp 397-414

Section 5 – Risk and Liability

August 2 (19, 20)

Bankruptcy

Risk Management Issues

Chapter 8 – pp 230-232

Chapter 9 –pp 240-253

August 9

This class allows students to prepare and present a business proposal making use of the information provided during lecture. This proposal will include information on the business idea, the industry, the competitors and the marketing mix. An outline will be provided that teams must follow for their 10 minute presentation.

August 12-19 (TBA)

Final Exam

All class work and assigned readings covered from after midterm exam to date

Course Evaluation

The evaluation for this course includes both an individual and group learning components:

Individual IN

Individual

Entrepreneur Profile Assignment July 14 35%

Students will be asked to write up a profile on an entrepreneur. The full details of the assignment will be discussed in class and an outline/rubric will be provided. Students will be given a series of questions that they can use as the basis of their research and will be asked to use their research to compose a report on their chosen entrepreneur.

Final Exam TBA (Aug 12-19) 40%

The final exam will be held during the examination period after the end of classes. The exam will be marked on content and format. Examination format will be discussed in the class. The exam will not be conducted on campus and will be administered remotely

In order to preserve the academic integrity of this course, all exams/tests/quizzes completed on eClass will utilize the sequential method of questioning. This means questions are presented one-at-a-time. Once a student moves on to the next question that is considered the final answer. It is not possible to return to a question to review it. Please ensure that you have selected an answer before you move on to the next question. If you don’t know the correct answer take a guess since there is no penalty for wrong answers Exams will be timed such that you will have a specific amount of time to answer each question. These are closed-book tests, meaning students are not permitted to use notes or other assistive resources during an exam.

Students may book an office hours appointment to discuss their tests and study strategies with the instructor, but due to the nature of online exams and the risk of questions becoming available unfairly to those who have not completed the tests, specific test questions will not be made available for viewing. Please be aware that the instructors will personally examine all test questions after the completion of the test to ensure that no issues exist with respect to grading or question clarity. If the instructors do identify any issues, student grades will be automatically corrected accordingly.

Any conflicts with the examination days or other necessary accommodations must be reported at least 1 week before the last lecture for the final exam. Accommodation request form must be given in person to course director by email. The only acceptable conflicts that will be considered for deferred exams will be academic or medical in nature. Vacation or family celebrations are not acceptable REASONS TO MISS AN EXAM. If no conflicts or special accommodations are reported, then you will be expected to be present at the designated time and date for the exam.

Any student missing examinations must provide an ‘“Attending Physician’s Statement” and a “ Deferred Standing Agreement” within 5 days after the date of the exam. If the aforementioned forms are not provided, the student will receive a mark of “0” on the exam. Students missing exams with proper documentation will be given a makeup exam at a suitable time and date. The manner in which the missed test is made up will be at the discretion of course director. If you have missed a test for illness or other acceptable reason, it is your responsibility to keep your schedule open for a possible make-up test.

Note: The format of the deferred final exam will not likely be the same as the regularly scheduled final exam.

If you begin a test and it is interrupted due to technology issues (i.e. lost internet connection), email the Course Director asantili@yorku.ca) IMMEDIATELY. On a case-by-case basis, instructors will either re-open the test or assign a deferred test. Emails will be monitored during test times.

Learning Groups

Course Project

1.1 Business Proposal Presentation August 9 25%

1.2 Peer evaluation August 16 *5%

*Peer evaluation can affect presentation grade by up to +/- 5%

In teams of 5 or 6, students will present a Business Proposal. The parameters within which the proposal will fall under be reviewed during the class. A project outline will be provided. Given the shorter nature of the term and the online nature of the course, you will be assigned a group to work with. A total of 25% of the evaluation for this course is based on learning group work. The expectation is that the groups, once formed, will make every effort to make the group work effectively. Group members will assess the performance of their team members after the group presentation. Each student will submit a peer evaluation for each member of their group. Any student that does not submit a peer evaluation will forfeit 5% of their grade on the assignment. Evaluations are due no later than a week after presentations have been given

If a group has difficulty with a non-contributing member, the group must alert the course director. It is the responsibility of the learning groups to arrange meetings with the course director by July 19. Following the meeting, non-contributing members will either re-commit to group goals or withdraw from the group. Any student that withdraws from a group will meet with the Course Director to determine a further course of action.

Any requests for remarking any course materials must be received by the lecturer within 7 days of grades being posted. The request must be made in a 1 page memo outlining the group’s/student’s specific concerns.

Although numerical marks are assigned to each piece of work in this course there should be no assumption that a total number of marks translates directly to a letter grade. Letter grades will be determined by the descriptions in the York University Undergraduate Calendar.

Although numerical marks are assigned to each piece of work in this course there should be no assumption that a total number of marks translates directly to a letter grade. Letter grades will be determined by the descriptions in the York University Undergraduate Calendar.

In this course, we strive to maintain academic integrity to the highest extent possible. Please familiarize yourself with the meaning of academic integrity by completing SPARK’s Academic Integrity module at the beginning of the course. Breaches of academic integrity range from cheating (i.e., the improper crediting of another’s work, the representation of another’s ideas as your own, etc.) to aiding and abetting (helping someone else to cheat). All breaches in this course will be reported to the appropriate university authorities, and can be punishable according to the Senate Policy on Academic Honesty.

Test Banks

The offering for sale of, buying of, and attempting to sell or buy test banks (banks of test questions and/or answers), or any course specific test questions/answers is not permitted in the Faculty of Health. Any student found to be doing this may be considered to have breached the Senate Policy on Academic Honesty. In particular, buying and attempting to sell banks of test questions and/or answers may be considered as “Cheating in an attempt to gain an improper advantage in an academic evaluation” (article 2.1.1 from the Senate Policy) and/or “encouraging, enabling or causing others” (article 2.1.10 from the Senate Policy) to cheat.

Eproctoring

An online proctoring service may be used to deliver the final exam, which are administered through the Learning Management System (e.g. Moodle). Students are required to have access to minimum technology requirements to complete examinations. If an online proctoring service is used, students will need to become familiar with it at least five days before exam(s). For technology requirements, Frequently Asked Questions (FAQs) and details about the online proctoring service visit – [https://registrar.yorku.ca/online-exams]. Students are required to share any technological (IT) accommodation needs with the instructor as soon as they are able.

Aids During an examination

The final exam is a closed book exam which means no external aids (notes, books, calculators, or other reference materials) are permitted. Electronic mobile devices other than the one computer or tablet being used to write the test/exam are not allowed during a test or examination. Students are required to turn off and secure all electronic communication devices while a test/exam is in progress. Any student observed using more than one electronic device during a test/exam may be reported to the Undergraduate Office for a potential breach of Academic Honesty.

Work completed by students is expected to be submitted on time, as per instruction, and be original work. Copying previous/current assignments/projects or protected material from books and Internet web sites will not be condoned.

To promote academic integrity in this course, students may be required to submit their written assignments to Turnitin (via the course Moodle page) for a review of textual similarity and the detection of possible plagiarism. In so doing, students will allow their material to be included as source documents in the Turnitin.com reference database, where they will be used only for the purpose of detecting plagiarism. The terms that apply to the University’s use of the Turnitin service are described on the Turnitin.com website.

If you are uncertain about your responsibilities in completing your academic requirements for this course, or you are not sure of appropriate practices in completing assignments and tests, you are encouraged to go to the York website on Academic Integrity (http://www.yorku.ca/academicintegrity) to read the section “For Students”. This site includes a tutorial that is intended to help students learn about the central aspects of academic integrity. We suggest you complete the tutorial. All students are expected to familiarize themselves with the following information, available on the Senate Committee on Curriculum & Academic Standards webpage http://www.yorku.ca/secretariat/senate_cte_main_pages/ccas.htm

• York’s Honesty Policy and Procedures

• Course requirement accommodation for students with disabilities

• Student Conduct Standards

• Religious Observance Accommodation

Course Text

1. The text for this course is: “Small Business, an Entrepreneur’s Plan” 7th Cdn Ed., Ron Knowles, Thomson/Nelson, 2014.

Course Material

1. Class Notes (Powerpoint) and other course information will be posted

2. Additional Reading: These will be provided under separate cover either during the class as resource material or posted on the class site.

These materials are designed for use as part of this course at York University. Third party copyrighted materials (such as book chapters, journal articles, music, videos, etc.) have either been licensed for use in this course or fall under an exception or limitation in Canadian Copyright law. Copying this material for distribution (e.g. uploading material to a commercial third-party website) may lead to a violation of Copyright law. Intellectual Property Rights Statement.

KINE4430 Summer 2021

6
Topic: Health Effects of Screen Time on Children

The culminating argument paper is a restructuring of the first two papers with the addition of an abstract, introduction, and conclusion.

This paper should include a newly composed introductory section and a new final conclusion section that presents your discussion of (and argument for) the solution. Your argument, or rationale, for the solution that you propose is the focus of this paper.

Be 15–20 pages in length

Title page (1 page)

Introduction (1–2 pages)

Reworked informative papers (10–15 pages)

Conclusion (1–2 pages)

References (1–2 pages)

Reference 12–15 scholarly, peer-reviewed resources (compiled by combining all of the references from your Perspective of Inquiry papers and any additional resources you use in this final paper.)

Name_________________________ Mental Health Critical Thinking Map Date______________

Psychiatric Diagnosis(s):

Chief Complaint (subjective, patient’s own words):

Hyperactivity

Voluntary or Involuntary

History of Present Illness:

Psychiatric History:

Past Medical History:

Risk Assessment:

Does patient have thoughts of hurting themselves? Yes or No

Does patient have thoughts of hurting others? Yes or No

Suicide risk factors:

Protective factors:

Complications/Potential Complications (Physiologic Adaptation(s)/Reduction of Risk Potential):

**Include substance use/abuse history

Psychosocial Concerns (Psychosocial Integrity):

**Include psychosocial history

**performed by the student

**include age/sex

**MSE, MMSE, CIWA, COW, if applicable)

Labs and Diagnostics (Reduction of Risk Potential)

** Must include therapeutic drug levels, tox screen and pregnancy test.

Planning and Goals (short term and long term goals)

**Actual priority problems with prioritized goals

Nursing Interventions (Basic Care and Comfort, Safety and Infection Control)

**What did the student/nurse perform throughout the day

**Include rationale

Evaluation of Interventions

Medication Name (Generic) and Drug class

Patient’s Dose, Route, and Frequency

Why is patient receiving this medication?

Nursing considerations (labs, assessment, etc.)

Side effects and Major adverse effects

Patient Teaching

Alternative Treatments with benefits and risk: For example, if patient is currently being treated with SSRI’s for depression what other options for treatment are available?

Patient Teaching (Health Promotion, Safety and Infection Control, and Management of Care):

Patient Summary (SBAR Format):

S-

B-

A-

R-
Name_________________________ Mental Health Critical Thinking Map Date______________

Psychiatric Diagnosis(s):

Chief Complaint (subjective, patient’s own words):

Hyperactivity

Voluntary or Involuntary

History of Present Illness:

Psychiatric History:

Past Medical History:

Risk Assessment:

Does patient have thoughts of hurting themselves? Yes or No

Does patient have thoughts of hurting others? Yes or No

Suicide risk factors:

Protective factors:

Complications/Potential Complications (Physiologic Adaptation(s)/Reduction of Risk Potential):

**Include substance use/abuse history

Psychosocial Concerns (Psychosocial Integrity):

**Include psychosocial history

**performed by the student

**include age/sex

**MSE, MMSE, CIWA, COW, if applicable)

Labs and Diagnostics (Reduction of Risk Potential)

** Must include therapeutic drug levels, tox screen and pregnancy test.

Planning and Goals (short term and long term goals)

**Actual priority problems with prioritized goals

Nursing Interventions (Basic Care and Comfort, Safety and Infection Control)

**What did the student/nurse perform throughout the day

**Include rationale

Evaluation of Interventions

Medication Name (Generic) and Drug class

Patient’s Dose, Route, and Frequency

Why is patient receiving this medication?

Nursing considerations (labs, assessment, etc.)

Side effects and Major adverse effects

Patient Teaching

Alternative Treatments with benefits and risk: For example, if patient is currently being treated with SSRI’s for depression what other options for treatment are available?

Patient Teaching (Health Promotion, Safety and Infection Control, and Management of Care):

Patient Summary (SBAR Format):

S-

B-

A-

R-
Written Case Analysis (Individual Assignment)– 25%

Choose one of the cases from Weeks 3-6 & answer 2 case questions in 3 pages

Word limit: 1,500 words (+/- 10%) excluding references

Due on the day when the case is scheduled for discussion (last case discussed on 23/8)

You should submit your written case analysis electronically at the latest one hour BEFORE THE START OF THE CLASS (class starts 3pm, submission due 2pm) when we discuss the case. We will be discussing the cases in our Monday classes. The assignment should include your name and University ID. You should submit online via Turnitin in Canvas (click Assignments/Case Analysis).

Marking Rubric:

Depth of analysis Q1 – 5% (first of your chosen questions)

Depth of analysis Q2 – 5% (second of your chosen questions)

Clarity of arguments – 5% (for both of your chosen questions)

Style/grammar – 5% (for both of your chosen questions)

Referencing: any consistently used referencing style. We prefer the APA Style (7th Ed.)

References:

For academic articles, you can consult these journals:

Global Strategy Journal, Strategic Management Journal, Journal for International Business Studies, International Business Review, Thunderbird International Business Review, Journal of World Business, Journal of International Management etc.

For managerial/applied articles, you can consult these sources:

Harvard Business Review, MIT Sloan Management Review, California Management Review, McKinsey Quarterly etc.

You can also refer to our “essential” or “further” readings (especially re “links to concepts”). Overall, roughly third of your references should be academic, another third applied conceptual (e.g. from Harvard Business Review), and about a third relevant to the company/its industry (can be annual reports, business magazines/newspapers etc.)

Late Submission: 10% of the mark for every 24 hours of late submission (max 48 hours late unless you have valid documented medical or other serious reasons.)

IMAX (case situation as of 2013)

What competitive advantages underlie the success of IMAX? Are these sustainable?

What motivates IMAX to expand internationally into emerging economies, such as the BRIC countries?

How would you evaluate IMAX’s international expansion to date?

If 400 of the remaining 1,550 screens are to be allocated to the BRIC economies, how would you distribute them by country? Within each country, how would you distribute them among cities?

Identify key business risks in international expansion to the BRIC economies. How should IMAX address these business risks?

Mondelez International (2016)

Has the 2012 corporate restructuring at Mondelez produced shareholder value by 2016? Did it have a potential to create shareholder value in 2017-21?

Critically evaluate Mondelez’s organizational structure as of 2016. For example, did the geographic segments and product categories make sense as they were?

Which of Mondelez’s geographic segments is most crucial for creating future value at the company? Which of Mondelez’s product categories has most potential to create future value at the company?

How far along is Mondelez in its corporate transformation? What remains to be done? Is the strategy consistent with the changing structure of the consumer packaged goods industry?

Does Mondelez’s organizational structure fit emerging markets? How should the company organize and structure itself best to tap into the growth of these markets?

Fisher & Paykel and Haier (2016)

How should Haier manage innovation in its F&PA subsidiary?

Why did both F&PA and Haier expand in Europe?

Which of F&PA’s specific innovations have the highest potential to be valuable to Haier as a whole?

What can F&PA learn from Haier’s innovation collaboration strategy?

Amazon (case situation as of 2016)

Did Amazon follow the right strategy to enter India? Did Amazon use the most appropriate mode of entry?

Have Amazon and Future Group made the right decision with respect to selecting each other as alliance partners?

Partners in an alliance should be aware of the various risks involved. What probable risks were faced by Amazon and Future Group? What can they do to safeguard against those risks?

Comment on the structure and details of the alliance. What do you recommend should have been taken care of?

What action would you recommend for the Amazon-Future Group partnership? What are the implications for your recommendations?
SOAP Notes Template

A. SUBJECTIVE:

I. Chief complaint/s: abdominal pain

II. History of the Present Illness: M.L is a 57 year old Hispanic female who presents to the clinic with complaints of abdominal pain. Patient states that the pain started 3 days ago in her epigastric area. On a numeric pain scale patient verbalized pain 7/10. She verbalized the pain as feeling a sharp knife stabbing pain in abdomen that radiates to her back. She has episodes of nausea and vomiting but denies diarrhea and constipation. Patients last bowl movement was last night, states it looked brown colored, moderate size, and normal consistency. Patient has normal urine color and no obvious jaundice. Laying in a fetal position soothes the pain. Laying supine worsens the pain in addition to eating food or drinking liquids. Patient has pancreatitis as medical history and is not taking any daily medications.

III. Past History

a. Medical History: Pancreatitis in 2018

a). Surgical History: n.a

b). Acute care stay n.a

c). Gynecological Hx: N/A

IV. Family History

a. Significant Family History – obtained and found not to relate to the patient’s present condition

V. Social History

a). married

b). sexual history – patient is sexually active with spouse

c). occupation- retired

e. Smoking and alcohol consumption history- denies smoking and admits to drinking 3 beers daily

VI. Allergies:

NKDA

VII. Medication History/Review:

No medication use

VIII. Review of Systems:

1. Constitutional: Patient denies activity change; appetite change; chills; diaphoresis; fatigue; fever; unexpected weight change;

2. HENT: Patient has no congestion; no dental problem; no drooling; no ear discharge; no ear pain;no facial swelling; no hearing loss; no decrease in hearing; no mouth sores; no nosebleed; no postnasal drip; no rhinorrhea; no sinus pain; no sinus pressure; no sneezing; no sore throat; no tinnitus; no trouble swallowing; no voice change;

3. Eyes: no eye discharge; no eye itching; no eye pain; no eye redness; no photophobia; no visual disturbance

4. Cardiovascular: denies chest pain; chest discomfort; shortness of breath; leg swelling; palpitation;

5. Respiratory: Denies apnea; chest tightness; choking; cough; shortness of breath; no signs of stridor; wheezing;

6. Gastrointestinal: no abdominal distention; (+) abdominal pain; denies anal bleeding; blood in stool; constipation; diarrhea; (+) nausea; (-) rectal pain; (+)vomiting;

7. Endocrine: denies cold intolerance; denies heat intolerance; denies polydipsia; polyphagia; polyuria;

8. Genitourinary:negative for difficulty urinating; dysuria;; frequency;

urgency; urine decreased; negative for genital sore; negative hematuria; patient denies menstrual problem; denies pelvic pain; denies vaginal bleeding; denies vaginal discharge; denies vaginal pain

9. Musculoskeletal: denies arthalgias; denies back pain; denies gait problem; denies joint swelling; denies myalgias; denies neck pain; neck stiffness

10. Skin /Integumentary and/or breast): Patient has warm skin to touch, skin intact, denies delayed healing, no rashes bruises or bleeding or skin discoloration

11. Allergy/Immunological: no known drug allergies ;

12. Neurological: patient is alert and oriented times four, denies dizziness blurriness, or loss of balance

13. Hematologic: Denies Adenopathy; bruising/bleeding easily

14. Psychiatric: Patient denies agitation; behavioral problem; confusion; decreased concentration; dysphoric mood; hallucinations; hyperactive; nervous/anxious; self-

injury; sleep disturbance; suicidal ideas

B. OBJECTIVE:

Vital Signs: 123/67, 82, 16, 98.1*f orally, 100% on room air, BMI- 28

Visual Acuity; Bilateral vision 20/20, withcorrection

Physical Examination

1. Constitutional/General: well-developed; well nourished;; cooperative;

2. Head: Normocephalic; normal hair distribution;

3. Ears (right and left findings: normal hearing; (-) drainage; (-) swelling; (-)tenderness; (-)mid ear effusion; (-)foreign body; (-)laceration; (-)mastoid tenderness; (-)hemotympanum (-)injected TM; (-)scarred TM; (-)perforated TM; (-)erythematous TM; (-)retracted TM; (-)bulging TM; (-)decreased TM mobility;

4. Nose: (-) mucosal edema; (-)rhinorrhea; laceration; tenderness; (-)nasal deformity; (-)septal deviation; (-)septal hematoma; (-)epistaxis; (-)foreign body; (-)frontal sinus tenderness; (-)maxillary sinus tenderness;

5. Mouth/lip- Uvula midline; normal dentition; (-) dentures; (-) dental caries; (-) dental abscess; (-) oral lesion; (-) uvula swelling; (-) trismus

Throat: Oropharynx: clear and moist; (-) oropharyngeal exudate; (-) posterior oropharyngeal edema; (-) tonsillar abscess; moist membranes; tonsils (right and left) size 0; (-)tonsillar exudate

6. Eyes:

A. External eyes (right and left):

1. General: normal lids, no foreign bodies; (-) chemosis; (-) discharges; (-) exudate; (-) hordeolum;

(-) scleral icterus;

2. Conjunctiva: (right and left) (-) injection; ( (-) hemorrhage;

3. Extraocular motions: Normal EOM; (-) nystagmus

4. Pupils: equally round and reactive to light

B. Funduscopic Exam: (right and left) (-) AV nicking; (-) exudate; (-) hemorrhage; (-) papilledema; (-) red reflex; (-) right/left eye venous pulsations; or (-) right and left arteriolar narrowing;

b. Slit Lamp: (right and left) (-) corneal flare; (-) corneal ulcer; (-) foreign body; (-)hyphema; (-)hypopyon; (-)corneal abrasion; (-)fluorescein uptake; (-)anterior chamber bulge;

7. Neck- Vascular: (-) carotid bruit; normal bilateral carotid pulse; (-) hepatojugular reflux; (-) Jugular venous distention;

Thyroid- (-) mass; (-) thyromegaly;

Trachea- normal; (-)stridor; (-)tenderness; (-) deviation; Neck musculoskeletal – (+) full passive ROM without pain; supple neck; (-)edema; (-)erythema; (-)neck rigidity; (-) decreased ROM; (-)spinous process tenderness; (-)muscular tenderness; Meningeal: (-)Brudzinski sign; (-) Kernig’s sign;

8. Cardiovascular: regular rhythm; rate – normal; Heart sounds- normal S1, S2, r (-) S3, S4; (-)distant sounds; (-)friction rub (-)gallop; r (-)murmur; (systolic /diastolic and grade of murmur grade1-6/6;; normal pulses; intact/non-intact distal pulses (carotid, radial, femoral, popliteal, DP, PT pulses

9. Respiratory:

a. Pulmonary effort: (-) respiratory distress; (-) apnea; (-) tachypnea; (-) bradypnea; (-) accessory muscle use;

b. Breath sounds: bronchovesicular breath sounds; (-) decreased breath sounds; (-) wheezes; (-) rales;

c. Chest wall: (-) mass; (-) bony tenderness; (-) retraction; (-) deformity; (-) crepitus; Breast (right and left): (-) inverted nipple; (-) mass; (-) nipple discharges; (-) skin change; (-) swelling; (-) tenderness;

10. Abdomen: (-) abnormal pulsation; (-) scars/lesions; Bowel sounds normoactive;. (+) Cullen’s sign. (-) Turner’s sign. Severe epigastric pain with palpation that radiates to the back. Positive rebound tenderness. (+) nausea and vomiting

11. Genitourinary:

Patient refuses exam at this time

12. Musculoskeletal: (right and left): (-) deformity; (-) swelling; (-) bony tenderness; (-) crepitus; (-) effusion; norma, ROM; (-) muscle spasm; (-) pain; decreased capillary refill;

13. Lymphatics: Left and right (-) submental/ submandibular; tonsillar; preauricular; post-auricular; /occipital/ superficial cervical; deep cervical; posterior cervical/ pectoral/axillary/ lateral/ inguinal/ supraclavicular; epitrochlear adenopathy;

14. Neurological:

a. Mental status: alert; lethargic; orientedX4 ; listless; unresponsive;

b. GCS scale: Total score= 15

Eye: 4

Verbal: 5-

Motor: 6

c. Cranial nerves= intact; (+) Sensory: (+) (-) atrophy; (-) tremor; (-) seizure;

2. Coordination: (-) Romberg Test; (-) abnormal coordination; (-) abnormal gait;

Deep Tendon Reflexes: (Left and right) symmetrical; (-) abnormal DTR’s; (-) Babinski reflex

a. Tricep 4-

b. Bicep: 4

d. Patellar: 4

e. Achilles: 4

15. Skin/Integumentary:

General – warm; dry; skin intact; (-) diaphoresis; (-)abrasion; (-) burn; (-)bruising; (-) erythema; (-)lesion; (-) laceration; (-) petechiae; (-); (-)pustular; (-) macular; or (-)maculopapular (-)nodular; (-)purpuric; (-)vesicular; (-)popular; Nails: (-) clubbing; (-) cyanosis;

16. Psychiatric:

a. Attention and Perception: attentive (-) hallucination

b. Mood and Affect: normal;

c. Speech: normal; (-) rapid and pressured; (-) slurring; (-) delayed speech; (-) tangential speech;

d. Behavior: normal;

e. Thought Content: normal (-) plan of suicide; (-) plan of homicide;

f. Cognition and Memory: normal;

g. Judgment: normal

C. ASSESSMENT D. PLAN

Top of Form

Bottom of Form

K8500 – Idiopathic acute pancreatitis without necrosis or infection

Educate on alcohol cessation

Continue with oral intake fluid support

Draw labs, based on labs will start on high dose lopid

Educate if pain becomes untolerable to go to ER for IV fluid treatment and higher level of care

2. Therapeutic Plan: Draw labs, follow up with PCP in 3-4 days, if pain becomes untolerable educated to have patient got to ER for higher level of care.

3. Follow up care/ Referral as applicable. Phone call follow up with Provider with lab results

4. Patient Education/Health Promotion

. Educated on signs and symptoms of heart attack and stroke and when to call 911.Educated patient to go to ER if pain is untolerable, educated on alcohol cessation and importance of alcohol cessation.
SOAP Notes Template

A. SUBJECTIVE:

I. Chief complaint/s: Patient came in with no chief complaints, f/u ER visit

II. History of the Present Illness: Patient is a 56 year old Armenian male with history of HTN, HLD, Vitamin D deficiency, reports to the clinic for an ER follow up visit. Per patient he ate turkey 10 days ago, then went to Glendale Adventist ER. He had slightly elevated LFT levels (35), but all other labs have been normal. Patient was not being able to eat because he feels like food is getting stuck and not being able to be digested, he was prescribed Zofran which helps, patient denies epigastric pain or fatigue, patietnt does not want a contrast study, per patient his mother had a bad reaction from it.

III. Past History

Medical History:

Hyperlipidemia- treatment with medication

hypertension 2017- treated with medication

Vitamin D deficiency- controlled with treatment

a). Surgical History: n.a

b). Acute care stay hospitalized na

c). Gynecological Hx: N/A

IV. Family History

a. Significant Family History – obtained and found not to relate to the patient’s present condition

V. Social History

a). married

b). sexual history – patient denies sexual activity

c). occupation- retired

e. Smoking and alcohol consumption history- Former smoker 1 pack every 3 days for 5 years denies alcohol consumption

VI. Allergies:

NKDA

VII. Medication History/Review:

Hydrochlorathiazide 12.5mg one tablet by mouth daily

Lisinopril 20mg by mouth one tablet daily

Propranolol 20mg by mouth daily

Vitamin D 50,000unit by mouth weekly

New prescription- omeprazole 40mg by mouth bID

VIII. Review of Systems:

1. Constitutional: Patient denies activity change; appetite change; chills; diaphoresis; fatigue; fever; unexpected weight change;

2. HENT: Patient has no congestion; no dental problem; no drooling; no ear discharge; no ear pain;no facial swelling; no hearing loss; no decrease in hearing; no mouth sores; no nosebleed; no postnasal drip; no rhinorrhea; no sinus pain; no sinus pressure; no sneezing; no sore throat; no tinnitus; no trouble swallowing; no voice change;

3. Eyes: no eye discharge; no eye itching; no eye pain; no eye redness; no photophobia; no visual disturbance

4. Cardiovascular: denies chest pain; chest discomfort; shortness of breath; leg swelling; palpitation;

5. Respiratory: Denies apnea; chest tightness; choking; cough; shortness of breath; no signs of stridor; wheezing;

6. Gastrointestinal: no abdominal distention; abdominal pain; denies anal bleeding; blood in stool; constipation; diarrhea; nausea; rectal pain; vomiting;

7. Endocrine: denies cold intolerance; denies heat intolerance; denies polydipsia; polyphagia; polyuria;

8. Genitourinary: (-) for difficulty urinating; dysuria;; frequency;

urgency; urine decreased; negative for genital sore; negative hematuria;

9. Musculoskeletal: denies arthalgias; denies back pain; denies gait problem; denies joint swelling; denies myalgias; denies neck pain; neck stiffness

10. Skin /Integumentary and/or breast): Patient has warm skin to touch, skin intact, denies delayed healing, no rashes bruises or bleeding or skin discoloration

11. Allergy/Immunological: no known drug allergies ;

12. Neurological: patient is alert and oriented times four, denies dizziness blurriness, or loss of balance

13. Hematologic: Denies Adenopathy; bruising/bleeding easily

14. Psychiatric: Patient denies agitation; behavioral problem; confusion; decreased concentration; dysphoric mood; hallucinations; hyperactive; nervous/anxious; self-

injury; sleep disturbance; suicidal ideas

B. OBJECTIVE:

Vital Signs: 145/67, 82, 16, 98.1*f orally, 100% on room air, BMI- 28

Visual Acuity; Bilateral vision 20/20,withcorrection

Physical Examination

1. Constitutional/General: well-developed; well nourished;; cooperative;

2. Head: Normocephalic; normal hair distribution;

3. Ears (right and left findings: HOH on both ears; wears bilateral hearing aid; (-) drainage; (-) swelling; (-)tenderness; (-)mid ear effusion; (-)foreign body; (-)laceration; (-)mastoid tenderness; (-)hemotympanum (-)injected TM; (-)scarred TM; (-)perforated TM; (-)erythematous TM; (-)retracted TM; (-)bulging TM; (-)decreased TM mobility;

4. Nose: (-) mucosal edema; (-)rhinorrhea; laceration; tenderness; (-)nasal deformity; (-)septal deviation; (-)septal hematoma; (-)epistaxis; (-)foreign body; (-)frontal sinus tenderness; (-)maxillary sinus tenderness;

5. Mouth/lip- Uvula midline; normal dentition; (-) dentures; (-) dental caries; (-) dental abscess; (-) oral lesion; (-) uvula swelling; (-) trismus

Throat: Oropharynx: clear and moist; (-) oropharyngeal exudate; (-) posterior oropharyngeal edema; (-) tonsillar abscess; moist membranes; tonsils (right and left) size 0; (-)tonsillar exudate

6. Eyes:

A. External eyes (right and left):

1. General: normal lids, no foreign bodies; (-) chemosis; (-) discharges; (-) exudate; (-) hordeolum;

(-) scleral icterus;

2. Conjunctiva: (right and left) (-) injection; ( (-) hemorrhage;

3. Extraocular motions: Normal EOM; (-) nystagmus

4. Pupils: equally round and reactive to light

B. Funduscopic Exam: (right and left) (-) AV nicking; (-) exudate; (-) hemorrhage; (-) papilledema; (-) red reflex; (-) right/left eye venous pulsations; or (-) right and left arteriolar narrowing;

b. Slit Lamp: (right and left) (-) corneal flare; (-) corneal ulcer; (-) foreign body; (-)hyphema; (-)hypopyon; (-)corneal abrasion; (-)fluorescein uptake; (-)anterior chamber bulge;

7. Neck- Vascular: (-) carotid bruit; normal bilateral carotid pulse; (-) hepatojugular reflux; (-) Jugular venous distention;

Thyroid- (-) mass; (-) thyromegaly;

Trachea- normal; (-)stridor; (-)tenderness; (-) deviation; Neck musculoskeletal – (+) full passive ROM without pain; supple neck; (-)edema; (-)erythema; (-)neck rigidity; (-) decreased ROM; (-)spinous process tenderness; (-)muscular tenderness; Meningeal: (-)Brudzinski sign; (-) Kernig’s sign;

8. Cardiovascular: regular rhythm; rate – normal; Heart sounds- normal S1, S2, r (-) S3, S4; (-)distant sounds; (-)friction rub (-)gallop; r (-)murmur; (systolic /diastolic and grade of murmur grade1-6/6;; normal pulses; intact/non-intact distal pulses (carotid, radial, femoral, popliteal, DP, PT pulses

9. Respiratory:

a. Pulmonary effort: (-) respiratory distress; (-) apnea; (-) tachypnea; (-) bradypnea; (-) accessory muscle use;

b. Breath sounds: bronchovesicular breath sounds; (-) decreased breath sounds; (-) wheezes; (-) rales;

c. Chest wall: (-) mass; (-) bony tenderness; (-) retraction; (-) deformity; (-) crepitus; Breast (right and left): (-) inverted nipple; (-) mass; (-) nipple discharges; (-) skin change; (-) swelling; (-) tenderness;

10. Abdomen: (-) abnormal pulsation; (-) scars/lesions; Bowel sounds normoactive; (-) abdominal bruit;

(-) ascites; (-) shifting dullness; (-) epigastric tenderness;

] (-) periumbilical tenderness; (-) suprapubic tenderness; (-) RUQ/RLQ/LUQ/LLQ tenderness; (-) hepatosplenomegaly; (-)ventral hernia; (-)inguinal hernia;

11. Genitourinary:

B. Male-

External: circumcised penis; (-)phimosis; (-)paraphimosis; (-)hypospadias; (-)erythema; (-)tenderness; (-) discharge; (-) masses; (-) swelling; (-) tenderness;

12. Musculoskeletal: (right and left): (-) deformity; (-) swelling; (-) bony tenderness; (-) crepitus; (-) effusion; norma, ROM; (-) muscle spasm; (-) pain; decreased capillary refill;

13. Lymphatics: Left and right (-) submental/ submandibular; tonsillar; preauricular; post-auricular; /occipital/ superficial cervical; deep cervical; posterior cervical/ pectoral/axillary/ lateral/ inguinal/ supraclavicular; epitrochlear adenopathy;

14. Neurological:

a. Mental status: alert; lethargic; orientedX4 ; listless; unresponsive;

b. GCS scale: Total score= 15

Eye: 4

Verbal: 5-

Motor: 6

c. Cranial nerves= intact; (+) Sensory: (+) (-) atrophy; (-) tremor; (-) seizure;

2. Coordination: (-) Romberg Test; (-) abnormal coordination; (-) abnormal gait;

Deep Tendon Reflexes: (Left and right) symmetrical; (-) abnormal DTR’s; (-) Babinski reflex

a. Tricep 4-

b. Bicep: 4

d. Patellar: 4

e. Achilles: 4

15. Skin/Integumentary:

General – warm; dry; skin intact; (-) diaphoresis; (-)abrasion; (-) burn; (-)bruising; (-) erythema; (-)lesion; (-) laceration; (-) petechiae; (-); (-)pustular; (-) macular; or (-)maculopapular (-)nodular; (-)purpuric; (-)vesicular; (-)popular; Nails: (-) clubbing; (-) cyanosis;

16. Psychiatric:

a. Attention and Perception: attentive (-) hallucination

b. Mood and Affect: normal;

c. Speech: normal; (-) rapid and pressured; (-) slurring; (-) delayed speech; (-) tangential speech;

d. Behavior: normal;

e. Thought Content: normal (-) plan of suicide; (-) plan of homicide;

f. Cognition and Memory: normal;

g. Judgment: normal

C. ASSESSMENT: D. PLAN

1. Diagnostic Plan:

R110 – Nausea

-Rx omeprazole

– continue with Zofran

R945 – Abnormal results of liver function studies

Re check LFT levels

CT abdomen without contrast

Z6838 – Body mass index (BMI) 38.0-38.9, adult

2. Therapeutic Plan: Continue with current medication,Repeat LFT levels, CT abdomen without contrast

3. Follow up care/ Referral as applicable. Referral to GI after CT has resulted.

4. Patient Education/Health Promotion

Educated on hypertension, and blood pressure monitoring, educated on low sodium diet. Educated on signs and symptoms of heart attack and stroke and when to call 911. Re-educated on current medications patient is taking, and side effects.
SOAP Notes Template

A. SUBJECTIVE:

I. Chief complaint/s: Patient came in with no chief complaints, annual check up

II. History of the Present Illness: Patient is a 55 y/o American female who presents to the clinic denying any complaints. Came in for annual check up.

III. Past History

a. Medical History: HTN diagnosed in 2014, HLD diagnosed in 2014, hypothyroidism

a). Surgical History: total hysterectomy

b). Acute care stay n/a

c). Gynecological Hx: 2 cesarian birth 1996, 1998

IV. Family History

a. Significant Family History – obtained and found not to relate to the patient’s present condition

V. Social History

a). Married

b). sexual history – Monogomous sexual relationship with husband

c). occupation- nanny

e. Smoking and alcohol consumption history- denies smoking and alcohol consumption

VI. Allergies:

NKDA

VII. Medication History/Review: Glucophage 500mg orally twice a day, Atorvastatin 80mg by mouth once daily at night, Levothyroxine 25mcg orally once daily

VIII. Review of Systems:

1. Constitutional: Patient denies activity change; appetite change; chills; diaphoresis; fatigue; fever; unexpected weight change;

2. HENT: Patient has no congestion; no dental problem; no drooling; no ear discharge; no ear pain;no facial swelling; no hearing loss; no decrease in hearing; no mouth sores; no nosebleed; no postnasal drip; no rhinorrhea; no sinus pain; no sinus pressure; no sneezing; no sore throat; no tinnitus; no trouble swallowing; no voice change;

3. Eyes: no eye discharge; no eye itching; no eye pain; no eye redness; no photophobia; no visual disturbance

4. Cardiovascular: denies chest pain; chest discomfort; shortness of breath; leg swelling; palpitation;

5. Respiratory: Denies apnea; chest tightness; choking; cough; shortness of breath; no signs of stridor; wheezing;

6. Gastrointestinal: no abdominal distention; abdominal pain; denies anal bleeding; blood in stool; constipation; diarrhea; nausea; rectal pain; vomiting;

7. Endocrine: denies cold intolerance; denies heat intolerance; denies polydipsia; polyphagia; polyuria;

8. Genitourinary: (-) for difficulty urinating; dysuria;; frequency;

urgency; urine decreased; negative for genital sore; negative hematuria; patient denies menstrual problem; denies pelvic pain; denies vaginal bleeding; denies vaginal discharge; denies vaginal pain

9. Musculoskeletal: denies arthalgias; denies back pain; denies gait problem; denies joint swelling; denies myalgias; denies neck pain; neck stiffness

10. Skin /Integumentary and/or breast): Patient has warm skin to touch, skin intact, denies delayed healing, no rashes bruises or bleeding or skin discoloration

11. Allergy/Immunological: no known drug allergies ;

12. Neurological: patient is alert and oriented times four, denies dizziness blurriness, or loss of balance

13. Hematologic: Denies Adenopathy; bruising/bleeding easily

14. Psychiatric: Patient denies agitation; behavioral problem; confusion; decreased concentration; dysphoric mood; hallucinations; hyperactive; nervous/anxious; self-

injury; sleep disturbance; suicidal ideas

B. OBJECTIVE:

Vital Signs: 135/67, 82, 16, 98.1*f orally, 100% on room air

Visual Acuity; Bilateral vision 18/20, with correction

Physical Examination

1. Constitutional/General: well-developed; well nourished;; cooperative;

2. Head: Normocephalic; normal hair distribution;

3. Ears (right and left findings: normal hearing; (-) drainage; (-) swelling; (-)tenderness; (-)mid ear effusion; (-)foreign body; (-)laceration; (-)mastoid tenderness; (-)hemotympanum (-)injected TM; (-)scarred TM; (-)perforated TM; (-)erythematous TM; (-)retracted TM; (-)bulging TM; (-)decreased TM mobility;

4. Nose: (-) mucosal edema; (-)rhinorrhea; laceration; tenderness; (-)nasal deformity; (-)septal deviation; (-)septal hematoma; (-)epistaxis; (-)foreign body; (-)frontal sinus tenderness; (-)maxillary sinus tenderness;

5. Mouth/lip- Uvula midline; normal dentition; (-) dentures; (-) dental caries; (-) dental abscess; (-) oral lesion; (-) uvula swelling; (-) trismus

Throat: Oropharynx: clear and moist; (-) oropharyngeal exudate; (-) posterior oropharyngeal edema; (-) tonsillar abscess; moist membranes; tonsils (right and left) size 0; (-)tonsillar exudate

6. Eyes:

A. External eyes (right and left):

1. General: normal lids, no foreign bodies; (-) chemosis; (-) discharges; (-) exudate; (-) hordeolum;

(-) scleral icterus;

2. Conjunctiva: (right and left) (-) injection; ( (-) hemorrhage;

3. Extraocular motions: Normal EOM; (-) nystagmus

4. Pupils: equally round and reactive to light

B. Funduscopic Exam: (right and left) (-) AV nicking; (-) exudate; (-) hemorrhage; (-) papilledema; (-) red reflex; (-) right/left eye venous pulsations; or (-) right and left arteriolar narrowing;

b. Slit Lamp: (right and left) (-) corneal flare; (-) corneal ulcer; (-) foreign body; (-)hyphema; (-)hypopyon; (-)corneal abrasion; (-)fluorescein uptake; (-)anterior chamber bulge;

7. Neck- Vascular: (-) carotid bruit; normal bilateral carotid pulse; (-) hepatojugular reflux; (-) Jugular venous distention;

Thyroid- (-) mass; (-) thyromegaly;

Trachea- normal; (-)stridor; (-)tenderness; (-) deviation; Neck musculoskeletal – (+) full passive ROM without pain; supple neck; (-)edema; (-)erythema; (-)neck rigidity; (-) decreased ROM; (-)spinous process tenderness; (-)muscular tenderness; Meningeal: (-)Brudzinski sign; (-) Kernig’s sign;

8. Cardiovascular: regular rhythm; rate – normal; Heart sounds- normal S1, S2, r (-) S3, S4; (-)distant sounds; (-)friction rub (-)gallop; r (-)murmur; (systolic /diastolic and grade of murmur grade1-6/6;; normal pulses; intact/non-intact distal pulses (carotid, radial, femoral, popliteal, DP, PT pulses

9. Respiratory:

a. Pulmonary effort: (-) respiratory distress; (-) apnea; (-) tachypnea; (-) bradypnea; (-) accessory muscle use;

b. Breath sounds: bronchovesicular breath sounds; (-) decreased breath sounds; (-) wheezes; (-) rales;

c. Chest wall: (-) mass; (-) bony tenderness; (-) retraction; (-) deformity; (-) crepitus; Breast (right and left): (-) inverted nipple; (-) mass; (-) nipple discharges; (-) skin change; (-) swelling; (-) tenderness;

10. Abdomen: (-) abnormal pulsation; (-) scars/lesions; Bowel sounds normoactive; (-) abdominal bruit;

(-) ascites; (-) shifting dullness; (-) epigastric tenderness;

] (-) periumbilical tenderness; (-) suprapubic tenderness; (-) RUQ/RLQ/LUQ/LLQ tenderness; (-) hepatosplenomegaly; (-)ventral hernia; (-)inguinal hernia;

11. Genitourinary:

A. Female:

Patient denies GU examination at this time.

12. Musculoskeletal: (right and left): (-) deformity; (-) swelling; (-) bony tenderness; (-) crepitus; (-) effusion; norma, ROM; (-) muscle spasm; (-) pain; decreased capillary refill;

13. Lymphatics: Left and right (-) submental/ submandibular; tonsillar; preauricular; post-auricular; /occipital/ superficial cervical; deep cervical; posterior cervical/ pectoral/axillary/ lateral/ inguinal/ supraclavicular; epitrochlear adenopathy;

14. Neurological:

a. Mental status: alert; lethargic; orientedX4 ; listless; unresponsive;

b. GCS scale: Total score= 15

Eye: 4

Verbal: 5-

Motor: 6

c. Cranial nerves= intact; (+) Sensory: (+) (-) atrophy; (-) tremor; (-) seizure;

2. Coordination: (-) Romberg Test; (-) abnormal coordination; (-) abnormal gait;

Deep Tendon Reflexes: (Left and right) symmetrical; (-) abnormal DTR’s; (-) Babinski reflex

a. Tricep 4-

b. Bicep: 4

d. Patellar: 4

e. Achilles: 4

15. Skin/Integumentary:

General – warm; dry; skin intact; (-) diaphoresis; (-)abrasion; (-) burn; (-)bruising; (-) erythema; (-)lesion; (-) laceration; (-) petechiae; (-); (-)pustular; (-) macular; or (-)maculopapular (-)nodular; (-)purpuric; (-)vesicular; (-)popular; Nails: (-) clubbing; (-) cyanosis;

16. Psychiatric:

a. Attention and Perception: attentive (-) hallucination

b. Mood and Affect: normal;

c. Speech: normal; (-) rapid and pressured; (-) slurring; (-) delayed speech; (-) tangential speech;

d. Behavior: normal;

e. Thought Content: normal (-) plan of suicide; (-) plan of homicide;

f. Cognition and Memory: normal;

g. Judgment: normal

C. ASSESSMENT:

E785 – Hyperlipidemia, unspecified

I159 – Secondary hypertension, unspecified

E039 – Hypothyroidism, unspecified

D. PLAN

1. Diagnostic Plan:

99204 Office or other outpatient visit for the evaluation and management of a new patient, which requires these 3 key components: A comprehensive history; A comprehensive examination; Medical decision making of moderate complexity. Counseling and/or coordination of care with other providers or agencies are provided consistent with the nature of the problem(s) and the patient’s and/or family’s needs. Usually, the presenting problem(s) are of moderate to high severity. Physicians typically spend 45 minutes face-to-face with the patient and/or family.

and/or family.

80050- General health panel This panel must include the following: Comprehensive metabolic panel (80053), Blood count, complete (CBC), automated and automated differential WBC count (85025 or 85027 and 85004), OR, Blood count, complete (CBC), automated (85027) and appropriate manual differential WBC count (85007 or 85009), Thyroid stimulating hormone (TSH) (84443)

99386

Initial comprehensive preventive medicine evaluation and management of an individual including an age and gender appropriate history, examination, counseling/anticipatory guidance/risk factor reduction interventions, and the ordering of laboratory/diagnostic procedures, new patient; 40-64 years

focused history; A problem focused examination; Straightforward medical decision making. Counseling and/or coordination of care with other providers or agencies are provided consistent with the nature of the problem(s) and the patient’s and/or family’s needs. Usually, the presenting problem(s) are self limited or minor. Physicians typically spend 10 minutes face-to-face with the patient and/or family.

81007 Urinalysis; bacteriuria screen, except by culture or dipstick

2. Therapeutic Plan: Continue with current medication

3. Follow up care/ Referral as applicable. Phone call follow up with Provider with lab results

4. Patient Education/Health Promotion

Educated patient on hypertension, and blood pressure monitoring, educated on low sodium diet. Re-educated on hyperlipidemia, on low cholesterol diet. Educated patient on hypothyroidism and importance of continuing medication. Educated on signs and symptoms of heart attack and stroke and when to call 911. Re-educated on current medications patient is taking, and side effects.
1

Figures title:11

Week 6 External and Internal Environments Assignment

Student’s Full Name

Professor’s Name

Date

This page should NOT be submitted with your assignment, as it is not part of an academically written paper. Note the “Clarity, writing mechanics, and formatting requirements” section of the grading rubric.

HOW TO USE THIS TEMPLATE

Read the explanations provided in the template for each section of your paper.

The explanations are in blue font below.

Type your response to each of the assignment requirements within the designated sections.

Each assignment requirement is identified using a section Heading that is in black font

DO NOT add extra spaces between sections.

DO NOT change the margins.

You are required to have a heading for each of the sections in your paper.

The required headings have been provided for you.

DO NOT type the assignment instructions into the sections.

After typing your responses, change the font color to black and make sure it is not in bold.

Be sure to change the font color on the title page to black after typing your name, professor’s name, and date.

Everything in blue font below should be deleted and replaced with your responses.

DELETE this entire page before you submit your assignment to avoid losing points. Do not leave a blank page here.

REMINDERS

The assignment is due in week 6. Late submissions negatively impact your grade.

Use the same public corporation you used for the Week 3 assignment.

Do not copy content from other assignments in this class or others.

Include at least 4 full and complete academically written pages that address the requirements. The title page, this instruction page, and the source page do not count.

Use at least 3 quality sources, one of which MUST be the course textbook.

Strayer uses SafeAssign – an automated plagiarism checker. It is advised that you do your own writing and use external resources to support what you have written in your own words.

Week 6 External and Internal Environments Assignment

Write your introduction here. Include one paragraph (not more than 6 lines of text) that explains what your paper will discuss. Much of your introduction may be taken from the assignment instructions (in your own words). Read all assignment resources to understand what should be included in your paper. Be sure to review the assignment instructions in Blackboard, the grading rubric, and relevant course announcements to understand the requirements. Do not exceed 6 lines of text in this introduction. There should be no direct quotes in this section. After reading these instructions, replace this blue text with your introduction and change the font color to black.

General Environment

In this section you will choose the two segments of the general environment that would rank highest in their influence on the public corporation you chose for assignment 1. You must select from the segments discussed in the course. Hint: see table 2.1 in the textbook. Do not assess all the segments—only assess the two segments that rank highest in influencing your corporation. You will then assess how these segments affect the corporation and the industry in which it operates. There are two subsections below, each has a heading. The heading “Segment 1” should be changed to the first segment of the general environment you select. The heading “Segment 2” should be changed to the second segment of the general environment you select. Replace this paragraph with a very brief introduction that includes the identification of the two segments of the general environment you selected and change the font color to black.

Segment 1

This subsection is where you assess the first of the two segments of the general environment you think ranks highest in its influence on the public corporation you chose for the Week 3 assignment. Change the subheading for this section, which currently says “Segment 1” to the name of the selected segment. Assess how this segment affects the corporation and the industry in which it operates. Remember that to assess a concept, you will weigh all aspects to judge the importance or relevance of that concept. Do not simply define the segment. Do not copy from your Week 3 assignment submission.

Segment 2

This subsection is where you assess the second of the two segments of the general environment you selected. Change the subheading for this section, which currently says “Segment 2” to the name of the selected segment of the general environment that would rank highest in its influence on the public corporation you chose for the Week 2 assignment. Repeat the evaluation instructions provided in the “Segment 1” subsection above for this second segment of the general environment. Re-read the instructions above to ensure you have covered all of the requirements for this second segment of the general environment. After completing this section, replace this blue text with your evaluation and change the font color to black.

Five Forces of Competition

In this section you will consider the five forces of competition and choose the two that you estimate are the most significant for the corporation you chose in assignment 1. Hint: see figure 2.2 in the textbook. You will then, evaluate how well the company has addressed each of these two forces in the recent past. There are two subsections below, each has a heading. The heading “Force 1” should be changed to the first of the two forces of competition you select. The heading “Force 2” should be changed to the second of the two forces of competition you select. Replace this paragraph with a very brief introduction that includes the identification of the two forces of competition you selected and change the font color to black.

Force 1

This subsection is where you evaluate the first of two forces of competition that you estimate to be the most significant to the corporation you chose. Change the subheading for this section, which currently says “Force 1” to the name of your selected force. Provide a thorough assessment of why you think the selected force is significant to your corporation. A thorough assessment is defined as providing a complete response that is not superficial or partial regarding the various details of the concept as described in the course. Do not Google “five forces of competition” or simply provide a definition. You will need to apply and incorporate key concepts from the course material in your assessment.

Force 2

Choose another one of the five forces of competition that you estimate to be the most significant for the corporation you chose. This should not be the same force assessed in the “Force 1” section above. Change the subheading for this section, which currently says “Force 2” to the name of the selected force. This subsection is where you evaluate the second of the two forces of competition that you selected. Repeat the evaluation instructions provided in the “Force 1” subsection above for this second force of competition. Re-read the instructions above to ensure you have covered all of the requirements for this second force of competition. After completing this section, replace this blue text with your evaluation and change the font color to black.

Future Improvements

Greatest External Threat

Greatest Opportunity

Strengths and Weaknesses

Give your opinion on the corporation’s greatest strengths and most significant weaknesses. Keep in mind that strengths and weaknesses are internal to the organization (i.e. the internal environment). You will need to address both the greatest strengths and most significant weaknesses. Do not choose one or the other. Both the greatest strengths and most significant weaknesses must be addressed. Do not write in general terms. The identified strengths and weaknesses should be specific to your selected corporation. Include a justification that supports your opinions. This section must include both clearly identified strengths and clearly identified weaknesses. Read Chapter 2 and 3 in the course textbook. The textbook provides a solid background for this section. Review the Week 2 and Week 3 Learn Reading for supporting content. Cite your sources and avoid the use of direct quotes. After reading these instructions, replace this blue text with your application and change the font color to black.

Strategy or Tactic

Choose the strategies or tactics the corporation should select to take maximum advantage of the strengths you identified in the section above, and the strategies or tactics the corporation should select to fix the most significant weaknesses you identified. You will need to select strategies/tactics for both the strengths and weaknesses. Do not choose one or the other. Strategies/tactics for both the strengths and weaknesses must be addressed. Justify your choices. Your justifications should be sound and thoroughly explained. For example, do not simply state that the corporation should choose a selected strategy, but rather explain why the strategy is a good choice for your corporations’ specific strengths or weaknesses. Read Chapter 2 and 3 in the course textbook. The textbook provides a solid background for this section. Review the Week 2 and Week 3 Learn Reading for supporting content. Cite your sources and avoid the use of direct quotes. After reading these instructions, replace this blue text with your responses and change the font color to black.

Resources, Capabilities, and Core Competencies

Determine the company’s resources, capabilities, and core competencies. Your determination should include an explanation of the relevance of each resource, capability, and core competency. Do not simply list the resources, capabilities, and core competencies. Remember that a thorough determination will provide a complete response that is not superficial or partial regarding the various details of the concepts as described in the course. Use your course materials to demonstrate your understanding of the key course concepts regarding resources, capabilities, and core competencies. Do not write in general terms. Your determination should display that you can apply the course concepts to your selected corporation. Read Chapter 3 in the course textbook. The textbook provides a solid background to this section. Review the Week 3 Learn Reading for supporting content. Cite your sources and avoid the use of direct quotes. After reading these instructions, replace this blue text with your determination and change the font color to black.

Sources

1. Hitt, Ireland, & Hoskisson. 2020. Strategic management: Concepts and cases: Competitiveness and globalization (13th ed.). Mason, OH: South-Western Cengage Learning

2. Author. Publication Date. Title. Page # (written as p. #). How to Find (e.g. web address)

3. Author. Publication Date. Title. Page # (written as p. #). How to Find (e.g. web address)
CJS/231 v5

Title

CJS/21 v5

Page 2 of 2

Criminology

The field of criminology is comprehensive, so it is essential to know the importance and application of key terms associated with the field. In this assignment, you will research some common terms as well as discuss the role of research and theory.

Part 1: Crime, Criminality, and Criminal Justice

Complete the table.

Term

Definition

Example

Crime

Criminality

Criminal justice

Deviant behavior

List your sources according to APA guidelines:

Part 2: Research and Theory

Now that you understand some of the most common terms, it is time to share what you know about research and theories in criminology.

Write a 175-word summary for each point in which you:

Explain what a theory is and the purpose of developing theories in criminal justice.

Describe the role research plays in theory building in criminology.

Explain how criminological research affects social policy.

List your sources according to APA guidelines:

6

Ethics Research on Drug Testing Welfare Recipients

Cory Armstrong

Embry-Riddle Aeronautical University

HUMN 330

15 August 2021

Ethics Research on Drug Testing Welfare Recipients

Presentation Outline

Introduction

Since federal financial support for the deprived was changed into the period limited, job fixated Temporary Assistance for Needy Families (TANF) initiative, drug misuse amongst welfare recipients have returned like a major and contentious worry frequently (ASPE, 2011). As a result, there have existed heated legislative disputes in recent years about welfare policy for those with drug delinquency convictions, in addition to suggestions to make drug tests a situation of admissibility.

The Advantages of Drug Testing for Welfare Recipients

Main point 1: Rational usage of public funds.

A small number of people whose levies fund the welfare scheme would agree that their money should be used to help people on welfare to purchase drugs, so proponents of compulsory drug testing claim that systematic drug assessments would guarantee that people on prosperity were spending their money on food, housing, and other necessities rather than drugs.

Main point 2: Identifying people who require drug addiction therapy.

Substance misuse is an issue that affects the entire society, not just the people who use drugs.

Mandatory drug testing assists in identifying people who need substance addiction treatment to get it, and it saves currency in the long run, according to drug testing supporters.

Main point 3: Alternate drug testing approaches are available.

Even though universal substance testing of all welfare candidates is not economical, a policy can be restructured.

Main point 4: Guide in the labor market.

Representatives of state administrations have claimed that because businesses frequently require drug testing.

Main point 5: Prolonged welfare use is discouraged.

Increasing the number of conditions for benefits pushes people to look for a job and avoid the accounts and other burdensome organizational prosperity requirements.

The Disadvantages of Drug Testing for Welfare Recipients

Main point 1: Underprivileged stewardship of public funds

Challengers of compulsory drug analysis contend that the cost of testing outweighs the savings received through testing.

Main point 2: Constitutional violation.

Violation of people’s constitutional rights to be free from irrational searches.

Main point 3: Marginalization of people on welfare.

Critics of drug analysis legislation contend that mandatory drug testing for welfare applicants perpetuates their perception of drug abusers.

Main point 4: Children are denied welfare assistance due to drug testing.

The Department of Health and Human Services suggests that children made up about 75% of Temporary Assistance for Needy Families (TANF) participants (ASPE, 2011).

Opinion

Testing welfare clients for drugs are not an ethical policy. Rather than enacting policies that are likely to cause more harm than benefit, the national government needs to make drug management accessible to more individuals who willingly pursue it.

Excluding drug users from benefits could help to achieve the goal of decreasing welfare funds expended on drugs.

The expenses of achieving this goal would be far too high, preventing individuals from sustaining their fundamental necessities, intensifying economic adversity and health concerns, increasing criminality as individuals seek alternative sources of assistance, and resulting in harmful consequences for youngsters.

This is the right approach to be implemented because excluding people from benefits is likely to harm their ability to find work.

Consequently, this opinion coincides with the practical approach since it focuses mainly on drug testing outcomes.

I think that referring drug addicts to treatment may help to moderately reduce drug usage and, as a result, welfare payments spent on drugs. However, based on the research, it’s unclear whether treatment would boost employability.

Conclusion

What is evident is that if other constraints to employment are not resolved, gains in these areas are unlikely to be very helpful. Treatment’s implications on child wellbeing are likewise debatable. Following parental therapy, certain studies in the United States revealed an increased probability of child abuse charges. According to Monash University (2019), welfare drug testing schemes are more likely to raise than decrease overall government expenditure. Although there are some moderately favorable impacts, this policy’s expenses and disadvantages on welfare recipients, drug users, and the public generally are too great to justify any affirmative consequences. Lastly, the manifestation of costs and afflictions is more likely than realizing any favorable consequences based on the facts.

Discussion Questions

Is drug testing welfare recipients ethical?

What is the objective of welfare drug testing?

What proof does the federal government possess to warrant the drug tests conducted on welfare recipients?

References

ASPE. (2011, 11 October). Drug Testing Welfare Recipients: Recent Proposals and Continuing Controversies. Retrieved from https://aspe.hhs.gov/reports/drug-testing-welfare-recipients-recent-proposals-continuing-controversies-0

Monash University. (2019, 29 July). Politics and Society: Drug Testing Welfare Recipients Raises Major Ethical Concerns. Retrieved from https://lens.monash.edu/@politics-society/2019/07/29/1375901/is-it-ethical-to-drug-test-welfare-recipients
What are three distinct challenges young adults face as they become independent and enter the workforce? Incorporate at least one theorist’s (e.g., Levinson, Erikson) work into your response.

What factors help or hinder young adults in terms of forming a “work identity?” What role can social networking sites play in these transitions?

What are some of the “pros” of entering middle adulthood in terms of physical, psychosocial, and cognitive development? What are some of the “cons?”

Compare and contrast two types of marriages as per Cuber and Haroff’s research. What are the pros and cons of each type?

What effects can extended deployments have on military members’ romantic relationships/marriages and on their relationships with their minor children? Personal examples are acceptable if applicable, but give specific examples from the research literature to support your personal observations.
Name__________________________________ I.D. Number_________________________

Project 3

Project 3

Evaluation 33

Career Planning (CPLH 003 058)

Be sure to include ALL pages of this project (including the directions and the assignment) when you send the project to your teacher for grading. Don’t forget to put your name and UNHS Student I.D. number on your project.

Project Instructions

For this project, you will complete the following activities, which you will submit to your instructor for grading. Type your answers for each activity in the spaces provided. Refer to the directions at the end of this project when you are ready to submit it for grading.

Project 3 will be worth 100 points.

Résumé, cover letter, and thank-you letter should follow proper format (as shown in course examples) (15 points).

All activities should be free of spelling and grammatical errors (15 points).

All activities need to be completed following directions provided (40 points).

All answers should reflect student’s interests, abilities, aptitudes, and career possibilities (15 points).

All activities should reflect what has been taught in the course and be logically organized (15 points).

Activity 3.1: Contact List

Create a contact list, noting the name and position of at least TEN people who might be able to help you find a job.

Name

Position

Association
(Personal, Professional, Organizational, Opportunistic, or Online)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Activity 3.2: Writing Your Own Résumé

Using information that you have gathered about yourself in this course, construct your own résumé. Follow the example on page 88 of your textbook. Do not forget to include jobs such as baby-sitting, cutting grass, cleaning house, paper routes, volunteer work, or any other “jobs” that you have had under EXPERIENCE or SPECIAL SKILLS. Remember that all information about yourself needs to be factual.

References are an important part of a résumé. With your résumé, include an additional page that lists three references and provides contact information (name, address, E-mail address, and telephone number with area code) for them. Make sure you have permission to list these individuals as references.

Activity 3.3: Writing Your Own Letter of Application

Now that you have constructed your résumé and have an idea of the kind of job for which you might want to apply, write an appropriate cover letter to include with your résumé. Compose the letter on scratch paper and get it just the way you want it. When you are satisfied with the draft, word process the letter in final form, using the proper format shown on page 99 of your textbook.

Check your finished product carefully for errors in spelling and grammar and have someone else look it over, as well. Make sure that it is neat and looks good. Remember, you are using this letter to introduce yourself to a prospective employer. Remember that information about yourself needs to be factual.

Activity 3.4: Interview Questions

Imagine that you are applying for a job. Choose ten interview questions and write answers to them. For each, note the question and the way you would respond if you were answering at an interview. Base the questions on examples in your textbook.

Title of position (use an actual position that is advertised):

Questions you imagine you will face if interviewed for the position:

Activity 3.5: Thank-You Note

Write a thank-you note for the interview you imagined in Activity 3.4. Follow the example on page 141 of your textbook. Be sure to make your letter personal (mention something you learned or enjoyed, especially about the job or company) and remind the interviewer that you are still available and interested. Your letter should be free of spelling and grammatical errors.

Activity 3.6: Local Opportunities

How far would you be willing to move for a job? This activity will give you an idea of career possibilities in the area where you live. Complete the chart, noting EIGHT full-time, permanent jobs within FIFTY miles of where you live. (These jobs do NOT have to be open positions that are currently hiring; this activity is only to show you the types of jobs in your area.)

Job / Occupation

Description of Job / Occupation

Career Cluster where job fits (see p. 11 in textbook.)

1.

2.

3.

4.

5.

6.

7.

8.

Project Submission

To submit the project, save this project assignment document. Use the course number, your name, and the project number in your file’s title:

CPLH003058_YourNameHere_Project3.doc

Project 3 8 CPLH 003

Project 3 1 CPLH 003
Name ____student_____________________ Critical Thinking Map Date___7/28/2021___________

Medical Diagnosis:

Psychosis ( NOS)

Concept(s):

Exemplar(s):

Complications/Potential Complications (Physiologic Adaptation(s)/Reduction of Risk Potential):

Psychosocial Concerns (Psychosocial Integrity):

**performed by the student

Labs and Diagnostics (Reduction of Risk Potential)

Planning and Goals (short term and long term goals)

**Actual priority problems with prioritized goals

Nursing Interventions (Basic Care and Comfort, Safety and Infection Control)

**What did the student/nurse perform throughout the day

Evaluation of Interventions

Medication Name (Generic) and Drug class

Patient’s Dose, Route, and Frequency

Why is patient receiving this medication?

Nursing considerations (labs, assessment, etc.)

Side effects and Major adverse effects

Patient Teaching

Patient Teaching (Health Promotion, Safety and Infection Control, and Management of Care):

Patient SBAR

S

B

A

R
Debate Assignment

Debate topic

Pro

Con

Notes

Mandatory nurse to patient staffing ratios should be implemented for every hospital

Aimee French

Tammy Massaro
Debate Instructions/Overview

Although you will not be presenting your side of the debate in front of the cohort, you will present your side within your individual forum where your classmates will be able to read.

A separate forum for each debate topic is available under the Upload Zone.

Instructions:

Each side will provide an opening statement

Cite all work and provide references at the end of the debate (your debate will be more convincing if you support your work with citations and statistical data).

During the rebuttal the pro must react to the con, and the con must react to the pro by preparing a rebuttal response

Once you have completed your response each side must provide a summary.

After you have completed the debate, upload it to the forum for your topic.

You will make three seperate entries within your assigned forum;

Opening Argument—three pages, in a word document in APA format, presented in your designated forum under Opening Dialog Thread

Rebuttal—two pages, in a word document in APA format, presented in your designated forum under the Rebuttal Thread.

Summary—one page, in a word document in APA format, presented in your designated forum under the Closing or Summary Thread.

Due date for the opening statement for your debate is Week 2, Thursday

Due Date for rebuttal and summary is Week 2, Saturday

Debate Rubric

Maximum Possible Points

Points

Earned

Initial debate presentation post:

Opening presentation contains primary information relevant to the debate topic. Information is presented in an organized manner.

Persuasive arguments are effectively used and demonstrate an in-depth understanding of the topic.

30

Use of scholarly sources to support ideas:

Post includes APA formatted citations for all material referenced

5

Professional communication:

Post contains clear, well-stated comments in an easy-to-read style, that are free of mechanical, grammatical, and/or spelling errors

5

Rebuttal presentation post:

Rebuttal post lists and then refutes each of the opposing points given by the opponent. Post demonstrates analysis of the opposing arguments. Post contains factually correct information, reflection, and a meaningful response that advances thoughtful debate and discussion of the topic.

10

Use of scholarly sources to support ideas:

Post includes APA formatted citations for all material referenced

5

Professional communication:

Post contains clear, well-stated comments in an easy-to-read style, that are free of mechanical, grammatical, and/or spelling errors

5

Summary presentation post:

Post summarizes main points from both sides of the debate and then restates personal opinion with supporting information/literature

10

Use of scholarly sources to support ideas:

Post includes APA formatted citations for all material referenced

5

Professional communication:

Post contains clear, well-stated comments in an easy-to-read style, that are free of mechanical, grammatical, and/or spelling errors

5

Participation as a member of a learning community:

Students will participate in a minimum of 2 debates other than their own.

Posts will demonstrate analysis of others’ posts by building on what others have said. Posts will contain factually correct information, thoughtful reflection, and meaningful responses to others that advance the group discussion.

10

Use of scholarly sources to support ideas:

Posts include APA formatted citations for all material referenced

5

Professional communication:

Posts contain clear, well-stated comments in an easy-to-read style, that is free of mechanical, grammatical, and/or spelling errors

5
Debate Rubric

Maximum Possible Points

Points

Earned

Initial debate presentation post:

Opening presentation contains primary information relevant to the debate topic. Information is presented in an organized manner.

Persuasive arguments are effectively used and demonstrate an in-depth understanding of the topic.

30

Use of scholarly sources to support ideas:

Post includes APA formatted citations for all material referenced

5

Professional communication:

Post contains clear, well-stated comments in an easy-to-read style, that are free of mechanical, grammatical, and/or spelling errors

5

Rebuttal presentation post:

Rebuttal post lists and then refutes each of the opposing points given by the opponent. Post demonstrates analysis of the opposing arguments. Post contains factually correct information, reflection, and a meaningful response that advances thoughtful debate and discussion of the topic.

10

Use of scholarly sources to support ideas:

Post includes APA formatted citations for all material referenced

5

Professional communication:

Post contains clear, well-stated comments in an easy-to-read style, that are free of mechanical, grammatical, and/or spelling errors

5

Summary presentation post:

Post summarizes main points from both sides of the debate and then restates personal opinion with supporting information/literature

10

Use of scholarly sources to support ideas:

Post includes APA formatted citations for all material referenced

5

Professional communication:

Post contains clear, well-stated comments in an easy-to-read style, that are free of mechanical, grammatical, and/or spelling errors

5

Participation as a member of a learning community:

Students will participate in a minimum of 2 debates other than their own.

Posts will demonstrate analysis of others’ posts by building on what others have said. Posts will contain factually correct information, thoughtful reflection, and meaningful responses to others that advance the group discussion.

10

Use of scholarly sources to support ideas:

Posts include APA formatted citations for all material referenced

5

Professional communication:

Posts contain clear, well-stated comments in an easy-to-read style, that is free of mechanical, grammatical, and/or spelling errors

5
Debate Assignment

Debate topic

Pro

Con

Notes

Mandatory nurse to patient staffing ratios should be implemented for every hospital

Aimee French

Tammy Massaro

The use of technology has improved the delivery of health care

Matthew Messecar

Professor Geer

All states in the US should adopt the Oregon Health plan

Connie Pearce

Nicole Conner

Healthcare Workers are violating HIPPA by using hand-held devices at the bedside

Katie Quinlan

Anna Sprout
Debate Assignment

Debate topic

Pro

Con

Notes

Mandatory nurse to patient staffing ratios should be implemented for every hospital

Aimee French

Tammy Massaro

The use of technology has improved the delivery of health care

Matthew Messecar

Professor Geer

All states in the US should adopt the Oregon Health plan

Connie Pearce

Nicole Conner

Healthcare Workers are violating HIPPA by using hand-held devices at the bedside

Katie Quinlan

Anna Sprout
HSCO 502

Overview

For this assignment, you will discuss your own development over your lifetime and how it relates to the developmental concepts discussed throughout this course. The purpose of this paper is for you to demonstrate an ability to apply a working knowledge of the theories, terminology, and concepts of human growth and development by identifying your life as it relates to key human growth and development concepts. You will incorporate empirical studies related to development, readings, and videos.

Instructions

You will use developmental theories and concepts to analyze your own developmental processes focusing on adulthood. Use a variety in your sentence structure and wording. You should not use direct quotes, but rather summarize and paraphrase insight from your sources. You will use your textbook and at least 3 other scholarly sources (no less than 4 sources total) to create your developmental analysis. Your paper must be at least 8 pages including a title page, 6 pages in the body, and a reference page. *You may have up to 8 pages in the body of your paper.

Title Page – Use current APA format.

Provide a concise introduction to significant personal characteristics, family dynamics and support structures, and meaningful events or occurrences. This section should be no more than 1 page.

Theoretical Perspectives of Development

Postformal Thought according to Perry

Explain how the process of moving from dualism to relativism is applicable to your own thought development. Refer to the the portion of your textbook or outside references that address(es) Perry’s theory of intellectual and ethical development in the college years. Focus on the period of adulthood and how you have grown into your current stage of cognitive and moral development. (Approx. one-half page).

Examine the portion of your textbook or outside references that address(es) the attachment prototypes in peer/romantic tradition. Provide explanations and examples of your own adult attachment challenges and strengths. Also, use the insights from the portion of the textbook or outside references that address(es) research on young adult dyadic relationships to draw conclusions about your partnership selection, elements of intimacy, satisfaction and stability, as well as communication styles and conflict resolution. (Approx. 1 page).

Career Development Process: Super’s Approach (Chapter 12)

Examine the portion of your textbook or outside references that address(es) the Super Developmental approach to determine what stage you are currently in and what you anticipate will be important influences in the future for you to move into the next stage or maintain a current stage. (Approx. one-half page).

Identity Development

Examine the portion of your textbook or outside references that address(es) Erikson’s theory related to adulthood. Depending on your age and life experience, identify which stage of Erikson’s psychosocial development you are in and examine how you managed the crisis period? Are there any notable influences, good or bad, that will help you navigate successfully to the next stage? (Approx. one-half page).

Personality and Temperament

Examine the portion of your textbook or outside references that address(es) the Big 5 personality traits. Provide explanations and examples of your own personality and temperament characteristics in adulthood related to these personality traits. (Approx. one-half page).

Family Life Cycle

Examine the portion of your textbook or outside references that address(es) States of Family life cycle. Identify the stage, transitions, and tasks that are most relevant to your current life cycle. Provide explanations and examples of your own transitions and tasks that correspond with your current stage. (Approx. one-half page).

Culture, Religion and Well Being

In Chapter 14, culture, religion, and well-being are detailed. Select at least 2 concepts in this chapter that you find most meaningful to your own development. Provide explanation and examples of how these concepts are relevant to you. Integrate a Christian worldview and biblical themes as appropriate. (Approx. 1 page).

Ending Well

Chapters 14 and 15 provide a comprehensive overview of many considerations for end of life care and quality of life. Use these concepts to examine your own morality and how do you anticipate your own dying process. Conclude this section of your paper with a self-eulogy; you can include a statement, Bible verse, quote, or other significant details. (Approx. 1 page).

References

Provide a complete list of references in current APA format that you used to inform your paper. At least 3 scholarly resources, in addition to your textbook, are required.

Writing Guidelines:

Your references can include peer-reviewed journal articles found in Liberty’s library or credible web resources; if you are not sure of the credibility of your web resource, please ask your instructor before using it. Provide appropriate in-text citations and references for any information you use in this paper. Write the paper using professional writing etiquette and consult the Liberty Writing Center if you have questions about grammar or format. Remember that all work must be your own and plagiarism is not tolerated. Be sure to review the plagiarism policy in your syllabus. Anything that is not common knowledge or is not an original thought must be cited or it is considered plagiarism. Citations should be rephrased into your own words. In-text citations must be in current APA format (Author, Year).

Note: Your assignment will be check for originality via the Turnitin plagiarism tool.

Page 2 of 3
Case # 6400516

Chief Complaint: vaginal discharge

HPI: This 41 year old female patient presents to the clinic with complaints of vaginal discharge. Patient has had vaginal discharge on and off for x1 year. Odor sometimes present. Discharge usually starts right before menstrual cycle, but also starts after menstrual cycle. Patient reports 0/10 pain. No pain or burning upon urination noted.

Allergy: none

PMHx: none

Surgical Hx: No significant hx

Social Hx: Denies alcohol use, smoking, or any illicit drug use. Patient not married, has one sexual partner.

Family Hx: father-hypertension

Review of Systems:

Constitutional: Negative for chills or fever, denies body malaise, denies weight change.

Skin: Negative rash, ulcers, discoloration, denies swelling.

HEENT: Negative double vision, blurred vision or eye pain, denies sore throat, denies ear pain, denies rhinorrhea, teeth in presentable condition.

Cardiovascular: Negative for chest pain and palpitation.

Respiratory: Negative for cough and shortness of breath.

Gastrointestinal: negative for diarrhea, and abdominal pain negative for blood in stool, negative for vomiting

Endocrine: negative polydipsia, polyphagia, polyuria

Genitourinary: positive for vaginal discharge, occasional odor.

Musculoskeletal: negative gait problems, negative joint swelling

Skin/integumentary/ breast: no change in color or temperature of skin

Allergy/immunological: NKA

Reproductive: last menses: 5/6/2020

Neurological: Negative for dizziness and weakness.

Hematologic: negative for easily bruising and bleeding

Psychiatric: Negative for depression, confusion and suicidal thoughts.

Physical Examination:

Weight: 131 lbs Height: 5’4 BMI: 22.5

BP: 122/69 HR: 72 RR: 18 Temp: 98.0 F O2: 100% on RA

General: Well-nourished, well-developed, no acute distress, cooperative

HEENT: Normocephalic, normal conjunctivae, PERRLA, normal conjunctivae, sclerae anicteric; external ear canal no redness, no swelling, TM intact no bulging pearl-gray color; nasal cavity is pink in color and smooth moist surface, nasal septum has no deviation, perforation, bleeding; no tenderness on all sinuses; lips no lesion, moist; tongue is pink and even, buccal mucosa pink, smooth, and moist, no lesions. Tonsils 1+ without exudate.

cardiovascular: Regular rate and rhythm, S1 and S2 noted without murmurs, thrills, rubs.

Respiratory: Bilateral breath sounds clear to auscultation; respirations are non-labored and breath sounds are equal. Chest wall; no tenderness and no deformity.

Abdomen: Soft, no tenderness, active bowel sounds

Genitourinary: negative tenderness, negative rash and lesions, pain with urination. Positive for vaginal discharge

Extremities: No clubbing, no cyanosis, no edema. pulses palpable and equal; ROM no limitations in all extremities.

Skin: skin intact, normal temperature

Psychiatric: patient attentive, negative for anxiousness and depression

Posterior: Posterior: Spine straight, no limitation in ROM.

Assessment

ICD-10 Codes:

N898 – Other specified noninflammatory disorders of vagina

Plan

Labs: 80050

General health panel This panel must include the following: Comprehensive metabolic panel (80053), Blood count, complete (CBC), automated and automated differential WBC count (85025 or 85027 and 85004), OR, Blood count, complete (CBC), automated (85027) and appropriate manual differential WBC count (85007 or 85009), Thyroid stimulating hormone (TSH) (84443)

80061

Lipid panel This panel must include the following: Cholesterol, serum, total (82465), Lipoprotein, direct measurement, high density cholesterol (HDL cholesterol) (83718), Triglycerides (84478)

84439

Thyroxine; free

81000

Urinalysis, by dip stick or tablet reagent for bilirubin, glucose, hemoglobin, ketones, leukocytes, nitrite, pH, protein, specific gravity, urobilinogen, any number of these constituents; non-automated, with microscopy

80050

General health panel This panel must include the following: Comprehensive metabolic panel (80053), Blood count, complete (CBC), automated and automated differential WBC count (85025 or 85027 and 85004), OR, Blood count, complete (CBC), automated (85027) and appropriate manual differential WBC count (85007 or 85009), Thyroid stimulating hormone (TSH) (84443)

Diagnostics:

Medications: Flagyl 500mg tab take 1 tab by mouth once every 12 hours

Education:

-Take medication as prescribed. Do not stop medication without informing the provider.

-Educated patient regarding importance of compliance to medication.

-wipe front to back

-Avoid stress

-Rest and hydration

-Please call the clinic for any worsening symptoms

-For emergencies, please call 911 or proceed to the ER.

Consult/Referral: gynecologist

Follow-up: PRN
CASE STUDY #2 12

Running head: CASE STUDY #3 1

Charles R. Drew University of Medicine and Science

Mervyn M. Dymally School of Nursing

NUR 632 Primary care of women and children

Lara Sarkissian

March 25, 2021

Case # 6367694

PATIENT INFORMATION:  Patient is a 9 month old male, no acute distress.

HISTORY OF PRESENT ILLNESS:  A 9-month- old male patient presents self to the clinic with mother at bedside. Patient was circumcised in the hospital after birth. According to the mother, patient’s penis skin would get stuck every month and primary doctor would apply Vaseline and was able to pull apart the skin. Now the patient’s mother is unable to do so and in clinic for evaluation.

ALLERGIES:  No known drug and food allergies

PAST MEDICAL HISTORY:  nka, ndka

SURGICAL HISTORY:  Patient’s mother denies any previous surgery.

FAMILY HISTORY:  Unremarkable

SOCIAL HISTORY:  Patient is 9 months old and is well nourished and playful.

REVIEW OF SYSTEMS:

Constitutional:  No fever, no weight loss, no weakness and fatigue, hypertensive, with complaint of left sided chest pain.

Skin:  No rash, itching, pruritus, nail, or hair changes.

Eye:  No blurring of vision, double vision, no tearing.

Ears:  No pain, no hearing loss, no ringing in the ears.

Nose/Sinuses:  Patent, no sinus tenderness.

Mouth/Throat:  No dysphagia, sore throat, or hoarseness.

Cardiovascular:   Normal rate and rhythm, no distress

Respiratory:  No respiratory distress, no cough.

Gastrointestinal:  No abdominal pain, nausea or vomiting, appetite remains the same.

Neurological:  No seizure, fainting, or weakness, normal speech, memory and motor coordination intact.

Hematologic:  No anemia, no bleeding disorders.

Psychiatric:  No depression, anxiety, mood and affect appropriate, no sleep disturbance

Musculoskeletal:  No muscle aches, or pain, no weakness, or fatigue, no joint pain, or tenderness, remains active with no change in energy level.

Endocrine:  Negative for thirst, cold or heat intolerance, no dysuria, nocturia, or frequency of micturation.

Allergies:  No seasonal allergies.

PHYSICAL EXAMINATION:

General: Patient is alert, awake and oriented, no acute distress.

Vital signs:  Ht. 29 in Wt. 20 lbs., BP is 89/57mmHg, HR is 110/min., RR  26/min. & Temp. of 98.7 F (oral),

Skin:  Normal in appearance, texture and temperature, nails pink without clubbing.

Head:  Scalp normal, no lesions, no mass, no tenderness, even hair distribution.

Eyes:  Pupils equally round, reactive to light and accommodation, sclera and conjunctiva normal. Red reflex present bilaterally, normal vessels without hemorrhage on fundoscopic examination.

Ears:  Outer ear without lesions, skin intact, same color as face, tympanic canals normal, eardrum flat, translucent and pearly gray in color.

Nose/Sinuses:  Midline nasal septum, nostrils patent bilaterally, no nasal discharge, no tenderness over frontal and maxillary sinuses.

Mouth/Throat:  Tongue & lips normal in color, moist, no lesions, no periodontal disease noted, tonsils pink, no exudate, no submandibular, or supraclavicular lymphadenopathy, thyroid   obviously not enlarged, trachea in midline.

Neck:  Supple, no JVP, carotid artery upstroke is normal bilaterally without bruits.

Heart:  Regular rate and rhythm, S1 and S2 normal, no murmurs, no gallops, or rubs, no abnormal pulsation.

Thorax and Back:  Symmetrical lung expansion, spine no deformity or tenderness.

Lungs:  Symmetric expansion on inspection, respiratory effort even and unlabored without use of accessory muscles, on palpation tactile fremitus equal bilaterally, normal resonant on percussion, clear breath sounds, no wheezes, crackles, rhonchi or rales noted.

Abdomen:  Flat contour, no visible lesions or abnormality on inspection, non- distended, soft, no tenderness on palpation, no hepatojugular reflux, normoactive bowel sounds in all four quadrants.

Extremities:  Moves all, no discoloration, or cyanosis, no clubbing or edema, good pulses with regular rhythm.

Neurological:  Patient is alert and normal appearance with no distress, motor, strength, and sensory examination of the upper and lower extremities is normal, symmetrical and normal reflexes bilaterally in both extremities, crawling normal.

Genitalia:  Normal penis, no scrotal masses, or swelling noted, penis skin adhesion

Pathophysiology:

Penile Adhesion occurs in circumcised infant boys. This takes place when the shaft of the skin sticks to the gland of the penis. There are three different types of adhesions that can occur with infant boys after their circumcision; glandular adhesions, penile skin bridges, and lastly the cicatrix. When the infant develops more fat than usual around the pubis area, this then causes the penis to burry inside of the fat pad, and hence cause more skin to overlap the entire penis. The penis skin needs to be pulled downwards at each diaper change, and if this isn’t completed each time, then the skin can become attached (Children’s Hospital of Philadelphia, 2020). Glanular adhesions occur when the coronal margins are covered and stuck to the skin. The penile skin bridge occurs when there is a thicker and more permanent attachment, and will eventually separate on its own. The cicatrix occurs after the circumcision occurs and the penis falls back into the fat pad and traps the penis (Children’s Hospital of Philadelphia, 2020).

The primary goal for any primary care provider is to detach the penis from the skin on the shaft before it becomes too permanent. The primary care provider and the parent can make a decision based on the situation and stages of the adhesion, along with whether or not the parent is comfortable with completing the task of separating the skin on its own, at home.

DIFFERENTIAL DIAGNOSIS;

Phimosis – According to the UCSF Department of Urology, Phimosis is the inability to retract the skin that covers the head of the penis. This may be a tight ring more of a rubber band over the foreskin of the tip of the penis, that can prevent the full retraction. Phimosis is separated into two different categories which are physiologic and pathologic (2019). For a physiological process, the infant is born with the skin of the penis, and will eventually separate over time. However, the pathological phimosis is different, and occurs during an infection or an inflammation on the penis. IF the skin is forcefully retracted, this can lead to bleeding, scaring, infection, and inflammation.

Smegma- Smegma is known as the collection of the skin cells from the penis glans. There is also collection of the skin cells in the inner foreskin, which is usually seen when the parent retracts the foreskin. This is a natural process that takes place while shedding process takes place in infants. Smegma can be seen as white pearls underneath the penis. Smegma is a non-threatening condition for the infant. For uncircumcised male infants, the Smegma usually resolves on its own, within a few months after it appear (UCSF Department of Urology, 2019).

PLAN:

Diagnostics:

There are no diagnostic tests for a penile adhesion. The best diagnostics that are done are with the primary care provider, and the actual parent. During the routine visits, the primary care provider will check on the male penis and see the adhesion by examination. The parent is also able to check the adhesion, during regular diaper changes and physical examinations at the pediatrician. Once diagnosed, it is up to the primary care provider to decide the best treatment plan for the safety of the infant.

Medical treatment:

Betamethasone 0.05%- apply the corticosteroid on the penile adhesion twice a day, for approximately 4 weeks until the skin is able to thin, and the parent or physician is able to retract the skin, without any complications or severe bleeding.

Vaseline- Apply Vaseline to the adhesion daily and during every diaper change, meanwhile trying to separate the adhesion on the penis.

Lidocaine- If all measures are not able to resolve the adhesion, then lidocaine is applied to the adhesion then the physician is able to separate the adhesion at the clinic. However, a possible surgical correction can be recommended by the urologist.

MANAGEMENT:

Management for the penile adhesion is simply if the patient’s caregivers or parents are persistent enough with every diaper change to pull the foreskin back and retract the skin in order to avoid the skin sticking together. The parents can also apply a Polyporin topical cream to the separation in order to avoid any infection due to the skin being pulled apart. During this processes it is crucial to have the presents avoid any type of infection and avoid any unnecessary dirty hands touching the new torn skin (Children’s Hospital of Los Angeles, 2020). There is a chance that the penile adhesion can get stuck one more even after any surgical process, however the outcome is typically the same. After the fat pad has disappeared in the infant, approximately around the age of 2, there should no longer be an issue regarding the adhesion.

Advising the patient’s parents for a follow up with the primary physician is important. The infant should be seen every 3 months, for a check on developmental milestones and to check on the penile adhesion. Referral to a Urologist can be necessary in cases where the pediatrician is unable to pull apart the foreskin that is stuck to the penis shaft. The Urologist is able to perform the procedures and even surgery if there is a necessary for it, in the clinic due to their profession.

EDUCATION:

Patient education is key in this category. Parental education is necessary for each visit, because one must be vigilant with the process of separating the foreskin and applying the necessary creams in order to have the circumcised penis heal without any adhesions. According to the Pediatric Surgical Associates, having the Vaseline topical cream applied during every diaper change is necessary in order to avoid any more adhesions or even unnecessary infections for the infant (2020). Education for the parents should be given during every pediatric visit. Education regarding redness and swelling in the penile adhesion, should be a concern that the physician should be notified. Education regarding every diaper change to apply the cream and jelly provided. Education for the parent regarding to complete every diaper change with clean hands to avoid any infection. The primary should be notified if there is any sort of new redness or irritation and possible swelling regarding the penile adhesion.

References

Children’s Hospital of Los Angeles. (2020, January 27). Penile adhesion. Growing Healthy Together. https://ghtkids.com/holistic-care/penile-adhesion/

UCSF Department of Urology. (2019). Phimosis. Department of Urology. https://urology.ucsf.edu/patient-care/children/phimosis#:~:text=Phimosis%20is%20defined%20as%20the,the%20penis%2C%20preventing%20full%20retraction
LAPD Chief Bratton Speaks Out: What’s Wrong With Criminal Justice Research and How to Make It Right (2007)

10

https://nij.ojp.gov/topics/articles/lapd-chief-bratton-speaks-out-whats-wrong-criminal-justice-research-and-how-make-ite (Links to an external site.)

Read this article, let it digest, or have some “soak time” as one of my professors, Dr. Wes Johnson, says.  Print it, re-read it, highlight interesting parts, or areas where you have questions.  Do this for all of your readings.  Then let me know your thoughts in this discussion.  I will remind you from time to time, but get you a large three-ring binder, and put all of your writings and readings not from the books in your binder.  Trust me, you will need this for this course, comps, research, teaching, etc.

Not sure what to type/write?  Here are some ideas:

— Why do you think I assigned it?

— Do you have any past knowledge of the discord between academia and practitioners who work in the CJ System?

— If you are a seasoned CJ major or graduate student, take concepts and facts from past courses and incorporate those into your responses.

— Ask questions.  It is OKAY to be clueless or uninformed.

— Anything get you fired up? Agree with? Disagree with?  Why?

Search entries or author Filter replies by unread
DrPH/DHA RESIDENCY 1 Final Assignment: Towards the Doctoral Study Matrix: This is a working document for you to start and revise during the residency sessions as you work towards the doctoral study. We don’t expect you to know now what your doctoral study will be. Start with something close to your interests. As you develop your thinking, capture your thoughts and ideas. We expect your final doctoral study will be different after many more courses and iterations of thinking. The boxes will expand as you type. (See Guidelines and Rubric below.) This is due by 6 pm on Day 3 of your Residency.

Name: Date: Residency Cohort: Cohort Leader:

College/School:

Specialization:

Working Title for your Doctoral Study (12 words or less):

Seminar/Session

Research Components to Align

Critical Thinking in Doctoral Scholarship

What characteristics of critical thinking do you have and what do you need to develop?

How will you apply critical thinking to your doctoral study?

Getting Started with the Library

List key words and search terms to explore related to your doctoral study.

Add at least 3 empirical references below.

How will you apply critical thinking to reading research articles? What research methods resources are available in the library? How will you use these to locate articles for your doctoral study?

From Social Problem to Research Problem

What is the social problem? Why is it important to address?

Which stakeholders would care?

You can use citations.

Introduction to APA and Writing Center Resources

How will you apply APA and Writing Center resources to your coursework? What resources from the Writing Center will you use for your coursework and your doctoral study?

Research Problem to Research Question

What researchable problem relates to your social problem of interest?

What might not have been researched about it? (Gap) Write two research questions based on your initial ideas.

Scholarly Writing and Plagiarism

How will you apply scholarly writing and avoid plagiarism in your coursework and doctoral study? What Writing Center resources will you use to improve your scholarly writing and scholarly voice?

Research Question to Research Method

Theoretical/Conceptual Frameworks

What framework(s) could you use for your doctoral study? Why would these be the best frameworks to consider?

Initial idea(s) and/or questions generated during the seminars

Peer and Faculty feedback and networking: Gather feedback on your idea or questions from at least one faculty and one peer at residency.

For example: Peer in my program suggested x, y, z. The faculty who I met with at advising recommended a, b, c. Due to faculty feedback regarding my topic, I revised it in this way.

Final Response: Enter your “final response” in each column based on the feedback you received.

If the information did not change enter it here as well.

Reflection & Next Steps:

Reflect on your next steps for each component (column) based on the feedback and what you have learned during Residency 1. What do you need to do to prepare for Residency 2 (e.g. Read, annotate, network, build skills, use resources, etc.}

REFERENCES: At least three empirical articles:

At least one book or article on a theory or conceptual model:

GUIDELINES FOR RESIDENCY 1 FINAL ASSIGNMENT: You will develop the Final Assignment during each of the Residency 1 sessions. Residency 1 sessions were designed to help you learn how to begin to develop your research components.

The rows in the Final Assignment represent the iterative process of developing your research ideas. To complete the Final Assignment, there are four actions:

1st row: Write your initial ideas/thoughts for each item.

2nd row: Gather feedback from others on those items.

4th row: Reflect on what you need to do to move forward.

RESIDENCY 1 FINAL ASSIGNMENT – GRADING RUBRIC

Residency 2 Final Assignment

Criteria

0—Element Missing

1 to 2—Below Expectations

3—Meets minimal expectations

4 to 5–Exceeds Expectations

Initial Ideas

One or more item is completely not present; an answer of “none” is given for one or more items.

Minimal information presented in the items so that the reader cannot determined what is being proposed, or the answers are not related to the item (“none” is not an acceptable answer for any element)

Adequate information presented in all or most of the items so that the reader can determine what is being proposed but some areas may not be clear (“none” is not an acceptable answer for any element)

Clear description of information presented in each of the items (“none” is not an acceptable answer for any element)

Peer & Faculty Feedback

One or more item is completely not present; an answer of “none” is given for one or more items.

Minimal information presented in the items so that the reader cannot determine what the feedback was and/or feedback from at least one peer and at least one faculty not provided, or the answers are not related to the item (“none” is not an acceptable answer for any element)

Adequate description of the feedback from at least one peer and at least one faculty provided and an indication of how that feedback may be used in included (“none” is not an acceptable answer for any element)

Clear description of the feedback from at least one peer and at least one faculty provided and a clear description of how/if that feedback will be used and why (“none” is not an acceptable answer for any element)

(3) Final Response

One or more item is completely not present; an answer of “none” is given for one or more items.

Minimal information presented in the items so that the reader cannot determine what is being proposed, or the answers are not related to the item

Adequate information presented in all or most of the items so that the reader can determine what is being proposed but some areas may not be clear

Clear description of information presented in each of the items

(4) Reflection & Next Steps

One or more item is completely not present; an answer of “none” is given for one or more items.

Minimal information presented in the items so that the reader cannot determined what the student learned from the experience and/or next steps are not clear, or the answers are not related to the item.

A reflection on each of the sessions/areas is provided as well as next steps planned in each session/area.

Clear description of the reflection on each of the sessions/areas is provided as well as defined next steps planned in each session/area.

(5) Writing

Reader is not able to make sense of the materials provided.

Inconsistent use of standard English obstructs presentation’s clarity and the reader’s understanding of ideas and/or inconsistent use of grammar and mechanics are evident throughout presentation.

Consistent use of standard English and/or few inaccuracies in grammar and mechanics.

Use of standard English, grammar, and mechanics are at a scholarly level.

Satisfactory (S)= All items at a score of 3 or above (Meets minimal expectations)

Unsatisfactory (U)= One or more items at a score of 2 or lower (Does not meet minimal expectations).

ENGL 202 Syllabus

Dr. Melissa Birkhofer

ENGL 202

Writing and Critical Inquiry

Syllabus

Fall 2021

Instructor: Dr. Melissa Birkhofer

Office: online fall 2021

E-mail: mdbirkhofer@wcu.edu

Please note that you should read the syllabus and course policies carefully. Questions that can be answered by reading course policies and/or syllabus will not get an email response. I check my email several times a day between the hours of 8:00am and 5:00pm on weekdays.

Office Hours: Virtual office hours available. Go to my calendly page to schedule a meeting with me: https://calendly.com/mdbirkhofer

Tentative Course Schedule

Note that the schedule listed here may change throughout the semester. It is your responsibility to check your WCU e-mail and Canvas to note changes. I will not remind you what you are to have done for the next class. You should come to class having read the material listed for the class meeting. Sometimes we change assignments in class. Therefore, it is your responsibility to check with a classmate if you miss class to make sure you are prepared for the next class meeting.

All assignment deadlines for this course are Mondays at 8:00am Eastern Time (unless otherwise noted below). Late assignments are not accepted. Plan accordingly and manage your time well. You should complete ALL TASKS in Canvas by each deadline. Below is a list of only the major assignments.

Week One – due by 8:00am Eastern Time Mon Aug 30

All tasks in Canvas module 1 including:

Reading course policies and syllabus carefully

Discussion Board 1

Week Two – due by 8:00am Eastern Time Tues Sept 7

All tasks in Canvas module 2 including:

Discussion Board 2

Week Three – due by 8:00am Eastern Time Mon Sept 13

All tasks in Canvas module 3 including:

Submit your Topic Approval Paper draft for Peer Review

Discussion Board 3

Week Four – due by 8:00am Eastern Time Mon Sept 20

All tasks in Canvas module 4 including:

Comments for Topic Approval Paper Peer Review

Discussion Board 4

Week Five – due by 8:00am Eastern Time Mon Sept 27

All tasks in Canvas module 5 including:

Topic Approval Paper Due

Discussion Board 5

Week Six – due by 8:00am Eastern Time Mon Oct 4

All tasks in Canvas module 6 including:

Discussion Board 6

Week Seven – due by 8:00am Eastern Time Mon Oct 11

All tasks in Canvas module 7 including:

Submit Annotated Bibliography draft for Peer Review

Discussion Board 7

Fall Break October 18-22 – Be safe!

Week Eight – due by 8:00am Eastern Time Mon Oct 25

All tasks in Canvas module 8 including:

Comments for Annotated Bibliography Peer Review

Discussion Board 8

Week Nine – due by 8:00am Eastern Time Mon Nov 1

All tasks in Canvas module 9 including:

Annotated Bibliography Due

Discussion Board 9

Week Ten – due by 8:00am Eastern Time Mon Nov 8

All tasks in Canvas module 10 including:

Discussion Board 10

Week Eleven – due by 8:00am Eastern Time Mon Nov 15

All tasks in Canvas module 11 including:

Discussion Board 11

Week Twelve – due by 8:00am Eastern Time Mon Nov 22

All tasks in Canvas module 12 including:

Submit Persuasive Research Paper draft for Peer Review

Discussion Board 12

Week Thirteen – due by 8:00am Eastern Time Wed Dec 1

All tasks in Canvas module 13 including:

Comments for Persuasive Research Paper Peer Review

Discussion Board 13

Week Fourteen – due by 8:00am Eastern Time Wed Dec 8

All tasks in Canvas module 14 including:

Persuasive Research Paper Due

Discussion Board 14

No Final Exam for ENGL 202

Syllabus © Fall 2021 by Melissa D. Birkhofer. All rights reserved. This document is intended solely for use by students enrolled in ENGL 202 Section 50 Fall 2021 at Western Carolina University. Not for download, copying, or distribution without the express permission of the copyright holder.
Instruction

I’m working on my English assignment, which is creating a company’s introduction. Below is what I have in mind now. Please correct it if there are any grammar mistakes and make the article more like a native speaker’s article (You’re welcome to rephrase or revise anything in the article). Besides, please be professional and official; also, make the article around 200-250 words.

—————————————————————————————————————————

The company has been established for more than ten years; we work professionally with continuous improvement and enthusiasm to reach customer’s demands.

Our world-leading strategic partners such as ABB, Liquid Controls, Kurz, IGEMA, Fluidwell, Delta-Mobrey, HOFFER, DensiTrak, Metrix, Refuel…etc., which provide precise and efficient measurement and instrumentation products for pressure, temperature, level, flow, density, water quality, vibration monitor and hydrant dispenser. In the mean, our experienced and well-trained teams provide the best solutions corresponding to customers’ needs, allowing the system to reach the best efficiency and reduce operating costs.

We not only work with the customers but also grow with them and become partners to extend our service overseas, creating a win win win situation for the company’s workers and customers.
Department of Law, Police Science

524 West 59th Street

Haaren Hall – RM 422

New York, NY 10019

(212) 237-8032 – Office

(212) 237-8383 – Fax

lps@jjay.cuny.edu

CJBS 415 – Capstone Seminar for BS in Criminal Justice

Below, please find the final exam which is worth 30% of the overall grade for this course. You must complete the final exam by 11pm on the date indicated in your syllabus. There are four questions which are based on the various fields of criminal justice which we covered this semester. Please number all questions and submit in size 12 font, Times New Roman, double-spaced. Please complete in Microsoft Word format. Answer all questions.

FINAL EXAM

Cesare Lombroso applied the methods of natural science (observation, measurement, experimentation, statistical analysis) to the study of criminal behavior. Lombroso rejected the classical theory of crime, associated with Cesare Beccaria and Jeremy Bentham, which explained criminal activity as freely chosen behavior based on the rational calculation of benefit and loss, pleasure and pain. Critically analyze both schools of thought and provide an opinion as to what theory you believe is more relevant.

William Chambliss, Oliver Wendell Holmes and Felix Frankfurter examined the foundations of the Anglo-American legal tradition by focusing on the relationship between law and society. Discuss the approach of all three and give your opinion as to what the law really is.

William Westley’s study looked at policemen operating at the street level. Fogelson’s study focused mainly on the management level in policing, which has tended to be somewhat cut off from street level policing. Goldstein’s study examined policing at the political level where a police department encounters the currents of local government. Critically analyze all three and give your opinion as to whether you think studies of police should concentrate on the street level, managerial level or at the political level.

In western civilization for the past two thousand years the most common symbol of justice has been the “Lady of Justice”. She is blindfolded; she holds a scale with balance pans in one hand and a sword in the other hand. The scale represents the idea that for every offense there must be a punishment of equal weight. The sword represents the necessity of punishment. In your opinion are prisons an adequate form of punishment for justice to be served? Discuss.
Final Paper:

You will craft your final paper based upon what you have learned about the concept of fan  satisfaction. You are expected to research and provide a written paper outlining your plan for the  following scenario.

You are approached by the Pensacola Ice Flyers and asked to develop and implement a  plan to measure and evaluate their fan satisfaction. The Ice Flyers want the plan to be  based on established principles and best practices. They are not paying you to design a  plan based upon your opinions as a senior Sport Management student. The Ice Flyers  want the plan to describe the following; What are the key indicators of a satisfied fan?  What aspects of the spectator sport experience determine whether or not a fan will leave satisfied or unsatisfied? What instrument will you use to collect fan satisfaction data or  what questions will you ask? Why have you chosen this instrument or these questions?  Finally, provide an example of how they can use the data you collect to increase fan  satisfaction.

The paper should be based upon what you have learned by researching and writing your topic  papers. The topic papers were designed to give you enough foundational knowledge to attack the  Ice Flyers’ task. You will certainly have these papers as a resource and are welcome to use the

information you collected. If you want to use portions of your topic papers to contribute to your  research paper you are welcome to do so. You will need to cite yourself. If you include something you previously used you can simply add (Ruckman, 2018). However, you must be  careful! The purpose of this final paper is to demonstrate you can synthesize (blend) everything  you have learned about this topic and apply it in the real world. If you copy much of what you  have already written it will not be synthetic. You will fail.

Requirements:

• Your ideas need to be supported by existing literature.

• Papers should include a minimum of 10 sources (yes they can be the same ones you used for topic papers). At least 5 of these sources should be from peer reviewed or scholarly  journals. Citing yourself does not count towards these totals.

• Sources should be properly cited using APA format both in text and on the reference page. The paper should be a minimum of 5 double-spaced pages, a 1” margin on all 4 sides of the pages, and 12-point font. Reference pages, cover pages, or any identifying information you include on the page will not count towards the required minimum page count.

• An excellent paper will include a thorough discussion of the topic questions. See the posted rubric for further grading information.

To assist you in getting started, because I’m a nice guy, I am providing a sample outline. If I  were writing this paper it would look something like the following, but feel free to go in your  own direction.

Introduction

Introduce what the paper will be about and what the reader can expect to read. What is the point  of the paper and why should the ice flyers be interested in reading it? What are the primary  sections of the paper and what will each section include?

Fan Satisfaction

This section would be used to introduce the concept of fan satisfaction, define fan satisfaction, as  you will be using it, and explain why we should care about fan satisfaction. You are basically,  defining the terms and stating the case for why your new job should exist.

Methods

This is where you will need to state the how and why of your plan. What tools, measurements,  instruments, or questions will you use? How will you administer them? Why have you chosen  these methods and why should we believe they will work?

Application

Describe for us how you see these effecting the operations of our franchise? Provide us with at  least one example of how we might be successful, using your methods and data, in creating a  more satisfied fan. What are some plausible outcomes we can expect from implementing your  system?

Conclusion

Wrap it all up. What did you describe for us in the paper and why does it matter? What were  your most salient points that we should take away from your plan?
Seminar Topic Choices – Please include material on the following components in addition to the questions cited below for your chosen topic. Topic # corresponds to Group # when you sign up in slate.

Company /Brand Overview/History

Market Situation

Segmentation and Target Market

Positioning

Marketing mix – price, promo, place and product

Timing

Topic #

Additional questions to above content components

Week 4

1. Pur Gum

How has this brand differentiated from other brands of chewing gum? What makes their products different?

Week 4

2. Oreo

How does an old brand like Oreo keep it’s product relevant when people are cutting out sugar?

Week 6

3. Tom’s Shoes

What makes Toms’ shoes desirable? Why do people pay such high prices for such ugly shoes?

Week 6

4. Peloton

What about their marketing efforts is driving this brand’s popularity? Are they a product or a service or both?

Week 7

5. Tesla

Who is the target audience and what makes their marketing strategy unique?

Topic #

Additional questions to above content components

Week 7

6. Tik-tok

How does this marketing model work? What has driven it’s astonishing recent global success? With whom?

Week 8

7. Amazon

How does this company create it’s value? What is driving the popularity of this new channel?

Week 8

8. Uber

Why is this company often criticized? By whom? How does price play a role in a service like this?

Week 10

9. HSBC

How does this bank segment their audience? Who is the target market for this bank? What products are offered?

Week 10

10. Spotify

Why is this a popular brand? What is driving it the value creation? Who do they target and what is the “product”?

Week 11

11. Air India

What differentiates this brand from other airlines? do they segment and who is their target audience (s)?

Topic #

Additional questions to above content components

Week 11

12. Bell Let’s Talk

How is this idea marketed? What does it do for the Bell brand? How does this promotion come to life?

Week 12

13. Heart & Stroke Foundation

What type of benefits are derived from this marketing effort? And for whom? What do they sell?

Week 12

14. Princess Margaret Home Lottery

How does this idea create value for the brand and it’s customers? How does the lottery satisfy their target audience? And is that target audience consumers (b2c), other businesses (b2b) or both?

Potential Resources to Consider:

https://strategyonline.ca/?referrer=marketingmag.ca/

https://www.the-cma.org/

Marketing News

Root Cause Analysis and Action Plan

In Response to a Sentinel Event

Level of Analysis

Questions

Findings

Root

Cause?

“Why?”

Take

Action

What happened?

Sentinel Event

What are the details of the event? (Brief description)

When did the event occur? (Date, day of week, time)

What area/service was impacted?

Why did it happen?

The process or activity in which the event occurred.

What are the steps in the process, as designed? (A flow diagram may be helpful here)

What were the most proximate factors?

What steps were involved in (contributed to) the event?

(Typically “special cause” variation)

Human factors

What human factors were relevant to the outcome?

Equipment factors

How did the equipment performance affect the outcome?

What were the most proximate factors?

Controllable environmental factors

What factors directly affected the outcome?

(Typically “special cause” variation)

Uncontrollable external factors

Are they truly beyond the organization’s control?

Other

Are there any other factors that have directly influenced this outcome?

What other areas or services are impacted?

Why did that happen? What systems and processes underlie those proximate factors?

Human Resources issues

To what degree is staff properly qualified and currently competent for their responsibilities?

(Common cause variation here may lead to special cause variation in dependent processes)

How did actual staffing compare with ideal levels?

What are the plans for dealing with contingencies that would tend to reduce effective staffing levels?

To what degree is staff performance in the operant process (es) addressed?

Why did that happen? What systems and processes underlie those proximate factors?

How can orientation and in-service training be improved?

(Common cause variation here may lead to special cause variation in dependent processes)

Information management issues

To what degree is all necessary information available when needed? Accurate? Complete? Unambiguous?

(Cont’d)

To what degree is communication among participants adequate?

Environmental management issues

To what degree was the physical environment appropriate for the processes being carried out?

What systems are in place to identify environmental risks?

What emergency and failure-mode responses have been planned and tested?

– Corporate culture

To what degree is the culture conducive to risk identification and reduction?

Why did that happen? What systems and processes underlie those proximate factors?

– Encouragement of communication

What are the barriers to communication of potential risk factors?

(Common cause variation here may lead to special cause variation in dependent processes)

– Clear communication of priorities

To what degree is the prevention of adverse outcomes communicated as a high priority? How?

(Cont’d)

Uncontrollable factors

What can be done to protect against the effects of these uncontrollable factors?

Action Plan

Risk Reduction Strategies

Measures of Effectiveness

For each of the findings identified in the analysis as needing an action, indicate the planned action expected, implementation date and associated measure of effectiveness. OR. …

Action Item #1:

If after consideration of such a finding, a decision is made not to implement an associated risk reduction strategy, indicate the rationale for not taking action at this time.

Action Item #2:

Check to be sure that the selected measure will provide data that will permit assessment of the effectiveness of the action.

Action Item #3:

Consider whether pilot testing of a planned improvement should be conducted.

Action Item #4:

Improvements to reduce risk should ultimately be implemented in all areas where applicable, not just where the event occurred. Identify where the improvements will be implemented.

Action Item #5:

Action Item #6:

Action Item #7:

Action Item #8:

Page 3
Health Care Ethics
Summer II 2021
Short Exam #4
Due August 2

Discuss Peter Singer’s argument that “all animals are equal” and the interpretation of claims about equality he puts forward. What would this entail about how nonhuman animals should be treated?

Discuss the issue of abortion with reference to at least one of the articles we read as a class. How does the issue of moral status factor into the problem? How does this relate to the question as to whether abortion is morally acceptable?
Read the paper and please write the Abstract and Discussion sections required for the following paper.

Your discussion should include at least 3 references, either referring back to papers you included in the introduction section or tying your study into other, new references (also included in the References section).

There is no required length for the paper. Just make sure you cover all necessary information to fully discuss your final project and meet all requirements outlined in the rubric For discussion section, 1.5 to 3 would be great.

Like all laws, health care laws start as health care policy and make their way through the legislative process to become law. It is important to understand that hundreds of policies and ideas work through this process each year; however, only a select few will become law. The purpose of this assignment is for you to read about a current regulatory issue in health care and understand how laws support the regulation of the health care industry.

Research and identify one article or a current legal case within the last 3 to 5 years (e.g., an issue that went to court to have the court determine the outcome) that involves one of the following issues:

A regulatory issue in health care

A regulatory issue specific to institutional health care

Write a 350- to 700-word paper in which you:

Summarize the case or article.

Define a law involved with the chosen regulatory issue from both a state level (choose one common state) and a federal level.

Explain how and why the law was created.

Consider what you have read in the article or legal case on the selected regulatory issue, and explain the impact that regulatory issues and trends have on the health care industry.

Cite 1 peer-reviewed, scholarly, or similar reference to support your paper.

Format your assignment according to APA guidelines.
Monograph

1777: Tipping Point at Saratoga

Dean Snow

ISBN 978-0-19-099061

Due: , August 6th 11:59 PM via Blackboard Course Email Messages

When the American colonies declared independence from Great Britain, they effectively declared war on perhaps the strongest military power on the planet. The upstart Continentals were simply outclassed by the King’s Army and Royal Navy. The Americans lacked military experience, relied on limited supplies and weaponry when confronting an enormously grim outcome when matched against the British Empire. Yet, we know, quite obviously the colonies won their independence from King George III. Their unlikely victory can be attributed to several factors, principle among them was their triumph at the Battle of Saratoga. How did a single battle shift the fortunes of the entire war?

Task: Read, review and analyze 1777 Tipping Point at Saratoga. Articulate a thesis addressing the prompts below. Using the assigned book as the foundation of your research, at least two of the primary sources below and two additional credible secondary sources (suggested sources on page four), defend your thesis statements in approximately 1,500 words.

Prompts:

Was the Battle of Saratoga the result of American skill or British failures?

Why was the battle a significant turning point in the Revolutionary War?

Primary Documents:

General, John Burgoyne Letter to George Washington. March 1777

https://founders.archives.gov/documents/Washington/03-12-02-0382

General George Washington Letter to General Horacio Gates, October 1777

https://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/turning/saratoga.html

George Washington on William Howe’s Intentions, August 1777

https://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/turning/speculat.html

Horacio Gates Concerning America’s Victory at Freeman’s Farm, October 1777

https://dp.la/primary-source-sets/revolutionary-war-turning-points-saratoga-and-valley-forge/sources/1371

Horacio Gates letter to George Washington Concerning Bemis Heights, October 1777

https://founders.archives.gov/documents/Washington/03-11-02-0418

Various Letters, Memoirs and Journal Entries, British Officers and Soldiers

https://www.62ndregiment.org/sources.htm

The thesis statement should be no more than two or three sentences and should be stated clearly and early in the paper. The finished work should be organized, well-written with few grammatical and phrasing errors, address each point clearly and with insight, critical thought and substantiated conclusions, include relevant, properly cited and referenced (University of Chicago style) quotes, references and research, is approximately 1,500 words, Times New Roman, double-spaced, includes a cover page, bibliography and page numbers. The completed work should demonstrate a college-level understanding of the American Revolution and more specifically, the significance of the Battle of Saratoga.

Plagiarism will not be tolerated and will result in a zero for the assignment. In addition to emailing the completed monograph via Blackboard Course Email Messages, students are required to submit the finished report via SafeAssign. Failure to do this will result in a zero for the assignment. If you have any questions or concerns, please address them via email ediorio@mercy.edu

Up to 20:

Context and Purpose: Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.

Content Development: Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer’s understanding, and shaping the whole work.

History as a Discipline: Demonstrates detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or writing task (s) including organization, content, presentation, formatting, and stylistic choices.

Sources and Evidence: Demonstrates skillful use of high quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing.

Syntax: Uses graceful language that skillfully communicates meaning to readers with clarity and fluency and is virtually error free.

Up to 15:

Context and Purpose: Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context).

Content Development: Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work.

History as a Discipline: Demonstrates consistent use of important conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices.

Sources and Evidence: Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.

Syntax: Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors.

Up to 10:

Context and Purpose: Demonstrates awareness of context, audience, purpose, and to the assigned tasks(s) (e.g., begins to show awareness of audience’s perceptions and assumptions).

Content Development: Uses appropriate and relevant content to develop and explore ideas through most of the work.

History as a Discipline: Follows expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation.

Sources and Evidence: Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.

Syntax: Uses language that generally conveys meaning to readers with clarity, although writing may include some errors.

Up to 5:

Context and Purpose: Demonstrates minimal attention to context, audience, purpose, and to the assigned tasks(s) (e.g., expectation of instructor or self as audience).

Content Development: Uses appropriate and relevant content to develop simple ideas in some parts of the work.

History as a Discipline: Attempts to use a consistent system for basic organization and presentation.

Sources and Evidence: Demonstrates and attempt to use sources to support ideas in the writing.

Syntax: Uses language that sometimes impedes the meaning because of errors in usage.

You are not limited to these suggested sources:

The Library of Congress/ The Battle of Saratoga

https://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/turning/

UShistory.org/ The Battle of Saratoga

https://www.ushistory.org/us/11g.asp

Saratoga.org

Battle of Saratoga

4
Instructions

Unlike the Reflections, for your Analyst’s Paper choose a topic that relates to the materials covered during your studies of the Homeland Security world. This topic cannot be one that you wrote about in any of your courses at APUS or any other institute of higher learning. This is your opportunity to explore in-depth a topic that you have a greater interest in than what you covered during the other courses at APUS. Feel free to explore the world of Homeland Security and write about something that really interests you. Be brave and write about something that others are not going to write about, not just a typical paper on a common Homeland Security theme. Explore and enjoy.

Components of the Analyst’s Paper

Cover Page (does not count towards your minimum or maximum page count).

Abstract and Keywords (does not count towards your minimum or maximum page count).

Introduction, Body, and Conclusion.

Reference Page (does not count towards your minimum or maximum page count).

Technical Requirements:

Your paper must be at a minimum of 8 pages and a maximum of 10 pages (the Title and Reference pages do not count towards the minimum limit).

No direct quotations, paraphrases are acceptable.

Do not include a methodology section or a literature review.

Scholarly and credible references should be used. A good rule of thumb is at least 2 scholarly sources per page of content.

Type in Times New Roman, 12 point and double space. One-inch margins left, right, top, and bottom.

All paraphrases require a reference. All references require a paraphrase.

Follow the current APA Style as the sole citation and reference style used in written work submitted as part of coursework.

All submissions will be graded using the assignment rubric.

Points will be deducted for the use of Wikipedia or encyclopedic type sources. It is highly advised to utilize books, peer-reviewed journals, articles, archived documents, etc.

All submissions will be graded using the assignment rubric.

Notes:

What is an analyst’s paper? This is not a reflection paper. This is your chance to dig deep and study one topic in depth and then present what you learned. So, you really want to narrow things down. I strongly suggest you email me your topic before you start writing so I can help you manage scope creep. For example, do not attempt to examine border security; but you could look at the economic impact a border wall would cause in El Paso, TX. This is a short paper, so be specific!

You MUST use scholarly sources only! For an 8–10-page paper, you should have 16-20 scholarly sources, with 14-16 of them being peer-reviewed! This is a good time to review the Library Demo I uploaded in Announcements in week one to be sure you are finding ONLY scholarly and peer-reviewed sources. Remember, not everything in a peer-reviewed journal should be used – do NOT use book reviews, editorials, opinions, letters to the publication, or news items. When in doubt, send me your reference list for review BEFORE you start writing! I have also attached the template/examples of references for you!

Expect to be including a ton of in-text citations! I am reattaching an important document for you – examples of how to do in-text citations. Read through all of the notes in Announcements where I talk about citations! You should not be sharing your opinion anywhere in this assignment!

Do not include any direct quotes. You should be paraphrasing and citing the source!

Be mindful of the page limits. This is an 8-10 page paper – so don’t go under or over!

Topic:

Human Trafficking: An outlook of effects 10 years in the future.

Indicators that help us identify victims

Timeframes to successfully thwart

Things that we can do to prevent it

Corruption preventing the effectiveness of stopping it

Information

https://www.unodc.org/unodc/en/human-trafficking/human-trafficking.html

https://www.unodc.org/unodc/en/press/releases/2021/February/share-of-children-among-trafficking-victims-increases–boys-five-times-covid-19-seen-worsening-overall-trend-in-human-trafficking–says-unodc-report.html

Human Trafficking Statistics & Facts

https://migrationdataportal.org/themes/human-trafficking

Citations Articles

https://www.jstor.org/stable/30048506

https://www.jstor.org/stable/24590602

https://www.degruyter.com/document/doi/10.9783/9780812205732/html

https://www.degruyter.com/document/doi/10.36019/9780813541570/html

https://heinonline.org/HOL/LandingPage?handle=hein.journals/jrlsasw34&div=22&id=&page=

https://journals.sagepub.com/doi/abs/10.1177/1477370809347894

https://journals-sagepub-com.ezproxy2.apus.edu/doi/full/10.1177/1098214016630615

https://journals-sagepub-com.ezproxy2.apus.edu/doi/abs/10.1177/1748895808096471
Only the exercises highlighted on the box.

You can do it in a piece of paper. Thank you so much.

EXERCISES SECTION 2.1

EXERCISES section 2.2:

EXERCISES SECTION 2.3:

EXERCISES SECTION 2.4:

EXERCISES SECTION 3.1:

EXERCISES SECTION 3.2:

EXERCISES SECTION 3.3:
Assignment Purpose
You’ve already reviewed the overview for this part of your research paper, and you might already be thinking about how to draw together all of your research. Your goal for this assignment is to write a rough draft of your Problem Statement. (Page 3.)

Remember: the objective of this section of your paper is to explain the problem in such a way that you get your reader to become “brave enough to see it.” You are not asking them to do anything. Not yet, anyway.

What’s a rough draft?
Anne Lamott, one of my favorite authors who writes about the writing process, calls rough drafts “shitty first drafts.” (Page ) She tells her readers that the goal is just to get your ideas down. That’s what you’re going to do this week: get your ideas down so that, as you move through the next few weeks, you can reshape and refine your draft.

Why not wait until you’re done researching and then write your Problem Statement and Action Proposal at the same time? Well, for one you need to learn as much as you can about a problem before you propose anything. And since writing is a process of discovery, drafting your Problem Statement now will help you think through some ideas for the action you’ll soon propose. You should also look to this process as an opportunity to learn how to synthesize or stitch together what you’ve learned in your research.

Rough Draft Guidelines
Your rough draft should be roughly 3 pages and should:

Follow the standards of an exploratory essay. This section of your paper will not be argumentative. You are simply using your newfound knowledge to explain the problem (or “shade”) to your audience as clearly and effectively as you can.

Reference a minimum of five sources (three popular and two scholarly). While I do not expect you to follow all of the guidelines of MLA, I should be able to understand where each reference came from, whether you paraphrase or use direct quotes. You are not expected to submit a Works Cited page with your rough draft UNLESS you are using sources that are not in your annotated bibliography.

Use some of the principles from They Say/I Say to draw together multiple voices.

Have a working thesis statement. Note that sometimes writers find their thesis statements buried in the body or even in the conclusion of a rough draft. That’s totally fine! In fact, it’s not at all rare for a student writer’s thesis statement to appear in the last paragraph of their rough draft. You’ll move it to the appropriate place when you write your next draft. For now, simply underline or highlight the sentence(s) that feel(s) most like your main idea.

You may follow whatever format works for you. Some students like to use a formal outline; others may draft an introduction and then write bullets for body paragraphs; and others like to write rough drafts as if they were freewrites. I encourage you to use the method that you find most useful. If you haven’t found a drafting process that works for you quite yet, I encourage you to experiment! You will have the opportunity to revise, so focus on process, not product.

Audience

Keep in mind that you are writing to an audience who knows a little about the problem, but needs to have a broader understanding so that, after they read your problem statement, they will ask: How can I help? This may not be entirely apparent in your rough draft and that’s okay. Just keep in mind that this is your ultimate goal.

Sometimes writers have a hard time getting their ideas out of their brain and onto the page. Did you know the learning assistants in the Writing & Learning Studio can help you with this? They are great listeners and can take notes as you talk through your ideas! Click here to schedule an appointment.

Criteria for Success
While you do not need to write out the answers to the questions below, you should consider each of them carefully before you submit your work. These are things I will consider as I assess and grade your paper.

With the understanding that this is a rough draft, to what degree have I positioned myself as an expert and explained this topic so that my reader will see this problem as something that needs urgent attention and action?

Regardless of where it appears in my rough draft, do I have a thesis statement that identifies the main idea of my paper by clearly stating what the problem/shade is?

To what degree have I demonstrated an understanding of the principles offered in They Say/I Say by using templates to draw together multiple voices?

How do my sources work to support my main idea?

With the understanding that I have not been required to use MLA for my rough draft (but will for my final draft), can my reader easily discern whose ideas are whose?

You will write at least two drafts of this paper. Your final draft will be longer and more formal. You can review the full expectations here. The final draft will be due on Wednesday, August 19th with the other components of this project.

Problem Statement Instructions

Hope Project Overview

The goal of the Hope Project is for you to find a small, unique way to “do hope” in response to a problem. For the purposes of this assignment, a problem is an event, situation, or issue in which people, animals, and/or the environment are being harmed.

You know that there are already activist groups, social movements, policies, and all sorts of other ways in which hope is being offered in response to the problem you have chosen to research. Your aim is to find a way to participate in the work that is aimed toward a solution to the problem and/or encourages people who are not already involved to take action.

You can either propose that a person or group take action, or you can demonstrate your own plan of action. The action section of your paper will argue that the action you have created is appropriate and realistic. In order for your audience to want to take action, your writing has to be credible.

While I don’t want you to worry about the final draft of your research project yet, you should know that the first piece you present your audience will be a creative form to quickly grab the attention of your audience so that they will want to learn more by reading the Problem Statement and Action Plan. That said, the three pieces of this project will be written in reverse order. This page contains instructions for the first section: the Problem Statement.

Section 1: The Problem Statement

Assignment Purpose
There are many, many ways writers can present their research. Often, students associate research papers with argumentative essays. The problem statement is exploratory. It is not argumentative. This assignment will give you the opportunity to become an “expert” on a topic and explain that problem as clearly and effectively as you can in a way that is backed by evidence, thus making you a credible source for your audience.

Your writing will be concise and to the point while also including supporting evidence and detail. Think of it this way: you are writing this paper so that your reader doesn’t have to do the work of reading all the sources you found in your research.

Audience
Most likely you have already formed some opinions and taken a stance on your topic; that’s totally fine. Since you have been assigned to write about a problem, your paper will no doubt have some bias. Surely there are some folks who don’t believe your topic is a problem, but you aren’t writing for them. You are writing to an audience who knows a little about the problem, but needs to have a broader understanding so that, after they read your problem statement, they will ask: How can I help?

Guidelines
In order to explain the problem to your audience, you should locate a minimum of 2 scholarly and 3 popular sources. You may use more sources if you would like. Combined, these sources should answer the following questions, showing that you are (for the purposes of this assignment) an expert on this topic:

Who or what is being harmed or experiencing hardship?

How are they being harmed or affected?

Who or what is harming or affecting them?

Who or what is responsible for creating this harm?

What is the historical context of this problem?

What is the social or global scale of this problem? From where does it stem?

How pervasive is this problem?

Do not respond directly to each of these questions in the order in which they are asked. Rather, you should synthesize the information you have found to explain the problem in a way that makes the most sense to your audience.

The Problem Statement will be comprised of:

A clear, concise, and defined thesis statement that is located at the end of the first paragraph of your paper.  Your thesis should explain to your reader what the problem is. Remember: you are not proposing an action or solution.

The body of your paper will provide an overview of the problem/issue geared toward your audience so that they can clearly understand your arguments and the importance of the issue you’re exploring. You are using demonstrative rhetoric and appropriate rhetorical appeals to explain the problem in such a way that, by the end of your paper, your audience is receptive to reading about how they can take action.

The information you offer throughout your paper must be backed with evidence. You will incorporate the research you found in week four. If necessary, you can conduct additional research.

A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.

A unique and creative title.

A references page in MLA format that appropriately lists each of the sources you used to support your claims. You may request to use APA if you are majoring in a discipline that prefers that citation format.

Your final paper will be roughly four to six double-spaced pages. It would be very difficult for you to explain your topic in fewer than four pages, but you should also think about how much your reader will be willing to read. Assume that they know little about the problem, then consider what they need to know and what they do not need to know.

You will write at least two drafts of this paper. The final draft will be due on Wednesday, August 19th with the other components of this project.

Read: “Shitty First Drafts” by Anne Lamott

Action-Oriented Research Questions

Assignment Purpose
In Wave 1, Part 1, you did some brainstorming that hopefully led you to a potential action you can propose. This part of Wave 1 will help you turn those thoughts into a well-formed question designed to guide your research which you will need for the Action Proposal section of your research paper.

Formulating a Research Question
Before you propose an action, you need to test its potential by thinking through as many details as you can–all within reason, of course; you also need to work within some pretty strict time constraints, so focus is essential. And in order to get your audience to want to take action, you will need to demonstrate your own crediblity. That means your proposal should be backed with evidence.

It’s important to make sure your research question is clear, focused, and, appropriate for this project. It should be informed by the research you have done and oriented toward an action.

Here are some sample action-oriented research questions:

In what ways should Shoreline Community College students be educated about mental health self-care, and what responsibility should the college administration have in providing that education?

How can I get the attention of Weyerhaeuser and discourage them from clearcutting forests in the Columbia River Gorge?

How can I support unhoused individuals in my neighborhood by making sure they have access to fresh water on a daily basis?

What can our campus’ LGBTQ+ community do to make SCC a more inclusive and safe space for trans and gender non-conforming students?

Note how each of these questions assumes two things: 1) there is a problem and 2) action should be taken.

The first question tells us that Shoreline students are struggling with mental health issues. We know, too, that the writer is proposing that the College provide students with education on how to perform good self-care. Ultimately, the question asks how should this be done? How can our campus’ leadership go about offering this sort of education?

In question # 2, we can assume that the Weyerhaeuser company plans to clear cut forest in the Columbia River Gorge and that clear-cutting in this area is or would be problematic. We also know that the student writer wants to take action.

Question #3 is similar to #2 in that we can assume the student writer wants to do the work of offering hope through action. The research they conducted proves that unhoused individuals in their neighborhood does not have access to a basic need.

Question #4 assumes two things: that trans and gender non-conforming people at Shoreline don’t feel like the College is a safe and inclusive environment and that the LGBTQ+ community should be responsible for taking action.

These questions serve as tools that will guide the writers toward the most appropriate answers.

The Prompt
Step 1. Look back at your freewrite. What assumptions have you made that you can build your question around?

Step 2. Using the guidelines above and the resources offered in Wave 1, Part 2, create three action-oriented research questions.

Step 2. In a few sentences, respond to the following questions:
Of all three of these research questions, which one do you like the most? Why? Be sure to note if there is any guidance you need as you move into the next phase of your research. I’m here to support you!

Criteria for Success

How clear, focused, researchable, and appropriate are my questions?

To what degree are my questions based on the research I conducted?

How thoroughly did I respond to the rest of the prompt?
Instructions for today’s assignment

Before reading any further, review the Instructions for the Action Proposal (See pages below)!

As the second section of your research project, you will use the Action Proposal to express the most appropriate action you and others can take in response to the problem you have been researching. This assignment gives you the opportunity to use the feedback your peers have offered you to refine your thesis statement and consider how your ideas will all come together in your Action Proposal in a way that meets the needs of your audience.

If a paper has all the physical components of a human body–the bones, muscle, and skin–an outline is a skeleton. It should contain the gist of all of your ideas, but those ideas do not have to be fully formed.

Writing an outline is a personal process. For that reason, I don’t like to assign specific formats for outlines. You may use a format that is more structured and formal, or you may simply use bullets to list your ideas. Regardless of which approach you choose you should follow all of the guidelines below. Another thing to note is that this assignment requires a few elements that aren’t typically found in outlines.

Assignment Guidelines

Your outline should contain all of the following elements.

Audience identification. Write a few sentences about who your audience for this paper should be, what you know about that audience, and why you feel they are the most appropriate people to not only read your ideas but to join you in taking the action you propose.

A potential hook. Do you have any ideas about how you will grab your reader with your introduction? Will you use a story, an anecdote, an interesting fact, or something else?

Refined thesis statement. Based on the feedback you received on the discussion board, refine your thesis statement. It might be tweaked a little bit as you continue to draft and revise this paper, but this version should be well-developed and persuasive.

You do not need to submit a Works Cited page with your outline. However, it should be clear which source(s) you plan to use to support your primary ideas.

I recommend that writers work on their conclusions last. At this point, it’s okay if you do not have a conclusion. The focus should be on the thesis, body, and use of evidence.

Criteria for Success

How have I demonstrated my understanding of the complete Action Proposal assignment by providing a clear and appropriate thesis and body structure?

How have I demonstrated an understanding of persuasive rhetoric by identifying an audience who is appropriate for this action?

How have I used my peers’ feedback to revise my thesis statement? How does my thesis statement work as the main idea of my paper and articulate a persuasive appeal that encourages my reader to join in my action?

How does the body of my outline support my thesis/main idea? How obvious is it that I have done the appropriate research to support my ideas?

How interesting is my hook? Will it grab my readers’ attention and make them want to read more?

Knowing that I could take any approach to the outline that feels best to me, have I addressed all of the guidelines above?

Instructions for the Action Proposal

Assignment Purpose
This Action Proposal assignment is the second section of your research project (See pages below ). It gives you the opportunity to write about the most appropriate action you or others can take in response to the problem you have been researching. Your goal is to identify a small action that could offer some light to the situation. You are, as Amanda Gorman might say, demonstrating how you have become “brave enough to be it.”

While your Problem Statement is an exploratory essay, this paper is a different genre. It’s a persuasive essay. By using appropriate evidence and rhetorical strategies, you will present your action plan in detail and show why your plan is not only realistic and doable, but will have a positive effect in response to the problem you have been researching.

Note that a persuasive essay is a little different from an argumentative essay. This resource  clearly identifies the differences.

Your thesis statement will be a direct response to your research question. The body of your paper will expound on that question by addressing the following questions:

Who should be involved in carrying out this action? Why? How do you know this is the right individual or group?

Knowing that people rarely communicate with one another through academic essays, what is the most effective way to inform this individual or group about the problem (signage, flyer, persuasive letter, social media, website, petition, television commercial, etc.)? How do you know this mode would be effective?

What will that individual or group do? How will they be invited/encouraged to take action? Who will communicate with them and how? How do you know that these are the right people to take action?

What will your role be in carrying out this action?

What resources will be necessary for this action (money, materials, technology, etc.)?

What is the timeline for carrying this out? How do you know that it is appropriate and realistic?

These questions are listed in no particular order and are meant to be a starting point, not necessarily a checklist. In other words, you might not need to respond to all of these questions, and there might be other information you need to include. Your paper should not read as a list of responses to the questions above.

Using Evidence to Support Your Claims
Expect your reader to ask two questions as they move through your essay: “So what?” and “How do you know?” Think about some potential ways to back up your claims. You might look into how others have carried out similar actions, for example. I very highly recommend you seek the support of our campus librarians.

You should find a minimum of four sources to support your claims. You may also use sources you found in your Week 4 search, but you must find at least four new sources for this section of your paper. Your sources can be popular or scholarly or a combination of the two. Use the skills you gained in Week 4 to locate sources that are credible and appropriate for this assignment.

It is fine to use sources that were not originally written in English.Just be sure to carefully paraphrase and represent the authors’ ideas appropriately.

You will need to use MLA in-text citations and include a Works Cited page when you submit your final draft.

You should write for an audience who has read your Problem Statement and is now very supportive of you initiating action and might want to join you in your efforts. This person or group may aid you in your efforts in any way–through participation or donations, etc.

It is fine to use first person, but your language should be formal and professional. It is also fine to assume that your audience now knows all of the information you provided in your Problem Statement.

Guidelines
This paper will be roughly five to six pages. Some of you might write more, while others might write slightly less. Rather than thinking in terms of word count or page limit, you should focus on all the questions you need to answer in order for your paper to be convincing. (See the list under “Responding to Your Research Question” above.) It would be difficult to convey all the information you need to convey in fewer than four pages. More than seven pages might be more than your audience needs.

The Action Proposal will be comprised of:

A clear, concise, and well-defined thesis statement that is located at the end of the first paragraph of your paper.  Your thesis should be a response to your research question. It should be persuasive in nature and should focus on an action, not a solution. By the time they reach the end of your paper, your audience should want to help you bring your ideas to fruition.

The body of your paper will respond to the questions listed above. The information you provide should be supported by your research.

The information you offer throughout your paper must be backed with evidence. You must find a minimum of four sources to support your claims. In addition, you may reference the sources you used in your Problem Statement as well as any course readings or other materials.

A conclusion that does not simply restate the thesis, but is oriented toward the future and the potential impact your action might have.

A unique and creative title.

A Works Cited page in MLA format that appropriately lists each of the sources you used to support your claims. You may request to use APA if you are majoring in a discipline that prefers that citation format.

research project

In her CNN interview,  Amanda Gorman said, “words matter.” That’s what this class is all about—using words to convey ideas; analyzing the words of others; seeking out words to support your own ideas. Your words and your voices matter immensely. The skills you are learning this quarter will help you consider the clearest and most appropriate ways in which to deliver messages to your reader.

Now you have the opportunity to use your words to make a difference. Drawing upon Baiden’s and Gorman’s notions of hope—that hope is more than a feeling, that it is an act. This project takes inspiration from the last few lines of Gorman’s poem, “The Hill We Climb.”

When day comes we step out of the shade,
aflame and unafraid
The new dawn blooms as we free it
For there is always light,
if only we’re brave enough to see it
If only we’re brave enough to be it

You will consider “the shade” as a problem or issue—big or small—in your community, culture, region, home country, or in the world. You’ll imagine a “new dawn”—a small act that works toward a solution. You’ll find an audience who is “brave enough to see it” and you’ll persuade them to be “brave enough to be it,” to join you in that small act.

Project Components
You’ll receive much more detailed instructions for each piece of this project as the weeks go on. For now though, here is a brief overview of the project.
You will:
1. Consider “the shade” by identifying an existing problem or issue that needs to be addressed.
2. Engage in the research process to seek out and evaluate the most appropriate sources to back your claims.
3. Identify “the light” by offering a potential solution to the problem that applies at least one of the tactics for cultivating hope.
4. Identify a group or individual who is “brave enough to see” the light by creating or putting to use existing resources to help carry out the solution you propose. And you’ll persuade them to “be [the light]” in a way that makes the most rhetorical sense. This could be in the form of a formal proposal, a letter, a creative work, etc.
5. Reflect on your writing and learning processes and assess your work on this project and your growth over the course of the quarter.

Each component of this project will be assigned separately over the course of the next several weeks. Guidelines for each component will be posted in the weekly modules.

Project Timeline

The remainder of the quarter will follow the timeline below. As we move through each component of this project, we will engage in a different part of the writing process; consider the rhetorical situation and appropriate rhetorical moves; and continue to learn and practice techniques involved in creating an academic conversation. Yes, it’s a lot of work, but you can do this and you will learn A LOT!

Part I: Exploring the Shade/Identifying the Problem or Issue
Week 3 Exploring topics, brainstorming techniques, and writing a topic proposal
Week 4 Critical reading strategies, researching the problem, and documenting and evaluating sources

Part II: Brave Enough to See It and Be It: Proposing Action
Week 5 Creating research questions, continued research, and acknowledging the work of others
Week 7 Revising drafts and writing reflection/self-assessment

Part III: Revision, Reflection, and Self Assessment
Week 8 Complete final draft due with reflection and assessment

Your final draft will consist of the following*:
Researched Problem Statement: A roughly 4 to 6-page paper that fully defines a problem or issue.
Proposed Action: A roughly 4 to 5-page researched argument that identifies one small act that would work toward a solution.
Persuasive Piece: A creative argument for others to join you in your action. This part of the assignment can take many different forms. You will have the opportunity to choose between a persuasive letter or a visual or artistic form of expression.
Reflection/Self-Assessment: You will look back on your progress over the course of the quarter and reflect upon specific moments and assignments to tell the story of what you learned. You will also assess and propose a grade for your research project in this roughly 2-page personal essay.

Let’s Agree to Remain Flexible
*My teaching style involves constructing assignments as the quarter progresses. Every class is different. My students form a community and I teach to that community, customizing modules and assignments so that they fit the overall vibe of the class.

You might find that some of the details in the items outlined above change a little bit. For example, if the pacing of our class slows, I might reduce the page requirement, or I might combine two assignments into one for the sake of effeciency. I adjust for access and equity, making sure that each of you has the opportunity to get as much out of this class as you possibly can. I will always give you plenty of advance notice if something should change, and I will never change an assignment in such a way that unnecessarily or unfairly increases expectations.

Be Bold, Brave, and Unique!

I encourage you to apply your unique voices, viewpoints, and forms of expression as you approach this project. Embrace the importance of process over product. Move through the assignments one at a time, taking advantage of the learning experiences each week offers!

Here is the article that I wrote before, please take it and use as a reference for today’s assignment. And please follow all the instructions above. Thanks a lot!

The Problem of Teen Suicide

Teen suicide occurs when a teenager decides to terminate their life for a purpose. Before they narrow down to this decision, a teenager may have struggled with thoughts about suicide for a long time. The thoughts about terminating one’s life may lead to what are known as suicidal behaviors. Young adults and teenagers are likely to develop suicidal ideation and even attempt suicide as a result of many changes that take place in their lives during this age. Suicide among teenagers is one of the leading causes of death in this age bracket. Although complete suicides are rare, suicidal ideation among teenagers is characterized by planning to commit suicide, attempting to commit suicide, attempting to commit suicide to an extent that requires medical attention, or even completing suicide. While suicidal thoughts and attempts vary with age, sex, ethnicity, sexual identity among teenagers, it remains to be one of the most devastating causes of teenage deaths, which needs serious attention from many dimensions.

A Brief History of Teen Suicides

Teen suicides in America have taken a dramatic trend since the early 1950s and have been increasing in the late decades. For instance, according to Shain, (2016), one of the highest rates was reported between 1950 and 1990, where the rate of suicides among the youths aged between 15 and 1 years increased by over 300 percent. However, this rate decreased by 28 percent between 1990 and 2013. This trend indicates that teenage suicide is a big problem with a long history in America and the globe. According to a study done by (Rosenberg et al. 417) teenage suicide was not a big problem between the 1900s and 1950s. Between 1900 and 1950s, the rate of teenage suicides was equivalent, and about a half of suicides among the other persons. The trend changed from the year 1955, which experienced a highly sharp increase in teenage suicides. The rate of teenage suicides exceeded that of all other persons for the first time in 1978.

VICTIMS OF TEEN SUICIDES

While teenage suicides are likely to affect people across all social dimensions including ethnicity, age, gender, sexual identification, and financial status, trends have shown that some groups of youths are at a higher risk to develop suicidal ideas and attempt suicides than others. For instance, males are more expected to die from suicide than girls while girls are more likely to attempt suicide as compared to boys. That explains why the trends show a high number of boys dying from suicide as compared to the boys. According to Ruch, et al., (2019), 80.1 percent of male teenagers died from suicides as compared to 19.9 percent of females. Concerning ethnicity and sexual identification, Shain, (2016) has shown that American Indian/Alaska Native has the highest risk while Black females have the lowest risk. Another group of sexual minority LGBTQ (lesbian, gay, bisexual, transgender, and questioning) has high rates of developing suicidal ideation by more than twice the rate of other youths.

RISK FACTORS TO TEEN SUICIDAL THOUGHTS

Teenagers have serious problems associated with their age as well as social environment, which increases their risks to develop suicidal thoughts and suicidal behaviors. According to (Shain, 2016), the three most significant causes of suicidal ideation among teens are bullying, internet use, and absence of treatment for depression. Bullying among the youths occurs between teens of related popularity or physical strength. Such imbalances when repeated against a victim create imbalances to an extent that the victim cannot defend themselves. Suicidal thoughts are likely to develop among those being bullied as well as the bullies. The use of the internet is highly associated with suicidal ideations among teenagers. Some of the riskiest behaviors in internet use include long hours on social media and video games, searching for topics related to suicide, online stories related to suicide from other teens, and cyberbullying. Finally, the failure to provide medication for teens suffering from depression has been associated with increasing the risks of teen suicides. Teenagers become victims of depression as a result of many factors including mood disorders, drug and substance abuse, sexual orientation among many other reasons. However, if treated early, it is possible to prevent them from attempting suicide.

GLOBAL SCOPE OF TEEN SUICIDES

Global statistics from a study done by Campisi et al., (2020) show that suicidal ideations are highly prevalent in females than boys. The most common causes of suicidal thoughts included bullying and having no close friends among the girls and boys. The study also showed a higher rate of suicidal thoughts in adolescents from high-income countries than middle and low-income countries. Such factors as mental illness and accessibility of mental health facilities and services also affect the rate of teen suicides at the global level. For instance, low-income countries have been associated with neglecting mental health needs among the youths (McLoughlin, Gould, & Malone, 2015). Alcohol and drug abuse have also been identified as a significant risk among teens towards developing suicidal thoughts. For instance, the use of alcohol and drugs while depressed mark a significant cause of such suicides.

CONCLUSION

The trends of teenage suicides have demonstrated a great need to call for an alarm to save the lives of teenagers. Teenage suicides remain to be one of the leading causes of adolescent deaths that need multidimensional approaches to address the problem. The male gender is less likely to attempt suicide as compared to the girls. However, males are more likely to complete suicides, causing a higher rate of male suicidal deaths than of females. Sexual minority youths such as LGBTQ are also likely to develop suicidal thoughts due to such things as discrimination and bullying. Youths also lack mental health attention from various societies despite being victims of depression, which leads to suicidal thoughts. As a result, countries, and societies can develop effective approaches to deal with this problem using the existing evidence.

Works Cited

Campisi, Susan C., et al. “Suicidal behaviors among adolescents from 90 countries: a pooled analysis of the global school-based student health survey.” BMC public health 20.1 (2020): 1-11.

McLoughlin, Aoibheann B., Madelyn S. Gould, and Kevin M. Malone. “Global trends in teenage suicide: 2003–2014.” QJM: An International Journal of Medicine 108.10 (2015): 765-780.

Rosenberg, Mark L., et al. “The emergence of youth suicide: an epidemiologic analysis and public health perspective.” Annual Review of Public Health 8.1 (1987): 417-440.

Ruch, Donna A., et al. “Trends in suicide among youth aged 10 to 19 years in the United States, 1975 to 2016.” JAMA network open 2.5 (2019): e193886-e193886.

Shain, Benjamin. “Suicide and Suicide Attempts in Adolescents.” American Academy of Pediatrics, 1 July 2016, pediatrics.aappublications.org/content/138/1/e20161420.

Shain, Benjamin. “Teen Suicide: a Closer Look at Three Key Factors.” American Academy of Pediatrics, 27 June 2016, www.aappublications.org/news/2016/06/27/Suicide062716.
Instruction:

In this assignment, we need to create a company’s introduction. Below is what I have in mind. Would you please revise the grammar mistakes (or paraphrase the sentences to make it more like a native speaker’s article) and make it more business-professional? The most important thing is that make the article like a real one on the company’s website. The words of the article only need around 250; but it could be more. CJ is the company’s name.

Company Introduction

CJ has more than ten years of operation history and continuously seeking to establish a good relationship with all the stakeholders. As a result, we have been giving the customers top priority in all their operations and have consistently been improving on meeting our customers’ needs.

We have been working with partners around the globe. Our world-leading strategic partners include ABB, Liquid Controls, Kurz, IGEMA, Fluidwell, Delta-Mobrey, Hoffer, DensiTrak, Metrix, and Refuel. We provide precise and efficient measurement and instrumentation products for pressure, temperature, level, flow, density, water quality, and vibration monitor and hydrant dispenser. Besides, we take pride as a company with experienced and well-trained teams providing top-notch solutions corresponding to the customers’ needs and effectively reducing operating costs.

CJ has been working closely with the business partners ensuring that we have grown together. In addition, our organization has been extending its service overseas, including Mainland China and Vietnam. And our ambition helps us creating a win-win situation for both ourselves and the customers abroad.

CJ has been guiding its services uncompromisingly along with the wishes and needs of our customers. We focus on serving and satisfying our clients and responding to the high-quality demand, which is deeply embodied in our philosophy.
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Project 1

Content: Based on the content of “Innovative Business Presentations: Turning Five Minutes into Competitive Success,” write a detailed Outline Script of your 5 minute business plan presentation based on the audience to whom you intend to present it. You will use the business you have chosen to write your business plan for in this course.

Outline all of the elements in your presentation, and REPLACE INTO the script where you intend to place PowerPoint slides (or other media) and the narrative you will present.

Five minutes is not much time, and remember you have to hook your audience, tell them what you’re going to tell them, then tell them, then tell them what you told them.

Record your script into a PowerPoint slide presentation in the manner in which you intend to present it to:
(1) ensure it is five minutes or less, and
(2) practice voice inflection and intonations.

You have to construct a finished PowerPoint presentation. You will be finishing the written business plan in period 3. If your recorded slide presentation file is too large to post in Blackboard, then just post the script and send the presentation to the professor using www.dropbox.com. The website will require you to download a small amount of software for file transfer. The instructions will tell you how to send a link to the file.

Project 2

Content: Small business owners have a daunting daily challenge managing a wide array of daily operations. They must keep customers coming through their doors (or to their website), or see that stores are properly stocked with inventory, or deliver the perfect order every time (and with a smile). They must balance the need for low costs, proper inventory levels and maximum service. They must ensure that they are maintaining a competitive advantage in some way unique to their talents, skills, gifts, and abilities.

Write a popular press article for a popular press magazine that focuses on providing succinct advice to a small business owner (or owners) in one of the following topical areas:

Developing a working supply chain process for a small business.

What to look for in your first employee.

How to maintain a “just-in-time” (JIT) inventory.

Is too much customer service a bad thing.

The factors between creating a website or a Facebook account.

Hiring or contracting employees.

In other words, from your research, present specific advice, principles, key points, elements, objectives, etc., as to how a small business should take the next step into one of these areas. without creating conflict for those with whom they have to interact and work.

You are strongly encouraged to research, interview, and share in descriptive storytelling style the details of what you recommend the business owner do by sharing what others have done to address the problem. To the extent possible, you can use your own business product/service as an example when discussing the topic you choose.

For this assignment, you will submit two specific things:

the article you write written in the format as specified by the writer’s guidelines (aka author guidelines) of the publication you choose, and

a copy of the writer’s guidelines in the article (or a link to the guidelines in the article). Your article will be scored/graded against how well you adhered to the publication’s writer’s guidelines. And, yes, you need to include references/citations so your research is documented.

Format: Choose a publication and follow the writer’s/author’s guidelines for style, format, length, etc. and send the guidelines to the professor along with your article. It must be a genuine print publication (it can have an online component to the publication), and it can be an industry publication. The method you use for footnotes is up to you, or should follow the writer’s guidelines you may be following if you intend to get this article published.

NOTE: Failure to submit Project 2 will result in an overall score of 0 for Project 2, and will prevent the professor from submitting a passing grade for this course.

Project 3

Content:

Content:

Select a sample business plans from an online resource that most closely aligns with your industry, product, or service. You may also use the SCORE business plan template attached here. Use the business plan you select as a template for your own business plan. Assemble a well-researched comprehensive, coherent business plan drawing from the research, information, and detailed plans you completed in prior MBA courses or in this course.

Format: Use the business plan you selected from the online resource, or the SCORE business plan template for the general structure of your business plan. Create a 5 minute or less PowerPoint presentation based on your business plan.

The written plan should be comprehensive and complete, but well-organized so that a reader can move through it quickly. Don’t bog down the body of the plan with vast quantities of minute detail. Put those in well-labeled appendices and refer to them in the body.

The length will depend on the business idea; however, most ideas should require somewhere between 25 and 50 pages, preceded by an executive summary not exceeding one page in length. Appendices may contain charts, tables, graphs, articles, research reports, etc. You must support your statements with facts from your research without overwhelming the reader with unnecessary or undigested data. Don’t simply dump huge reports on the reader, but assimilate them yourself and provide the relevant summary information.

Note: A complete business plan will take far more than 24 hours to do from scratch. We assume that the bulk of your research will have been completed in the courses leading up to this one. Even so, you will probably spend more than 24 hours assembling and polishing the plan. That is why we left a significant portion of the course work hours in this course unassigned.
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Case # 6406566

Chief Complaint: itchy skin

HPI: 31 year old male patient returns to the clinic for itchy skin around neck and forearms. Itching was relieved back in December with topical, but came back.

Allergy: nka

PMHx: no past medical history

Medication: fluocinolone cream 0.01% topical

Surgical Hx: No significant hx

Social Hx: Denies alcohol use, smoking, or any illicit drug use, not married, no children

Family Hx: none

Review of Systems:

Constitutional: Negative for chills or fever, denies body malaise, denies weight change.

Skin: Negative rash, ulcers, discoloration, denies swelling.

HEENT: Negative double vision, blurred vision or eye pain, denies sore throat, denies ear pain, denies rhinorrhea, teeth in presentable condition.

Cardiovascular: Negative for chest pain and palpitation.

Respiratory: Negative for cough and shortness of breath.

Gastrointestinal: negative for diarrhea, and abdominal pain negative for blood in stool, negative for vomiting

Endocrine: negative polydipsia, polyphagia, polyuria

Genitourinary: Negative for difficulty of urination

Musculoskeletal: negative gait problems, negative joint swelling

Skin/integumentary/ breast: Rash on neck and forearms

Allergy/immunological: NKA

Neurological: Negative for dizziness and weakness.

Psychiatric: Negative for depression, confusion and suicidal thoughts.

Physical Examination:

Weight: 145 lbs Height: 5’5

BP: 126/78 HR: 77 RR: 19 Temp: 97.9 F O2: 99% on RA

General: Well-nourished, well-developed, no acute distress, cooperative

HEENT: Normocephalic, normal conjunctivae, PERRLA, normal conjunctivae, sclerae anicteric; external ear canal no redness, no swelling, TM intact no bulging pearl-gray color; nasal cavity is pink in color and smooth moist surface, nasal septum has no deviation, perforation, bleeding; no tenderness on all sinuses; lips no lesion, moist; tongue is pink and even, buccal mucosa pink, smooth, and moist, no lesions. Tonsils 1+ without exudate.

cardiovascular: Regular rate and rhythm, S1 and S2 noted without murmurs, thrills, rubs.

Respiratory: Bilateral breath sounds clear to auscultation; respirations are non-labored and breath sounds are equal. Chest wall; no tenderness and no deformity.

Abdomen: Soft, no distention present, active bowel sound, no tenderness.

Extremities: No clubbing, no cyanosis, no edema. pulses palpable and equal; ROM no limitations in all extremities.

Skin: skin intact, normal temperature, rash

Posterior: Posterior: Spine straight, no limitation in ROM.

Assessment

L299 – Pruritus, unspecified

Plan

Labs: None

Diagnostics: none

Medications: fluocinolone cream 0.01% topical

Education:

-Educated patient regarding importance of compliance to topical

-Avoid stress

– Wash hands often

-Rest and hydration

-Please call the clinic for any worsening symptoms

-For emergencies, please call 911 or proceed to the ER.

Consult/Referral: dermatologist

Follow-up: PRN
r-excellence/cybersecHealthIT.gov Handheld devices at the bedside pose minimal risk of a HIPPA violation by healthcare workers. Safety and security measures have been taken to protect private health information with the use of mobile devices in health care. Data in 2016 determined 95% of Americans owned cellphones and 83% owned at least one mobile device. 81% of physicians utilize their mobile devices to access EMRs.

Benefits to mobile healthcare delivery

Gives patients faster access to providers and care- patients are able to send non urgent medical questions, request refills, send symptom and care updates, manage billing, edit demographics and insurance, pre-check in, cancel and schedule appointments

Improves medication adherence/reconciliation- gives a stored place for medication lists to help patients remember what medications they are taking and what dosages

Makes remote patient monitoring possible and easy

Covid symptom reporting

Weight

Blood pressure

Blood sugar

Improves provider communication and coordination of care

Improves patient involvement as an active participant in their care

Improves rapid clinical decision making-clinical software applications- disease/diagnosis, medical calculations

Patient education and communication (translation tools)

Telehealth/video visits

Photographing wound healing and preadmission injuries and sores

Better information management/time management

How is PHI protected with mobile devices at the bedside?

Information access controls-Most healthcare systems have their own secure networks that restrict access to different sites and applications. If you do work remotely you are granted remote access as a security clearance, advised to use a private not public internet connection and have 2-authentication password protected access that is monitored.

Data is encrypted

Frequent IT risk assessments

Regular staff training

Secure messaging

Remote data erasure feature that allows data to be deleted remotely if devices are lost or stolen

EPIC is one of the most popular and widely used EMR across healthcare systems and the use of MyChart or MyCare associated as a patient platform which is HIPPA compliant by using Encryption, and provides transport layer security and secure socket layers as additional safeguards.

Employees are regularly trained and updated on HIPPA compliance. Secure measures are taken to log out or secure screens when away from devices like computers and mobile carts. Policies are in place restricting access to an employee’s own EMR. Log in to another unit or patients chart out of curiosity is subject to immediate termination. Sharing of PHI or photography taken on site is prohibited. Staff are encouraged and incentivized to report noncompliance or breaches. Noncompliance is not taken lightly and in 99% of cases leads to immediate termination of breaching employee.

Patients are given access to a user name and secure password. Encouraged not to leave their applications signed in on their mobile device. Encouraged to have 2 factor authentication and a password protected phone. Explained the risk of a data breach with information on their mobile device. Advised to turn off message previews if they do not want their health information to be viewable to onlookers. Encouragement of privacy screens on mobile devices as well as computer monitors. Patients advised to only use facility approved mobile apps that can guarantee secure PHI.

In a fast paced technology driven world, the use of mobile devices is only going to expand in the future of healthcare. The bottom line is medical device manufactures and health care delivery organizations are ultimately responsible for putting appropriate mitigations in place to address patient safety risks and ensure proper device performance. As the future of healthcare grows it is more important than ever to educate both staff and patients about mobile device policies and safety regarding the use of mobile devices and PHI.

References

https://www.ncbi.nlm.nih.gov/

https://www.fda.gov/medical-devices/digital-health-centeurity
https://librivox.org/king-lear-by-william-shakespeare/
Assessment Information/Brief 2020/21

To be used for all types of assessment and provided to students at the start of the module.

Information provided should be compatible with the detail contained in the approved module specification although may contain more information for clarity.

Module title

Land Law

CRN

50398

Level

5

Assessment title

Written Assignment – Essay and Problem Questions

Weighting within module

This assessment is worth 100% of the overall module mark.

4pm on 14th May 2021

Charlotte Seager

C.E.Seager@salford.ac.uk

0161 295 6932

Office – Maxwell Building, 3rd Floor Room 324

How to submit

You should submit your assessment via Turnitin under the ‘Assessment’ Folder on Blackboard

There are two sections to this assignment.

Section A is made up of three essay style questions.

Section B is made up of three problem style questions.

You are required to answer three questions in total. You must answer one question from Section A and one question from Section B. You must also choose a third question from either Section A or B.

Your answer must be fully research informed and referenced as per OSCOLA, help and guidance is available via the following link: https://www.salford.ac.uk/skills-for-learning/home/using-and-referencing-information/referencing

Section A – Essay Style Questions:

Despite the reduction in overriding interests in the Land Registration Act 2002, the presence of overriding interests in the Act is still a serious and unjustified distortion of the mirror principle.

Critically discuss this statement with reference to case law and academic commentary.

The law on easements is in need of reform.

Critically discuss this statement with reference to case law and academic commentary

The Land Registration Act 2002 made significant changes to law relating to adverse possession. The changes implemented mean that adverse possession is now a concept without significance.

Critically discuss this statement with reference to case law and academic commentary.

Section B – Problem Style Questions:

The following events have happened to Omar. Advise Omar as to who has the best claim to the property found in each of these cases:

Omar purchased a house from Edward. Edward had never lived in the house prior to Omar purchasing it. On the day of moving into the house, Omar found an expensive antique watch on the windowsill in the kitchen.

Omar was invited to dinner at the home of Yousef. Omar found a £50 note just outside the front gate of Yousef’s house, a £20 note on his doorstep and a £10 note in the dining room. None of these notes were originally the property of Yousef.

Omar took his metal detector into the local country park which was owned by Salford City Council. In the wooded area he found 9 old coins lying on the surface of the ground. His metal detector led him to start digging and he also found an old bracelet and necklace set buried in the ground.

The house Omar purchased has acres and acres of land. So much so that wild deer can often be seen roaming across it. There is also a river stream which runs through this land with fish swimming in it. Omar wishes to assert his ownership over the deer and the fish.

In January last year, Annie (A), Blane (B), Chioma (C), Dexter (D) and Elaine (E), who are all lecturers at Unlucky University, decide to pool their financial resources together to jointly purchase a house nearer to campus to reduce the time it takes for them to commute to work. A contributes 50% of the purchase price. B contributes 20% of the purchase price. C, D and E all contribute 10% each to the purchase price. The conveyance purported to convey the land to A, B, C, D and E as Joint Tenants in both Law and in Equity. Over the year the following, awfully morbid, events occurred:

In February, having just moved in, A decided she had made a mistake. She wrote a letter to the other tenants detailing that she ‘had to think things over’ as she was worried she had moved in too hastily. She also said she was moving back into her parents’ house for a bit while she thought about her decision. All of the remaining tenants read the letter and were aware of A’s decision to move out. While A was moving her boxes into her parents’ house she tragically fell down the stairs, breaking her neck in the process and died. A’s daughter Francesca (F) is named as the sole beneficiary of A’s estate in A’s will.

In May, B who had fallen behind on his credit card repayments, has a County Court Judgment awarded against him ordering him to repay his debt in the sum of £100,000. The debt is secured against his interest in the property by way of a Charging Order.

In July, C who is short on cash, offers E the opportunity to purchase his ‘share’ in the property for £100,000. E agrees and the necessary paperwork is completed so that E has successfully purchased C’s interest in the property.

In September, E receives a terminal diagnosis and is told to get her affairs in order. She writes a will leaving everything she owns to her son George (G). She passes away the second her pen leaves the signed will.

Explain the devolution of the LEGAL and EQUITABLE estate of the property.

You must explain both the legal and equitable position as a result of each event which occurs and confirm the final position

Charlie has recently purchased a small but quaint cottage in Norfolk called ‘Gnome Nook’. The previous owner Terry left a number of items behind in the cottage and is now claiming he has the right to retrieve them from Charlie. The items in question are detailed as follows:

100 garden gnome ornaments in a range of different sizes. Collectively, all of the garden gnome ornaments together create a very enchanting ‘woodland’ theme to the cottage, which is what Charlie fell in love with about the cottage, and is the reason the cottage is named ‘Gnome Nook’.

Terry was an editor for a newspaper in his early days and in the basement of the cottage there is a free-standing printing press machine. It is not bolted to floor, but it is still connected to the power source and is extremely heavy.

In the living room, there are two custom sized tapestries which hang by nails in recesses which have been cut into the wall. It is clear that the recesses in the wall have been carved out to match the custom sizing of the tapestries which hang in them.

In one of the bedrooms, attached to the walls are several vintage posters of 80’s boy bands, a replica of the world heavy weight championship wrestling belt, a Grimsby Town football shirt, and a map of the world.

Advise Charlie as to who has the best claim to the items in question.

Note:

If you are struggling, please ensure you come and speak with Charlie Seager or your seminar tutor as soon as possible. We will not read or comment on coursework drafts BUT if you need any clarification of the materials or if you have any general questions, please ensure you contact us.

Assessed Learning Outcomes

On successful completion of this assessment, you will be able to:

Knowledge and Understanding:

Demonstrate a theoretical and practical understanding of the difference between real and personal property, and the legal consequences thereof;

Discuss and rationalise the complexities of the various rights which can potentially exist in land;

Describe and evaluate the relationship between legal estates, legal interests, equitable interests and the effects of third party rights on a purchaser of land;

Exhibit awareness of the procedures for the transfer of ownership of legal estates, and interpret these in the context of its underpinning theories;

Critically evaluate the appropriateness of current legal rules and identify areas in need of reform.

Transferable Skills and Other Attributes

On successful completion of this module students will have the skills required in order to:

Develop further competence in the use of a range of legal (and sometimes non-legal) research sources, in both paper and electronic format.

Demonstrate the ability to communicate, both in writing and orally, in a professional, ethical and unambiguous fashion.

Appreciate the broader context – legal, economic and social – within which the rules of land law operate.

Solve practical problems through the application of authoritative rules of law, both substantive and procedural, with an awareness of the relationship with other areas of law.

Module Aims

To examine the main principles of Land Law in the English legal system.

To critically evaluate how the law regulates and facilitates the ownership of land and its transfer.

To explore the process whereby third party rights are created and to critically evaluate the way the law regulates the relationship between third parties and the purchasers of the land.

To review the law’s strengths and weaknesses in the light of recent, current and proposed reforms

Word count/ duration (if applicable)

The answer ought to be no more than 2500 words for the total assignment, including footnotes.

You must include a word count with your work.

NB: The bibliography is not included within the word count.

There is a 10% leeway permitted if needed, thus you may exceed the word count within said 10% without incurring a penalty. For the avoidance of doubt this amounts to no more than 2750 total words.

No arbitrary penalty shall be applied for exceeding the stated length of an assessment however, markers will cease considering content for the purpose of grading and feedback once the stated maximum length has been exceeded. Content beyond this point will not contribute to the determination of the awarded mark and will not be commented upon in feedback.

In addition please also note that any false misrepresentation of the assessment word count within the required coversheet will amount to academic misconduct, and thus subject to the University academic misconduct procedure.

Feedback arrangements

You can expect to receive feedback within 15 working days of submission.

You will receive full written feedback coupled with the overall mark of your assessment. If further feedback or clarity is requested, additional drop-in feedback sessions will be available.

Support arrangements

You can obtain support for this assessment by consulting the assessment support folder, under the assessments tab on Blackboard.

In addition, students are encouraged to use the guided study session, attend ALL allocated Lectures and seminars and email C.E.Seager@salford.ac.uk with any questions or queries.

The University offers a range of support services for students through askUS.

Students are expected to learn and demonstrate skills associated with good academic conduct (academic integrity). Good academic conduct includes the use of clear and correct referencing of source materials. Here is a link to where you can find out more about the skills which students require http://www.salford.ac.uk/skills-for-learning.

Academic Misconduct is an action which may give you an unfair advantage in your academic work. This includes plagiarism, asking someone else to write your assessment for you or taking notes into an exam. The University takes all forms of academic misconduct seriously. You can find out how to avoid academic misconduct here https://www.salford.ac.uk/skills-for-learning.

Assessment Information

If you have any questions about assessment rules, you can find out more here.

Personal Mitigating Circumstances

If personal mitigating circumstances may have affected your ability to complete this assessment, you can find more information about personal mitigating circumstances procedure here.

Assessment Criteria

The attached guidance is in addition to the general assessment criteria guidelines for degree classifications contained in your level handbook. Your attention is also drawn to the School policy on plagiarism and referencing and you should make reference to the University study guide web site www.edu.salford.ac.uk/studyskills.

40-49

This will be mainly basic, descriptive, and representative with a very limited independent analysis. The discussions in conjunction with relevant case law are descriptive and involve limited levels of evaluation. Limited use and analysis of other relevant case law. The drawing of a conclusion is limited and generally lacks a coherent argument. In general, whilst the submission demonstrates an understanding of the basic concepts, it is largely descriptive with a general focus and limited use of either case law or academic commentary to reach a sound conclusion.

50-59

Discussions surrounding the question posed demonstrates a reasonable understanding of the subject. Whilst academic discussions in conjunction with relevant case law arguments demonstrate an acceptable knowledge, you have failed to develop your argument in a structured manner. Reference to primary and secondary sources are descriptive and illustrative yet raise some interesting points. The drawing of a conclusion is limited, as is the description within essay, and generally lacks a coherent argument. In general, the submission demonstrates a reasonable understanding of the key points but the analytical and evaluative aspects of the submission lack focus.

60-69

Essays in this mark range will show a good understanding of the question posed. An academic discussion in conjunction which demonstrates a good knowledge of the key points and there is a constructive use of primary and secondary sources. The conclusion includes some good points and reaches a balanced conclusion. In general, the submission demonstrates a good understanding of the subject with relevant primary and secondary sources

70 +

A discussion relating to the current position of the law in this area demonstrates an excellent understanding of the main concepts.

Academic discussions in conjunction with the use of relevant case law demonstrates an excellent knowledge of the key points and includes a constructive use of primary and secondary sources. The conclusion includes some excellent points and includes some excellent commentary which discusses the main issues. In general, the submission demonstrates a detailed and excellent understanding of the subject.

In Year Retrieval Scheme

Your assessment is not eligible for in year retrieval. If you are eligible for this scheme, you will be contacted shortly after the feedback deadline.

Reassessment

If you fail your assessment, and are eligible for reassessment, you will need to resubmit on or before xxxxx. For students with accepted personal mitigating circumstances, this will be your replacement assessment attempt. Students should be aware that there is no late submission period at reassessment (this includes those students who have an accepted PMC request from a previous attempt).

University of Salford

Extremely poor

Very poor

Poor

Unsatisfactory

Fair

Good

Very Good

Excellent

Outstanding

1-9

10-19

20-29

30-39

40-49

50-59

60-69

70-79

80-89

90-100

Knowledge

No relevant knowledge demonstrated.

Little relevant knowledge demonstrated.

Poor knowledge demonstrated.

Limited knowledge demonstrated.

Basic Knowledge demonstrated with some inaccuracies.

Fair demonstration of depth and breadth of knowledge.

Good demonstration of depth and breadth of knowledge.

Consistently accurate level of knowledge in depth and breadth.

Comprehensive level of knowledge in depth and breadth.

Outstanding level of knowledge.

Extremely poor

Very poor

Poor

Unsatisfactory

Fair

Good

Very Good

Excellent

Outstanding

1-9

10-19

20-29

30-39

40-49

50-59

60-69

70-79

80-89

90-100

Cognitive processes (analysis, argument, reflection, clinical reasoning/application)

Cognitive Processes

No analysis demonstrated.

No argument presented.

No evidence of clinical reasoning.

No evidence of reflective process

Fails to integrate theory and practice.

Descriptive. No meaningful analysis.

Arguments presented are inappropriate and poorly linked.

Minimal evidence of clinical reasoning and reflection.

Fails to integrate theory and practice.

Mainly descriptive very little analysis.

Very confused and/ or weak discussion.

Poor interpretation of material.

Identifies issues for reflection but descriptive in nature.

Poor evidence of clinical reasoning.

Very limited integration of theory and practice

Limited analysis.

Limited and sometimes confusing discussion and interpretation of material.

Follows reflective process but lacks insight.

Limited evidence of clinical reasoning.

Limited integration of theory and practice with inappropriate links

Some attempt at analysis.

Adequate evidence of reflective process although not well applied.

Limited/some integration of theory and practice with some inaccuracies.

Fair level of analysis.

Fair academic argument and interpretation of the material used.

Fair evidence of reflection with some demonstration of developmental planning.

Fair evidence of clinical reasoning.

Integration of theory and practice, few inaccuracies.

Good analysis and some evidence of evaluation.

Good academic argument and interpretation of the material used.

Some evidence of innovation and creativity within the reflective process.

Demonstrates good clinical reasoning skills.

Good integration of theory and practice, very few inaccuracies.

Very good analysis and evaluation.

Very good academic argument and interpretation of material used.

Clear evidence of innovation and creativity within the reflective process.

Very good clinical reasoning skill supported by logical argument.

Very clear integration of theory and practice.

Excellent analysis and evaluation.

Excellent academic argument and interpretation of the material used.

Excellent innovation and creativity within the reflective process.

Excellent clinical reasoning skills supported by coherent argument.

Cohesive integration of theory and practice.

Outstanding in-depth analysis and evaluation.

Outstanding academic argument and interpretation of the material used.

Outstanding innovation and creativity within the reflective process.

Outstanding clinical reasoning skills and ability to reach informed decisions.

Exceptional ability to integrate theory and practice.

Extremely poor

Very poor

Poor

Unsatisfactory

Fair

Good

Very Good

Excellent

Outstanding

1-9

10-19

20-29

30-39

40-49

50-59

60-69

70-79

80-89

90-100

Professionalism

Unable to work within the professional and statutory codes of practice

Lack of insight into scope of practice demonstrated

Very limited ability to work within the professional and statutory codes of practice

Very poor awareness of and operation within scope of practice

Limited ability to work within the confines of professional and statutory codes of practice

Some awareness of and operation within scope of practice.

Inconsistent demonstration of ability to work within professional and statutory codes of practice

Some awareness and operation within scope of practice

Demonstrates ability to work within professional and statutory codes of practice within given situations and with minimum guidance

Awareness of and operation within scope of practice.

Fair demonstration of ability to work within professional and statutory codes of practice within given situations

Satisfactory awareness of and operation within scope of practice

Good demonstration of ability to work within professional and statutory codes of practice across a range of given situations

Good awareness of and operation within scope of practice

Very good demonstration of ability to work within professional and statutory codes of practice within more complex given situations

Very good awareness of operation within scope of practice

Excellent demonstration of ability to work within professional and statutory codes of practice within given complex situations

Excellent awareness of operation within scope of practice

Outstanding demonstration of ability to work within professional and statutory codes of practice within given complex situations.

Outstanding awareness of operation within scope of practice

Extremely poor

Very poor

Poor

Unsatisfactory

Fair

Good

Very Good

Excellent

Outstanding

1-9

10-19

20-29

30-39

40-49

50-59

60-69

70-79

80-89

90-100

Communication

Little discenable structure, extremely poor progression and clarity. Extremely poor use of language/ grammar

Very poor structure, very poor progression and clarity. Very poor use of language/

grammar

Disorganised in relation to structure, progression. Lacks clarity. Poor use of language/ grammar

Limited in relation to structure, logical progression and clarity. Inconsistencies in use of language/ grammar

Adequate academic style. Adequate in relation to structure, logical progression and clarity. Some inconsistencies in use of language/ grammar

Acceptable academic style. Fair in relation to structure, logical progression and clarity. Few inconsistencies in use of language/ grammar

Good academic style. Well presented in relation to structure, logical progression and clarity. Very few inconsistencies in use of language/ grammar

Very good academic style. Very well presented in relation to structure, logical progression and clarity. No inconsistencies in use of language/ grammar

Demonstrates a scholarly style in relation to structure, logical progression and clarity. No inconsistencies in use of language/ grammar

Outstanding scholarly style in relation to structure, logical progression and clarity. No inconsistencies in use of language / grammar

Extremely poor

Very poor

Poor

Unsatisfactory

Fair

Good

Very Good

Excellent

Outstanding

1-9

10-19

20-29

30-39

40-49

50-59

60-69

70-79

80-89

90-100

Motor skills

Unsafe. Unable to perform skills.

Unsafe.

Very poor application of skill, major limitation in skill performance.

Ineffective

Unsafe.

Poor application of skill, some limitations in skill performance.

Ineffective

Unsafe.

Unsatisfactory application of skills.

Inconsistent in skill performance.

Safe adequate application of skill, effective performance of skill with some limitations.

Safe, fair application of skills.

Effective performance, demonstrating dexterity and sensitivity.

Safe, good application of skills.

Effective performance with an ability to plan, anticipate and prioritise action.

Demonstrates

dexterity and sensitivity

Safe, very good application of skills.

Effective and proficient performance

Demonstrates

dexterity and sensitivity

Safe, excellent application of skills.

Effective and proficient performance with flexibility and creativity.

Demonstrates

dexterity and sensitivity

Safe, outstanding application of skills, perceives the situation as a whole.

Demonstrates

dexterity and sensitivity

Extremely poor

Very poor

Poor

Unsatisfactory

Fair

Good

Very Good

Excellent

Outstanding

1-9

10-19

20-29

30-39

40-49

50-59

60-69

70-79

80-89

90-100

Referencing and using evidence

No References

Inappropriate sources.

Very poor use of references to support work.

Numerous inconsistencies/ inaccuracies in referencing in text and/or list

Poor range of sources and/ or outdated.

Poor use of references to support work.

Several inconsistencies/inaccuracies in referencing in text and/or list

Narrow range of sources and /or outdated.

Limited use of references to support work.

Inconsistencies/ inaccuracies in referencing in text and /or list

Acceptable range of sources.

Adequate use of references to support work.

Few inconsistencies or inaccuracies in text and /or list

Fair range of sources.

Appropriate use of references to support work.

Few inconsistencies or inaccuracies in text and/ or list

Good range of sources.

Good use of references to support work.

Very few inconsistencies or inaccuracies. In text and/or list

Wide range of sources.

Effective use of references to support work.

No inconsistencies or inaccuracies in text and/or list

Excellent range of sources.

Detailed, effective use of references to support work.

No inconsistencies or inaccuracies in text and list

Outstanding range of sources.

Detailed effective use of references to creatively support work.

No inconsistencies or inaccuracies in text and list

Extremely poor

Very poor

Poor

Unsatisfactory

Fair

Good

Very Good

Excellent

Outstanding

1-9

10-19

20-29

30-39

40-49

50-59

60-69

70-79

80-89

90-100

Reporting of results

No presentation of results

No data analysis.

Very poor presentation of results

Presentation & data analysis extremely limited. Major omissions and/or totally incorrect presentation and statistical analysis.

Poor presentation of results.

Some attempt to present results and/or data analysis but simplistic, wrong, and with major elements missing. Little relevant statistical analysis.

Limited presentation of results.

Insufficient and/or inappropriate presentation of numeric data, and some incorrect statistical analyses, with no associated information. Many omissions, errors or lack of clarity.

Some inappropriate presentation of numeric data AND choice of statistical analyses with some associated information missing. Some omissions, errors, or lack of clarity exist.

Reasonable presentation of results.

Some inappropriate presentation of numeric data OR choice of statistical analyses with a few areas of associated information missing. A few errors or lack of clarity.

Good presentation or results.

Presentation of numeric data and choice of statistical analyses mostly correct with minor omissions, errors or lack of clarity.

Very good presentation of results.

Presentation of numeric data and choice of statistical analyses correct with minor omissions or lack of clarity.

Excellent presentation of results.

Clearly presented numeric data, with appropriate analyses conducted and with excellent interpretations of the results made.

Exceptional presentation of results.

Outstanding and original depiction of analyses and interpretations, including statement of associated information (test used, level of significance, and result, analyses clearly defined)

Assessment Information/Brief

5
Lesson Plan Template and Rubric

Note: The italicized questions are there to guide your planning.

Delete all of the writing in italics as you complete each section.

Note: All words and phrases in RED can be found in the Glossary.

Number of Students: Date: Instructional Location:

Lesson Goals

Lesson Title:

Central Focus of Lesson:

What is the important understanding and core concept(s) that you want students to develop within the lesson? The central focus should go beyond a list of facts and skills, align with content standards and learning objectives, and address the subject-specific components in the learning segment.

What State Learning Standards will be addressed during the lesson? (include the standard’s number, text, and link)

Lesson Objectives and Language Demands

Content/Skill Objectives:

What will the students know and be able to do by the end of the lesson? (use observable language with measurable verbs)

Language Demands:

What language (syntax and discourse) skills will students be expected to utilize when demonstrating their understanding and skills related to the lesson objectives?

Key Vocabulary:

Resources and Materials

Resources:

What books, handouts, digital resources, guest experts, library, field trip locations, etc. will you use?

Materials:

What materials will be needed (worksheets, games, projector, Smartboard, paper, pencils, art supplies, cards, post-its, etc.)

Sources:

If ideas in this lesson were based on work from others, acknowledge your sources here.

NOTE: Attach and/or embed any relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson.

Prior Academic Learning and Prerequisite Skills

Prior Academic Learning and Prerequisite Skills:

What prior knowledge and skills do students need to build upon in order to be successful in this lesson?

Misconceptions:

What are common misconceptions regarding the concepts addressed in this lesson?

Lesson Plan Details

Write a detailed outline of your lesson, including instructional strategies, learning tasks, key questions, key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand it well enough to use it. Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline.

Beginning the Lesson/Introduction: Minutes [ ]

How will you pique interest and/or curiosity regarding today’s topic?

How will you activate and build on prior knowledge and experiences related to the topic?

How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?

What Teacher Will Do:

What Students Will Do:

Introducing New Content/Skills: Minutes [ ]

How will you introduce and explain the new information or skills so that students will understand both the how and the why?

What Teacher Will Do:

What Students Will Do:

Guided Practice: Minutes [ ]

How will students be supported as they practice the new skill or interact with the new content?

What Teacher Will Do:

What Students Will Do:

Formative Assessment: [see the Assessment Guide below for further assistance]

How will you monitor learning/check for understanding during these activities?

What Teacher Will Do:

What Students Will Do:

Closing the Lesson Minutes [ ]

How will you restate, clarify key concepts, extend ideas, check for understanding?

How will you engage students in reflection on how the content/skills learned today can be used as readers/writers/learners?

Summative Assessment: [see the Assessment Guide below for further assistance]

How will students share or demonstrate the extent to which they met the lesson’s learning objectives?

What Teacher Will Do:

What Students Will Do:

Extension

How could you extend this lesson if time permits?

What specific extension activity might the students do after this lesson to continue to practice the content and skills?

What will you do to further support those who did not meet learning objectives?

What Teacher Will Do:

What Students Will Do:

Accommodations/Differentiation

Students with Special Needs or IEPs:

What will you do to differentiate instruction to meet special needs or accommodate students’ special needs or IEP requirements?

English Learners:

What will you do to support students whose first language is not English?

Lesson Rationale/Justification

Principles of Research/Theory on Learning and Teaching:

Upon what research (evidence-based practices) and/or theories of learning and teaching did you base this lesson plan?

Assessment Guide: Formative/Summative Assessment (Evidence) of Student Learning

How will you know whether students are making progress toward the lesson goals and how will you assess the extent to which they have met the goals? Use the chart below to describe and justify at least two assessment strategies you will use in your lesson. Note: Formative Assessment is done during the lesson and may be formal or informal, while Summative Assessment is done at the end and is usually formal.

Assessment Strategy #1: Describe assessment strategy here.

Alignment with Lesson Goals:

Describe how this assessment is aligned to your stated lesson goals. Which learning objective(s) is it assessing?

Evidence of Student Understanding/Skill:

Describe how this assessment strategy provides evidence of student understanding of the concepts or demonstration of skills.

Feedback to Students:

Describe how you will provide feedback to students to guide their further learning.

Assessment Strategy #2: Describe assessment strategy here.

Alignment with Lesson Goals:

Describe how this assessment is aligned to your stated lesson goals. Which learning objective(s) is it assessing?

Evidence of Student Understanding/Skill:

Describe how this assessment strategy provides evidence of student understanding of the concepts or demonstration of skills.

Feedback to Students:

Describe how you will provide feedback to students to guide their further learning.

Note: Add more assessment strategy boxes here if needed.

Glossary [excerpted from edTPA handbooks]

Assessment (formal and informal): All activities undertaken by teachers and by their students that provide information to be used as feedback to modify teaching and learning activities. Assessments provide evidence of students’ prior knowledge, thinking, or learning in order to evaluate what students understand and how they are thinking. Informal assessments may include, for example, student questions and responses during instruction and teacher observations of students as they work or perform. Formal assessments may include, for example, quizzes, homework assignments, journals, projects, and performance tasks.

Central Focus: A description of the important understandings and core concepts that you want students to develop within the learning segment. The central focus should go beyond a list of facts and skills, align with content standards and learning objectives, and address the subject-specific components in the lesson.

Discourse: Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text structures) that provide useful ways for the content to be communicated. In the language arts and literacy, there are structures for composing, interpreting, and comprehending expository, narrative, poetic, journalistic, and graphic print materials as well as video and live presentations.

Language Demands: Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding.

Misconceptions: For literacy, includes confusion about a strategy or skill (e.g., misunderstanding about text purpose and structure, application of a skill, or multiple meaning words). For mathematics, a misconception stems from an erroneous framework about mathematical relationships or concepts, sometimes based on informal generalizations from experience. For example, a student may believe that multiplying two numbers always results in a larger number than either of the numbers being multiplied. This misconception is likely to cause difficulty when learning to multiply fractions.

Planned supports: Instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus.

Prior Academic Learning and Prerequisite Skills: Includes students’ content knowledge and skills as well as academic experiences developed prior to the learning segment.

Syntax: The set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables).
2

2

Department of English

Instructions:

No Internet resources allowed. All answers in your exam will be checked for plagiarism

Open textbook, notes from class, and class resources

No direct quotations allowed. Quoting directly will result in penalties for each quotation

Paraphrased examples only (no in-text citations).

No Works Cited page should be submitted

No Editing List should be submitted

Read the instructions for each part carefully and note the marks allotted for each.

Each answer will be marked for composition as well as content. Answer the questions in any order you wish but clearly identify them.

Create 1 MS Word document for the entire exam. Double space your answers. You are encouraged to use the grammar / spell check in Word and/or Grammarly before submitting the exam.

Students should answer questions from Parts A and B

Part A: An Essay (worth 70 marks)

Write a well-organized and fully developed essay on the topic below, providing specific examples to support your assertions.

Family relationships are often characterized by conflict. In one (1) poem from the course readings, AND one (1) of the Canadian short stories, AND Jackson’s The Haunting of Hill House, discuss some of the conflicts and their resolutions, if there are any.

Part B: An Essay (worth 30 marks)

Write a well-organized and fully developed essay on one (1) of the following topics, providing specific examples from Shakespeare’s King Lear to support your assertions.

Discuss some of the most significant parallels in action, character, and theme between the main plot and subplot.

OR

Analyze the nature of the husband/wife relationships in the play.

Bonus Question: 2 marks

Which literary work did you enjoy the least? Identify in one complete sentence and identify the title correctly.

Median Housing Price Prediction Model for D. M. Pan National Real Estate Company 1

Median Housing Price Model for D. M. Pan National Real Estate Company 3

[Note: To complete this template, replace the bracketed text with your own content. Remove this note before you submit your outline.]

Report: Housing Price Prediction Model for D. M. Pan National Real Estate Company

Southern New Hampshire University

Introduction

[Describe the report: Include in this section a brief overview, including the purpose of the report and your approach.]

Data Collection

[Sampling the data: Outline how you obtained your sample data, including the response and predictor variables.]

[Scatterplot: Insert a correctly labeled scatterplot of your chosen variables.]

Data Analysis

[Histogram: Insert the histogram of the two variables. Be sure to include appropriate labels.]

[Summary statistics: Insert a table to show the summary statistics.]

[Interpret the graphs and statistics: Describe the shape, center, spread, and any unusual characteristic (outliers, gaps, etc.) and what they mean based on your sample data and the graphs you created.]

[Explain how these characteristics of the sample data compare to the same characteristics of the national population. Also, determine whether your sample is representative of the national housing market sales.]

The Regression Model

[Scatterplot: Include the scatterplot graph of the sample with a line of best fit and the regression equation.]

[Based on your graph, explain whether a regression model can be developed for the data and how.]

[Discuss associations: Explain the associations in the scatterplot, including the direction, strength, form in the context of your model.]

[Find r: Calculate the correlation coefficient and explain how it aligns with your interpretation of the data from the scatterplot.]

The Line of Best Fit

[Regression equation: Insert the regression equation.]

[Interpret regression equation: Interpret the slope and intercept in context.]

[Strength of the equation: Interpret the strength of the regression equation, R-squared.]

[Use regression equation to make predictions: Use the regression equation to make a sample prediction.]

Conclusions

[Summarize findings: Summarize your findings in clear and concise plain language. Outline any questions arising from the study that might be interesting for follow-up research.]
Regional vs. National Housing Price Comparison Report 2

Regional vs. National Housing Price Comparison Report 1

[Note: To complete this template, replace the bracketed text with your own content. Remove this note before you submit your outline.]

Report: Regional vs. National Housing Price Comparison

Southern New Hampshire University

Introduction

Purpose: [Include in this section a brief overview, the purpose of the report, and your approach. Define your random sample and two hypotheses (means) to analyze.]

Sample: [Take a random sample of observations from your region and describe what is included in your sample (i.e., states, region, years or months).]

Questions and type of test: [For your selected sample, define two hypothesis questions and the appropriate type of test hypothesis for each. For each hypothesis question, answer questions 3a-c from the Project Two Guidelines and Rubric. This includes questions about the population parameter, your hypothesis, the inference method you will use, and how you will use estimation and confidence intervals to help you solve the problem.]

1-Tail Test

Hypothesis: [Define the population parameter. Write null and alternative hypotheses. Note: For means, define a hypothesis that is greater than the population parameter. Specify your significance level.]

Data analysis: [Summarize your sample data using appropriate graphical displays and summary statistics.]

[Provide at least one histogram of your sample data.]

[In a table, provide summary statistics including sample size, mean, median, and standard deviation.]

Note: For quartiles 1 and 3, use the quartile function in Excel:

=QUARTILE([data range], [quartile number])

[Summarize your sample data, describing the center, spread, and shape in context.]

[Note: For shape, think about the distribution: skewed or symmetric.]

[Check the assumptions by determining if the normal condition has been met. Determine if there are any other conditions that you should check and whether they have been met.]

[Note: Think about the central limit theorem and sampling methods.]

Hypothesis Test Calculations:

[Determine the appropriate test statistic (t).]

[Note: This calculation is (mean – target)/standard error. In this case, the mean is your regional mean, and the target is the national mean.]

[Calculate the probability (p value).]

[Note: This calculation is done with the T.DIST.RT function in Excel: =T.DIST.RT([test statistic], [degree of freedom]). The degree of freedom is calculated by subtracting 1 from your sample size.]

Interpretation:

[Relate the p value and significance level.]

[Make the correct decision (reject or fail to reject).]

[Provide a conclusion in the context of your hypothesis.]

2-Tail Test

Hypotheses: [Define the population parameter. Write null and alternative hypotheses.]

[Note: For means, define a hypothesis that is not equal to the population parameter.]

Data Analysis:

[Summarize your sample data using appropriate graphical displays and summary statistics.]

[Provide at least one histogram of your sample data.]

[In a table, provide summary statistics including sample size, mean, and standard deviation.]

[Note: For quartiles 1 and 3, use the quartile function in Excel:

=QUARTILE([data range], [quartile number]) ]

[Summarize your sample data, describing the center, spread, and shape in comparison to the national information.]

[Note: For shape, think about the distribution: skewed or symmetric.]

[Check the assumptions by determining if the normal condition has been met. Determine if there are any other conditions that you should check and whether they have been met.]

Note: Think about the central limit theorem and sampling methods.

Hypothesis Test Calculations:

[Determine the appropriate test statistic (t).]

[Note: This calculation is (mean – target)/standard error. In this case, the mean is your regional mean, and the target is the national mean.]

[Calculate the probability (p value).]

[Note: This calculation is done with the TDIST.2T function in Excel: =T.DIST.RT([test statistic], [degree of freedom]). The degree of freedom is calculated by subtracting 1 from your sample size.]

Interpretation:

[Relate the p value and significance level.]

[Make the correct decision (reject or fail to reject).]

[Provide a conclusion in context to your hypothesis.]

Comparison of the Test Results:

[Calculate the 95% confidence interval and show or describe the method of calculation.]

[Interpret the confidence 95% confidence interval in context.]

Final Conclusions

[Summarize Your Findings: Refer back to Step 1 and summarize your findings of the sample you selected.]

[Discuss: Discuss if you were surprised by the findings including why or why not.]
HAFA

HAFA

Commander Hall, US Navy

Executive Officer, Navy Recruiting District Dallas

1 Executive Summary 4

2 Service Description 5

2.1 Vision Statement 6

2.2 Mission Statement 6

2.3 Code of Ethics 6

3 Market Description 6

3.1 Customers 8

4 Competition 9

4.1 Example of Large Airline Training Company 9

4.2 Example of Small Pilot Training Company 9

5 Halls of Air Positioning 10

6 Pricing Strategy 10

8 Location 12

9 Service Delivery 13

10 Organization Chart for HAFA 14

11 Chief Executive Officer 14

12 Position and Skillset Summary Table 15

13 Finding and Keeping the Best Employees 16

14 Halls of Air First Year Hiring Plan 16

15 Compensation Principles 17

16 Employees with Disabilities 17

17 Future Expansion Plans 18

18 Investment Opportunities 20

19 Income Statement 20

20 Appendix: Human Resources Information 24

20.1.1 Chief Executive Officer 24

20.1.2 Operations Manager 24

20.1.3 Classroom Instructor 25

20.1.4 Education Specialist 26

20.2 Compensation and Benefits 27

20.2.1 Chief Executive Officer 27

20.2.2 Operations Manager 27

20.2.3 Classroom Instructor 27

20.2.4 Education Specialist 27

20.2.6 Benefits Common to All HAFA Employees 28

20.3 Privacy Rules 28

20.4 Safety Rules 29

20.5 Avoiding Discrimination 29

20.6 Performance Review and Discipline 29

20.7 Typical HAFA Payroll Budget 30

21 References 31

Executive Summary

Commercial airlines are anticipating a severe shortage of qualified pilots over the next twenty years as its aging workforce retires. A lack of training pipelines to qualify Air Transport Pilot (ATP) rated aviators contributes to this supply problem. Halls of Air Flight Academy (HAFA) seeks to fill this void by providing high-quality pilots to the airline industry while giving our customers focused, personalized instruction at an outstanding value.

The primary customers HAFA is targeting are ex-military pilots and civilian Certified Flight Instructors. Our company will seek to minimize the difficulties for these groups to get the training they need to start an airline career.

The two courses HAFA will offer are an ATP-CTP course that will lead to students passing a written FAA exam and an ATP prep course that will lead to an FAA rating for students. HAFA will seek to bundle these services together for the vast majority of students, providing them a combined three-week course that graduates them into the airline workforce.

HAFA’s main competitors are either large, expensive, and impersonal or too small to offer high-quality instruction. We will fill the market position in-between these extremes by catering our services specifically toward key customer groups. Our pricing will be lower than our large competitors but we will have significantly better margins than smaller aviation training facilities.

Our advertising and promotion strategy will narrowly exploit the networks our customer groups already use for career information. Personal contacts with flight schools and military units will also be used to facilitate communication of HAFA’s benefits.

HAFA’s headquarters will be located at the AllianceTexas office complex located next to the Fort Worth Alliance Airport. Office space requirements will be minimal as they will be used mostly for administrative work and classroom instruction. Simulator time will initially be rented from airline training facilities, significantly reducing initial capital expenses.

Hiring a highly motivated and talented staff will be a top priority for Halls of Air as it grows its business, since human capital will be its most valuable resource. As retained earnings increase, the company will seek to purchase its own simulator and eventually build up a small fleet of aircraft for further live flight training.

Our company is projected to be profitable within its first year with high growth potential for years to come.

Service Description

Halls of Air Flight Academy (HAFA) is a pilot training corporation providing industry leading instruction for commercial and air transport aviation. Our company prioritizes services for military veterans and experienced civilian flight instructors, partnering with leading airlines to assure students graduate with the highest levels of competency.

HAFA will provide FAA compliant ground school training, including classroom instruction and simulator training, for student pilots seeking aviation jobs. The HAFA team will focus on instilling confidence in our students, even if it requires extra time or effort on the part of our staff. We will also have specialists in military educational benefits who will help handle administrative issues for our customers’ funding. HAFA will graduate a yearly average of 300 student pilots with FAA Air Transport Pilot (ATP) ratings.

There are two courses of instruction that HAFA will offer our customers. Prior to taking the ATP written exam, pilots must complete the FAA’s Airline Transport Pilot Certification Training Program (ATP-CTP) that includes 30 hours of ground school instruction and 10 hours of simulator training. For the simulator training, six hours must be completed in a Level C or higher trainer representing a multiengine, turbine aircraft with a maximum takeoff weight of at least 40,000 pounds. The second course of instruction HAFA will offer is a prep course for the ATP checkride. Students complete with the ATP-CTP course and written exam will be provided simulator instruction that replicates what they would expect to see from an FAA examiner. The level of instruction will be individually tailored to the abilities of each student pilot, giving them assurance they will pass the checkride. HAFA will arrange a checkride with an independent FAA examiner in the same type of simulator the student has been trained in.

In the initial stage of HAFA’s development simulator time will be rented from local airline training facilities. HAFA will use its own instructors for simulator training and will provide all necessary course materials. Additionally, HAFA will partner with major airlines in the local area to supply them with qualified pilots and keep our students up-to-date on industry standards.

Vision Statement

Over the next five years, Halls of Air will seek to increase the number of students trained by 100%, while building a sustainable base of capital for future expansion into other forms of professional pilot training.

Mission Statement

Halls of Air provides personal flight instruction that insures pilots training for employment in the aviation industry can begin their careers with confidence in their abilities. We seek to provide exceptional customer service and maintain an unparalleled degree of excellence in all our operations.

Code of Ethics

Our company will conduct its operations in accordance with the following guidelines:

We will show respect to all clients, regardless of their level of experience or ability

Our staff will prioritize quality of instruction over all else, ensuring we are providing the best qualified pilots to the aviation industry

Halls of Air will respect the concerns of the local community and seek the good of our neighbors

Ensure all employees are equitably compensated for their efforts, and that they are valued as full members of the Halls of Air family

Market Description

Commercial airlines will face a severe pilot shortage in the next two decades. It takes years to acquire the necessary experience to fly for the airlines leading to a relatively inelastic supply of qualified aviators, despite increased demand from the growing industry. There are less than half as many student and private pilots in 2014 than there were in 1980. Further compounding this supply issue, Congress passed laws in 2013 increasing the number of hours required for airline co-pilots from 250 to 1,500. This legislation also requires prospective airline pilots to complete a ground school taught by instructors with at least two years of airline experience and to spend at least six hours in a Level C full motion simulator that can cost \$2,000 per hour.

Major US domestic airlines typically hire American citizens as pilots due to regulatory issues with hiring foreign nationals. Additionally, FAA standards for pilot safety and competency exceed those of many other countries. Global commercial airline capacity grew more than 6% in 2015 and is forecast to expand 40% over the next 20 years. Domestic airlines are expected to increase their fleets by 7.7% over the next 20 years.

Besides airline industry growth, the aging of the current workforce will also contribute to the pilot shortage. In 2015, the average age of airline pilots was 50 years old. Because of the FAA-mandated retirement age of 65, over 20,000 airline pilots are expected to retire over the next seven years. Boeing estimates US airlines will need 95,000 new pilots in the next 20 years. European airlines are forecast to need another 95,000, and Asian carriers 226,000. The high standards for US pilots combined with the need to speak fluent American English (the universal language of aviation worldwide) will make them highly sought after by both domestic and international carriers.

Despite the lack of qualified airline pilots, flying for a major domestic air carrier remains a desirable job. An American Airlines Boeing 757 first officer with 5 years’ experience can earn \$150,000/year flying the FAA-mandated maximum of 1,000 hours per year, and also receive travel per diem along with a matching 401k program. A 757 captain with 12 years’ experience at American Airlines can earn \$249,000/year flying the same number of hours. High barriers to entry such as the potential hundreds of thousands of dollars in flight expenses, years of flying experience, and physical/psychological requirements prevent more people from aspiring to this profession.

Customers

One of the few groups that still have a relatively smooth path to employment as an airline pilot are military pilots. They can accumulate large numbers of hours at government expense while on active duty and will gain the training necessary to fill the cockpit seats for the major carriers. Almost all of them will be eligible to use their Post 9/11 GI Bill benefits to pay for the expensive ground school and simulator training required for certification. Halls of Air Flight Academy will tailor its services to veterans seeking to make the transition from military to commercial flying.

Another potential group of ATP student pilots are certified flight instructors (CFIs). Teaching aviation basics to beginner pilots as a CFI pays very little, but it allows the instructors to accumulate the necessary hours for airline service. To become eligible for an ATP rating, a CFI needs qualifications as an instrument and multiengine pilot.

Figure 1: North American Pilot Supply and Demand

Competition

There are two primary types of competition in Airline Transport Rating certification courses. Larger aviation career training companies that feed a high volume of student pilots to the airlines and smaller companies using light multiengine aircraft.

Example of Large Airline Training Company

ATP Flight School is the national leader in ATP certification, with 40 flight training facilities in 28 major cities across the nation. It has 60 simulators for smaller aircraft (below Level C) and rents out simulator time from airline training facilities. The company also has a fleet including 104 Piper PA-44 Seminoles, 59 Piper Archers, 5 Diamond DZ40-180 Diamond Stars, a Cessna CE-525 CitationJet, and 99 Cessna CE-172s. Eleven maintenance facilities are used to maintain its aircraft. ATP Flight School has many course offerings including the ATP-CTP ground school course and an ATP rating program. Its ATP-CTP course costs \$4,995 and lasts 7 days and its ATP rating course costs \$14,995, lasts 7 days, and includes a type rating in a Boeing 737 or McDonnell Douglas MD-80. Additionally, it has an Airline Career Pilot Program that hires Certified Flight Instructors to work for them in exchange for tuition offsets while building up hours for the airlines.

Example of Small Pilot Training Company

At the other end of the spectrum are smaller training companies such as Skywarrior, Inc., located at the airport in Pensacola, FL. Its primary business is providing introductory level flight training to enthusiasts and orientation flights for Naval Aviators beginning their flight training at nearby Naval Air Station Pensacola. Skywarrior has a small fleet of Cessna C-172s, C-177s, and twin engine Piper Seminoles. The company operates a small ATP rating program in its Piper Seminoles that includes 6 hours of flight instruction, 5 hours of ground instruction, and costs \$2,800. It does not offer the ATP-CTP training required as a prerequisite for ATP training.

Halls of Air Positioning

Halls of Air Flight Academy is positioned to operate in the market space between its large scale competitors and the smaller pilot training companies. HAFA will be focused on the needs of experienced aviators to complete their qualifications in preparation for an airline career. The company will have less overhead and fewer course offerings than giants such as ATP Flight School. Training will be conducted at a personal level that will be flexible enough to meet each individual’s learning objectives. Relative to small mom-and-pop flight training programs, HAFA will have a more professional curriculum and the full set of courses required to qualify for an ATP rating. Also, HAFA will utilize its location near the corporate headquarters of Southwest Airlines in Dallas (the largest low-cost carrier in the United States) and American Airlines in Fort Worth (the largest airline in the world) to place its students in highly desirable aviation careers.

Pricing Strategy

To help capture the market of GI Bill eligible veterans, HAFA will strive to set the rates for its courses in line with current compensation rates. For the academic year from August 2016 to July 2017, the maximum payments the VA will provide for vocational flight schools is \$12,554.54 per academic year. HAFA will initially price its ATP-CTP course at \$3,500 and its ATP rating prep course at \$10,000. Students who take both courses from Halls of Air can sign up for a \$12,500 package deal. This price is significantly lower than ATP Flight School’s \$4,995 for the ATP-CTP course and \$14,495 for the ATP/Type Rating prep course. HAFA’s price is more expensive than Skywarrior’s \$2,800 ATP course, but it is much more career enhancing for prospective airline pilots and allows veterans to maximize the use of their GI Bill. For Certified Flight Instructors lacking GI Bill benefits, programs such as those offered by ATP Flight School are more attractive as they are more highly regarded by the airlines. Halls of Air Flight Academy will offer the core elements professional pilots need to take the next step in their career with personalized attention at a competitive price.

Because Halls of Air’s services are aimed at very specific customers, our company will avoid spending its resources on advertising channels targeting the general public such as television, radio, etc. Instead, HAFA will seek to raise awareness of its services among pilots nearing eligibility for ATP ratings. We will distribute brochures to career counseling centers on key military bases and seek to have our company mentioned during career transition classes for Service members entering the civilian workforce. Our staff will also utilize contacts with military squadrons to distribute literature there as well.

Civilian flight schools that do not offer ATP instruction will be contacted to promote our services with their instructors. These partnerships will be mutually beneficial since it will encourage their employees to aggressively seek more flight hours to achieve the minimums required for an ATP rating. In the process, the civilian flight school will earn more revenue from the increased amount of introductory flight training sold to new amateur pilots.

Internet based advertising will be a focus of effort for Halls of Air Flight Academy. We will spend money with online search engines to direct potential customers to our simple, professionally designed website. Additionally, we will seek to purchase banner ads on professional aviation sites such as AirlinePilotCentral.com and social media advertising with LinkedIn and Facebook pages for pilots.

Figure 2: Airline Pilot Central homepage

Location

The corporate headquarters for Halls of Air Flight Academy will be in Fort Worth, TX at the AllianceTexas office complex adjacent to Fort Worth Alliance Airport. Our office will include spaces for classroom instruction and administrative offices. Eventually HAFA will stand up a small facility at the Fort Worth Alliance Airport for live flight training where aircraft will be maintained, flight briefs conducted, and a flight duty officer station will be manned. Our firm will also seek to move into a larger office space in Fort Worth, TX as our business expands. This will allow space for setting up a Level C simulator that can be used for HAFA’s classes and rented out to airlines for training as well. AllianceTexas will likely have space for this planned growth as it has more than 4 million square feet of office space and is continuing to grow. The FAA also has a large facility within this office complex.

HAFA’s office will have two classrooms set up with overhead projectors, larger restrooms for students and a private one for staff, a lounge/lunch area, a conference room, and offices for each of the instructors and management. It is approximately 3,000 sq. ft. large and rents at a cost of \$4,750 per month.

Figure 3: One of the buildings on the AllianceTexas campus

Service Delivery

Students signing up for classes either online, over the phone, or in person will work with our administrative assistants to verify their qualifications and schedule them for a start date. Additionally, our staff will help those students using GI Bill benefits to properly process their financial aid applications. A 20% deposit will be required to reserve a class date, which equates to \$700 for the ATP-CTP course, \$2,000 for the ATP prep course, and \$2,500 for the combined course.

Two classes of 10-12 students will be under instruction at any given time. Each ATP-CTP course will last one week and will precede a two week long ATP prep course. A new ATP-CTP course will start during the third week of each cycle. This will allow the administrative staff to have time to complete the out-processing for graduating classes before checking in the next class.

Simulator scheduling with airline training facilities will be performed by the administrative staff. We will seek to reserve spots as far in advance as possible for our classes. Classroom instructors will also facilitate simulator training for students. Each student will be placed in a two-man crew that they will work with throughout their time in the program. Instructors will seek to quickly determine the individual strengths and weaknesses of each crew member so they can be coached to success.

HAFA’s administrative staff will facilitate scheduling of FAA examiners and simulator time to complete check flights for students. Every student will be responsible for paying the independent examiner’s fee personally, since our company is required to remain free of this process.

The instructional curriculum for HAFA will be continuously updated and improved based on student feedback and industry trends. An education specialist will be responsible for keeping presentations, computer-based instruction, and handouts current.

Our Chief Executive Officer and Operations Manager will work with local major airlines such as American and Southwest to provide them with quality new hires. Airline human resources representatives will be invited to present career information during classes and scout out talent for their organizations.

Expending effort to produce quality pilots will be a focus of our company. The graduates of our course will be ambassadors for HAFA within the commercial aviation industry, and should far exceed the expectations of their corporate management and peers.

Organization Chart for HAFA

Chief Executive Officer

Founding member and CEO Hall, Commander, US Navy is a student in Regent University’s MBA online degree program with a focus in Entrepreneurship. He is a graduate of the US Naval Academy with a Bachelor of Science in Oceanography and has a Master of Arts in National Security and Strategic Studies from the US Naval War College. For most of his career he flew F/A-18 Hornets as a carrier-based Naval Aviator and is a rated Air Transport Pilot. He served two combat tours with VFA-151, supporting Operations Iraqi Freedom and Enduring Freedom. During these tours he earned an individual Air Medal with bronze “V” (combat distinguishing device), 3 strike-flight Air Medals, a Navy and Marine Corps Commendation Medal with bronze “V” (combat distinguishing device), and other various personal, unit, and service awards.

He served as the Navy’s Operational Test Director for the AIM-120 AMRAAM missile and test pilot at VX-9 in China Lake, CA. At the Joint Deployable Analysis Team at Eglin Air Force Base, FL, he set up a major test of the Mode V Identification Friend or Foe system with all US services and multiple international military partners and was the Operations Branch Chief. Following this tour he was the Training Officer for the aircraft carrier USS Abraham Lincoln (CVN-72), responsible for the military readiness of approximately 3,000 Sailors.

Commander Hall currently serves as the Executive Officer of Navy Recruiting District (NRD) Dallas. This organization employs approximately 250 personnel throughout Oklahoma and North Texas to bring in the next generation of Navy Sailors. NRD Dallas operates 42 stations throughout an area encompassing over 125,000 square miles in pursuit of its objectives.

He is also a member of the Defense Acquisition Corps, a workforce which procures new materiel solutions for the Department of Defense. Within the Corps he holds Level 2 certifications in Test & Evaluation and Engineering.

Position and Skillset Summary Table

Type of Employee

Functions

Knowledge

Skills

Abilities

Experience

Chief Executive Officer

Make major strategic decisions

Aviation, training, and financial

Executive-level

Operations Manager

Student and Instructor management

Aviation, training, and accounting

Workflow planning

Resolve conflicts and find efficiencies

Higher-level managerial

Classroom Instructor

Teach ground school classes and simulator instruction

Aviation and Training

Air Transport Pilot (ATP) qualified

Student engagement

Minimum two years’ with major airline

Education Specialist

Develop curriculum and assist students with financial aid

FAA Regulations and GI Bill benefits

Computer-based lesson creation

Creative thinker

Education or Aviation

Assist with employee scheduling, payroll, and customer interaction

Recordkeeping

English-fluency, basic MS Office proficiency

Writing and personal interaction

Finding and Keeping the Best Employees

Halls of Air will seek out employees who are adaptable team players with a commitment to the success of our company. HAFA will utilize contacts within the military veteran community and aviation industry to solicit referrals for candidates. The most important first hires will be the Operations Manager and Education Specialist positions who will assist in the hiring of the rest of HAFA headquarters employees.

As new employees are brought onboard, they will undergo training for a month in their new position by co-workers and supervisors. The Classroom Instructors will go through a formal training syllabus to prepare them for their duties.

HAFA will strive to provide a positive work environment for all employees, giving them the maximum amount of flexibility to maintain their work-life balance. Employees who take on additional duties due to other employees taking leave will be compensated for their extra effort. Those taking long-term leave to have a child or to deal with health problems will receive their full salary and only miss out on bonus payments for work performed.

All employees will be on salary, and will only be required to be at work as long as needed to get the job done. Those employees who can perform their job from home or other remote locations will be allowed to telecommute, although they will still have an office space set aside for them. Tasks such as website design and janitorial services will be contracted out to allow HAFA employees to focus on our core mission.

Treating all employees with respect and as responsible adults will help promote the team atmosphere desired at HAFA. As the company serves our employees, we hope they will provide the highest quality service to our customers. As our company expands, employees showing exceptional ability will be considered first for promotion over external hires.

Halls of Air First Year Hiring Plan

Compensation Principles

Pay for HAFA employees will exceed the industry average for a given position, as the company will seek to build and retain a team of high performers. Our instructors will receive pay that is comparable to what they would receive flying for a major airline. The other headquarters positions will receive generous compensation that rewards their individual efforts with increased pay. HAFA will seek to share the success of the company with its employees according to two guiding biblical principles:

Superior performance should be rewarded with increased wages. Workers who serve with distinction should not be taken for granted, but rewarded for their efforts.

“Who then is that faithful and wise steward, whom his master will make ruler over his household, to give them their portion of food in due season? Blessed is that servant whom his master will find so doing when he comes. Truly, I say to you that he will make him ruler over all that he has.” (Luke 12:42-44, NKJV)

Wages should be determined mercifully, with the wellbeing of workers in mind. The parable of the vineyard (Matt. 20:1-16) illustrates this principle. Although some workers put in a full day’s work, even those who labored only one hour received a denarius. This amount of money represented a full days’ pay for a Roman soldier, and would likely be more than a typical farmworker would receive. The master of the vineyard cared enough for the workers to give them pay fitting for a full day’s living, even those who provided less value to him. He demonstrates grace (unmerited favor) to all in paying them above the prevailing rate for their labor and supplying their needs liberally.

Employees with Disabilities

All positions at the Fort Worth headquarters will be open to candidates with disabilities. The office space at AllianceTexas meets all government accessibility standards. Restrooms, drinking fountains, and entrances/exits will be wheelchair accessible. Applicants with mental impairments will not be ruled out from employment if their disability does not prevent them from performing tasks associated with the position. Other reasonable accommodations will be made for disabled employees as necessary, including those with visual or hearing impairments.

Qualified disabled veterans will be given special consideration for employment, especially those who have suffered traumatic injuries in combat. Given HAFA’s target market of ex-military pilots, having employees who paid a sacrifice for their country is a potential strategic asset for our firm.

Future Expansion Plans

As Halls of Air Flight Academy continues to grow its value for shareholders, it will plan on financing expansion through its retained earnings. The two primary components of this expansion plan are buying a Level C simulator and starting live flight training.

Purchasing a Level C simulator rather than renting time from airline training facilities would give HAFA greater control over its means of production. The simulator could be rented out to airlines or individual pilots as well for their recurring training requirements. Buying a simulator would require a move into a larger space within the AllianceTexas office complex. A venue with a combination of industrial warehouse space for the simulator and office space for instruction would be ideal. Additionally, buying a simulator would necessitate hiring of a maintenance technician. These additional expenses would be more than offset by the reduced simulator rental expenses and additional income from airline customers.

Leasing hangar space at Fort Worth Alliance Airport and purchasing aircraft is a larger scale endeavor that will only be engaged in after the simulator purchase phase is complete. Expanding into live flight training would allow HAFA to help student pilots build the hours needed to be eligible for ATP ratings, allowing our company to vertically integrate backwards into our supply chain. This effort would require the building of aircraft fleet operations including maintenance facilities. It would also require additional effort in operational risk management and FAA compliance. Fort Worth Alliance Airport is an ideal airport for conducting flight training as it is built for industrial aviation and has reduced traffic in comparison with other major airports in the area such as Dallas-Fort Worth International and Love Field. Live flight training will allow HAFA to more fully grow the next generation of airline pilots from beginning to end, while maximizing shareholder value.

Figure 4: Fort Worth Alliance Airport

Investment Opportunities

Halls of Air Flight Academy is seeking equity partners to launch this high potential venture. The desired amount for initial operations is \$500,000 in capital. This amount will cover the setup of office spaces, initial hires, and curriculum development. Angel investors with entrepreneurial experience would be ideal members of the HAFA team.

Following the initial launch round of investment, HAFA will seek additional equity capital when it purchases a simulator and when it enters live flight operations. Investors can expect to harvest a return on their investment by selling their private equity at these turning points or if HAFA is acquired by a larger company.

Income Statement

Halls of Air Flight Academy is projected to be profitable in its first year of operation. Once its first phase is fully operational, the company should average a monthly profit of over \$100,000 and a yearly after-tax profit of approximately \$1 million. Because the company is incorporated in the state of Texas it will pay no state income tax, further increasing shareholder profitability.

Employee salaries and simulator rental are the two largest categories of operating expenses for HAFA. Our company does not intend to cut salary expenses but will try to mitigate simulator rental costs by buying our own simulator in several years. The income statements that follow do not reflect the purchase of a simulator. Simulator rental expenses assume a cost of \$275 per hour with two students under instruction at a time.

The cash conversion cycle for Halls of Air’s services will be short, as students will be expected to pay the full amount for a course before starting instruction. Initial deposits put down by students for course reservations will be used to rent simulator time in advance of each course.

As a service company rather than a manufacturer of goods, HAFA has no need to maintain a physical inventory. Its instructional material will be primarily electronic and easily updatable with little need for excessive printed materials. The office equipment required to establish operations will include a network of personal computers, software for course instruction and accounting, copiers/printers, telephones, overhead projectors, and office furniture.

Figure 5: HAFA’s First Year Income Statement

Figure 6: HAFA’s Second Year Income Statement

Figure 7: HAFA’s Typical Operating Expenses

Appendix: Human Resources Information

Chief Executive Officer

General Description

Oversees the strategic direction of the company including major decisions regarding personnel, facilities, and finances. Must be able to build partnerships with other business and community leaders that will bring long-term benefit to HAFA.

Job Activities

Work with employees to develop short-term (1 year) and long-term (5 year) strategic plans

Plan the workforce size, compensation, benefits, and make hiring decisions

Make purchasing decisions for major assets such as simulators, aircraft, heavy maintenance equipment, and facility leases

Sign off on daily class schedules and flight schedules

Stands in for Operations Manager when he/she is on leave

General Qualification Requirements

Minimum of ten years managerial experience with at least three years in an executive position

Experience with military aviation, civilian aviation, and an understanding of training courses is required

Four-year college business degree required, M.B.A. preferred

Supervises an expanding company with an initial size of 12-15 people

Operations Manager

General Description

Manages the production of daily class and flight schedules. Responsible for student enrollment, customer service, and operational decision making for HAFA.

Job Activities

Manage Administrative Assistants in scheduling daily class and flight schedules

Oversee the enrollment process for incoming students

Handle student concerns and analyze their feedback

Verify accuracy of payroll and expense log and make operational purchasing decisions related to HAFA HQ

General Qualification Requirements

Minimum of seven years management in intensive operational environment

Experience in military aviation or civilian aviation operations, preferably related to pilot training

Experience managing budgets and forecasting expenditures

Supervises a deputy Operations Manager and two Administrative Assistants

Classroom Instructor

General Description

Teaches classes on FAA regulations, aerodynamics, weather, aircraft systems, navigation, and piloting skills. Performs simulator training for student pilots.

Job Activities

Provide classroom instruction for groups of 10-12 students over the course of a three-week course

Create simulator scenarios to test and improve student pilot proficiency

Operate full-motion simulator console

Debrief simulator rides with students

Grade and evaluate student performance, and provide remedial training as required

General Qualification Requirements

Minimum 1,500 flying hours of pilot-in-command time

Minimum two years airline flying experience

Four-year college degree, preferably in a technical field

Aviation instructor experience desired

Education Specialist

General Description

Develop and improve the educational curriculum for HAFA’s ground school. Process student financial aid requests with the Veteran’s Administration and other organizations.

Job Activities

Design curriculum for HAFA’s ground school, including PowerPoint presentations and computer based lessons

Ensure instruction leads to desired education outcomes

Process financial aid requests and work out administrative funding challenges

Recommend improvements for curriculum based on industry standards, regulatory compliance, and student feedback

General Qualification Requirements

Minimum five years’ experience in education, preferably at the post-secondary level

Four-year college degree, with emphasis on education or aviation training

Ability to produce professional quality instructional materials

General Description

Provides support to the Operations Department for scheduling and accounting. Handles day-to-day recordkeeping and initial student inquiries with HAFA.

Job Activities

Produce the daily class and flight schedule in accordance with the Operations Manager’s guidance

Respond to incoming phone and internet inquiries regarding training, and handle applicant processing

Maintain record logs detailing student training and performance

Enter accounting information for payroll and expenses

General Qualification Requirements

High school diploma or G.E.D.

Basic proficiency with MS Office products including Word and Excel

Ability to learn accounting software such as Intuit QuickBooks

Fluent in English with sound oral and written communication skills

Compensation and Benefits

Chief Executive Officer

Salary

\$250,000 per year

5% of HAFA’s after-tax profit

Operations Manager

Salary

\$120,000 per year

Additional \$1,000 per 10 students completed through course

Average of 300 students per year = \$30,000

Classroom Instructor

Salary

\$130,000 per year

Additional \$1,000 per student group instructed

Average of 10 student groups per year = \$10,000

Benefits

Can telecommute or work from home except when instructing students

Education Specialist

Salary

\$90,000 per year

Additional \$500 per 10 students processed for GI Bill benefits

Approximately 200 students per year = \$10,000

Benefits

Can telecommute or work from home except when required in the office

Salary

\$60,000 per year

Additional \$1,000 per 10 students completed through course

Average 150 students per year = \$15,000

Benefits Common to All HAFA Employees

Four weeks’ annual vacation with maximum of six weeks’ carryover through January

Paid sick leave as required with no maximum

180 days of paid maternity leave pre- or post-pregnancy

Two weeks paid paternity leave pre- or post-pregnancy

High quality family health and dental care with Preferred Provider Organizations (PPOs) in the Fort Worth area

Less than \$500 deductible for most procedures

Health check-ups and preventative health care included with no deductible

100% 401k matching up to 5% of the employee’s salary

Privacy Rules

Our company will carefully handle Personally Identifiable Information (PII), defined by the Department of Labor as data:

“(i) that directly identifies an individual (e.g., name, address, social security number or other identifying number or code, telephone number, email address, etc.) or (ii) by which an agency intends to identify specific individuals in conjunction with other data elements, i.e., indirect identification. (These data elements may include a combination of gender, race, birth date, geographic indicator, and other descriptors). Additionally, information permitting the physical or online contacting of a specific individual is the same as personally identifiable information. This information can be maintained in either paper, electronic or other media.”

Student and employee information that contains PII will be kept in locked cabinets and destroyed after it is no longer needed. Long-term records maintained by the company will minimize the use of PII.

Safety Rules

Halls of Air will seek to comply with all OSHA standards, including those for computer workstations and electrical machinery (flight simulators). Simulator maintenance contractors will conduct quarterly inspections which will include electrical and mechanical safety checks. Company leadership will seek to provide a clean, healthful, headquarters building with ample space for each team member to perform their duties. Employee concerns for safety or personal health issues will be prioritized for resolution by management.

Avoiding Discrimination

Our company values the different gifts and backgrounds of our employees. Any complaints of discrimination will be addressed promptly by leadership and solutions will be sought before a problem escalates. Our hiring actions will look at each candidate objectively, without respect to their race, color, religion, sex, or national origin. Pay for jobs will be tailored to the position, not the individual. Additionally, age will not be a factor in the hiring or continued employment of individuals over 40.

Performance Review and Discipline

Performance reviews will be conducted annually, with an informal counseling session held with the supervisor at the mid-point of the cycle. Students will provide feedback at the end of each class and supervisors will track this information for employee trends. This feedback will be provided to individual employees on a regular basis.

Issues of poor performance or misconduct will be documented consistently. Coaching will be provided to redirect the efforts of employees in a positive direction. Supervisors will hold the primary responsibility for providing performance improvement training. HAFA employees will be let go if they are unwilling or unable to meet company standards after repeated coaching efforts.

Typical HAFA Payroll Budget

References

Airline Pilot Central. “American Airlines.” Airline Pilot Central. Accessed June 25, 2016. http://www.airlinepilotcentral.com/airlines/legacy/american_airlines.

AllianceTexas. “Office.” AllianceTexas. Accessed June 25, 2016. http://www.alliancetexas.com/Office.aspx.

ATP Flight School. “ATP Certificate.” ATP Flight School. Accessed June 30, 2016. https://atpflightschool.com/atp/index.html.

ATP Flight School. “ATP Flight School.” ATP Flight School. Accessed June 25, 2016. https://atpflightschool.com/index.html.

Aviation Week & Space Technology. “The Coming U.S. Pilot Shortage is Real.” Aviation Week & Space Technology. Last modified February 16, 2015. Accessed May 27, 2016. http://aviationweek.com/commercial-aviation/coming-us-pilot-shortage-real.

Durden, Rick. “The New ATP-A Brief Window Before the Sky Falls?” AVWeb. Last modified February 16, 2014. Accessed August 10, 2015. http://www.avweb.com/news/features/The-New-ATPA-Brief-Window-Before-the-Sky-Falls-221453-1.html.

Elwell, Dan. “A Looming Pilot Shortage Means a Bumpy Ride for Airlines.” Wall Street Journal. Last modified July 21, 2015. Accessed August 10, 2015. http://www.wsj.com/articles/a-looming-pilot-shortage-means-a-bumpy-ride-for-airlines-1437522047.

Prentice, Brian and Philippe Gouel. “Pilot Shortage Threatens to Slow U.S. Airline Growth.” Forbes. Last modified January 28, 2016. Accessed May 27, 2016. http://www.forbes.com/sites/oliverwyman/2016/01/28/pilot-shortage-threatens-to-slow-u-s-airline-growth/#35dff8c1bb6e.

Radtke, Eric. “New ATP Certification Requirements: A Pilot’s Guide.” Student Pilot News. Accessed June 25, 2016. http://studentpilotnews.com/2015/03/04/new-atp-certification-requirements-pilots-guide/.

Skywarrior Flight Training. “Everything ATP.” Skywarrior Flight Training. Accessed June 25, 2016. http://www.skywarriorinc.com/atp.htm.

US Department of Veterans Affairs. “Education and Training.” US Department of Veterans Affairs. Accessed June 30, 2016. http://www.benefits.va.gov/GIBILL/resources/benefits_resources/rates/ch33/ch33rates080116.asp.

United States Department of Labor. “Guidance on the Protection of Personal Identifiable Information.” United States Department of Labor. Accessed August 14, 2015. http://www.dol.gov/dol/ppii.htm.

Winston, Bruce. “Parable of the Vineyard.” Regent University. Accessed July 18, 2015. http://www.regent.edu/admin/media/fms/vod/singlePlayerURL.cfm?address=5000373

4

In completing the annotated bibliography, select six (6) scholarly, peer-reviewed, empirical, original research articles related to your selected topic for review.

Provide full, APA formatted reference entries for each of the selected articles.

Beneath each article, include a two (2) to three (3) paragraph summary of each research article that includes concise overviews the researchers’ goals, methods, procedures, findings, and conclusions.

Develop a comprehensive theme or overarching topic of the collection being reviewed, including a clear statement of how each article reviewed is relevant to the theme and relates to the other selections at the close of each summary.

Include APA formatted title and abstract pages; in-text citations are NOT required in the annotated bibliography.

See the example of an Annotated Bibliography entry and the Grading Rubric below.

EXAMPLE:

Whitlow, V.M. & Jones, G.W. (2013). The best is yet to come: According to Houston, Texas citizens of Latina origin. Journal of Reality, 22, 18-25.

This study recruited 125 Kindergarten, Latina immigrants from Mexico to an “English as a Second Language” program in Houston, Texas schools during the time period 2014 through the fall of 2016. Students were immersed in English throughout the school day, but only in non-critical subjects such as physical education, art and music so that their grades would not suffer while learning a second language. Students were provided instruction in both English and in Spanish in critical subjects such as math, social studies and science. Pre and post tests were conducted to see if students enrolled in the course learned English faster than Mexican immigrants who were not enrolled in the program. Results showed that those in the program learned English the fastest though there were some limitations of the study. Limitation were that researchers did not consider possible confounds such as some of the students in the program living with relatives that spoke both English and Spanish in the home and that many of the children received practice in English via spending time with American friends. Future studies should include male and female students of varying grade levels, not just those in kindergarten. Also, students with English speaking friends should be excluded from participation. These changes will improve the generalizability of the findings. Home visits should also be conducted to make sure that the students were receiving English instruction only at school.
Assignment one

During your clinical rotation, you will educate at least one client on 1-2 procedures, treatments, or medications. Write up a summary of the education provided, methods used to educate the client and/or family, reflect on what went well and what could be improved upon.

It Can be Diabetic, cancer, or Hypertension.

Albuterol, heparin.

Assignment 2

During your first clinical day in pre-conference you will be assigned a QSEN Competency:

Patient-centered care

Evidence-Based Practice

Teamwork and Collaboration

Quality Improvement

Safety

Informatics

On the last clinical day, each student (or group) will provide an evidence-based resource relative to their assigned competency and the clinical experience for the current course. Each student (or group) will share their experiences and evidence-based resources, and then present the information to the class in post-conference answering the following:

Discuss the similarities and differences in experiences on the nursing units related to your concept.

Discuss the nursing literature, research, and evidence-based practice related to your concept.

Promote the importance of your concept to successful patient outcomes

Med-surgical class
Money, Markets Final Assignment

DO NOT PLAGIARIZE:

QUESTIONS

Suppose you own \$ 1 million of securitized paper backed by interest payments on various sorts of consumer loans. There are 5 tranches ranging from AAA to CCC; for simplicity, assume that each tranche represents 20% of face value. Obviously, each tranche has an expected annual default rate built in. The expected default rates range from 1% to 5% by tranche. When you bought, the \$1 million represented an expected yield to maturity of 5%.

Now suppose that as the economy enters recession, the default rate on the CCC tranche rises to 15%. If you had planned to hold the asset for another 5 years, at what price (approximately) would you be happy to sell it for now? Show your calculations and explain your reasoning.

Clearly, the market reaction in 2007-8 to a similar event was quite different. Why? Was that reaction justified?

We are often told that “economic globalization” is a new phenomenon marking the contemporary world. (Unfortunately, “contemporary” is usually left undefined!)

“During the 1990s, a new phrase came into usage in discussions of the world economy: economic globalization. This term describes the possibility that the current international economy, comprising a network of economic ties binding otherwise relatively discrete national economies, may be transforming itself into a single, worldwide economy one in which national economies are no longer autonomous social arrangements.”

What objective data would you use to decide whether this alleged “globalization” was:

actually taking place in a new and unprecedented way;

whether, were it to be the case, it would be a a positive or negative occurrence and according to what metrics?

You must explain what data you would need to collect to decide the case one way or the other and how you would ensure that you have not missed any relevant considerations that might tip the balance the other way.

(a) What is meant when we read about “financial globalization”? (b) From the standpoint of less developed countries seeking to improve their economic position, is financial globalization a good, bad or indifferent thing? In this regard, one of our readings says that:

“the welfare benefits of going from a situation without any capital mobility to a situation with completely free movement of capital is roughly equivalent to a one

per cent increase in consumption for a typical emerging economy.2 One reason for the comparatively small estimated gains is that the low level of labour productivity associated with a low income level seems not to be primarily the result of a lack of capital, but is dependent on other factors, such as poorly functioning institutions.”

(c) Why is this remark largely beside the point? Explain.

In 1993, Richard Thaler, one of the leading names in “behavioural finance”, co-founded an investment advisory business (Fuller & Thaler Asset Management) that is supposed to invest using the “principles of behavioural finance”.

It has not been especially forthcoming about its performance (which is not what you would expect if behavioural finance actually worked …). But the public record for its “Behavioural small-cap Equity fund” noticeably underperforms both the Nasdaq and the S&P500 price indices. Bear in mind that small cap equities should outperform the S&P

Clearly explain the “investing principles” of the EMH on one hand and of behavioural finance on the other.

What does this data tell us about the viability of behavioural finance as a critique of the EMH? explain.

There are conspiracy theories on the right, and there are conspiracy theories on the left. Of Goldman Sachs, Matt Taibbi writes:

“The bank’s unprecedented reach and power have enabled it to turn all of America into a giant pump-and-dump scam, manipulating whole economic sectors for years at a time, moving the dice game as this or that market collapses, and all the time gorging itself on the unseen costs that are breaking families everywhere — high gas prices, rising consumer credit rates, half-eaten pension funds, mass layoffs, future taxes to pay off bailouts. All that money that you’re losing, it’s going somewhere, and in both a literal and a figurative sense, Goldman Sachs is where it’s going: The bank is a huge, highly sophisticated engine for converting the useful, deployed wealth of society into the least useful, most wasteful and insoluble substance on Earth — pure profit for rich individuals.

Test the accuracy of Taibbi’s claims about the nefarious conduct of Goldman Sachs by a thorough analysis of any one of the assertions above (e.g. that Goldman Sachs is responsible for high gas prices).

Bond markets are generally considered to be the main alternative to the stock market. In other words, in tough times in the stock market, investors are normally understood to move funds into the bond market. Higher interest rates are supposed to signal a stock market downturn and so forth. Can you confirm, disprove or explain this standard view using market data?

“Robo-advisors” (WealthSimple, WealthBar etc.), the new alternative to mutual funds, seem to be fairly popular with new investors. As a rule, they claim to apply “artificial intelligence” to deliver the investor a “tailored portfolio”. But a substantial body of research has shown that very few mutual fund managers can “beat the index” after fees. Do robo-advisors do any better?

Is the U.S. stock market in a bubble? How do you decide? I expect you to support your answer with empirical data.

1

1
Mock Interview Alternative Assignment Value: 20% Total Marks: 30

Please read through the questions carefully. Please choose 3 questions in each section (3 questions from 2 mark questions, 3 questions from 3 mark questions and 3 questions from 4 mark questions.

3 marks will be allocated for formatting, spelling/grammar

Proper sentence format is required. Please ensure that you write out your questions followed by the answer.

2 mark questions

1. Tell me your job title and why you are interested in this position/role?

2. Tell me one of your weaknesses and what you have done in the past 6 months to improve it.

3. What animal best describes you and why?

4. Give two examples of things you’ve done in previous jobs that demonstrate your willingness to work

hard.

5. Tell me about a time you had to make a significant decision. How did you go about making that

decision?

6. Tell me about a time you may have been in a disagreement with someone. How did you resolve that

conflict?

3 mark questions

7. Stress is part of work, therefore, tell me about a stressful situation and what you did to overcome this

stress.

8. What steps would you take to prepare for an interview (3 minimum)

9. Tell me about a time you influenced or went through a change. In detail, how did you manage

through that change?

10. Do you consider yourself to be a person who communicates well and develops strong working

relationships? Share an example using the STAR process .(situation, task-issue, action, result)

of when you were able to showcase this.

11. Some people consider themselves to be “big picture people” and others are detail-oriented. Which

are you? Given an example in detail that illustrates your preference and why you feel this way.

4 mark questions

12. Explain a situation that happened to you, and how would you have handled it differently based on

the outcome and what would you change when faced with a similar situation?

13. Communication is a transferable skill used with both internal/external customers. In detail, give an

example of when you went “above and beyond” for someone that was not part of the job.

14. Tell me about the most significant project you worked on. In detail, how did you manage

it, from start to finish? (min 3 steps required)

15. Give me an example of a time when you made a mistake and how did you resolve it. (use the STAR

process to answer – situation, task-issue, action, result) and what were the lessons learnt?

16. Tell me what specific job title you will be seeking and explain what three key skills you possess that

would qualify you for this job and how they will benefit the organization.
Department of Law, Police Science

524 West 59th Street

Haaren Hall – RM 422

New York, NY 10019

(212) 237-8032 – Office

(212) 237-8383 – Fax

lps@jjay.cuny.edu

CJBS 415 – Capstone Seminar for BS in Criminal Justice

Oliver Wendell Holmes

Is it justice if a totally innocent person has to pay for the wrongdoings of another person who deliberately has done wrong?

Would Holmes agree that the purpose of the law is to produce justice? Support your answer with something specific in the reading. Include the page reference in proper reference format.

According to Holmes, does the law of liability ever require a totally innocent person to pay for the wrongdoings of another person who has deliberately done wrong? Support your answer with something specific in the reading. Include the page reference in proper reference format.

According to Holmes, what is the purpose of the law? Support your answer with something specific in the reading. Include the page reference in proper reference format.

According to Holmes, why did liability law change so that a person could pay compensation instead of an offender being punished?

According to Holmes, what is the real reason why maritime law uses the legal fiction that a ship is a person? What makes this legal fiction a useful foundation for modern corporation law?

All papers must be formatted in the APA citation method. Students will use the American Psychological Association (APA) style for written assignments, as appropriate. APA guidelines can be found on the John Jay College Library website by accessing this link:

http://www.lib.jjay.cuny.edu/research/apastyle_spring_2012.pdf

All papers must be formatted in Times New Roman, 12 font, double line spacing, justified. Please answer these questions in the form of an essay (do not present them in numbered format).

Due date:

Write a popular press article that discusses the real-time operations and supply chain management (OSCM) challenges to a specific industry in the midst of uncertainty. Select an industry of your own interest (eg., retail, manufacturing, e-commerce, healthcare, education, financial services, etc.) as the target audience. You will describe the main OSCM challenge in that industry and provide effective and feasible recommendations/solutions to address the current challenges from a Christian worldview. How can a company navigate itself and be a world changer, facing uncertain times? In the first century, Jesus and His disciples set a movement that changed the world- the Church of Jesus Christ- as found in the Book of Acts. From the Christian perspective, discuss the lessons learned from those challenges that a company can use to navigate its business operations to fit God’s design and purpose. Describe ways that a company can be salt and light in the world in these uncertain times. The world is looking for entrepreneurs who will do the right thing with integrity, enduring commitment, and loving resolve in these uncertain times. Use your entrepreneurial insights and skills as a Christian entrepreneur to share God’s wisdom and the Gospel to this frightened world.

Format:  This is a popular press article/essay that targets Christian entrepreneurs. References are at least five Christian business sources. The essay shall not below 2000 words in length. Use the APA Writing style format

Select and conduct a virtual tour of either a global manufacturing factory or a global service warehouse and prepare a PPT presentation relating to operations and supply chain management principles applied by a global company. Identify and evaluate at least three applied OSCM principles by a company as found in assigned readings in Periods 1 and 2 (eg., Facility Layout, Just in Time, Six Sigma, Lean Supply Chain, Logistic and Transportation, etc.). Describe each applied OSCM principle based on your own understanding of its merits to the company’s operations out of your virtual tour learning.  Prepare the PPT presentation of the report and must not be less than 15 slides. You can include the website link of the company. You may embed a voice in discussing the PPT slides (optional). Otherwise, include additional notes per slide for your takeaways.

Format: PPT Presentation; Include Websites where you conduct the virtual tour; not less than 30-minute video tour.

Look up the excel template also posted.

Develop and write an operations plan for any business venture that you may want to undertake to glorify and honor God. Be specific of the purpose, and the plan shall trace product/ service development from production/inception to the market environment. Describe how the product or service will be produced/ delivered.  If you chose a product, its production process should be discussed in detail.  Some important components of the plan will include the following: product/service description, location, cost effective production/service method(s), facility layout, Materials Requirement Plan (includes master production schedule, bill of materials, lead time), logistics and supply chain, quality control, key personnel and organization chart, legal requirements, future expansion, and significant biblical principles for its operational success.

This operational plan can be part of your own business plan in the future. If you chose an existing business, you must have a key decision-making role in that company.

Format:  The plan should be appropriately organized to clearly outline and describe the items mentioned above in the Content section, and should be 3000 words in length. The attached operations template provided can be used for this project.

Look up “Operations Plan Template”
Organizational Behaviour Analysis (20%)

Team assignment

Due:

Team Presentation – Week 7 (by the end of class hours)

Team Charter and Team Evaluations – Week 2 and Week 7 respectively (midnight)

Summary of Individual Findings

Working in a self-selected team of 2-3 students, team will develop a comprehensive Organizational Behaviour analysis for a Canadian company of their choice. OUR COMPANY IS A CIBC BANK which is in CANADA. We are planning to compare with another BANK name SCOTIA BANK. With the help of the concepts learned in this course, the students will critically analyze an OB System/ sub-system utilizing secondary data research (peer-reviewed journals, published case-studies, company websites, google scholar – research articles, videos, newspaper/ magazine articles) to identify problems and recommend constructive improvements.

Remember to not only describe what the organization is doing in each of these areas, but also to analyse how well they are doing in each area, which includes looking at how the competition might be doing. Good analysis considers both the good and the bad when looking at an organization.

Prepare the equivalent of a 15-minute oral presentation. This means completing about 8-10 Microsoft® PowerPoint® slides illustrating your Research Project. Don’t clutter up the slides with too much data. Instead, use the notes section below the slides to simulate the “oral” component of the project. Your presentation should include the following items:

Purpose of the research

Review of literature (theoretical and conceptual framework) and industry comparisons (comparing the chosen company’s sub-system with a benchmarked organization)

Personal critical analysis

Key findings and final recommendations – strengths, developmental opportunities, recommendations

Conclusion – summary, key findings, implications

References

The submission and presentation date are mentioned in the course schedule in course outline. All submissions will be made on Moodle. Please note that assignment submissions are ONLY accepted on Moodle and NOT on email. All team members are required to make the submissions of the same project (and parts as mentioned below) on their respective portals. Kindly rename your assignment file by your respective name before you upload. For example, if John Smith is submitting his assignment his assignment file name should be “Johnsmith”.

The term-project presentation will be graded from 20% as mentioned below.

Team Presentation – 18% (per rubric attached at Appendix- A) – Due on Week 7 (by the end of class hours)

Team Charter and Team Evaluations – 2% (posted on Moodle) – Week 2 and Week 7 respectively (midnight)

Total = 20%

Appendix – A

Assessment Rubric for Term Project Presentation (Grades = 18%)

1-4 Scale

1

2

3

4

Percentage Score

Weight

0-59

59-71

72-77

78-81

82-84

85-89

88-91

92-100

F

C

B-

B

B+

A-

A

A+

Mastery Level

Beginning

Developing

Competent

Mastery

Standard Level

Below Standard

Approaching Standard

At Standard

Exceeds Standard

Subject knowledge – Summary

10

Demonstrates lack of understanding of subject matter

Demonstrates inadequate understanding of background of subject matter

Demonstrates adequate understanding of background of pros and cons of subject matter

Demonstrates full understanding of background of pros and cons of subject matter

Subject knowledge – Evaluation and Analysis

30

Demonstrates poor evaluation and analysis of subject

Demonstrates inadequate evaluation and analysis of subject

Demonstrates adequate evaluation and analysis of subject

Demonstrates thorough evaluation and analysis of subject

Eloquence (Oral Communication)

5

Demonstrates poor level of eloquence in oral presentation

Demonstrates inadequate level of eloquence in oral presentation

Demonstrates adequate level of eloquence in oral presentation

Demonstrates superior level of eloquence in oral presentation

Presentation Aids (PowerPoint, video, poster, handouts)

5

Presentation aids are inappropriate, adding little or no context and understanding to the presentation

Presentation aids are not fully appropriate, adding some context and understanding to the presentation

Presentation aids are appropriate, adding good context and understanding to the presentation

Presentation aids are fully appropriate, adding context and understanding to the presentation

Time Management

5

Demonstrates poor level of time management in presentation

Demonstrates inadequate level of time management in presentation

Demonstrates adequate level of time management in presentation

Demonstrates superior level of time management in presentation

Organization & Critical Thinking

Demonstration of thought process and analysis of problem and resolution using own thoughts and ideas

40

Introduction provides poor level of background of presentation
Structure of presentation is not clear and is difficult to follow train of thought process
Conclusion does not follow logically from body of presentation
Critical Thinking is lacking, missing logical argumentation & reasoning, concrete examples & valid inferences

Introduction provides background of presentation missing some key elements
Structure of presentation is not clear, and it is not easy to follow train of thought process
Conclusion follows from body of presentation but misses key points
Critical Thinking is not fully present: missing key points of logical argumentation & reasoning, concrete examples & valid inferences

Introduction provides good level of background of presentation
Structure of presentation is clear, and train of thought process is understandable
Conclusion mostly follows logically from body of presentation
Critical Thinking is present: logical argumentation & reasoning shows, reasonable examples & valid inferences are made

Introduction provides superior level of background of presentation
Structure of presentation
very clear and easy to follow train of thought process
Conclusion follows logically from body of presentation
Critical Thinking is present through: logical argumentation & reasoning, concrete examples & valid inferences

Style & Mechanics

APA

Application of the requirements of the 7th APA manual to create a standardized formatted presentation

10

7th Ed. APA Manual is not followed or there are significant errors in:
title page & references pages. In-text citations, paraphrasing and direct quotes are quite inadequate but do not rise to the level of plagiarism

7th Ed. APA Manual is followed with significant errors in:
title page & references pages. In-text citations, paraphrasing and direct quotes are lacking but do not rise to the level of plagiarism

7th Ed. APA Manual is followed with minor errors in:
formatted title page, formatted references pages, in-text citations, paraphrasing and direct quotes are adequately used in the correct context

7th Ed. APA Manual is followed with no errors including:
properly formatted title page, properly formatted references pages, in-text citations are correctly used, paraphrasing and direct quotes are properly used in the correct context

Marks

100

Paper 3 Instructions: Write a four-paragraph argumentative essay based on one story from Dr. Huyler’s collections?

Are any of the following ethical principles upheld or violated: autonomy, beneficence, non-maleficence, justice, patient confidentiality, fidelity, veracity, or negligence? Select one or more and explain how this is demonstrated. Use in-text citations from the story in each body paragraph to support your positions (remember we do not put citations in the introduction or conclusion).

Autonomy: freedom from external control or influence; independence

Beneficence: generous will of doing good.

Non-Maleficence: asserts an obligation not to inflict harm intentionally.

Justice: element of fairness in medical decisions

Patient Confidentiality: personal and medical information given to a health care provider not to be disclosed.

Fidelity: the ability to do good

Negligence: failure to take proper care of something/someone

Veracity: It refers to comprehensive, accurate, and objective transmission of information, as well as to the way the professional fosters the patients or subjects’ understanding.

In-text citation:

Huyler (2002) says, “____________________________” (p.).

He states “____________________________________” (Huyler, 2002, p.).

______________________________________(Huyler, 2002).

Outline 1

P1 Intro: Thesis statement > In the short story “Power” by Frank Huyler the ethical principle of autonomy is violated. 3 supporting points about violation of autonomy

P2 Supporting Point 1 Examples and1 in-text citation

P3 Supporting Point 2 Examples and 1 in-text citation

P4 Supporting Point 3 Examples and 1 in-text citation

P5 Conclusion: Summarize your thoughts. Think about the impact/connection this story provokes in the field of healthcare today.

Outline 2

P1 Intro: Thesis Statement > In the short story “Sugar” by Frank Huyler the ethical principles of beneficence and autonomy are upheld while justice is violated. 3 supporting points

P2 Supporting Point 1 Examples and in-text citation

P3 Supporting Point 2 Examples and in-text citation

P4 Supporting Point 3 Examples and in-text citation

P5 Conclusion: Summarize your thoughts. Think about the impact/connection this story provokes in the field of healthcare today.

References

Huyler, F. (2002). The Blood of Strangers: Title. University of California Press. Los Angeles, C.A.
Pathophysiology:

Need a 1 paragraph response for each peer WITH A FOLLOW UP QUESTION BOLDED AT THE END FOR BOTH.

Peer 1:

Hi Professor and class,

Explain in detail the pathogenesis of DM Type 1 & 2 and DKA.

“Type 1 diabetes mellitus is caused by the autoimmune destruction of the insulin-producing b-cells of the islets of Langerhans” (The Pharmaceutical Journal, 2021). The disease’s onset, which often starts in childhood and young adulthood, is considered to be influenced by both genetic and environmental factors. “Type 2 diabetes mellitus is a heterogeneous condition that is related to both defective insulin secretion and peripheral insulin resistance” (Type 2 DM, 2020). This long-term disease causes an excess of sugar to circulate in the blood. Insulin resistance is considered to be mostly caused by environmental factors such as overeating, a poor diet, and which results in being overweight and obese.

DKA is known as Diabetic Keto Acidosis, where it “is an acute, major, life-threatening complication of diabetes characterized by hyperglycemia (Links to an external site.), ketoacidosis (Links to an external site.), and ketonuria” (Medscape, 2021). It develops when insulin insufficiency prevents glucose from entering cells for use as fuel, causing the liver to quickly burn down fatty acids for use as a source of energy.

Peer 2:

Describe treatments that would be used for DM and DKA.

Diabetes mellitus type 1 requires insulin injections each day to maintain safe levels of insulin. Insulin is also often required to treat type 2 diabetes. The goal for diabetes management is to keep blood sugar levels as close as normal to be safe. Diabetes has a high increase risk for heart disease and peripheral artery disease. People with diabetes need to monitor blood sugar levels, diet management, maintain physical activity, and stress levels down. There are four types of insulin to treat diabetes. Rapid-acting, short-acting, intermediate-acting, and long-acting doses depend on body weight, food intake, exercise, and how much insulin your body produces. People with type 2 diabetes have blood sugar levels that remain high even though they eat healthily, and exercise. When this occurs oral medication will be prescribed in order to reduce blood sugar and inhibit blood sugar absorption.

Diabetic ketoacidosis treatment involves fluid replacement because dehydration occurring when the kidneys release too much water through urination. Electrolyte replacement can be given because the absence of insulin can lower the level of several electrolytes in your blood. Lastly, insulin therapy which insulin reverses the processes that cause DKA. Insulin therapy is given through IV and the blood sugar falls and your blood is no longer acidic then the IV insulin therapy will stop. After the insulin therapy, the patient can resume normal insulin therapy.
PESTEL Team Project

You will work in teams of 4 (not more than 5) to conduct a PESTEL analysis of a business organization in BRITISH COLOMBIA, CANADA. (Spirit Cruises Ltd). You will then provide a written report as regards how each of the Technological forces impact your chosen organization, based on your observations and the information you will gather.

Your PESTEL analysis will basically examine some of the technological, factor affecting your chosen business organization. More specifically, make sure that for each factor, you will examine your business’s:

Current strengths,

Current challenges,

Future prospects, and

Future risks.

*** THEY DO NOT HAVE INTERNET IN THE SHIP***

*WRITE GENERAL SHIP TECHNOLOGY SYSYTEM, TYPE.

*MARINE EQUIPMENT TECHNOLOGY.

* HOW THE CAPTAIN AND THE EMPLOYEES COMMUNICATE

TECHNOLOGY IN AND OUT AREA WHILE DOING THE SERVICE.

* SHIP PATHWAY TECHNOLOGY.

* LIGHTING TECHNOLOGY.

*SPECIFIC TECHNOLGY IN SHIPS.

End your discussion with a holistic approach, and provide your own comments on the success, potential, and sustainability of your chosen organization in the industry in which it operates. The team will write a minimum of 1200 words not including title page and reference (double spaced, 12-pt font, APA style) .

Spirit Cruises Ltd Website:

Home

Preparing for the Interview

You are working for a manufacturer of a specialized guidance system for the latest jet fighter aircraft used by several branches of the military. Your current position is as a senior supply management specialist reporting to the Vice President of Purchasing. She asks for your help in developing a series of questions to be used in interviewing and hiring a new junior buyer, an entry level position. You have agreed that the successful candidate will have 0-2 years of experience and a bachelor’s degree in a related field. Most importantly, the new hire must have an excellent grasp of the current vocabulary and tools used in the professional practice of supply management. Knowing that you have recently completed at least one course in supply management, she now asks that you provide written answers to the questions so that the other interviewers can judge the candidates’ knowledge. The questions are:

Give examples of at least three different job titles within supply management and explain how they contribute to the success of an organization.

Choose one department in a company (such as legal, logistic, operations, quality assurance, etc.), and explain how the company benefits from a facilitated integration of supply management with this internal partner.

Explain the role that supply management plays in achieving sustainability goals in an organization.

Select at least five items that would be considered when determining the total cost of ownership (TCO) for a piece of capital equipment. Classify each item as being either a positive or negative value if asked to complete the calculation.

Name at least three characteristics that you share with professional negotiators. Explain why you believe each is important to your role in supply management.

Select one method of using data to choose a new supplier. Summarize why you believe this is an appropriate, fair, and consistent method of conducting business.

List at least three special considerations when seeking international sources of materials. Compare how each differs from doing business only within the United States.

Explain the application of at least three types of fixed-price contracts. Determine the implications for the supplier and the purchaser for each type.

Must be 1800-2400 words (excluding title page and references page) in length, double-spaced and formatted according to APA style as outlined in the Writing Center. Contextual (Level One) headings must be used to organize your paper and your thoughts. Must include a title page with the following:

Title of paper

Student’s name

Course name and number

Instructor’s name

Date submitted

Must address the topic of the paper with critical thought.

Must utilize a minimum of five scholarly and/or peer-reviewed sources from the University of Arizona Global Campus Library in addition to the textbook.  Must document all sources in APA style, as outlined in the Writing Center.

Must document all sources in APA style, as outlined in the Writing Center.

Must include a separate reference page, formatted according to APA style as outlined in the Writing Center.
1

2

Variables, Research Questions and Data Coding

Erica Gibson

Author Note

I have no known conflict of interest to disclose.

Email:

Abstract

Keywords:

References
Preparing for the Interview

You are working for a manufacturer of a specialized guidance system for the latest jet fighter aircraft used by several branches of the military. Your current position is as a senior supply management specialist reporting to the Vice President of Purchasing. She asks for your help in developing a series of questions to be used in interviewing and hiring a new junior buyer, an entry level position. You have agreed that the successful candidate will have 0-2 years of experience and a bachelor’s degree in a related field. Most importantly, the new hire must have an excellent grasp of the current vocabulary and tools used in the professional practice of supply management. Knowing that you have recently completed at least one course in supply management, she now asks that you provide written answers to the questions so that the other interviewers can judge the candidates’ knowledge. The questions are:

Give examples of at least three different job titles within supply management and explain how they contribute to the success of an organization.

Choose one department in a company (such as legal, logistic, operations, quality assurance, etc.), and explain how the company benefits from a facilitated integration of supply management with this internal partner.

Explain the role that supply management plays in achieving sustainability goals in an organization.

Select at least five items that would be considered when determining the total cost of ownership (TCO) for a piece of capital equipment. Classify each item as being either a positive or negative value if asked to complete the calculation.

Name at least three characteristics that you share with professional negotiators. Explain why you believe each is important to your role in supply management.

Select one method of using data to choose a new supplier. Summarize why you believe this is an appropriate, fair, and consistent method of conducting business.

List at least three special considerations when seeking international sources of materials. Compare how each differs from doing business only within the United States.

Explain the application of at least three types of fixed-price contracts. Determine the implications for the supplier and the purchaser for each type.

Must be 1800-2400 words (excluding title page and references page) in length, double-spaced and formatted according to APA style as outlined in the Writing Center. Contextual (Level One) headings must be used to organize your paper and your thoughts. Must include a title page with the following:

Title of paper

Student’s name

Course name and number

Instructor’s name

Date submitted

Must address the topic of the paper with critical thought.

Must utilize a minimum of five scholarly and/or peer-reviewed sources from the University of Arizona Global Campus Library in addition to the textbook.  Must document all sources in APA style, as outlined in the Writing Center.

Must document all sources in APA style, as outlined in the Writing Center.

Must include a separate reference page, formatted according to APA style as outlined in the Writing Center.

Principles and Techniques for Debate

Opening speech – presentation of issue as you define it and points supporting your side of issue.

Rebuttal – presentation of points that counter arguments your opposition made. You will need to prepare ahead by projecting what arguments you think will be raised. Several of you will want to take notes of the oppositions opening speech.

Summary – time to represent your strongest arguments and/or oppositions greatest weaknesses.

Debate tips

Preparation

When you are assigned your debate topic, you will want to start by reading broadly about the topic. Depending on the topic, you or one of your colleagues should run a literature search in the Library. You will want to divide up the reading with everyone keeping notes about what is read. Remember, you will need to be familiar with both sides of the issue

Once you have all done some reading, you will want to meet and begin to sort out the various aspects of this issue. You will sort out your notes by topic and begin to assign each group member specific arguments and specific tasks (introduction which defines the issues and outlines the debate, opening statement which lays out your argument, rebuttal which addresses the opposing side’s arguments and closing remarks which summarizes your most salient points). You want to analyze and diagnose the possible arguments starting with the more obvious issues and moving to the less obvious.

Opening Speeches

If you are on the affirmative side, you will want to address why the present situation is unsatisfactory, the defects that are a part of the system, how those defects can be corrected in a positive manner without other negative effects, how the proposed correction is practical and why it is preferable to any other proposed change (Baird, 1950). If you are on the negative side, you will either show why the present situation needs no change, or that the pros side’s proposal is unworkable, or that their proposal will make things worse. The cons may deal with any or all of these three points. The negative side may take an alternate approach and propose another plan for change (Baird, 1950).

Once you have decided on your strategy and divided up the work, you should write up your portion of the debate and check to be sure it is clear, concise, accurate and persuasive. You will want to use as many illustrations, examples, and analogies as possible. Quoting authorities and statistics can be very effective. Rounding numbers may more expedient. Be careful not to overwhelm your audience with too much detail (Baird, 1950). You will need to interpret numbers and quotations for your audience. Citing sources can add to persuasiveness.

Once you have written your speech, you need to practice it. In order to be persuasive you need to be able to present your material with confidence, force and sincerity. You must look at your audience to keep them engaged. You want to be conversational rather than appearing to be reading a speech. And be sure you keep to your time limits.

The affirmative side does have an advantage over the negative side. They can present their arguments exactly as they prepared them. They set the stage for the debate. All they have to do is be clear and interesting as they lay out their analysis of the proposition.

On the other hand, the negative presenter may have to modify the opening remarks as s/he clearly distinguishes between the two sides. You want to reduce the impact of the pro opening speech. The negative side must attend to the main points and not waste time on more trivial points (Baird, 1950).

Rebuttal

Preparation for the rebuttal can be challenging because you must be prepared for every eventuality. As Baird (1950) points out, if the proposal is generally unpopular or if the opposing speaker has a strong case, the rebuttal must dispose of any objections. If the audience generally favors or is neutral to the proposition and no strong objections have been raised, then you simply build on the case you have made.

For a strong rebuttal, you need to know the opposing side’s arguments as well as you know your side’s arguments. For each point, you need to know both the pro and con perspective. A good rebuttal develops from systematic preparation, as the rebutter lists each of the oppositions’ arguments on a separate card. Then pertinent references and statements are added to the card. It is suggested by Baird (1950), that each card takes a form as follows:

Proposition Topic

Specific topic or argument

1. Although it is argued that yet this argument is false, for

a.

b.

c.

d.

Source of information

It is as important to practice the rebuttal, as it is to practice the other speeches. State the other side’s argument clearly and then give your reply. You cannot memorize this material, but you do want to speak authoritatively without appearing to be reading. Thus, it is essential that you understand each fact and can adjust your statements to fit the arguments put forth by the opposition. Baird (1950) points out that much of the art of rebuttal is stating ideas clearly.

While in your practice sessions you will want to rebut everything, in the real debate you will only rebut the principle points made by the other side. You will need to be selective. You not only want to weaken the points made by the opposition, but you also want to fill in any weak areas in your sides arguments. If the other side has distorted some facts or made unsupported assumptions, you will want to make a specific rely. Baird (1950) states that it is not enough to give a quotation or single comment; you need to say enough so that you see a change in audience reaction.

In the rebuttal, you can offer new and interesting information, but you should not present new arguments. Also, be sure your rebuttal of opposition arguments is in proportion to the weight given them by the opposition. Do not spend time on minor points just because you have prepared for them. Be sure you do not add more emphasis to an opposition argument. Baird (1950) suggests that you be content with saying. The speaker asserts that the proposition is _________________. He offers no reasons or evidence to support his statement. We would like to inquire ________________.

It is imperative that you listen carefully during the oppositions opening remarks and jot down any substantive arguments. You will want to address the following: “personal observations, expert authorities, statistics, unsupported assertions, false assumptions, hasty generalizations, false reasoning…appeals to prejudice” (Baird, 1950, p.331).

The rebuttal needs to be as well organized as the opening remarks and summary. You will want to present your material logically and convincingly. It works well to organize around general heading or issues or themes. The rebuttal is a time to “attack” the other side arguments not to defend your side’s ideas. It will be most effective if it is clear and fair.

Summary

Finally, there must be an effective summary, which clearly identifies the differences between the two positions. The summary may also include a list of the specific arguments which the opposition has not fully developed in order to prove their case. This is usually done in the form of questions.

Reference

Baird, A.C. (1950). Argumentation, discussion, and debate. New York: McGraw-Hill.

Debate Tips

Purpose: Using the facts that you learn in your research on your assigned topic, you will be able to lead the debate.

Steps to Take: Prepare a list of relevant issues on both sides of the argument

Identify writers, journals, positions on both sides from your research

Prepare rebuttal response from the other side’s argument

Use constructive, respectful disagreement

Decide on the most persuasive arguments to use in an opening argument

Prepare opening argument

Review key issues and points that you would like to make during the debate

You may use notes, but you must make eye contact during the debate

It is appropriate to take on the opposing team’s debate to help in your argument

Things to Avoid:

Using offensive language, disruptive side comments

Preparing a term paper that you plan on reading, this is not a debate

Do not plan on using any computer technology during the debate

Not listening to your opposing side as they open their argument

Not reading enough on the issue to feel well prepared to engage in a debate
n this project, you will apply inference methods for means to test your hypotheses about the housing sales market for a region of the United States. You will use appropriate sampling and statistical methods.

Scenario

You have been hired by your regional real estate company to determine if your region’s housing prices and housing square footage are significantly different from those of the national market. The regional sales director has three questions that they want to see addressed in the report:

Are housing prices in your regional market higher than the national market average?

Is the square footage for homes in your region different than the average square footage for homes in the national market?

For your region, what is the range of values for the 95% confidence interval of square footage for homes in your market?

You are given a real estate data set that has houses listed for every county in the United States. In addition, you have been given national statistics and graphs that show the national averages for housing prices and square footage. Your job is to analyze the data, complete the statistical analyses, and provide a report to the regional sales director. You will do so by completing the Project Two Template located in the What to Submit area below.

Directions

Introduction

Purpose: What was the purpose of your analysis, and what is your approach?

Define a random sample and two hypotheses (means) to analyze.

Sample: Define your sample. Take a random sample of 100 observations for your region.

Describe what is included in your sample (i.e., states, region, years or months).

Questions and type of test: For your selected sample, define two hypothesis questions and the appropriate type of test hypothesis for each. Address the following for each hypothesis:

Describe the population parameter for the variable you are analyzing.

Describe the inference test you will use.

Identify the test statistic.

Level of confidence: Discuss how you will use estimation and conference intervals to help you solve the problem.

1-Tail Test

Define the population parameter.

Write null (Ho) and alternative (Ha) hypotheses.

Data analysis: Analyze the data and confirm assumptions have not been violated to complete this hypothesis test.

Summarize your sample data using appropriate graphical displays and summary statistics.

Provide at least one histogram of your sample data.

In a table, provide summary statistics including sample size, mean, median, and standard deviation.

Summarize your sample data, describing the center, spread, and shape in comparison to the national information.

Check the conditions.

Determine if the normal condition has been met.

Determine if there are any other conditions that you should check and whether they have been met.

Hypothesis test calculations: Complete hypothesis test calculations, providing the appropriate statistics and graphs.

Calculate the hypothesis statistics.

Determine the appropriate test statistic (t).

Calculate the probability (p value).

Interpretation: Interpret your hypothesis test results using the p value method to reject or not reject the null hypothesis.

Relate the p value and significance level.

Make the correct decision (reject or fail to reject).

Provide a conclusion in the context of your hypothesis.

2-Tail Test

Define the population parameter.

Write null and alternative hypotheses.

Data analysis: Analyze the data and confirm assumptions have not been violated to complete this hypothesis test.

Summarize your sample data using appropriate graphical displays and summary statistics.

Provide at least one histogram of your sample data.

In a table, provide summary statistics including sample size, mean, median, and standard deviation.

Summarize your sample data, describing the center, spread, and shape in comparison to the national information.

Check the assumptions.

Determine if the normal condition has been met.

Determine if there are any other conditions that should be checked on and whether they have been met.

Hypothesis test calculations: Complete hypothesis test calculations, providing the appropriate statistics and graphs.

Calculate the hypothesis statistics.

Determine the appropriate test statistic (t).

Determine the probability (p value).

Interpretation: Interpret your hypothesis test results using the p value method to reject or not reject the null hypothesis.

Relate the p value and significance level.

Make the correct decision (reject or fail to reject).

Provide a conclusion in the context of your hypothesis.

Comparison of the test results: See Question 3 from the Scenario section.

Calculate a 95% confidence interval. Show or describe your method of calculation.

Interpret a 95% confidence interval.

Final Conclusions

Summarize your findings: Refer back to the Introduction section above and summarize your findings of the sample you selected.

Discuss: Discuss whether you were surprised by the findings. Why or why not?
This unit’s assignment is to write comments to the proposed regulation.  Comments should be in the form of a letter as if it were to be submitted to the USDA.

1. USDA Generic Approval: In 2020, USDA proposed rulemaking to update the generic approval process. This rulemaking is currently active, and a final rule has not yet been released. The proposed rule is available here: https://www.federalregister.gov/documents/2020/09/14/2020-17340/prior-label-approval-system-expansion-of-generic-label-approval

Please review this unit’s Lecture Presentation regarding how to write comments and write a comment on either of the above documents.

Mass media explains Sharia law “with a brutalist and literalist application” (p. 117). What is Sharia for Professor Ramadan?

While Sharia laws give us rules for conduct and regulations for living, what is the larger meaning of Sharia?

A narrow understanding of Sharia law– or a narrow application of Sharia law– gives rise to many problems. What are three problems he mentions:

a.

b.

c.

What is the etymological meaning of jihad?

What is the spiritual warfare or “jihad of the mind” that every Muslim must battle with?

A jihad can only be proclaimed by a mujahadin. What are some of the social causes that would qualify for calling a jihad?

Islam is a religion of peace. What are some of the limits imposed by Islam on choosing war and violence?

Islam prioritizes knowledge– not just religious and spiritual knowledge. Knowledge in all its many forms points to Allah’s unity with the world. Accordingly, education is an important priority for Islam. What points does Ramadan make about the critical need and importance of education in society?

Is Islam responsible for repression of diversity anti-democratic dictatorships? Or is something other than religion the cause?

What does Islam teach about sexism and racism?

When the prophet Muhammad received a revelation from God, he told his followers “this is the decision.” When the prophet did not receive a message from God, he told his followers to discuss and debate it among themselves (he would add his voice). Through rational dialogue and debate, they would come up with the best solution. How should power be shared in government? Where does he see this practical wisdom being worked out in governments with primarily Muslim populations today?

How does– or how should– Islam view other religions and other peoples?

What is Islam’s view on nature? What should humans be doing to care for the environment?

Mysticism has elevated “the Way” which leads to water. All religions believe in the principle of “continuing revelation”– religion is not condemned to keep living out the old codes of an ancient past. Using the insight of former years, Muslims reinterpret the revelation to receive and forge new revelations.

Western media has presented jihad as a “holy war” to “convert the infidels “or “to fulfill their expansionary mission, showing that violence is intrinsic to Islam and its teachings.”
George Brown College

ACCT 2012 – Accounting Application Software

Assignment 4 (10%)

Due Date – On or before 17 August 2021 (Week # 15)

Assignment will not be accepted if the student id and name are not included in the batch descriptions.

Submit the assignment reports on or before the due date.

Late assignments will not be accepted.

Complete this Assignment before the Final Exam

Complete the following exercises and submit the required reports (see Exercise 15 for report requirements and for the submission instructions):

Exercise 09

Exercise 10

Exercise 11

Exercise 12

Exercise 13

Exercise 14

Exercise 15

Dump the databases to a separate folder after completing each exercise. Use the completed Assignment-2 database to complete the above exercises:

Important

Complete the above exercises no sooner you have completed related assignment 3 exercises.

Marking Criteria:

Batch descriptions without student id and name

Too many unused or deleted batches (More than 3)

Batches with open status

Presence of error batches

Error batches not corrected or not posted

Incomplete assignment, missing transactions

Incorrect accounting entries or errors in transactions

Configuration or setup errors

Reports with missing information or details

Not submitting the correct reports

Assistance provided for topics discussed in class

Not following the assignment instructions correctly

Note – The above listing is not comprehensive.

Assignment 4

Tax and Bank Service

10

Accounts Payable Setup

10

Vendor Setup

10

Invoices

Opening Balances

10

Invoices, Credit & Debit Notes

20

10

Payments

20

Periodic

Recurring Invoice

5

Reverse Payment

5

Total

100

Weight

10%

FORMAT: APA

Cover letter

Abstract (250 words or a paragraph explaining what your paper is about).

1 page- single space (see requirements for page content below) FULL page.

Reference page

Content 1 page single space

1st paragraph- intro APA format of reading (a summary): Here you will include your thesis statement highlighted or underlined. See templates for introducing the reading on Blackboard. I suggest you to print out the templates and make it a habit to use them on all your work. Try different ways to introduce your work and also to apply parenthetical citations using APA (framing quotations). Intro + quote + contribution

2nd paragraph- An analysis of the reading: here you can incorporate a quote APA framing quotations.

An analysis of a text allows you to examine the parts of a text to understand what it means and how it makes its meaning. Your goal is to offer your judgment of the text and to persuade readers to see it through your analytical perspective. Sample of analysis essay.

Drafting an analytical thesis statement

An effective thesis statement for analytical writing responds to a question about a text or tries to resolve a problem in the text. Remember that your thesis isn’t the same as the text’s thesis or main idea. Your thesis presents your judgment of the text’s argument.

If student writer Emilia Sanchez had started her analysis of “Big Box Stores Are Bad for Main Street” (pp. 72–73) with this thesis statement, she merely would have repeated the main idea of the article.

3rd paragraph- A synthesis of the reading (conclusion): here you can make a connection to other texts or use your preexisting knowledge in connection with the reading. This part should be clear and logical.

Placing sources in conversation

You can show readers how the ideas of one source relate to those of another by connecting and analyzing the ideas in your own voice. After all, you’ve done the research and thought the issues, so you should control the conversation. When you effectively synthesize sources, the thread of your argument should be easy to identify and to understand, with or without your sources.

NOTE: this format of writing can change as you are exploring different ways of writing effectively.

Rubric for grading RR’s: I will grade every RR base on the use of analytical skills, synthesis skills, creativity, revision process and improvement on each RR.

A RR that effectively tries to address format, content, originality, revision, constant thesis revision, analysis, synthesis, summary, effectively incorporates quotes and uses templates effectively and creativity is a 20-25 points paper which is equivalent to A paper

A RR that addresses format (APA cover page, abstract, reference page) effectively and understands the language of summary (objective), analysis and synthesis and writes thoughts clearly is a 15-19 points paper.

A RR that does not show any improvement in terms of format (APA), no progress, no thesis development, no analysis, no synthesis, no paraphrasing, no quotes, no summary is a 4 or 3 points paper. It could be less points for not trying to revise your paper.
Alejandro Lazaro:

The Impact of Poverty on The Social Determinants of Health for Older Adults

Social determinants of health (SDOH) include the social, economic, and environmental factors that can affect individuals’ quality of life and health. These factors can include adequate access to food, nutrition, gainful employment and stable income, safe and affordable housing, safe neighborhoods, and reliable transportation. Individuals who have positive social, economic, and environmental exposures, or whose basic needs are met, are more likely to be in better health and maintain good health in the long term. Alternatively, those who struggle with SDOH-related factors are at greater risk of poor health, morbidity and mortality.

For older adults in particular, SDOH-related factors can have significant implications for their ability to live independently and age in place Economic security and financial health are vital for ensuring the well-being of older adults aging in place. While the majority of older adults reported being somewhat or very satisfied with their current finances (57.5%) according to an inform carried out by the AARP foundation in 2018, sizeable proportions reported living in low-income households (34.4%) and finding it somewhat or very difficult to pay their monthly living expenses (22.8%). This research also revealed marked differences between age groups in their satisfaction with finances and difficulty paying bills. Aspects as access to nutritious and affordable foods is important for maintaining a healthy lifestyle, housing and medical expenses are among the most cited by elderly living in poverty in the USA.  (Cunningham, P., 2018).

SDOH will continue to have a large impact on health outcomes and health care utilization for the aging American population in the years to come mainly in current population of adults aged 60 or above provides valuable insight into the challenges currently faced by older adults, as well as their outlook for the future. The interrelatedness of many social determinants call for integrated approaches at the community, state, and national levels.

Abel Bueno:

How the Social Determinants of Health for Older Adults Are Affected By Poverty

Social Determinants of Health (SDOH) are the social, economic, and environmental conditions that help the elderly maintain their health and well-being. These factors include adequate nutritious food, stable employment and income, safe housing, and reliable and affordable transportation. For those living with poverty or food insecurity, maintaining good health, eating a nutritious diet, treating an existing chronic disease, or a combination of these might be difficult for a variety of reasons, including limited income and resources, competing priorities, and stress. Furthermore, those who are affected by poverty or food insecurity are likely to face additional resource-related challenges such as housing instability and energy insecurity, which can lead to poor nutrition, health, and illness management. When compared to higher-income neighborhoods, poor or low-income neighborhoods have fewer resources that promote health, such as full-service grocery stores that offer affordable and nutritious foods, parks and recreational facilities that encourage physical activity, and more environmental threats that harm health, such as poor air and water quality, and poor housing conditions (Popham & McGovern, 2019).

Older adults who live in poverty are more likely to develop diabetes, heart disease, and stroke, as well as obesity (especially among women), depression, disability, poor oral health, and premature mortality. Physical inactivity, cigarette smoking, and poor micronutrient intake are all higher among those living in poverty. Furthermore, the high levels of stress experienced by low-income families, particularly children, might exacerbate or exacerbate pre-existing health problems. Due to a lack of financial means, persons who are food insecure, whether or not they have a condition, may resort to unhealthy coping mechanisms to stretch their budgets. Acts such as skipping doses, taking less medicine than prescribed, delaying filling a prescription, and not taking certain drugs with food as directed are examples of cost-related pharmaceutical underuse or nonadherence. Some people may put off or skip preventive or necessary medical care, as well as the foods required for particular medical diets like diabetic diets. Poverty may also lead to other older persons purchasing a low-cost diet that is high in energy but low in nutrients, and making trade-offs between food and other basic needs such as housing, utilities, and transportation (Popham & McGovern, 2019).

According to the National Resource Center on Nutrition, Physical Activity, and Aging, between 35 and 50 percent of older individuals in long-term care institutions and roughly 65 percent of older adults in hospitals are malnourished. These findings highlight the difficulties in keeping a healthy diet. Limited mobility, income, and social support resources are all factors that can make it difficult for independent seniors to access appropriate and nutritious food (Edelman, & Kudzama, 2018). Undernutrition (wasting, stunting, and underweight), insufficient vitamins and minerals, overweight, obesity, and the resulting diet-related non-communicable illnesses are all examples of malnutrition. Therefore, it can be clearly said that poverty increases the risk of and consequences of malnutrition. People who are poor are more susceptible to various forms of malnutrition. Malnutrition also raises healthcare expenses, lowers productivity, and hinders economic growth, perpetuating a cycle of poverty and illness (WHO, 2021).

1 – Sandry Soto

The transition to young adults is marred by challenges because adolescents are dealing with new responsibilities, uncertainties about their career or education, and dealing with their social lives, which are mentally exhausting. They find themselves trying out different methods to cope.  Advanced nursing practices can support young adults during these challenging times. Recent research provides three common themes that would make an impact in improving the health of the young adults; talking to them about an intimate subject like their mental or sexual health, involving emotions and trust while engaging in communication, and including the young adults while making decisions in their health (Kim & White, 2017). These practices help nurses provide a trusting communication path that would aid young adults in opening up to their nurses about their challenges, whether mental, sexual, emotional, or physical, which would inform one on what intervention or preventive measure to take.

Another practice can be going into communities and reaching out to young adults by offering free screening and testing services especially for their sexual health, and distributing information pamphlets that educate the young adults about mental, emotional, or sexual conditions. This way, the nurses can deliver information to young people, get test results and refer them to treatment. Screening, brief intervention, and referral will be of great help to young adults at risk of mental disorders and drug use (Agerwala & McCance-Katz, 2012). Screening, testing, and educating young adults on their sexual health will stop the spread of STDs and damaging sexual behaviors. Talking to them openly about mental health issues will prevent teenagers from feeling alone, push them into getting help, and prevent them from engaging in harmful ways to cope, such as doing drugs. Advanced nursing practices mainly emphasize on open communication and reaching out to these young adults to help them before finding destructive ways to cope with their situation.

2 – Yusleidy Gonzalez

Advanced practice nurses have obtained both advanced training and certification. In preventative health care, these categories of professionals are tasked with various responsibilities to ensure the improvement of patient health. They achieve this through evidence-based recommendations as they are encouraging the individual patients to receive various preventative services such as counseling, screening, and precautionary medication (Borsky, et al, 2018). Therefore, concerning the improvement of the health of young adults through preventative screening and intervention, advanced practice nurses can be involved in such exercises in different ways. For example, one of the roles that they can play is by organizing public health education programs for this part of the population. In this case, in such programs, they can teach the young adults the importance of participating in the screening programs which is mainly to obtain a prior indication of the possibility of suffering from health conditions. This will help in improving the health of the young adults because various preventative measures will be adopted following the outcomes of the screening exercises (Borsky, et al, 2018).

Another important role that can be played by the advanced practice nurses in improving the health of young adults is providing various interventions or preventative measures for this part of the population. In this case, they can advise on healthy living standards such as avoidance of smoking and drug abuse which is a common practice among young adults. Additionally, they can also inform of the need to manage their weight by involvement in regular exercise. It is important to acknowledge the fact that when young adults fail to watch their weight; they are likely to suffer from certain medical conditions which include obesity and diabetes that deteriorate their health. Hence, this is also another role that can effectively be played by advanced practice nurses to improve the health of young adults (Borsky, et al, 2018).
Seven Strategies Enable Entrepreneurs to Control of Their Advertising

Kari P. Jacobs

Jim Jamison

Chelsea Friddle

“That commercial sucks!” The room fell silent as Jim sank deeper into his chair–if that was possible. The focus group member continued in earnest. “What exactly are they selling? I don’t care about the close up of the store sign, or the three uncomfortable-looking employees waving at me from a plain front door. And those cars pulling in and backing out tells me they can’t wait to get out of there!” This certainly was not the feedback Jim expected, or wanted. Why did Jim’s first venture into making a television commercial for his small auto repair business go so wrong?

Advertising can make or break a small business. Jim had decades of auto repair experience, but his expertise didn’t translate into advertising acumen. Nevertheless, he made the production director get the shots he wanted her to get. After all, what did she know about auto repair? Jim knew that what he liked his viewers would like. Or so he thought. “That crap’s not important to me!” was the resounding bottom line conclusion from the focus group’s collective voice.

Target Customer Perceptions are Reality

Customer perceptions rule the marketplace. Perceptions are reality. Jim and other small business owners can often be their own biggest hindrance to effectively advertising their product or service. “Rule number one is know enough to know what you don’t know,” explained Kari Jacobs, Local Sales Manager for COX Media Hampton Roads. “Just because you watch it, read it, click it or listen to it doesn’t mean your customers watch, read, or listen to the same things!”

Given the very restricted advertising budgets entrepreneurs are working with, it is essential to understand several basic advertising strategies when venturing into the world of television commercials. For Jim and other small business owners, the thought of researching advertising options, crafting a targeted message, and evaluating media buying options can cause a migraine headache in their already over-scheduled work days. As a result, they confuse their technical business expertise with knowing what is required to create an effective commercial.

Understand WHO You Want To Target. Who is your customer? The first step is to identify your most likely customer, then build on that. If your most likely customers are women, or homeowners with children under the age of 18, media companies can alter their research to build advertising campaigns that are based on those specific target audiences. It’s not what you know, but who you know.

You may also want to consider expanding your target to identify different customers. You may have customers coming through your door already your competitors aren’t targeting. Jim was so busy repairing cars he didn’t notice WHO was driving those cars onto his lot, the types of cars they were driving, and most of all, why. He was missing a niche market right under his nose.

After all, Jim was an expert at fixing cars, but he didn’t think to examine the demographics of the repairs he was making. Only after analyzing his records did he realize he had a niche market made up of folks squeezing every last mile out of their older-model cars. His repair “specialty” was older vehicles for which his competitors didn’t want to take the time to locate parts. Jim had an employee who loved to be play detective, find the specialty parts companies, and track down hard-to-find parts.

The daily inundation of work activities hid this specialty service from all of them, and they were missing a key opportunity to capitalize on it. With more people keeping their cars longer, Jim had a niche, but it took researching his records to find out what it was. After all, he was an expert at cars, not car owners. Once he realized this, his media representative was able to create commercials that suddenly differentiated Jim’s auto repair business from the sea of competitors in the area.

Bottom line: Know your customers and learn what they value.

What Do You Want Your Target Customers To DO? Once you get their attention with your commercial? Laugh? Cry? Scratch their heads? Change channels? “Many small business owners say they just want to “brand” their company. That answer’s synonymous with ‘I have no clue,’” according to Jim Jamison, CEO of Green RV Operators’ Association of America. “Do you want to increase customer traffic into your store? Increase ticket sales? Generate more phone calls? Accelerate online ordering? You need to be specific on exactly what actions you want your customers to take after viewing your commercial.”

Call us, get a quote, use this coupon, and drive in and ask us how we can save you money are all specific actions you can ask your customers can take. But, don’t be surprised if they don’t respond to your commercial if they don’t ask. Media representatives are trained in this area and will always work with entrepreneurs to include “the ask” for customer action in the commercial.

Bottom line: Make sure your commercial has a strong “call to action.”

How Will You Measure Success? How are you going to measure results? You need to create baseline measurements of website traffic, phone calls, sales, queries, or know what’s going on prior to starting a new campaign. An experienced advertising professional or media expert can help measure these customer behaviors and determine if your anticipated return on investment is realistic, and what time frame will be needed to achieve your desired results. If you don’t know where you are, what’s going on, or where you want to be, you will have no way of knowing if you ever get there. Guessing has no place in any advertising strategy!

Bottom line: Know what you expect the outcomes to be, and determine how you will measure to see if you are getting them.

Be Realistic About Your Budget. “This is where you can immediately save a lot of time, money, and potential heartache,” explained Chelsea Friddle, Merchandise Planner at the Dollar Tree Corporate Headquarters. “Determine exactly what your monthly advertising budget is. Is it \$1000 or \$10,000? You can’t realistically execute a big campaign on television with \$1,000 a month, but you can do quite a bit for those dollars in small, targeted print publications or online. Don’t design a strategy around a larger budget if that’s not realistic from the start.”

In print media, online, and radio, the actual production of the advertisement is often included in the cost of running the ad. Television operates differently. There are a lot of additional costs to produce broadcast-quality advertising, so be prepared to pay for creating a higher quality commercial message. Rates to produce a commercial for a small business can run from a few hundred dollars to thousands depending on if you need actors, animation, etc. Quality counts! So don’t scrimp on production.

Remember, the costs above are just to get the commercial made—not to air it. Be up front with your media representatives, and don’t take it personally if you are told that it’s not enough money to produce and air a commercial. That means you may not have the growth or sales to sustain the costs. Complete open honesty (sans ego) will let you realistically compare options. Deferring advertising to the future or shifting to lower cost media options can be the better part of valor (and survival).

Bottom line: Be honest about dollars and cents with yourself and your media representative.

Compare Apples To Apples. Jim started looking at all of the options he had received from the television and radio stations. There were so many different numbers, each set were slightly different from the next, and everyone had a reason why they were the best choice. Worst of all, Jim didn’t fully understand any of them,

Buying advertising is all about buying eyeballs. The price for a television commercial aired during a Redskins football game is going to vary greatly from a commercial aired during a local morning newscast. Entrepreneurs must first look at the target audience (customers) and make sure everyone is submitting their proposals to reach that same audience.

“Then make sure you ask competing bidders to submit the same numbers to measure that audience,” Kari quickly added. “For instance, if one media representative shows you how much one commercial spot costs per thousand people reached, then you need to insist that everyone submits their proposals to you that way.” The cost per dozen, hundred, thousands, or even millions is not as important as having all of the proposals looking at the same “costs per whatever.” Making an informed decision comes from understanding what you are buying, and what the purchase will do for your business. Getting all of the information in the same numbers format greatly increases the likelihood that you can make an informed comparison.

Bottom line: Make an informed purchase decision by getting all advertising proposals in the same numbers format.

Do Not Go Into A Television Advertising Campaign Thinking, “We Will Try It For Two Months And See How It Goes.” Your business may have failed if you had had that mindset in the first place. You cannot go into a strategically planned television advertising campaign with that mindset either. Plan for a minimum of six months of advertising and remember to get your baseline measurements. That is, start measuring your performance before the campaign actually starts. Most media companies have 30-day cancellation clauses, so you are not locked in for the duration of the campaign if your circumstances suddenly take a turn for the worse.

Bottom line: Plan for a six month campaign at the minimum to achieve success with television advertising.

Bottom line: Prepare your staff to manage the results of your television commercial motivating your customers to take action.

An appreciation of these seven common-sense strategies will allow small business owners to better partner with their media representatives. This optimizes limited advertising budgets, and leverages a manageable strategy to increase sales.

Jim’s natural excitement for his venture’s first television commercial drove him to override the input he was getting from the local cable company. He did know best how to repair cars, but; he didn’t know much about making an effective commercial or about buying advertising time. His ego told him that people would like the things he liked. The focus group feedback said otherwise.

Jim was smart enough to listen to a focus group. Now, he needs to be smart enough to act on what he heard and learned. His commercials need to answer his target customers’ question of “why” they should pick his car repair business over all the others. “He wasn’t selling signs, or employee commitment, and he misrepresented timely service,” Kari summarized. “He left his target audience wondering what he was selling. His revised commercial—the one originally proposed by the cable company experts with whom he was working—will emphasize the specific benefits valued by his target customers, and focus on why they should be buying his service over all others, or no service at all.”

Bottom line: Always plan your commercials through the lens of what your customer’s value rather than what is comfortable to you.

Kari P. Jacobs is Local Sales Manager with Cox Media Virginia and an MBA student at Regent University. She is a past president and the current treasurer of the American Advertising Federation of Hampton Roads. Kari can be contacted at kari.jacobs@coxmedia.com.

Jim Jamison is a 35 year Marine Corps veteran. He is marrying his passion for environmental advocacy with his RV hobby as he launches his on-line “Green RVer” training and certification service in support of Green RV Operators Association of America, LLC. Jim can be contacted at GreenRVers@gmail.com.

Chelsea Friddle is responsible for planning, budgeting, and forecasting buyers as Merchandise Planner at the Dollar Tree Corporate Headquarters. She is a MBA student at Regent University and can be contacted at chelfri@regent.edu.
Requirements:

• The case analysis must contain at least 750 words up to a maximum of 1500 words.

• The case analysis must include at least ONE in-text citation and reference including your textbook, specifically citing the human resource management principle, framework, or concept you are using to support either your identified issues, causes, solutions or action plans. All sources must have authors, publication dates, and publishers.

• The case analysis must be written in an essay format and must include a cover page and the following contents, used as subtitles:

Step 1: Introduction or Case background information

Step 2: Defining the problem (identify only one human resource management problem)

Step 3: Identifying the causes of the identified problem (identify one or more that you will be able to fully utilize)

Step 4: Alternative solutions (propose only 2, plus the advantages and disadvantages of each, one of which will be your preferred solution/decision)

Step 5: Decision or preferred solution (choose one from the alternative solutions and justify why you prefer this solution over the other)

Step 6: Action plan and follow-up (discuss detailed action plans for how the decision or preferred solution should be implemented. Timelines should also be included)

Conclusion (a substantial closing paragraph to summarize the case and your discussions) References (must follow APA forma
CJUS 350

Research Paper: Final Assignment Instructions

Overview

A criminal justice research paper developed at the 300-level requires much careful consideration and commitment to scholarly development. The research paper must be properly written with minimal grammatical and content errors.

Instructions

You will write a 5–7-page research paper in current APA format. Your research paper must have a title page which must not be numbered and does not count toward the total page count of the paper. A complete reference page using a proper alphabetical format must be at the end of the paper. The paper must include at least 5–7 scholarly sources to include the class textbooks and the Bible.

The paper will be written in first person, you are the Chief of Police, imagine you are writing to the City Manager, Mayor, County Commissioners or Civil Service Board in your jurisdiction.

Research papers will be graded according to the following general guidelines:

Content

Conformity to appropriate APA formatting

Appropriate sources

Accuracy of documentation and formatting of sources

Unity (maintaining a controlling idea or thesis and not digressing from it)

Coherence (establishing a smooth and logical flow of thought)

Correct grammar, punctuation, and spelling

Note: Your assignment will be checked for originality via the SafeAssign plagiarism tool.

Research Paper Topic

Disclosing Officer Untruthfulness to the Defense: Is a Liar’s Squad Coming to Your Town?

Since 1963, a series of United States Supreme Court case decisions have clarified that, in criminal cases, prosecutors must disclose to the defense evidence favorable to the defendant. This includes information that may be used to impeach the credibility of government witnesses, including law enforcement officers. These decisions mean that police officers who have documented histories of lying in official matters are liabilities to their agencies, and these histories may render them unable to testify credibly.

With this in mind, you are the Chief of Police of a municipality. Your Deputy Chief of Police advises you that one of your officers was investigated for inappropriate use of one of the computers in the patrol division. As a result of this internal investigation, it was determined that the officer used this computer to search pornographic web sites. When confronted with this allegation, the officer denied any knowledge of this incident. Upon further investigation, the computer crimes analyst determined that the officer’s log on password was used to enter the unauthorized web sites. The officer then admitted to his wrongdoing and stated it would never happen again. This officer has been with your organization for 15 years, and the only other disciplinary action taken against him was for being involved in an at-fault traffic accident 10 years ago. As the Chief of Police, how would you handle this situation?

Would you terminate this 15-year veteran with a virtually clean record? Why?

Or would you impose significant disciplinary action as opposed to termination? Why?

As part of this research paper, read the following United States Supreme Court Cases:

Brady v. Maryland, 373 U.S. 83 (1963)

Giglio v. United States, 405 U. S. 150 (1972)

United States v. Agurs, 427 U. S. 97 (1976)

Kyles v. Whitley, 514 U. S. 419 (1995)

United States v. Bagley, 473 U. S. 667 (1985)

Note: Your assignment will be checked for originality via the SafeAssign plagiarism tool.

Page 2 of 2
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Research Paper: Final Submission Assignment Instructions

Overview

This assignment will allow you to demonstrate the knowledge you have gained about your chosen social problem. You will focus on communicating the information you have gathered in a clear and organized manner. This skill allows you and those you are communicating with to more readily utilize the information. It is vital that the information you write about is based on the research you have reviewed. Providing information that is grounded in peer-reviewed research strengthens the validity of the information you are covering. Ultimately, being able to effectively research a relevant topic and communicate what you have learned through that research is a necessary skill for human service workers.

Instructions

The paper will be in APA format and will include a title page, abstract page, the body of your paper, and a reference page.

The body will be between 10 – 12 pages in length. This does not include the title page, abstract page or the reference page.

Utilize information and feedback gained from the Research Paper: Topic Selection Assignment, Research Paper: Annotated Bibliography Assignment, and Research Paper: Working Outline Assignment to help you create your final paper. Avoid copying and pasting summaries from your annotated bibliography into your paper.

All required peer-reviewed articles must be used within your paper to support your discussion.

Any information that is used from a source must be correctly cited to avoid plagiarism. Always cite your source whether you paraphrase or quote their information. When quoting, you must use quotation marks.

Avoid discussing personal opinion or experience within the paper.

Review the Research Paper: Final Submission Example and the Research Paper: Final Submission Grading Rubric for additional guidance.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
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Research Paper: Working Outline Assignment Instructions

Overview

This assignment will help you to organize the information you have gathered for your Research Paper: Final Submission Assignment into the key components of a problem-based paper (possible causes/risk factors, effects, and solutions/interventions). Review the information you have collected from the Research Paper: Annotated Bibliography Assignment as well as any other information from your approved peer-reviewed articles. Identify points that you would like to cover in your Research Paper: Final Submission Assignment. Similar points (for example all points that cover causes/risk factors) will be discussed within the same area of your paper. You will identify your main points and any sub points that will be addressed under each main point. Reference your articles to demonstrate where you will be finding support for your points.

Instructions

The body of the assignment will be at least one full page. Typically, a well-developed outline will be around two pages.

Use APA formatting (include a title page and a reference page).

A thesis statement will be included at the beginning of your outline. This will cover the main point of your paper and can be developed as you finish writing the Research Paper: Final Submission Assignment.

Outline the proposed Research Paper: Final Submission Assignment in various sections. The intent is to demonstrate clear direction for the Research Paper: Final Submission Assignment.

You must cite all of the approved articles within your outline. Additional sources can be used, but a minimum of 10 peer-reviewed journal articles are necessary to successfully complete this assignment.

Review the Research Paper: Working Outline Example and Research Paper: Working Outline Grading Rubric for additional guidance.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
RESEARCH PAPER: WORKING OUTLINE Example9

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Research Paper: Working Outline Example

A working outline is crafted after all of your preliminary research is done. It is a solid tool to organize all of the concepts you will address in your research paper and can easily be converted into a final draft of your actual paper.

Use standard outlining format (see below), with your thesis statement above the first Roman numeral entry; it will become the foundation for your introductory paragraph (which in APA style is never preceded by a heading titled “introduction”):

Thesis statement

All of your primary issues will be enumerated as Roman numerals (I, II, III). These should be left-justified, in standard outline format. They will later become your Level 1 headings (see page 62 of your APA manual). Include some bullets or phrases to support each, with citations in proper APA format for the resources in your reference list. Complete sentences are not necessary in an outline.

The supporting (secondary) issues for each primary issue will be labeled with capital letters (A, B, C). These should be indented ½”, in standard outline format. They will later become your Level 2 headings.

Any tertiary issues that support your secondary issues will be labeled with Arabic numbers (1, 2, 3). These should be indented 1”, in standard outline format. They will become your Level 3 headings.

Subheadings under the tertiary issues would be labeled with lowercase letters (a, b, c).

These would be indented 1-1/2”, in standard outline format. They would become your Level 4 headings.

The last possible level would be issues supporting the Level 4 headings, which would be labeled with lowercase Roman numerals (i, ii, iii). These would be indented 2”. They would become Level 5 headings.

Conclusion.

As with all outlines and papers, there must be at least two divisions for each level used, if any. Outlines cannot have a “I” without a “II” or an “A” without a “B,” for example. Likewise, APA papers cannot have just one Level 2 heading under a Level 1 heading; there must be at least two Level 2 headings under that Level 1 heading, or no Level 2 headings there at all. In other words, if you don’t plan to divide the larger section into two or more smaller sections, do not divide it at all. Each new larger section starts anew. It is possible to have five Roman numerals, with capital letters under just the fourth one; others may have capital letter divisions under every Roman numeral.

Also note that the information included under each section should NOT be in complete sentences. Phrases should be short and direct. A standard title page and reference page are also required, as required in all APA assignments. Sample working outline follows on the next page.

Research Paper: Working Outline Example

Student Name

Liberty University

Research Paper: Working Outline Example

Thesis: God designed and created man with an internal yearning to have close interpersonal relationships and attachment to Him and others, thus behavioral issues resulting from attachment disorders have spiritual implications.

I. The Core Causations of Reactive Attachment Disorder:

A. Attachment Theory and Development of Attachment Styles

1. John Bowlby; Jane Ainsworth.

2. Anxious/ambivalent, avoidant, or secure (Besharat, 2011, p. 475).

a. 16% = anxious/ ambivalent;

b. 21% = avoidant;

c. 63% = secure (Levy et al., 2011, p. 193).

3. Childhood attachment styles develop into lifelong patterns.

B. Pathways to Depravity:

1. RAD develops during the first three years of a child’s life;

2. Due to lack of adequate and appropriate caretaker;

3. RAD = lack of empathy; research = confirmed link between compromised levels of empathy and antisocial behaviors (Thompson & Gullone, 2008, p. 123).

C. Statistics:

1. United States:

a. 38-40% of foster children;

b. 195,000.

2. International:

a. 1% of all children worldwide;

b. 22,000,000 (Hall & Geher, 2003, p. 149).

II. Correlations Between One’s Attachment to Others and Corresponding Attachment to God

A. Attachment to Others:

1. People = flesh-and-bone correlation of God’s design.

2. By definition = children with RAD shun true intimacy with everyone/God.

B. God Image and Attachment:

1. Scriptural correlations:

a. “Man is designed to relate to God and the human brain is [in fact] ‘wired for God’” (Fayard et al., 2009, p. 167).

b. Jesus Christ = “living water” (John 4:10, 13).

c. Bible = replete with imagery of God as a compassionate, caring, involved, devoted and doting father to His children

d. God’s own example = emotional intimacy, bonding, secure attachment

2. Impact of personal religiosity on attachment:

a. Parents with higher levels of personal religiosity = “stronger authoritative parenting skills … and report less parent-child conflict” (Pickering & Vazsonyi, 2010, p. 98).

b. Children with a genuine relationship with God = stronger resilience in navigating the adolescent years (Pickering & Vazsonyi, 2010, p. 111- 112).

C. Spiritual Implications:

1. RAD = spiritual implications because it necessarily interferes with the person’s ability to relate to God;

2. It interferes with a person’s ability to relate to others.

III. Conclusion

References

Besharat, M. (2011). Development and validation of adult attachment inventory. Procedia –

Social and Behavioral Sciences, 30, 475–479. https://doi.org/10.1016/j.sbspro.2011.10.093

Fayard, C., Pereau, M., & Ciovica, A. (2009). ‘Love the Lord with all your mind’: Explorations

on a possible neurobiology of the experience of god and some implications for the

practice of psychotherapy. Journal of Psychology and Christianity, 28(2), 167-181.

Hall, S., & Geher, G. (2003). Behavioral and personality characteristics of children with reactive

attachment disorder. The Journal of Psychology, 137(2), 145-162.

Levy, K., Ellison, W., Scott, L. & Bernecker, S. (2011). Attachment style. Journal of Clinical

Psychology: In Session, 67(2), 193-203. https://doi.org/10.1002/jclp.20756

Pickering, L., & Vazsonyi, A. (2010). Does family process mediate the effect of religiosity on

adolescent deviance?: Revisiting the notion of spuriousness. Criminal Justice and

Behavior, 37, 97-118. https://doi.org/10.1177/0093854809347813

Thompson, K., & Gullone, E. (2008). Prosocial and antisocial behaviors in adolescents: An

investigation into associations with attachment and empathy. Anthrozoos, 21(2), 123-137. https://doi.org/10.2752/175303708X305774
Research Paper

The Evolution of a Group: An Integrative Perspective. (Program Goals 2, 3, 4).

Due by FRIDAY AUGUST 5, 2021, 11:59pm.

** AN APA TEMPLATE IS PROVIDED AND REQUIRED FOR THIS ASSIGNMENT**

Course project assignment.

This assignment will incorporate aspects of your learning over the entire course and will allow you to demonstrate your competence and mastery of the material as a form of a capstone project.

The Evolution of a Group: An Integrative Perspective

* STUDENTS MUST USE THE PROVIDED APA TEMPLATE. FAILURE TO USE THE TEMPLATE WILL RESULT IN A SIGNIFICANT REDUCTION OF YOUR GRADE. ***This is located as a file upload by your syllabus.***

For this assignment you will write a 7-8 page paper, APA format, 12 point font (the required template follows APA but you will need to ensure your citations and written work also adhere to APA) plus an additional title page and references page that will demonstrate how theory can be applied to practice. You will pay special attention to the process of working with individual members, and link these members with common personal issues.

Consult chapters 17 and 18 of your textbook: Corey, G. (2018). Theory & practice of group counseling. 9th edition. This was not ASSIGNED reading but you are expected to consult these chapters to help you complete this assignment. You will see how the requirements of this assignment directly coincide with chapters 17 and18 of this textbook.

You will define and explain how you as a counselor will facilitate and progress through the stages of group counseling that typically emerge during the life of a counseling group. This should be approximately 1 page per point below.

Introduction (brief)

1. Preliminary Preparation with a Pre-group Meeting

2. Clarifying Personal Goals

3. Creating and Maintaining Trust

4. Bringing Interactions into the Here and Now

5. Dealing with Fears and Ambivalence

6. Moving Toward a Deeper Level of Interaction

7. Final Stage: Dealing With Feelings of Separation and Loss

Conclusion (brief)

Use APA format and a mandatory minimum of 5 academic sources (not blogs,Wikipedia etc.) Please refer to the textbook, use journals and students will also be provided access to a Vitalsource EBook shelf with extra books. NO websites, blogs or any non-academic/scholarly sources.

The Evolution of a Group: An Integrative Perspective

The Evolution of a Group: An Integrative Perspective

Julbert Jolicoeur

South Florida Bible College

Course Number and Name – Online

Professor Barry Davis

The Evolution of a Group: An Integrative Perspective

[Type the introduction to the paper. Make sure you describe the purpose of the

paper and the main points you will cover. Remove or type over all comments in brackets

[ ] from this template.]

Preliminary Preparation with a Pre-group Meeting

[this should be one full page]

Clarifying Personal Goals

[This should be one full page]

Creating and Maintaining Trust

[this should be one full page]

Bringing Interactions into the Here and Now

[should be one full page]

Dealing with Fears and Ambivalence

[should be one full page]

Moving Toward a Deeper Level of Interaction

[should be one full page]

Final Stage: Dealing With Feelings of Separation and Loss

[should be one full page]

Conclusion

[Summarize the main points, and make a conclusion based on them.]
BMBA 632 – Project 1

Script for Underwater UXO Solutions

OPENING SLIDE #1

Imagine drilling for oil in a minefield! At least 200 million pounds of explosive devices have been dumped in our oceans over the years and they’re posing a threat to oil & gas exploration. Hello everyone, my name is Paul Seely and today I’d like to discuss with all of you the topic of discarded Chemical Warfare Agents and Underwater Unexploded Ordnance, commonly referred to as UXO. As the world population continues to grow and we venture into previously remote areas to expand our search for resources, we are encountering hazardous remnants of wars past. Now most of us may not recognize these hazards or know how to mitigate the threats they pose. The objective of today’s discussion is to bring awareness to the capabilities being offered by SAIC, primarily to the offshore oil & gas industry. We’ll discuss briefly how this problem has come about and what SAIC can provide to solve the problem.

SLIDE #2

Here’s just a brief synopsis of what we’ll be discussing.

SLIDE #3

Alright, many of you are probably thinking, why are UXO a problem for the oil & gas industry? Here are some of the driving forces that make UXO a concern them. The oil & gas industry is being forced to search for viable wells in deeper waters because wells in shallower waters are being used up. As a result, they are entering what was once UXO and chemical dumping sites. Consequently, as we saw with the Deepwater Horizon incident, precautions must be taken to ensure well heads and pipelines are not subject to inadvertent exposure to high explosive detonations. Chemical barrels and munitions also pose a hazard should their contents become adhered to remotely operated vehicles, umbilical or other equipment that personnel may come into contact with.

SLIDE #4

As you can see in this slide, the at sea dumping of UXO and chemical warfare agents was globally prevalent up until the early 1970’s. This comes as a surprise to many people, but several incidents occur each year where fishermen inadvertently bring up these remnants of war in their nets. Not surprisingly, historical records were not well maintained, but several areas in the Gulf of Mexico and off the east and west coasts of the U.S. were documented and designated dumping areas.

SLIDE #5

There are a total of 79 documented dump sites around the U.S. coastline. However, there was significant dumping outside these areas due to poor navigation equipment, emergency disposals and careless dumping practices. The website uxoinfo.com is building a database of these dump sites. This is a brief list of some sites on the east coast.

SLIDE #6

Before we get into the capabilities offered, let’s take just a minute to consider why they would be important to our customer. When oil & gas companies conduct operations out to sea, they incur significant expenses. Each day at sea adds to that expense and if operations are delayed because of UXO or Chemical agents, the companies are losing millions of dollars a day. Even more unsettling is the risk of damage to equipment, well heads or pipelines from an accidental detonation. This is why having experts on scene who can immediately and conclusively identify, characterize and mitigate the UXO threat is very important from both a safety and cost savings perspective.

SLIDE #7

Now here’s a snapshot of what SAIC can provide that will help keep at sea delays because of UXO to a minimum. Basically, we do preliminary research to find out if the area of operation is a recorded dump site or how far away the nearest recorded dump site is. From there, we train ROV operators on precautions when operating around UXO or chemical warfare agents. Finally, when suspected UXO is encountered, we identify it, assess its condition (i.e. armed or unarmed) and formulate a mitigation strategy based on the requirements of the customer and the condition of the UXO.

SLIDE #8

This is a more detailed outline of the services offered. We’ve broken the operation down in phases, beginning with Phase 1, the desktop study. This phase provides an estimation of what might be encountered and is a helpful planning tool.

SLIDE #9

Phase II begins with the AUV or sonar survey of the intended area of operation. It identifies potential UXO threats as sonar anomalies and is the first indication of how cluttered the environment is. Additionally, anomalies can be categorized by size, location and marked for follow on ROV investigation.

SLIDE #10

The ROV investigation or Phase III gives us the best picture of the anomaly and in most cases the anomaly can immediately be categorized as a UXO, Chemical container or other non-hazardous debris. It is also important during this phase to ensure the ROV operator is maintaining good umbilical discipline, as dragging it across UXO could cause a detonation and destroy the ROV.

SLIDE #11

This brings us to the final phase of the service, mitigation. Based on the preceding phases, can the item be avoided? If the answer to this question is no, then we begin weighing our other options, for instance: Is the UXO armed? Is it safe to move? Does it contain chemical warfare agents? The ultimate decision will be based on the type and condition of the ordnance, as well as, environmental considerations and customer desires.

SLIDE #12

Our technology in the area of mitigation sets our service apart from our competitors. High pressure abrasive water jets have been used extensively on land for UXO operations, however, we are continuing the development of these jets for underwater use. This gives another option to customers besides simply blowing up an underwater UXO. The High pressure abrasive water jet can essentially dissect a UXO underwater and we can also contain the waste stream. This is a much more environmentally friendly approach when compared with an underwater detonation.

SLIDE #13

It’s always helpful to look ahead for future opportunities, so here are some possibilities for future expansion in alternative energy and environmental remediation areas.

SLIDE #14

I do thank you all very much for your attention and as a quick review of our discussion let’s recap the main topics we covered today:

The driving forces of the underwater UXO problem

A concise history of underwater UXO

SAIC’s services and why they’re valuable to the customer

Details about our services and what sets them apart

Some potential areas of future expansion.

SLIDE #15

This is what we as SAIC need to pursue opportunities with the oil & gas industry:

Funding to hire four qualified EOD Technicians

Beginning travel budget of \$35k

IR&D Budget of \$75k to complete development of the underwater water jet

SLIDE #16

Are there any questions? Again, thank you.
SEARCH FOR FAITH FINAL EXAM

ISLAM

1. The main conflicts of religion are not between different religions, but are intra-religious in nature, between branches or theological interpretations, cultures and practices within the same religion. How is this true of Islam?

2. How does Islam practice a sense of community? Where does Islam support its own adherents and believers and involve them in a larger tapestry, a cohesive commitment to practice and expand their own sense of community?

3. Contemporary Islamic scholars affirm the full equality of women. However, in many countries the culture of patriarchy makes the ideal of full equality– and the practice of full equality– difficult to enact. Many question whether there really is a commitment to the full equality of women in Islam. How should Islam address this situation?

4. Islam believes fervently that Mohammad is the final messenger. What would happen if another prophet arrives on the scene? Is Islam an “open source religion” as proposed by Naif Al-Mutawa? Or is its revelation closed? Or a combination of both? Using Ramadan’s book, how should Muslims deal with new ideas and theological insights, new prophets or messengers, bearing a similar or different message?

What are the major issues of Islam in America? Building upon Ramadan’s insights, add your own thoughts.

Write a sermon or meditation upon a chapter of the Qu’ran, thinking meditatively and creatively about the text, applying it to the life of Islamic faith today.

You are a committed Muslim. You follow the five pillars, you study and steep yourself in growing in knowledge and understanding of the Qur’an. You are very committed to being involved in your mosque and community. What do you say to a Muslim who believes in the two testimonies– but doesn’t follow through in practicing any of the other pillars or requirements? What spiritual and theological advice would you give?

BUDDHISM

8. Some branches of Buddhism assert that one’s soul is an illusion, one’s personality is an illusion, everything human is fleeting and ephemeral; all life is brief, a succession of freeze-frames. Others affirm a non-personal meaning to the soul. What does Thich Nhat Hanh believe about the soul?

9. Life is suffering. The main goal of Buddhist philosophy is to minimize suffering for oneself and others; and experience enlightenment, kindness and happiness. How might these teachings be applied at a corporate and collective level to the United States? How might a Buddhist philosophy and ethic help our nation and our communities?

Buddhism is based on a philosophy of detachment, ceasing desires, letting go of egotistical pursuits. Some theologians and ethicists have criticized Buddhism for being too passive and quiet, not socially active and engaged in the critical issues of our times. Is this a valid criticism? What should Buddhism teach its adherents about being socially conscious and socially engaged?

Mindfulness is the mantra of our times. Fifteen years ago, the term was a call to enlightenment; to everyday awareness and practice. Now, the term mindfulness has trended into becoming a cottage industry. The concept markets seminars and sells products. What is mindfulness according to Thich Nhat Hanh? How should mindfulness be practiced in an ongoing disciplined approach to life?

12. Write a Buddhist sermon or develop your own Buddhist teaching. Using a quotation from the Buddha’s sayings or a quotation from Thich Nhat Hanh, write a sermon as if you were preaching or teaching to a Sangha. Your sermon should quote Buddha or Thich Nhat Hanh and be relevant, applying to life in the real world.

GENERAL QUESTIONS

13. How can the religions of Judaism, Christianity and Islam harness the inspired wisdom of their scriptures and traditions and motivate their adherents– and corporate and political leaders– to address the environmental crisis of global warming and climate change? What resources does religion have that can help develop a plan for saving the planet earth?

How can the religions of Judaism, Christianity and Islam harness the inspired wisdom of their scriptures and traditions– to address the poverty and racism that form the caste system in America? Detail what the religions should be doing and how they can provide a unified front in overcoming racial injustice.

15. The majority of branches of Buddhism do not believe in God or a deity. Is it possible to be a Buddhist and a Muslim? A Buddhist and a Christian? A Buddhist and a Jew? How does combining both religion’s beliefs and practices strengthen one’s spirituality? How might the combination dilute one’s spiritual focus and concentration?

16.Professor Neff’s bias (shared with the authors of our textbooks) is in favor of a moderate or liberal expression of religion; and decidedly against a fundamentalist or ultra-orthodox interpretation of scripture. Still, orthodoxy is strong and fundamentalism is growing across the board in all areas of religious life. What are the spiritual benefits of a fundamentalist reading of scripture? What is life-giving and life-changing about belief and practice in ultra-Orthodox religion with its focused approach to the life of faith?

17. “Religion is all about being a good person.” This phrase is reductionist. It indicates the speaker doesn’t know very much about the particularity and diversity of the world’s religions. In each religion, there is an articulate and compelling imperative involved in being a good person. A good person brings vivid values to the world from one’s own theological and religious tradition. What does “being a good person” mean in the religion of Judaism? In Christianity? In Islam? And in Buddhism?

18. Five Quotations: Choose five quotations– one each from our four textbooks– and a fifth one. Write a personal reflection about how each quotation informs and influences the current place in your life. What are five ideas do you take away? How might these ideas impact and shape your search for faith in the future?

19. What are your most interesting learnings this semester? What teachings or insights have given you bread for the journey? Using our four authors, write a paper about what was significant to learn from each of the world’s religions.

You are an agnostic or an atheist. Religion and its concepts haven’t been real for you– or realized in your experience. Still, you have taken this course and subjected yourself in-depth to the teachings of four religions. How do you view historical religion? How do you understand the worldviews, the theology and creeds, the rituals and prayers, the art and music? How do you understand each particular faith community as an ethical framework? How do you understand religion based on its mission to transform the world through its teachings and practice?

21. Ask any question that you might have about the religions we have studied this semester– and answer it yourself. (Be sure to consult Dr. Neff about your question and answer before writing it).
SEARCH FOR FAITH FINAL EXAM

ISLAM

1. The main conflicts of religion are not between different religions, but are intra-religious in nature, between branches or theological interpretations, cultures and practices within the same religion. How is this true of Islam?

2. How does Islam practice a sense of community? Where does Islam support its own adherents and believers and involve them in a larger tapestry, a cohesive commitment to practice and expand their own sense of community?

3. Contemporary Islamic scholars affirm the full equality of women. However, in many countries the culture of patriarchy makes the ideal of full equality– and the practice of full equality– difficult to enact. Many question whether there really is a commitment to the full equality of women in Islam. How should Islam address this situation?

4. Islam believes fervently that Mohammad is the final messenger. What would happen if another prophet arrives on the scene? Is Islam an “open source religion” as proposed by Naif Al-Mutawa? Or is its revelation closed? Or a combination of both? Using Ramadan’s book, how should Muslims deal with new ideas and theological insights, new prophets or messengers, bearing a similar or different message?

What are the major issues of Islam in America? Building upon Ramadan’s insights, add your own thoughts.

Write a sermon or meditation upon a chapter of the Qu’ran, thinking meditatively and creatively about the text, applying it to the life of Islamic faith today.

You are a committed Muslim. You follow the five pillars, you study and steep yourself in growing in knowledge and understanding of the Qur’an. You are very committed to being involved in your mosque and community. What do you say to a Muslim who believes in the two testimonies– but doesn’t follow through in practicing any of the other pillars or requirements? What spiritual and theological advice would you give?

BUDDHISM

8. Some branches of Buddhism assert that one’s soul is an illusion, one’s personality is an illusion, everything human is fleeting and ephemeral; all life is brief, a succession of freeze-frames. Others affirm a non-personal meaning to the soul. What does Thich Nhat Hanh believe about the soul?

9. Life is suffering. The main goal of Buddhist philosophy is to minimize suffering for oneself and others; and experience enlightenment, kindness and happiness. How might these teachings be applied at a corporate and collective level to the United States? How might a Buddhist philosophy and ethic help our nation and our communities?

Buddhism is based on a philosophy of detachment, ceasing desires, letting go of egotistical pursuits. Some theologians and ethicists have criticized Buddhism for being too passive and quiet, not socially active and engaged in the critical issues of our times. Is this a valid criticism? What should Buddhism teach its adherents about being socially conscious and socially engaged?

Mindfulness is the mantra of our times. Fifteen years ago, the term was a call to enlightenment; to everyday awareness and practice. Now, the term mindfulness has trended into becoming a cottage industry. The concept markets seminars and sells products. What is mindfulness according to Thich Nhat Hanh? How should mindfulness be practiced in an ongoing disciplined approach to life?

12. Write a Buddhist sermon or develop your own Buddhist teaching. Using a quotation from the Buddha’s sayings or a quotation from Thich Nhat Hanh, write a sermon as if you were preaching or teaching to a Sangha. Your sermon should quote Buddha or Thich Nhat Hanh and be relevant, applying to life in the real world.

GENERAL QUESTIONS

13. How can the religions of Judaism, Christianity and Islam harness the inspired wisdom of their scriptures and traditions and motivate their adherents– and corporate and political leaders– to address the environmental crisis of global warming and climate change? What resources does religion have that can help develop a plan for saving the planet earth?

How can the religions of Judaism, Christianity and Islam harness the inspired wisdom of their scriptures and traditions– to address the poverty and racism that form the caste system in America? Detail what the religions should be doing and how they can provide a unified front in overcoming racial injustice.

15. The majority of branches of Buddhism do not believe in God or a deity. Is it possible to be a Buddhist and a Muslim? A Buddhist and a Christian? A Buddhist and a Jew? How does combining both religion’s beliefs and practices strengthen one’s spirituality? How might the combination dilute one’s spiritual focus and concentration?

16.Professor Neff’s bias (shared with the authors of our textbooks) is in favor of a moderate or liberal expression of religion; and decidedly against a fundamentalist or ultra-orthodox interpretation of scripture. Still, orthodoxy is strong and fundamentalism is growing across the board in all areas of religious life. What are the spiritual benefits of a fundamentalist reading of scripture? What is life-giving and life-changing about belief and practice in ultra-Orthodox religion with its focused approach to the life of faith?

17. “Religion is all about being a good person.” This phrase is reductionist. It indicates the speaker doesn’t know very much about the particularity and diversity of the world’s religions. In each religion, there is an articulate and compelling imperative involved in being a good person. A good person brings vivid values to the world from one’s own theological and religious tradition. What does “being a good person” mean in the religion of Judaism? In Christianity? In Islam? And in Buddhism?

18. Five Quotations: Choose five quotations– one each from our four textbooks– and a fifth one. Write a personal reflection about how each quotation informs and influences the current place in your life. What are five ideas do you take away? How might these ideas impact and shape your search for faith in the future?

19. What are your most interesting learnings this semester? What teachings or insights have given you bread for the journey? Using our four authors, write a paper about what was significant to learn from each of the world’s religions.

You are an agnostic or an atheist. Religion and its concepts haven’t been real for you– or realized in your experience. Still, you have taken this course and subjected yourself in-depth to the teachings of four religions. How do you view historical religion? How do you understand the worldviews, the theology and creeds, the rituals and prayers, the art and music? How do you understand each particular faith community as an ethical framework? How do you understand religion based on its mission to transform the world through its teachings and practice?

21. Ask any question that you might have about the religions we have studied this semester– and answer it yourself. (Be sure to consult Dr. Neff about your question and answer before writing it).
Self-Critique Form – Informative Speech and Review/Analysis of Other Speeches

Name: _____________________________

Goal:  To evaluate your own performance

In terms of content, I did the following things well in my last speech. Comment specifically on the structure/organization, the nature of the content, introduction, conclusion, transitions, and references.

In terms of content, I found the following things challenging about my last speech (use the criteria above for specifics):

In terms of delivery, I did the following things well in my last speech. Comment on your eye contact, body positioning, use of notes, vocal variety, hand gestures, facial expressions, and anything else you may think of.

In terms of delivery, I found the following things challenging about my last speech.

Now that my speech is complete, these are things I am most proud of:

a.

b.

c.

Now that my speech is complete, these are things I would do differently:

a.

b.

c.

Please listen to at least two speeches from your fellow classmates. Please provide details about lessons learned after completing your analysis of these speeches.https://anyessayhelp.com/Assessment 2 Instructions: Product Pricing Recommendation

Top of Form

Bottom of Form

PRINT

Create a 9-slide presentation in which you analyze cost accounting practices to make a recommendation about whether or not to accept a purchase offer at a lower price than normal. You may either record the presentation or write a 2-3 page supporting report.

Scenario

The Acme Pickle Company has distributed pickles under the “Florida’s Best” brand for eight years from its production facility in Jacksonville, Florida. It sells the pickles to stores in the southeastern United States. Acme normally produces between 8,000 and 10,000 cases of pickles a month but has the capacity to produce 12,000 cases without adding equipment or personnel.

The owner of a twenty-store supermarket chain in Wisconsin, called Super Deals, visits friends in Florida and is impressed with the quality of “Florida’s Best” pickles. He approaches you, an Acme Pickle account manager, with an offer to buy 2,000 cases of pickles to use in a special promotion at his stores. He is thinking of something such as:

“Free jar of Florida’s Best pickles with every purchase of forty dollars or more—this month only!”

He offers Acme a price of \$9.50 per case, knowing that it is a very substantial discount from the normal selling price of \$20 a case. Acme’s management is inclined to turn the offer down, because their cost is calculated at \$10.00 a case. They believe they would lose money if they sold at \$9.50 a case. You, on the other hand, believe that some errors have been made in the cost accounting.

You are the account manager for Acme Pickles.

Requirements

Your analysis for the Controller and Sales Manager is needed to suggest a different way of calculating the pricing of the pickles that may be lower. As part of your analysis, address the following items:

Explain why some production costs are variable and some are fixed.

Analyze the benefit of recalculating the cost of pickle production.

How would you recalculate it?

What would the result be?

What is the benefit to the company of recalculating the cost?

Analyze how financial accounting of production cost differs from managerial accounting of production cost.

Explain the difference between the two accounting methods.

Identify the benefits and drawbacks of each method.

Recommend a plan of action to management regarding Super Deals’ offer.

Below is the cost report for a recent month. In this month, Acme produced 9,000 cases and sold them at \$20 per case, which is Acme’s normal selling price. Nine thousand cases are well beyond Acme’s break-even point, enabling Acme to record a substantial profit at the nine-thousand-case level.

Acme Pickle Company Cost Report

Item

Cost

Cucumbers

\$15,000

Spices and vinegar

11,000

Jars and lids

10,000

Direct labor, paid by the case

30,000

Line supervisors, on salary

10,000

Depreciation on factory

10,000

Property taxes on factory

3,000

Insurance on factory

1,000

Total Costs:

\$90,000

Cost per case (9,000 cases produced) \$10.00

Deliverable Format

Your team lead wants to share this analysis across remote locations of the organization and is hoping you will set the standard for how analyses and decisions of this type should be presented and supported. Your team has requested either a recorded presentation (including slides and notes) or a presentation and supporting reporting that can be distributed as a model. Prepare a presentation of at least 9 slides using PowerPoint or software of your choice detailing your recommendation and the information you used to make your recommendation. You can either record the presentation or prepare a separate report supporting the presentation.

If you choose to record your presentation, you may use Capella-supported Kaltura Media or another technology of your choice that produces a shareable URL. Kaltura is recording software that can be used to create webcam, screen, and audio recordings. Refer to the MBA Program Resources for the Using Kaltura tutorial to prepare for this option. If you choose to use something other than Kaltura Media, ensure that it creates a shareable URL and can be embedded in the courseroom to ensure faculty can access your recording.

Note: If you require the use of assistive technology or alternative communication methods to participate in these activities, please contact DisabilityServices@Capella.edu to request accommodations.

Recommendation requirements:

Presentation slides:

Create at least 9 slides detailing your recommendation and the information you used to make your recommendation.

Include additional details as slide notes.

Supporting information. Choose one of the following options:

Create a 2–3 page report to support your slides.

Related company standards:

The recommendation report is a professional document and should therefore follow the corresponding MBA Academic and Professional Document Guidelines, including single-spaced paragraphs.

In addition to the presentation or report materials, include:

Title (slide or page).

References (slide or page).

Appendix with supporting materials.

At least two APA-formatted references.

Evaluation

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies through corresponding scoring guide criteria:

Competency 1: Explain how accounting concepts and practices impact financial reporting.

Explain why some production costs are variable and some are fixed.

Competency 2: Apply principles of accounting to assess financial performance.

Analyze how financial accounting of production cost differs from managerial accounting of production cost.

Competency 3: Analyze accounting information to support business decisions.

Analyze the benefit of recalculating the cost of pickle production.

Recommend a plan of action to management.

Competency 4: Communicate financial information with multiple stakeholders.

Communicate accounting information clearly.

Faculty will use the scoring guide to review your deliverable as if they were the Controller or Sales Manager. Along with reviewing the content, they will also review the way you present this content. Review the scoring guide prior to developing and submitting your assessment.

ePortfolio

This portfolio work project demonstrates your competency in applying knowledge and skills required of an MBA learner in the workplace. Include this in your personal ePortfolio.

Note: Faculty may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.
Management wants to study Terminal 3 at a hub airport with an eventual eye toward improvement. The first step is to model it as it is during the 8 hours through the busiest part of a typical weekday. We’ll model the check-in and security operations only, that is, once passengers get through security they’re on their way to their gate and out of our model. Passengers arrive one at a time through the front door with interarrival times distributed exponentially with mean 0.5 minute (all times are in minutes unless otherwise noted). Of these passengers, 35% go left to an old-fashioned manual check-in counter, 50% go right to a newfangled automated check-in kiosk, and the remaining 15% checked in online and proceed directly from the front door to security. It takes the online check-in customers between 3 and 5 minutes, uniformly distributed, to make the walk from the front door to the entrance of the security area; the other two passenger types take between 1 and 2 minutes (uniformly distributed) from their arrival to the counter or kiosk.

There are two agents at the manual check-in station, fed by a single FIFO queue; manual check-in times follow a triangular distribution between 1 and 5 minutes with a mode of 2 minutes. After manual check-in, passengers walk to the security area, a stroll that takes them between 2.0 and 5.8 minutes, uniformly distributed. The automated check-in has two stations (a station consists of a touch-screen kiosk and an employee to take checked bags; view a kiosk-employee pair as a single unified unit, that is, the kiosk and its employee cannot be separated), fed by a single FIFO queue, and check-in times are triangularly distributed between 0.5 and 1.5 with a mode of 1. After automated check-in, passengers walk to the security area, taking between 1 and 3 minutes, uniformly distributed, to get there (automated check-in passengers are just quicker than manual check-in passengers at everything).

All passengers eventually get to the security area, where there are six stations fed by a single FIFO queue; security-check times are triangularly distributed between 2 and 7 with a mode of 3 (this distribution captures all the possibilities there, like x-ray of carry-ons, walking through the metal detector, bag search, body wanding, shoes off, laptop checking, etc.). Once through the security check (everybody passes, though it takes some longer than others to do so), passengers head to their gates and are no longer in our model.

Simulate this system for 50 replications of the 8-hour period and look at the average queue lengths, average times in queue, resource utilizations, and average total time in system of passengers (for all passenger types combined). This is your baseline of the existing system (row 1 of the table on the next page).

Next, set up an experiment that looks at the following resource options:

Scenario

Counters

Kiosks

Security

Baseline

2

2

6

Counter +1

3

2

6

Counter +2

4

2

6

Kiosk +1

2

3

6

Kiosk +1 and Counter +1

3

3

6

Kiosk +1 and Counter +2

4

3

6

Kiosk +2

2

4

6

Kiosk +2 and Counter +1

3

4

6

Kiosk +2 and Counter +2

4

4

6

Security +1

2

2

7

Security +1 and Counter +1

3

2

7

Security +1 and Counter +2

4

2

7

Security +1 and Kiosk +1

2

3

7

Security +1 and Kiosk +1 and Counter +1

3

3

7

Security +1 and Kiosk +1 and Counter +2

4

3

7

Security +1 and Kiosk +2

2

4

7

Security +1 and Kiosk +2 and Counter +1

3

4

7

Security +1 and Kiosk +2 and Counter +2

4

4

7

Security +2

2

2

8

Security +2 and Counter +1

3

2

8

Security +2 and Counter +2

4

2

8

Security +2 and Kiosk +1

2

3

8

Security +2 and Kiosk +1 and Counter +1

3

3

8

Security +2 and Kiosk +1 and Counter +2

4

3

8

Security +2 and Kiosk +2

2

4

8

Security +2 and Kiosk +2 and Counter +1

3

4

8

Security +2 and Kiosk +2 and Counter +2

4

4

8

Based on the results of your simulation experiment, what do you recommend? Your recommendation can include resourcing decisions, a plan to alter the percentage of customers using online check-in or automated kiosks (since those are cheaper and more efficient!), or some combination. Keep in mind that to check the alternative of altering customers using the more efficient online and kiosk options, you’ll have to work that into an experiment as well (like I provided for the resourcing options…although you don’t have to get as crazy as I did, a few options will suffice).

Compile your RELEVANT results into easy-to-read tables and/or graphs that translate your output into a visual story that supports your recommendation, along with a brief summary of your thinking and recommendation. Keep it pithy!

Deliverables:

Summary report in Word (see above)

Simio model file
EDUC 639

Social Media Reflection Paper Assignment Instructions

You will identify four or more Educational Technology professionals who are influencing the field in creative and positive ways through the use of leading social platforms. You will thoroughly validate your section of field influencers, providing evidence on all key factors: reputation, knowledge and expertise, regularity, relevance, quality, and originality of posts. You will identify important benefits and common pitfalls for using social media tools in professional practice, and these are supported by the literature. The paper will be 2-4 pages in addition to the title and reference pages and be supported by at least 3 scholarly sources in addition to the textbooks. Sources should be within 5 years. The paper must be submitted as a Word document in current APA format.
EDUC 639

Social Media Reflection Paper Rubric

Criteria

Levels of Achievement

Content

Proficient

Developing

Not Present

11 to 12 points

The candidate identifies four or more Educational Technology professionals who are influencing the field in creative and positive ways through the use of leading social platforms.

10 points

The candidate identifies four Educational Technology professionals who are influencing the field through the use of leading social platforms.

1 to 9 points

The candidate identifies fewer than four Educational Technology professionals who are influencing the field, and/or the influence is somewhat marginal.

0 points

Not present

Impact Synthesis

11 to 12 points

The candidate thoroughly validates his or her section of field influencers, providing evidence on all key factors: reputation, knowledge and expertise, regularity, relevance, quality, and originality of posts.

10 points

The candidate validates his or her section of field influencers, providing evidence for most key factors: reputation, knowledge and expertise, regularity, relevance, quality, and originality of posts.

1 to 9 points

The candidate somewhat validates his or her section of field influencers and/or is missing evidence on a number of key factors.

0 points

Not present

Social Media

Pitfalls and Benefits

11 points

The candidate identifies important benefits and common pitfalls for using social media tools in professional practice, and these are supported by the literature.

9 to 10 points

The candidate identifies benefits and pitfalls for using social media tools in professional practice, and these are largely supported by the literature.

1 to 8 points

The candidate identifies benefits and pitfalls for using social media tools in professional practice, but these are only somewhat supported by the literature.

0 points

Not present

Structure

Proficient

Developing

Not Present

Mechanics

5 points

The candidates’ presentation is professional and relatively free from APA, grammar, and spelling errors. Universal design principle is applied.

4 points

The candidates’ presentation has some APA, grammar, and spelling errors. Errors do not detract from the communication. Universal design principles are employed, but not consistently.

1 to 3 points

The candidates’ lack professionalism and has frequent APA, grammar, and spelling errors. Errors substantially detract from the communication. Universal design principles are ignored.

0 points

Not present

References

5 points

The candidate uses the appropriate number of references to support their assertions. Citations and references are in correct APA format, and citations match in the body and in the reference section and vice versa. References are provided via a document presentation format.

4 points

The candidate uses references; however, they are not sufficient to support assertions. Citations and references have a few APA formatting errors, and a few citations in the body do not match those in the reference section and vice versa. References are provided via a document presentation format.

1 to 3 point

The candidate uses references. However, they are not sufficient to support assertions. Citations and references have frequent APA formatting errors, and many references that appear in the body are not cited in the reference section and vice versa. References are provided via a document presentation format.

0 points

Not Present

APA

Format

5 points

The candidate submits assignment as specified (i.e. location, items, format).

4 points

The candidate submits assignment mostly as specified.

1 to 3 points

The candidate submits assignment somewhat as specified.

0 points

Not present
3

1

Paper: Social Media Reflection

Author

School of Education, Liberty University,

EDUC 639: Trends and Issues in Educational Technology

Dr. Daniel Baer

Month x, 20__

Paper: Social Media Reflection

The candidate identifies four or more Educational Technology professionals who are influencing the field in creative and positive ways through the use of leading social platforms. The candidate thoroughly validates his or her section of field influencers, providing evidence on all key factors: reputation, knowledge and expertise, regularity, relevance, quality, and originality of posts. The candidate identifies important benefits and common pitfalls for using social media tools in professional practice, and these are supported by the literature. The paper will be 2-4 pages in addition to the title and reference pages and be supported by at least 3 scholarly sources in addition to the textbooks. The paper must be submitted as a Word document in APA format.

Begin with an introduction provides an overview and thesis of the paper. Any directions, like these sentences, should be deleted after you read them.

First Point

The paper should be organized into outlined points with appropriate headings.

Second Point

The paper should be organized into outlined points with appropriate headings.

Third Point

The paper should be organized into outlined points with appropriate headings. The number of points here is for display purposes. The number of points in your paper may vary. Your paper may also have subpoints as needed.

Conclusion

The paper should end with a conclusion.

References

Insert all references in APA format here.
FOUNDATIONS IN SOCIOLOGY: THE SOCIAL CONSTRUCTION OF EVERYDAY LIFE

SOCIOLOGY 112.3 (W02)

FINAL EXAMINATION

DR. LESLIE EHRLICH

DUE Friday August 20, 2021

It is comprised of six questions and you are required to answer three of the six questions listed. Please read each question carefully and answer those three questions you feel most capable of answering. Your responses should be formulated to demonstrate your understanding and comprehension of sociology, as introduced to you in the content covered in this course. Ensure that you respond to all components of each of the questions you select to complete. Each question is worth equal value, 10%.

Answers should be at least three paragraphs in length. In this case, a paragraph would be ten to twelve sentences long. Write your answers in your own words. Do not copy and paste paragraphs and sentences from the course materials.

You may write your answers on this document. If you submit your answers on a separate document, clearly indicate which questions you are responding to.

The following questions were developed by Dr. Susan Robertson, who taught this course previously.

Explain why sociologists agree that the ‘social is real, but not natural’. In your response: (a) identify the source of the social and describe its evolutionary climate; and (b) comment on what sociologists look for in the individual and collective stories that we tell at different levels of social reality (micro, meso and macro) to further their understanding of the social.

Define and discuss the concept of social control. In your discussion highlight how forms of governance, penal control, discipline and risk management operate as means of social control in contemporary society. Illustrate with examples.

Describe what a common moral framework of individualism involves and discuss how and why its rise to dominance within modern democratic societies is a contemporary social problem.

Elaborate the meaning of ‘social identity’ and explain why the sociological analysis of social identity is characterized by complexity.

Discuss why ‘body matters’ have become an increasingly important issue for the sociological study of society. What do classical and contemporary sociological perspectives have to offer us in the study of bodies within society?

Use the understanding of the sociological perspective that you have developed in this course to comment on the kinds of social changes you anticipate to result from our collective experience of the current pandemic. (In developing your response to this question, remember that your primary objective is to demonstrate how you can draw on and use your understanding of sociology –not personal opinion or conviction—to advance informed insights about the future potential and challenges for individuals and society).

THE END

1
Space Elevator Dissertation

1.0 Introduction

1.1 Background Information

Space elevators much like other novel concepts; have featured extensively in fictional films, but interestingly, only a few people are conversant with the concept. In its most basic description, a space elevator is a cable whose one end is attached to Earth, and the other end extends to about 90,000 kilometres (km) into space [1]. Primarily, a space elevator is an enormous infrastructure designed to leverage Earth’s rotation in raising payloads from Earth’s surface towards space and other destinations within the solar system. For years, rockets have been the primal way for travel into space for people and payloads, and it stands out as the only means through which humans can access the outer expanses of the solar system today. That said, the use of rockets presents numerous challenges, among them the huge costs of powering the rockets and the expensive infrastructure needed to launch them, in addition to the relatively low returns in terms of payload capacity. Moreover, there are numerous safety risks presented by the use of rockets, whereby, for every launch, there is a 30 per cent probability of blowing up depending on the type of launcher employed and its reliability [2]. Considering that there is an increased interest in more space travel for exploration, adventure and economic reasons, there is thus a need for a reliable and low-cost way of accessing space.

A space elevator stands out as the most daring and extensively challenging proposals in pursuit of that low-cost and reliable means of accessing space and stands out as one that will have the highest impact and offer the most benefits if actualised. Primarily, a space elevator would be used to deliver payloads such as satellites into space. By ignoring the initial development and construction cost, the infrastructure would benefit from dramatically reducing the recurring costs associated with space activities such as launching satellites [3]. Moreover, from an economic standpoint, a space elevator promises the potential for alternate applications and activities, including space tourism, while the reduction in the price of undertaking space missions would offer more people and countries opportunities to obtain an income from infrastructure such as satellites, and space applications [1]. In that regard, there has been a growing body of research aimed at determining how such a project can be actualised. In the same light, the current research will focus on entrenching a contemporary perspective on the current state of the art regarding the underpinning science and technology, financial viability and safety issues associated with a space elevator from a managerial perspective.

1.2 Definitions of Terms

1.2.1 Space Elevator

The idea of a space elevator was drawn up by Constantin Tsiolkovsky – a Russian rocket scientist, in 1895. From the ideas of Constantin, the concept became a mainstay of science fiction books and films in the 1970s and only garnered attention from academic scholars as a valid scientific and engineering concept in the 1980s [4]. That said, in recent times, the project has gained growing attention within scientific and engineering circles, and it is now perceived as a project that is viable, and one that could be accomplished within the 21st century. In that light, one of the most recent developments in the concept of space elevators is the work of Edwards and Westling, who developed an engineering template for a space elevator, which involved a ribbon with a width of 1 metre and mere molecules thick, stretching from Earth’s surface to beyond the geosynchronous altitude [4]. As a conceptual design, the concept’s main benefit is that it would make it possible for lifters to go through great distances in a way that mimics how railroads traverse continents. Figure 1 below displays the conceptual design of a space elevator as envisioned by Edwards and Westling.

Figure 1: The Concept of a Space Elevator [4]

Crucially, the contemporary understanding of a space elevator is a geostationary connection built from Earth’s surface to the orbit at an altitude of about 36,000 km. Its centre of mass will need to have an orbit of 24 hours and will have to stay within its geostationary position above the equator while at the same time rotating around the axis of the Earth. Having such an infrastructure aims to move people and cargo from the surface of Earth into space, acting as a transportation service [1]. One of the plausible orbits near Earth that could be utilised is similar to that of a satellite 36,000 km away into space. If the satellite were to be launched at its height above the equator, it would orbit Earth every 24 hours [1]. A rotation time of 24 hours would coincide with the rotation of the Earth around its axis. As such, the satellite would remain fixed at a specific point in the skies, considering that the period of rotation of the satellite around Earth is similar to that of the rotation of Earth on its axis. Lowering cables from the satellite to Earth’s surface would result in a system that could be thought of as a cable car. Figure 2 below presents the basic concept of a space elevator.

Figure 2: Basic Concept of a Space Elevator [1]

1.3 Rationale of the Study

The concept of a space elevator is informed by the quest to establish more sustainable way of travelling form Earth to space. The main appeal for that is to lower the recurring cost associated with space travel, including in launching satellites. That is in addition to making it possible to commence alternate applications and activities in space, including space tourism. Moreover, the reduction in the price of undertaking space missions would offer more people and countries opportunities to obtain an income from infrastructure such as satellites, and space applications [2]. The idea of a space elevator has been around for a while, where the idea of creating a structure from Earth’s surface to reach the outer realms of the world dates back to some of the earliest manuscripts [3]. For instance, the Bible in the Book of Genesis details the story of Babel, which was a city whose residents decided to build a tower whose top would reach the skies, and that brought about what is now commonly referred to as the Tower of Babel.

That said, in recent times it was Konstantin Tsiolkovsky in 1895, who following inspiration from the Eifel Tower in Paris, came up with the concept of a tower whose top extended to space. He envisioned a celestial castle situated at the end of a cable shaped in the form of a spindle, with the castle orbiting Earth within a geosynchronous orbit. Since the objects would attain orbital velocity as they moved up the cable, once they were released at the top of the tower, they would possess the orbital velocity that they would need to persist in a geosynchronous orbit [3]. According to Konstantin, the tower would be used to launch objects to space and since the objects would attain orbital velocity as they moved up the cable, once they were released at the top of the tower, they would possess the orbital velocity that they would need to persist in a geosynchronous orbit [3]. Unfortunately, at the time, Konstantin’s idea was deemed unrealistic considering that there was no material at the time that had adequate compressive strength to support its weight under the conditions within which it would have to operate. That said, over the past few decades, there has been a growing interest into the space elevator concept, where for instance, Yuri N. Artsutanov in 1959 came up with a more feasible concept. His elevator would feature a space tower that would utilise a geosynchronous satellite as the base from which the tower would be constructed [3].

Following on Yuri’s concept, there has been further ideations of a space elevator where for instance, an American scientist – Jerome Pearson, came up with a design that integrated profile with a tapered cross-sectional area, which would be a better approach for the design of the elevator. His design featured a proposal for incorporating a counterweight that would gradually stretch out up to 14,400 km [5]. The pursuit of feasible ideas of space elevators has been informed by current high costs involved in moving people and payloads from Earth into space, which is proving unsustainable. The multiple ideations of space elevators have meant that there is currently no common strategy for developing the concept. Furthermore, developments of new technologies have made it possible to make new materials such as carbon nanotubes, which would make the space elevator project feasible [1], [4], [6]. Moreover, owing to the rapidly changing variables as new studies are undertaken, there is currently a lack of a concrete cost estimate on the cost implication of such a project and the benefits [1]. As such, this study intends to present the viability of a space elevator in offering space travel in the near future using the perspective of the current state of the research in terms of underpinning science and technology, financial viability and safety issues associated with a space elevator.

1.4 Research Objectives

While the theoretical objective of the study is to offer an integrated comprehension of the space elevator in terms of both the underpinning science and technology, the practical role of the study is hinged on offering a managerial perspective on the viability of such a megaproject by considering the financial and safety factors. The relevance of such an undertaking is that the current research on the concept has remained largely fragmented and lacking in the kind of cohesion that would entrench an understanding of whether it is a viable megaproject, and if yes, what needs to be done to ensure it is realised. Chiefly, the study will consider some of the more recent concept including modern elevator concept, and the climbing concept, where once the elevator cable is in place, the elevator vehicles would be designed in such a way that they can effectively carry payloads up the elevator [7]. For the propulsion, such vehicles would need a sustainable source of energy, and following an analysis of the possible modes, laser technology emerged as the most suitable alternative. Crucially, there is a growing consensus on the viability of a space elevator as a suitable solution for addressing the challenges associated with space travel [8]. Based on the understanding of the need to entrench an in-depth understanding of the existing body of knowledge relating to the space elevator, in addition to offering a clear managerial perspective on the viability of such a megaproject, the study’s objectives are broken down into the following main and sub-research questions:

What is the current state of the research in terms of underpinning science and technology, financial viability and safety issues associated with a space elevator?

What are the current managerial risks associated with embarking on the construction of a space elevator?

What are the financial risks associated with on the construction of space elevator?

What are the existing safety risks associated with space elevators, and what are their remedies?

What is the financial viability of space elevators?

2.0 Review Design

The development of research based on the existing body of knowledge relating to a particular topic stands out as a unique building block for virtually all academic research activities, regardless of the discipline. As such, undertaking research accurately, so as to derive reliable deductions, should be a key consideration for academicians. Even so, such an undertaking is increasingly becoming complex on account of the vast changes that keep occurring in various disciplines, especially due to technology [9]. Consequently, in spite of the extensive growth witnessed in the research on science and especially space and extra-terrestrial studies, remain largely fragmented especially due to the inter-disciplinary nature of the studies. Hence, it is increasingly becoming difficult to monitor the latest research, and remain at the vanguard of the research fields by virtue of evaluating the collective evidence that accrues to the field of interest. It is as a result of such challenges, that literature review has obtained increased relevance as a viable research method, even in fields that have pre-dominantly involved primary research, such as science fields.

Literature review can be outlined as a methodical way of obtaining and amalgamating previous research, in which, a literature review that is effective and well-conducted, when utilised as a research method, offers a solid foundation on which one can grow knowledge and fast-track the process of developing new theories [10]. The appeal of literature review (henceforth LR) emanates from the fact that through the synthesis of findings and ideas from a diverse portfolio of empirical findings, LR enhances a researcher’s ability to address multiple research questions in ways that no single study can. Furthermore, LR offers the possibility of determining areas in which the research is disparate and involving multiple disciplines. Furthermore, LR is an excellent way of synthesising research findings, identifying meta-levels, and uncovering elements within the body of knowledge that might benefit from additional primary research. These factors are all crucial in the development of theoretical frameworks, as well as in instituting conceptual models.

When utilised in conjunction with other research methods, LR stands out as a crucial tool for the determination of what has been studied in the past on a certain research topic, in addition to determining the level to which a certain area of research illustrates patterns that can be analysed to provide insights. Furthermore, it offers a way of integrating the various empirical findings that accrue to a specific research question that has been narrowed down, as a way of supporting evidence-based practice [9]. Besides, it is a suitable way of pinpointing topics that are in need of further analysis, which is the basis of research as an incremental process. Within academic research, one of the most common applications of LR is as a Literature Review section within academic works, such as journal articles, or as a chapter within graduate papers. The LR section tends to integrate the existing research relating to a particular field, and outlining the gaps that exist, some of which the study is intent on addressing. As such, LR can be used to present the theoretical basis for a certain study, and offer support for the existence of a research problem, in addition to establishing the current research as one that offers a new contribution to the incremental body of knowledge [10]. That is as well as substantiating the methods proposed for use in the current study.

The alternate approach of LR, and which will be the basis of the current study, involves a primal and worthwhile research work by itself. In contrast to serving as a base for the work of a researcher, this alternate approach of LR provides a solid commencement point for a researcher intent on comprehending a specific area of study. Thus, a review article is a complete research paper whose primal role is to synthesise the existing studies in a certain field, without the collection or analysis of primary data. When undertaken in a proper manner, LR research papers stand out as invaluable sources of information for researchers who are keen on recent evidence that they can use as a guide when making decisions, as well as for work practices [10]. In addition, top-quality review articles are now frequently cited as useful research work, which scholars can capitalise on, when they intend to obtain an outline of literature when undertaking empirical studies. That is because the reviews provide an in-depth analysis of the study topic under study through the provision of a wide range of references on the most useful primary studies that have been undertaken on the topic. Importantly, there are different forms of review articles, which the subsequent sections will outline.

2.1 Descriptive or Mapping Reviews

Descriptive reviews stand out among review articles, owing to their focus on determining the extent to which the body of knowledge that accrues to a certain research topic, discloses patterns that can be analysed within the current propositions, theories, methodologies as well as findings. To that effect, mapping reviews incorporate a methodical and clear procedure, which involves searching, screening, in addition to categorising the studies [11]. Crucially, within mapping reviews, structured methods are utilised in the creation of a representative sample for a larger group of the published literature. In addition, the authors of mapping reviews would usually seek to draw from each study, pertinent features that are of interest including the publication year, the research methods employed in the study, data collection techniques, in addition to the weight and direction of the research outcomes, with a view to employ the same in undertaking a qualitative analysis. Basically, each study used in creating a descriptive review is viewed as a unit of analysis, and the entire literature provides a database for the authors, from which they can pinpoint the explicable themes. That is in addition to deriving the overall conclusions made in relation to the advantages that emanate from the current ideations, propositions, as well as approaches and findings [12]. Hence, descriptive reviews can be perceived as tools used to present findings, which illustrate the state of literature within a certain field.

2.2 Narrative Reviews

Narrative reviews stand out as a suitable way to review the extant literature especially in terms of qualitative comprehension of the existing body of knowledge in a specific field. Simply put, a narrative review is used to summarise and incorporate the undertaken research in a certain field, but is not meant as a way of developing generalisations or an incremental comprehension of knowledge in various fields [10]. Narrative reviews are primarily utilised by the reviewers to accumulate and synthesise literature as a way of depicting the value held by a specific view in relation to a research topic. As such, it is often the case that researchers will selectively pick or limit their attention to a certain study, with a view to make a certain point [13]. That makes it a somehow unsystematic approach to reviews, since the approach used in selecting the information from primary sources, is in most cases subjective, and devoid of a clear criterion on which the selection of studies is based. As a result, there is a tendency for narrative reviews to feature extensive biases from the reviewers in arriving at certain inferences. That said, narrative reviews present a suitable approach with which researchers can synthesise sizeable volumes of literature on specific topics.

Narrative reviews often find use among faculty teams owing to their ability to present recent information on research topics, in addition to providing a valuable range of peer-reviewed literature. The presence of an extensive range of credible sources in narrative reviews makes them especially suited in offering researchers an avenue for identifying gaps and irregularities in different bodies of knowledge, thus highlighting the importance of undertaking new research. Furthermore, narrative reviews offer researchers with adequate information, which they utilise in arriving at research questions as well as formulating hypotheses. Presently, there has been a growing trend of incorporating more thoroughness in narrative reviews, with a view to addressing the more apparent pitfalls associated with the reviews, in addition to bringing about positive changes to the standards of publications. To that effect, one of the suggestions that has been made includes the proposal for the development of a comprehensive framework with which to develop such reviews [14]. In the framework, are three crucial steps that include literature research and screening, which is followed by the extraction of data and its analysis, with the final step being to write the literature review. Conversely, [15] proposed a structured tool that could be employed in determining primary studies within a feasible scope, which would make it possible to obtain the relevant content from the articles.

2.3 Realistic Reviews

Realistic reviews are primarily theory-driven, interpretive reviews, which are developed with the aim of informing, enhancing, in addition to building up the traditional systematic reviews. The aim of using realistic reviews is to make sense of the disparate evidence that accrues to complex interventions employed in various contexts as a way of guiding decision-making in relation to policies [16]. The origins of the realistic reviews can be traced to the criticism of the positivist systematic reviews, which are largely based on simplistic assumptions. The primary aim of realistic reviews is to determine causation, and the logic is effective in certain fields including education. It the studies, findings of random samples from controlled trials can be easily amassed to pinpoint ways in which a new approach can improve outcomes. However, the critics of the approach assert that it is essentially impossible to pinpoint direct causal links between approaches and outcomes in certain fields such as management and information systems for which it is not necessarily the case that a certain action will result in a regular outcome. In a bid to overcome such limitations, [16] proposed an approach that incorporates the synthesis of knowledge by unpacking ways in which complex interventions function in different situations. Hence, the key research question of what works, which is the basis of realistic reviews, is replaced with ‘what aspect of the intervention works’ for whom, and in what situations. Chiefly, realistic reviews do not bear any preference for either qualitative or quantitative evidence, in contrast, as a theory-building approach; realistic reviews initially seek to outline the possible mechanisms underlying the issue under analysis. That is followed by the scrutiny of the pinpointed underlying mechanisms in accordance to the available evidence, to determine where the mechanism applies. Essentially, primary studies, which are found within the present literature, are viewed as case studies on which initial theories can be tested and improved.

2.4 Scoping Reviews

Scoping reviews are primarily used as preliminary indicators of the size and nature of the present literature that accrues to a certain research subject with a particular preference for emerging topics. Hence, a scoping review can be undertaken to comprehend the scale, range, as well as the nature of the research activities that accrue to a specific field, as well as determining the value that will be obtained from conducting a full systematic review. That is in addition to determining the research gaps that exist within the present literature [10]. As such, scoping reviews often end with the presentation of a conclusive research agenda that should guide future research, in addition to outlining the possible effects of the gaps, to both research and practice. In contrast to narratives and mapping reviews, scoping studies are meant to be as conclusive as possible in reviewing literature, including pinpointing grey literature [17]. Furthermore, an inclusion and exclusion criterion should be established as a way of aiding researchers in eradicating studies that do not align to the research focus.

2.5 Systematic Reviews

It is often the case that researchers in fields such as health are confronted with extensive amounts of information, especially research-based evidence from a variety of sources [18]. As such, it would be ill informed to expects that all the professionals will possess the requisite skills, resources and time to sift through the available evidence within their field of research and accurately incorporate it in the their decision-making. Hence, systematic reviews can be viewed as strategies, which incorporate the extensive utilisation of scientific procedures, which are intended as at limiting instances of bias and subjectivity in the analysis. As a result, systematic reviews incorporate, review and synthesise into a single source, all empirical evidence pertaining to a certain topic that meets the set criteria. The aim of systematic reviews is thus to respond to narrowed down research questions, and the reviews follow distinct scientific principles, and methodological guidelines, as a way of reducing random and systematic errors, which are often the reason behind departures from facts in the process of arriving at inferences.

The incorporation of explicit methods within systematic reviews serves as an effective way of synthesising an extensive body of evidence, pinpoint in which way the effects or interactions align, or feature similar magnitudes. In addition, it makes it possible to outline possible inconsistencies that exist between study findings and outline the strength that accrues to the wider body of knowledge on a certain topic, based on the outcomes under review [19]. The main procedure employed in undertaking systematic literature reviews involves the formulation of the review question, following which, a search strategy is developed, following the determination of the inclusion criterion, with a view to pinpoint the studies that are relevant. The second step involves searching for studies that are suitable, by undertaking searches on different databases and information sources, such as grey literature sources, making certain that the language used in the analysis is one that all the researchers understand. The third step entails a selection of the studies, obtaining data from the studies, in addition to ascertaining the risk of bias in a duplicate manner by using independent reviewers as a way of avoiding both random and systematic errors, within the research process. The fourth step entails the analysis of data by using qualitative and quantitative approaches, with the results detailed within the summary of findings table. Finally, the findings are interpreted, with a view to arrive at conclusions.

In undertaking the current research, the chosen methodology will be a conceptual one involving a blend of the scoping review, and a systematic literature review, thus making it a hybrid approach. To that effect, the main aim of the current study is to obtain a contemporary perspective on the current state of the research in terms of underpinning science and technology, financial viability and safety issues associated with a space elevator. Since the study has not been undertaken before, it could be viewed as an explanatory form of research [20]. That then forms the basis of undertaking the scoping review as a way of obtaining an understanding any published study that is relevant to the research topic, in order to illustrate the existence of a research gap. Crucially, in this case, the scoping review will function as the pre-cursor for the systematic literature review, where it will pinpoint the existing situation within the research topic, whereby the consistent, precise, and concrete interpretations of the initial findings taken up for an in-depth analysis in the systematic review. Furthermore, the scoping review will function as a way of confirming the suitability of the inclusion criteria and research questions, which is essential for undertaking an effective systematic review [21]. Within the current study, the systematic literature review will ascertain the pertinent empirical evidence that fits into the pre-determined inclusion criteria, which answers specific research questions [22].

Vitally, the appeal of systematic review for the current study emanates from its framework, whereby, by employing a systematic and explicit approach in the review of literature, it becomes possible to reduce instances of bias, which offers reliable findings that can inform the process of arriving at reliable and accurate conclusions [9]. Furthermore, the ease of use and its efficacy in promptly offering extensive information on a certain research topic increases the appeal of a systematic literature review as a suitable methodology for undertaking the current study. The study will involve a review of different articles relevant to the topic of space elevators, and especially, the viability of a space elevator as a suitable way of undertaking space travel, from managerial, financial, and safety perspectives. In doing so, a search protocol will be developed and utilised in the analysis of multiple databases including journal articles, and institutions including the International Space Elevator Consortium (ISEA), and the National Aeronautics and Space Administration (NASA), which are the main organisations leading research on space elevators. The articles included in the review a limited based on the time, language, and the relevant search phrases employed. Further, the articles will be grouped into those, which look at the current science and technology underpinning the research into space elevators, furthermore, there will be a group based on sources that explore how the existing science and technology literature, impacts on the viability of such a megaproject, based on managerial, financial, and safety perspectives. An analysis of the existing literature through those guiding procedures will help inform an in-depth understanding on the viability of a space elevator project. Crucially, only credible and peer-reviewed sources will be incorporated into the systematic literature review.

3.0 Scoping Review

Title: A Contemporary Perspective on the Current State of the Research in Terms of Underpinning Science and Technology, Financial Viability and Safety Issues Associated with a Space Elevator: A Systematic Review

3.1 Background

Scoping reviews stand out as exceptional tools for mapping the underlying concepts that guide a certain area of research. They are especially valuable in aiding the process of amalgamating the pertinent literature within disciplines that feature extensive emerging evidence, owing to their ability in addressing questions beyond those relating to effectiveness, or the experience associated with an interventional measure. In that regard, the current study is hinged on offering a managerial perspective on a space elevator, by offering insights on the viability of such a megaproject through a consideration of the financial and safety factors, based on the underpinning science and technology behind such a project. To that effect, the relevance of the scoping review is to function as a pre-cursor for the systematic literature review, which will be undertaken in the subsequent chapter. The scoping review will be done to map out a body of knowledge with relevance to the context, as well as the source.

Concerning the context, the scoping review will focus on the existing science and technology behind space elevators, with a view to pinpoint from a managerial perspective, the viability of such a megaproject, by factoring in the financial and safety factors that would hamper of fuel its construction. After the synthesis of the relevant literature, it will then be taken through an extensive review and analysis with the aim of determining from the managerial perspective the viability of such a space elevator megaproject. Crucially, there are peer-reviewed sources that exist detailing both the science and technology that accrues to the development of space elevators. That said the information is largely fragmented and lacking in direct insights on the viability of such a project, from the managerial perspective, factoring in financial aspects and safety factors. Thus, the scoping review will aim to obtain a diverse body of knowledge on the topic, with the view of helping arrive at relevant deductions, in the systematic literature review phase.

3.2 Objectives

The primary objective of the scoping review is to function as a pre-cursor for the subsequent processing of a precise and robust systematic review. That is through the presentation of an understanding the scale, range, as well as the nature of research activities undertaken within the field of space research, specifically space travel involving the conceptualised space elevator. Furthermore, the scoping review will be undertaken to determine the value that will accrue to undertaking a full systematic review on the topic. Crucially, the scoping review will also be guided by the overall objectives of the study, which are detailed by the research questions below:

What is the current state of the research in terms of underpinning science and technology, financial viability and safety issues associated with a space elevator?

What are the current managerial risks associated with embarking on the construction of a space elevator?

What are the financial risks associated with on the construction of space elevator?

What are the existing safety risks associated with space elevators, and what are their remedies?

What is the financial viability of space elevators?

3.3 Inclusion Criteria

Crucially, not all studies that have been undertaken on the topic of space elevators will be considered for the current study. Considering the vast body of knowledge featuring both peer-reviewed, and grey literature of the topic, it is important to have a criterion which will inform the decision on which sources to consider, and which to ignore, in a bid to obtain relevant and applicable insight into the concept from the literature. Hence, the inclusion criteria will serve as a guide on which base decisions pertaining to the sources should be included in the scoping review. Importantly, there is a need for congruence among the essential elements of objectives, research questions, as well as the inclusion criteria for the scoping study to be effective. In elaborating the inclusion criteria, the population, concept, context (PCC) model as outlined by The Joanna Briggs Institute, proves to be an invaluable tool. As a result, the inclusion criteria will offer the basis for the population to be included, the underlying factors behind the uptake of the space elevator concept, and the hurdles pertaining to financing and safety from a managerial perspective, that are at play.

3.3.1 Type of Participants

The key aim of the scoping review to entrench an understanding of the underlying factors associated with the concept of a space elevator, and its viability as a megaproject in a near future, as a plausible means of space travel. Since the study, will not feature individual respondents, the inclusion criteria only focuses on the concept and context. As a result, the main point of emphasis for the inclusion criteria are the literature sources that will guide the discourse. Moreover, the study is not aimed on demographic factors, and is instead aimed at entrenching an understanding of the main factors surrounding the concept of a space elevator, and especially the viability of undertaking such a mega project, from a managerial perspective. Hence, the review will be focused on offering a managerial perspective on the viability of such a megaproject by considering the financial and safety factors.

3.3.2 Concept

The core concept that is to be examined by the scoping review should be clearly outlined to ensure it forms the guide for both the scope and the breadth of the enquiry. Primarily, the concept section would entail the elements that will be detailed in the systematic review afterwards including interventions, and the phenomenon of interest. The current scoping review is not intended to ascertain an interventional measure, but review a phenomenon of interest, in the form of space elevator. The phenomenon is how elevators – a novel concept on space travel, could be developed as a primal tool for effecting space travel. At present, rockets continue to dominate space travel, enabling the movement of people and payloads into space. That said, rockets feature numerous disadvantages as a method of space travel, including high costs, the high safety risks associated with rockets, especially rocket fuel, and the limited capacities of current rockets in terms of payloads, and ease of use. A space elevator would provide a truly reusable way of accessing space, and as a result, offering extensive economic benefits. Some of the current estimates puts the reduction of the cost of launching people and payloads to space, at \$250 per kilogram [23].

3.3.3 Context

In a scoping review, the context element is entirely dependent on the objective as well as the research questions that the study seeks to address within the review. The context, which should be defined clearly, may feature, but is not limited to the consideration of factors such as cultural factors such as geographic location, and societal interests. Moreover, it may encompass the actual setting of the topic that is under review. For the current study, the focus is on a matter that is of interest in society – space travel, and ways of making it more efficient through a novel concept of the space elevator. The analysis of the concept is especially focused at determining the viability of such a project, by factoring in the science and technology that exists to enable the realisation of the project, in addition to viability of such a megaproject, from both financial and safety perspectives.

3.4 Search Strategy

A search strategy for a scoping review ought to be comprehensive, so as to pinpoint both the published as well as the unpublished (grey literature) primary studies relevant to the topic that is under study. There are several approaches that could be employed in the search strategy of a scoping review. That said, the search strategy model proposed by The Joanna Briggs Institute (JBI), is especially useful in presenting a framework that is ideal for developing the search strategy for the current study. The JBI framework features a three-step process, with each stage having to be outlined in-depth, to enhance clarity, and make certain that there are no errors [24]. The current study is skewed towards a management perspective on the viability of a space elevator megaproject, as a suitable way of effecting space travel. In that regard, the online databases from which the initial limited search was undertaken include Science Direct, and Springer, to find relevant sources on the topic. In addition, with a view to obtain as much information on the space elevator as possible, the search extended to various organisations that are involved in studies on space, specifically space elevators. The organisations from which some of the studies were obtained include the International Space Elevator Consortium (ISEA), and the National Aeronautics and Space Administration (NASA).

Moreover, considering that the topic of space elevators is a novel one, whose nature has constantly shifted over the past few decades on account of technology innovation, the search strategy extended to independent peer-reviewed journal articles on the topic, so as not to miss pertinent information on the topic. As a result, some of the databases from which individual sources were obtained include Elsevier, as well as the Journal of Aviation and Aerospace Studies. From the initial studies, it was possible to obtain a suitable initial comprehension of the concept of space elevator, the underlying science and technology relating to the concept, the financial and safety factors that accrue to the development of concept, in addition to its viability as a megaproject that could be undertaken in the near future. The initial search was followed by the analysis of text words contained in the titles of the sources, the abstract sections of the retrieved papers, in addition to the index terms used in describing the articles. A second search soon followed, that involved all the identified keywords, in addition to the index terms across the selected databases [24]. After the completion of the second search, a third search was done, encompassing all the identified reports, as well as articles, with the goal of finding additional studies.
SPLEEN QI DEFICIENCY IN CHINESE MEDICINE 5

Running Head: SPLEEN QI DEFICIENCY IN CHINESE MEDICINE 1

Spleen QI Deficiency in Chinese Medicine

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Spleen QI Deficiency in Chinese Medicine

The National Center for Complementary and Integrative Health (NCCH) defines Qi as a force and essential energy in running the human body’s physiological processes. A balanced QI organization of body fluids, organs, and tissues offers a range of health proportionalities (Medicalnewstoday, 2021). Traditional medicine practitioners like the Chinese medical concepts argue that deficiency of QI in the body raises malfunction issues, and extreme imbalance causes severe damage to organs and organ systems. In the context of Chinese traditional medicine, Spleen QI deficiency is a disorder that affects the spleen organ and the entire digestive system, and certain parts of the circulatory system (Medicalnewstoday, 2021). Generally, when the spleen QI has a good flow, the digestive system functions normally as well. Blood and all of the digestive system’s fluids flow freely, with no backups or organ drooping. Upon acquaintance with the QI disorder, the functionality of these organs and systems is sabotaged, and either miscommunication between the organs or consequential under-performance occurs.

The National Center for Complementary and Integrative Health is interested in the traditional medical approaches to qi deficiency and offers a variation platform of the differences and similarities of these practitioners to the scientific approach of Qi (Medicalnewstoday, 2021). Chinese traditional medicine has a good history in the qi medicinal concepts through the integrated evaluation and treatment of these disorders. Chinese medicine is an excellent contribution to modern pharmaceutical efforts regarding spleen QI (Medicalnewstoday, 2021). The Chinese approach to spleen qi disorder has helped identify symptoms, elated causes, and the correspondent effects on the human body. In this token, Chinese traditional medicine practitioners are worth the fight and precaution measures related to this health issue.

As mentioned, the NCCH identifies qi as a factor of body energy, and therefore, a deficiency is first recognized by organ failure to perform optimally, including the body spleen fluids (NCCIH, 2021). In Chinese medicine, NCCH summarizes the symptoms as part of acquired knowledge from the traditional approach. Among the significant signs of qi includes unexplained fatigue (Shushe & Zishen, 2017). Victims of spleen qi deficiency experience antiqueness which comes out of no work or body pressure. The silence of talkative victims characterizes fatigue as losing the desire to talk (NCCIH, 2021). Chinese medical practitioners relate this symptom to the swelling of tongues and marks in the inner side of the gum and teeth (NCCIH, 2021).

Spleen QI deficiency is signified by gas and bloating in the digestive system. Acid reflux in the stomach is created as a result of the spleen imbalance supply. This symptom is characterized by loss of appetite and excessive diarrhea, which may end up resulting in dehydration (NCCIH, 2021). The bloating stomach symptom is a signal of hemorrhoids in the body that arises from imbalance action by the digestive organs initiating or releasing digestive enzymes and fluids (Shushe & Zishen, 2017). In addition, nausea and vomiting may arise with any form of ingestion (NCCIH, 2021). It is rare for spleen Qi-defined victims to have a hunger or thirst feeling due to loss of appetite and reversed tissues requirements of water. In turn, such victims suffer dehydration, and this causes blood circulatory-related symptoms (NCCIH, 2021).

Resulting from reversed physiological processes in the body tissues and vital organs in the respiratory and circulatory organs, severe symptoms include a pale tongue coating due to low blood supply. The heartbeat rates decrease, characterized by a weak pulse or asthenia (Shushe & Zishen, 2017). This factor raises more symptoms of arteriosclerosis and cold limbs, particularly in joints. The cold limbs are because the blood supply is minimized or due to an incomplete circulation. Weak pulses mean less transportation of gases, and the victims face short breaths as episodes and may end up collapsing (Shushe & Zishen, 2017). Extreme breath loss and partial distribution of blood in the body risk stroke and organ impairments.

For more than 20 centuries now, Chinese medicine has been on a significant development. Up to date, Chinese medicine has had a lot of evolution regarding spleen qi dysfunctions treatment. Beginning with the familiar age of Chinese medicine, TCM attempts to balance and strengthen patients’ physiological conditions, as well as to alleviate physiological issues (Shushe & Zishen, 2017). TCM is a paradigm for personalized therapy. TCM practitioners with experience assess patients’ physiological states and treat them after determining the underlying weaknesses. These therapies are based on restoring and maintaining a balance of active (‘yang’) and passive (‘yin’) energy in various organs and physiological systems (Shushe & Zishen, 2017).

Therapeutic approach for spleen Qi deficiency in Chinese medicine

Dietary therapy

Fermented foods, such as sauerkraut, kimchi, and kefir, are beneficial for the digestive health of spleen qi victims. NCCH agrees with Chinese traditional medicine. Such food flavourants or supplements include Olive oil, avocado, salmon, and coconut oil (Zhou et al., 2019). besides, Chinese health practitioners prescribe that various fruits, vegetables, and nuts are vital (Zhou et al., 2019). Adaptogenic herbs, including ginseng, should only be used under the supervision of a physician or a competent TCM practitioner. Spleen qi-nourishing foods include yang tonics and qi-circulating meals. These foods, according to TCM, may warm the spleen and enhance energy flow to the body (Zhou et al., 2019).

Chinese herbs therapy

Numerous herbs used in TCM, dubbed adaptogens, claim to assist the body and mind adapt to spleen qi dysfunction changes. This contributes to restoring the immune system’s normal protection and communication (Zhou et al., 2019). Ashwagandha, magnolia bark, pine bark, and rafuma are some of the most often utilized herbs for this purpose.

Pharmaceutical treatment

The use of pharmaceutical knowledge has been on the rise. NCCIH is the organization that regulates the drugs taken in terms of regulating standards. Most of the available drugs for spleen QI deficiency are not certified for performance. However, drugs that treat particular symptoms related to spleen QI are used.

Pulmonary and circulatory health management

Patients related to spleen QI defiance require circulatory and digestive management. Tablets and hormones that ensure the maintenance of balanced circulatory and digestive juices are a major approach to QI deficiency. Most hospitals that practice the extra Chinese spleen balancing apply the cardiac and digestive system treatment methods.

Mental therapy

According to Chinese medical therapy, the best approach is sleep and reduction of stress or anxiety. Having meals at the right time and getting enough sleep is a psychological approach where the spleen qi is balanced (Zhou et al., 2019). In the Chinese approach, tai chi is a method of meditating and bettering mental health with optimum spleen qi functionality (Zhou et al., 2019).

Patient records and post-therapeutic questionnaires show that Chinese herbal therapy is the best option for the therapeutic conductance of spleen QI. From pharmaceutical experience, the herbs work based on direct ingestion with other synthetic drugs interference.

In previous cases, patients have recorded that a mixture of two or more therapeutic procedures is efficient. However, metal therapy requires a cautious approach since patients have different reactions n and psychological abilities. On this note, the mental approach should be carried out by professionals, preferably psychological therapists or Chinese tai chi practitioners.

Intervention Methods based on Chinese traditional medicine

Proper motility and absorptive function of GI tract

In this approach, small intestinal activity is reduced by the Si Jun Zi decoction. As evidenced by a decrease in small intestinal amplitude and spasmodic contractions. The inhibitory function of the digestive system is both neurogenic and myogenic. In addition, Chinese practitioners use a herbal method that modulates the operation of the vegetative nervous system (Shushe & Zishen, 2017). With this treatment plan, the patient is expected to recover and become better. The GI tract allows physiologic responses such as the absorption of water and nutrients, while the luminal microbiota and other undesirable products are confined in the lumen. The digestion process is improved, all water and important nutrients are absorbed, and the luminal content is prepared for elimination. This treatment plan is very effective as the patient is, therefore, able to recover from this deficiency.

Immunologic function

This approach is based on increasing peritoneal macrophagic phagocytosis, which reverses the immunosuppressive effects of cyclophosphamide and corticosteroids while also lowering cyclophosphamide’s inhibitory effect on bone marrow, thymus, and spleen shrinkage (Yong Lu, 2015). Extramedullary erythroblasts and active lymphoblast proliferation are inhibited by an abundance of extramedullary erythroblasts and active lymphoblast proliferation, according to NCCH medical experiments. The Chinese herbs have a very strong impact on the immune response. With an improvement in the immunologic function, the patient’s normal immune system is restored, and they are therefore able to invigorate the QI deficiency. This treatment plan is also considered to be highly effective in treating this deficiency. Using this treatment plan, the body of a patient treated with QI deficiency can recognize what is harmless in the body while still acting on the pathogens. The patient can also notice long-term improvements in other areas thought to be unrelated to the immune system, such as fatigue, impatience, and bad skin.

Control of cellular blood activities

The hemopoietic system Ginsen stimulates DNA and protein synthesis in marrow cells, while codonopsis stimulates red blood cell production. Concurrent administration of ferrous sulfate can expedite recuperation (Yong Lu, 2015). similarly, the Synthetic function of the liver has been shown to raise plasma albumin, hepatic RNA, and glycogen levels, promoting tissue healing and liver detoxification (Yong Lu, 2015). Control of cellular blood activities by a patient with QI deficiency will help to supply oxygen to the body cells while removing waste carbon dioxide. This will further help in the membranous function of the red blood cells and cell respiration, hence enabling the patient’s body to be able to deal with the deficiency. However, this method is inappropriate, as integrating medicine into the body may raise toxicity instead of detoxifying. The Chinese medicine for this is somehow inappropriate due to poor development of the herbs (Yong Lu, 2015). While the patient’s cellular blood activities can be improved, the Chinese herbs can also pose a huge risk to the patient’s health, leading to the body’s toxification. Ensuring proper motility and absorptive function of the GI tract and improving the immunologic function are treatments that can highly be considered in the future.

Conclusion

Chinese traditional approach for spleen qi health is essential even in modern pharmaceuticals. Although TCM use has been questioned and no definitive conclusion reached, the Chinese spleen QI TCM practices have increased worldwide. This approach is now a popular treatment therapy in the entire world as people sought more natural methods of healing that do not injure the body as much as biomedicine’s techniques and medications. Some find it beneficial, while others believe it is fake. While some still debate the efficacy of TCM, modern medicine has widely embraced QI practitioners. Accepting Chinese medicine can now be viewed as a significant step toward developing a more modern and advanced pharmaceutical world. In conclusion, TCM has been recognized for centuries, except for a few side effects whose impact is minimal.

References

Medicalnewstoday. (2021). Qi deficiency: What is it and can you treat it?. Medicalnewstoday.com. Retrieved from https://www.medicalnewstoday.com/articles/321841.

NCCIH. (2021). Traditional Chinese Medicine: What You Need To Know. Retrieved 7 August 2021, from https://www.nccih.nih.gov/health/traditional-chinese-medicine-what-you-need-to-know.

Zhou, X., Yan, D. M., Zhu, W. F., Liu, W. J., Nie, H. Y., Xu, S., … & Chen, X. F. (2019). Efficacy and safety of Hou Gu Mi Xi in patients with spleen qi deficiency syndrome who underwent radical gastrectomy for gastric cancer: protocol for a multicenter, randomized, double-blind, placebo-controlled trial. Trials, 20(1), 1-8.
Scope: For your Week 6 assignment, you will interview two individuals that are in different stages of Adulthood. You may choose from the following stages: Emerging/Early Adulthood (20-40), Middle Adulthood (40-65), Late Adulthood (65+).

Interview Requirements: Interviews can be conducted via phone, video conferencing, email, or in person. You can select your own questions to be included in the interview. However, the following core questions must be addressed:

Basic Demographic Information (age, gender, marital status, employment status)

What major goals has the person accomplished so far in life?

What are some of the challenges associated with their current stage of life?

How does the person feel societal expectations shape their life right now?

Paper Requirements:

Identify the stage of life that your selected person fits into (Early, Middle, Late Adulthood)

What are some of the associations common to each interviewee’s stage of life? For example, are they an emerging adult starting their first full-time job, at the age in which a mid-life crisis might occur, or stuck in the “Sandwich Generation?” If so, does your interviewee currently fit into any of these common associations? Why or why not?

Does it seem any prejudicial or stereotypical behavior is experienced in this person’s stage of life (e.g., based upon their age/gender/sexuality)?

Do you believe that this person is developing typically or atypically based upon what you know so far about his/her current stage of life?

Apply three specific theories from the course readings that apply to both individuals interviewed. (DEVELOPMENTAL THEORIES IN PSYCH)

Formatting Requirements:

Paper must adhere to all APA 7th edition requirements, including cover and reference page. Paper should be 5-7 pages in length excluding cover and reference pages.
The B&K Real Estate Company sells homes and is currently serving the Southeast region. It has recently expanded to cover the Northeast states. The B&K realtors are excited to now cover the entire East Coast and are working to prepare their southern agents to expand their reach to the Northeast.

B&K has hired your company to analyze the Northeast home listing prices in order to give information to their agents about the mean listing price at 95% confidence. Your company offers three analysis packages: one based on a sample size of 100 listings, one based on 1,000 listings, and another based on a sample size of 4,000 listings. Because there is an additional cost for data collection, your company charges more for the package with 4,000 listings than for the package with 100 listings.

Bronze Package – Sample size of 100 listings:

95% confidence interval for the mean of the Northeast house listing price has a margin of error of \$24,500

Cost for service to B&K: \$2,000

Silver Package – Sample size of 1,000 listings:

95% confidence interval for the mean of the Northeast house listing price has a margin of error of \$7,750

Cost for service to B&K: \$10,000

Gold Package – Sample size of 4,000 listings:

95% confidence interval for the mean of the Northeast house listing price has a margin of error of \$3,900

Cost for service to B&K: \$25,000

The B&K management team does not understand the tradeoff between confidence level, sample size, and margin of error. B&K would like you to come back with your recommendation of the sample size that would provide the sales agents with the best understanding of northeast home prices at the lowest cost for service to B&K.

In other words, which option is preferable?

Spending more on data collection and having a smaller margin of error

Spending less on data collection and having a larger margin of error

Choosing an option somewhere in the middle

Formulate a recommendation and write a confidence statement in the context of this scenario. For the purposes of writing your confidence statement, assume the sample mean house listing price is \$310,000 for all packages. “I am [#] % confident the true mean . . . [in context].”

Explain the factors that went into your recommendation, including a discussion of the margin of error
2

Independent Samples T-test

Azemiha Balic

Mercy college

The independent variable is the treatment approach which is either psychoanalysis and cognitive behavioral therapy. The dependent variable is the depression score. Therefore, in this context, it is possible to investigate whether there is a difference in depression scores between the treatment regimen that have been adopted. Thus, the independent samples t-test is the most efficient test that defines individual background education, presenting a more elaborate learning environment.

The group statistics show a difference in the mean depression score, with the psychoanalysis treatment method showing the highest average depression score of 16.27 (SD±0.853) while CBT had an average of 12.47 SD±0.542).

Group Statistics

Type of Therapy

N

Mean

Std. Deviation

Std. Error Mean

Depression Score

CBT (Cognitive Behavioural Therapy)

15

12.47

2.100

.542

Psychoanalysis

15

16.27

3.305

.853

Independent samples t-test

An independent-samples t-test was conducted to investigate whether there is a difference in depression scores based on the treatment approach. The findings revealed a significant difference between the groups, t (28) =-3.758, p = 0.001. the findings reveal sufficient evidence to conclude that depression score is different between psychoanalysis and cognitive behavioral therapy.

Independent Samples Test

Levene’s Test for Equality of Variances

t-test for Equality of Means

F

Sig.

t

df

Sig. (2-tailed)

Mean Difference

Std. Error Difference

95% Confidence Interval of the Difference

Lower

Upper

Depression Score

Equal variances assumed

1.068

.310

-3.758

28

.001

-3.800

1.011

-5.871

-1.729

Equal variances not assumed

-3.758

23.719

.001

-3.800

1.011

-5.888

-1.712

References

Choudhary, R. (2018). Application of “independent t-test” by using SPSS for conducting physical education researches. Hypothesis, 20(92), 99.

Mahmoudi, M. R., Maleki, M., & Pak, A. (2018). Testing the equality of two independent regression models. Communications in Statistics-Theory and Methods, 47(12), 2919-2926.

Ross, A., & Willson, V. L. (2017). Independent samples T-test. In Basic and advanced statistical tests (pp. 13-16). Brill Sense.
Prior to beginning work on this assignment,

Review the weekly lecture.

Review the articles or webpages: Intangible Assets: They’re Not What You Think They Are- ( https://www.cfo.com/accounting/2016/07/intangible-assets-theyre-not-think/ ), Intangible Values: The Building Blocks of Purpose ( https://brm.institute/intangible-values/ ), 28 Examples of Intangible Things (https://simplicable.com/new/intangible-things ), and Selling Intangibles: How to Sell What the Customer Can’t See. ( https://www.greenbiz.com/article/selling-intangibles-how-sell-what-customer-cant-see)

Review the Intangible Benefits ( https://www.isixsigma.com/dictionary/intangible-benefits/ ) entry.

Using the DargeanGrix Business Scenario document, evaluate the current costs of the situation to the organization. Provide a breakdown of the costs and the risks to the organization in the situation. Remember that costs are not only hard costs or dollar related; consider the intangible costs of reputation, perception, and lost productivity due to inefficiency, frustration, stress, mental health, workarounds, and any other kind of intangible cost. Remember that these intangible costs may not be readily quantifiable. However, you can include a narrative with examples that support these aspects. Your goal is to develop the ability to think beyond return on investment (ROI) and traditional costs as justifiers for new ideas.

Analyze at least three intangible costs associated with the DargeanGrix Business Scenario.

Explain the aspects that comprise the intangible elements.

Evaluate the impact of each of the intangibles to DargeanGrix and to DargeanGrix’s business processes and assign a cost to each.

The cost may be a monetary one or it may be another form of valuation.

Justify each of the assigned costs with a narrative explaining your rationale for each element.

Although not required, a table may be useful for visualizing the aspects.

The Current Intangible Business Costs paper

Must be at least five double-spaced pages in length (not including title and references pages) and formatted according to APA Style

Must include a separate title page with the following:

Title of paper

Student’s name

Course name and number

Instructor’s name

Date submitted

Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

Must use at least two credible sources in addition to the course text.

Must document any information used from sources in APA Style

Direct quotes are a great way to strengthen assertions and provide support. However, be sure to avoid using excessive direct quotes in lieu of original thought.
Step 25a:

Answer the following questions for the logistic map at the stated values.

Logistic map: F(x) = rx(1-x), where x is an element in [0, 1] and r > 0

For r=1.5 and x0=0.2

Calculate the first 49 sequence values. Generate a cobweb design for the iterative process. First use the Geogebra applet found here. Then generate the cobweb design again using the MathInsight.org applet. State the long-term behavior.

(Insert a screenshot of both graphs generated here.)

Examine the sequence of values generated by the Geogebra applet. Does this sequence appear to converge? That is, as the number of iterations, n, goes to infinity do the values approach a single number? If so, what is it?

Suppose the function defined for the logistic map above did not define an iterative process but simply a function (like we have considered thus far in the course.) What is the limit of F(x) as x approaches 1/3?

(Insert picture of your handwritten work here.)

Provide a complete epsilon delta proof establishing this limit. (You may find this video helpful:

https://youtu.be/DPIOHRIPZ3g)

(Insert picture of your handwritten work here.)

Create a 5 to 10-minute video explaining your epsilon delta proof. Your video must also include the following:

An introduction name portion. State your name and hold up a piece of paper with your printed name, signature, and date.

A time stamp from the calendar on your computer.

Stratigraphy Extra Credit

Created by Megan LeBlanc, PhD Student, University of Florida

Stratigraphy is the study of strata, or the layers of sediment, soil, cultural material etc., that have been deposited over time. This concept was borrowed from geology as a way for archaeologists to identify spatial and temporal relationships at their site. The law of superposition (or the basic law of stratigraphy) states that lower strata (layers) are older than upper strata. As an archaeologist, distinguishing stratigraphy is essential for understanding the relative dates of artifacts found at your site. It can also be helpful for studying changes to past environments. Once an archaeologist is finished excavating their unit, they will draw the profile of their unit to record changes to stratigraphy.

Below are pictures of pages from a Munsell Soil Color Chart. A Munsell color chart is a tool for evaluating the type of soil found at a site. When mapping stratigraphy, the soil color swatches help to visually and scientifically differentiate between color changes in stratigraphic layers. There are three main attributes to consider when reading the chart.

The first is hue, or the color. Examples of hues found on the chart include red (R), yellow-red (YR), and yellow (Y).

Next is value, which designates how light or dark a color is. On a Munsell chart, color moves vertically from light to dark (lower numbers being darker than higher numbers).

Finally, chroma, or the strength of the color, transitions from weak to strong horizontally (weak on the left to strong on the right).

If you were to identify a soil as 7.5 YR 8/6, then you would have a yellow red soil that is light in value but strong in chroma (see the star below).

For this assignment, I have attached several pictures of stratigraphy from my dissertation site, Tacahuay Tambo, on the far southern coast of Peru. This area of Peru is right on the edge of the Atacama Desert, one of the driest deserts in the world! However, when El Niño events, a climatic event due to shifts in trade winds that warms the normally cold waters of the Pacific and causes rainfall along the desert coast. El Niño flooding can be particularly devastating when paired with this tectonically active coast causing debris flows that can wipe out human settlements.

Figure 1: Location of Tacahuay Tambo. Figure 2: A map of sectors at Tacahuay Tambo as identified by Dr. Sofía Chacaltana Cortez)

The photos below are from the quebrada, or drainage, at Tacahuay Tambo. This drainage has experienced many major debris flow events that have impacted human occupations at the site. Take a look at the profiles from Tacahuay’s quebrada. What do you see? Different colors? Different types of sediments and soils? (5 points)

For the first profile photograph, I want you to use the Munsell color swatches above to identify the colors you see in each stratigraphic layer (strata I, II, IV, V, and VI).

I:

II:

IV:

V:

VI:

I

Ia

II

III

IV

V

VI

VII

VIII

VIIa

I

Ia

II

III

IV

V

VI

VII

VIII

VIIa

Profile 1: Drawing of profile 1 and photo of profile 1 with stratigraphy labeled.

For the second profile photograph, I want you to practice drawing distinguishing between strata. Draw lines, like seen in the above example where you see changes to color or types of sediment. When looking at changes to sediment, look for changes in grain sizes. Can you see chunky rocks mixed in with dirt or does it look smooth? Are there more rocks in some layers than others? (3 points)

VII

VII

VI

VI

V

V

IV

IV

III

III

II

II

I

IProfile 2

After you draw lines on the profile, write a quick paragraph justifying where you drew your lines. (2 points)
DoeJEDU000-1 1

Annotations

First and Last Name

Northcentral University

Annotations

Article One

Author, B. (DATE). Title of article. Journal Title, X(Y), xx-yy. [Reference in (correct) APA format at top of entry]

Type and Purpose

The study …

Methodology

The study …

Findings and Conclusions

The study …

Evaluation

The study …

Article Two

Author, C. (DATE). Title of article. Journal Title, X(Y), xx-yy. [Reference in (correct) APA format at top of entry]

Type and Purpose

The study …

Methodology

The study …

Findings and Conclusions

The study …

Evaluation

The study …

Article Three

Author, D. (DATE). Title of article. Journal Title, X(Y), xx-yy. [Reference in (correct) APA format at top of entry]

Type and Purpose

The study …

Methodology

The study …

Findings and Conclusions

The study …

Evaluation

The study …
2

Running head: HOW THE CHIPMUNK GOT HIS STRIPS 1

Four Day Content Area Literacy Thematic Unit

James Young

Belhaven University

EDU 622 Teaching Reading and Math

Dr. Angela Bonner

June 12, 2021

4-Day Content Area Literacy Thematic Unit

Planning Guide

James Young

Theme: Social Justice

Why does racial prejudice still exists?

Content Area Standards: CR6.1 Identify physical and political factors that contribute to cooperation and conflict among people

Literacy [ELA] Standards selected for this unit: (indicate source if not MS CCRS)

Writing (W): W.6.1/ W.6.3

Speaking and Listening (SL): SL.6.1/ SL.6.4

Language (L): L.6.1/L.6.2b

Text Set: List each item’s title/author etc., using correct APA format. Explain your rationale for choosing each item.

Text #1:

Nonfiction (Informational): Coles, R.,& Ford, G. (1995). The Story of Ruby Bridges

Rationale: Ruby Bridges confronts the hostility of white parents as she integrate a school in New Orleans.

Text #2:

Genre: Fiction

Rationale:

Text #3:

Visual Literacy: Magic, V. (2020). When George Floyd Called For His Mama, I Felt Pain Because I’m Someone’s Mama

Text #4:

Media item (audio/video): The documentary, Selma The Bridge to the Ballot (40 Min)

Rationale: It is the story of a students and teachers and activist non-violent battle to win voting rights

Text #5:

Fiction: Belafonte, H. (2019). We Are The Change

Rationale: Life and sermons of Dr. King

Final ProjectAll final projects must be completed to receive a grade for the course. Failure to complete the final projects will result in a final grade of F, no matter what grade you had prior to those final projects being due. The final paper covers the topics discussed and presented in the course. This assignment is due in Unit 6.4-day Content Area Literacy Thematic Unit Plan – You will design and defend an instructional unit for a content area other than reading that provides your students with the opportunity to gain an understanding of a topic through studying a variety of resources and genres utilizing a text set you curate. Each week’s content area writing assignment is designed to prepare you for your Final Project. You will be incorporating those assignments into a four (4)-day unit utilizing a minimum of three (3) items from the

text set you create early in the course. Your plan must include both content area standards and literacy standards, instructional goals that are appropriate and attainable, daily classroom instructional plans that include before reading, during reading, and after reading activities, and accommodations for ELL or struggling learners. You must choose a grade between 4th-12th and a content area theme that is approved by your instructor.See Appendix B for a scoring rubric and complete instructions for the Final Project. Final Project is due in Unit 6 Final Assessment Artifacts Some of the course Artifacts will be considered to be part of the Unit’s overall Assessment System and will be assessed, evaluated, and aggregated through the implementation of a scoring rubric. Candidates will receive a copy of the assessment rubric before they are required to complete the Unit Assessment System Artifact. Artifacts designated to be a part of the Unit Assessment System will identify and define the specific Unit Standards associated with that particular Artifact, which will be evaluated in order to provide the Unit with the data necessary to make informed course, program and unit improvements. This assignment will be submitted as an artifact into Canvas to be assessed through the use of a rubric as part of the School of Education’s Quality Assurance Assessment System.

Daily Lesson Plan Template

Content Area Literacy Unit Plan

DAY 1

Resources and description of lesson activities

Text set item(s) used in the lesson

Content area and ELA standards met in this lesson

Instructional goals for this lesson

Statements that describe what students will know or be able to do at the end of the lesson, as a result of instruction. They must be specific and measurable.

Teacher Facilitation

Student Engagement and Response

Accommodations or differentiation strategies for this lesson, to meet the needs of all learners

*Expand as needed and replicate for additional days of the unit.

Daily Lesson Plan Template

Content Area Literacy Unit Plan

DAY 1

Resources and description of lesson activities

Text set item(s) used in the lesson

Media item (audio/video): The documentary, Selma The Bridge to the Ballot (40 Min)

Content area and ELA standards met in this lesson

CR6.1 Identify physical and political factors that contribute to cooperation and conflict among people

SL.6.1

Instructional goals for this lesson

Statements that describe what students will know or be able to do at the end of the lesson, as a result of instruction. They must be specific and measurable.

Students will know the story about how students and teachers and activist non-violent battle to win voting rights. The students will be able to give information from the video that demonstrate non-violence.

The students will be introduced to the topic and asked to make predictions about the topic. All students will get involved. Each student will be given a square piece of paper to write the prediction down.

Teacher Facilitation

The teacher will read some of the predictions and students will make connections. The teacher will lead students in discussion of voting that has taken place in the last year that impacted the country getting a new president.

Student Engagement and Response

The students will answer questions generated by the teacher that will cause them to examine the text more closely.

Students will work in small groups to discuss questions.

The students will summarize the video.

Accommodations or differentiation strategies for this lesson, to meet the needs of all learners

The teacher will work with select students in small group to help them grasp more understanding. This group will focus on a few questions.

4-Day Content Area Literacy Thematic Unit

Planning Guide

James Young

What is the specific theme/topic for this cont

What is the essential question for the unit (real-world connection)?

Content Area Standards selected for this unit: (please indicate source)

Literacy [ELA] Standards selected for this unit: (indicate source if not MS CCRS)

Writing (W):

Speaking and Listening (SL):

Language (L):

Text Set: List each item’s title/author etc., using correct APA format. Explain your rationale for choosing each item.

Text #1:

Genre: Nonfiction (Informational)

Rationale:

Text #2:

Genre: Fiction

Rationale:

Text #3:

Genre: Visual Literacy

Rationale:

Text #4:

Genre: Media item (audio/video):

Rationale:

Text #5:

Rationale:

Delete the following before submitting form

Instructions for filling out this form can be found on the following pages and in Unit 2 Writing Assignment instructions in Canvas.

This planning guide becomes the third page of your Final Project Thematic Unit Plan.

Unit 2 Writing Assignment:

Complete the one-page 4-Day Content Area Thematic Unit Planning Guide (provided on the Canvas course page) and submit it to your professor for approval. Once approved, this will be the foundation for your final project. See the Course Module Appendix B for a detailed description of your final project.

Guidelines for completing the Planning Guide

What is the specific theme/topic for this content area unit?

Choose a theme/topic in your content area that you would like to address in a unit plan. (i.e., History – Overcoming Adversity; Science – Uniquely and Wonderfully Made; Music – The Poetry of Rap Music…).

If you are an English teacher, you may choose a theme that fits a novel you are studying. For example: To Kill a Mockingbird and The Great Depression.

If you are a math teacher, your theme should relate to a real-world application of a concept you are studying. For example: The Black Plague and probability.

What is the essential question for the unit (real-world connection)?

This is the main idea or major concept you want your students to think about and understand during this unit. It is the focus of your unit.

See this link for help. https://www.brighthubeducation.com/teaching-elementary-school/102262-writing-essential-questions-for-your-lesson-plans/

Content Area and Literacy (ELA) Standards for this unit.

You will find links to MS Content area standards here. If you are not in MS, use your state’s standards.

Make sure your chosen unit theme/topic aligns with standards for your chosen grade – i.e. you can’t do a solar system unit if that topic is not part of your grade level’s science standards.

https://districtaccess.mde.k12.ms.us/curriculumandInstruction/MississippiCurriculumFrameworks/ELA/2016-MS-CCRS-ELA.pdf

You need to list at least 2 standards for each of the 5 key ELA areas: Reading Literature (for the fiction text,) Reading Informational, Writing, Speaking and Listening, and Language. You can find a description of these 5 key ELA areas on pages 17 and 18 of the document linked above. You will defend your attainment of these standards within your unit as part of your final project.

The Unit you create for your Final Project must meet your selected Standards.

Text set: List each item using correct APA format. Explain your rationale for choosing each item. See Vacca, Chapter 11 for additional information about Text Sets.

Create a Text Set of five (5) items related to your chosen topic or theme. These items will be used throughout the rest of this course and in your final project. You must have access to the actual items – either hard copy or online is fine. You will be required to use at least three (3) of these items in your final project.

Rationale – explain, in a couple of sentences, why you selected the item you did. What value is it going to add to your unit? Your reasons could be anything from content area information, literacy skills reinforcement, attention getting, reinforcing background knowledge…..

You are required to include the following genres in your text set: Nonfiction, Fiction, Visual Literacy and Media. The fifth item is your choice.

Description of Genre Types:

Non-fiction text – Informational (factual) book, chapter, magazine or newspaper article (print or online), or website.

Fiction text – examples include children’s story/picture book (yes, you can use this with older students), short story, chapter book, novel, graphic novel, poem. As a reminder – fiction is “made up” so this may not be a factual (informational) picture book.

Visual Literacy item(s) – charts, graphs, drawings, photographs, maps or any print or online medium that requires students to analyze information presented in a visual format. Students should be gleaning information from the visual elements rather than by reading text.

For example:

Students could analyze population growth of an area by looking at data presented in a graph or table.

Students could make inferences about living conditions during a historical period by viewing a series of photographs.

This genre may be in print or digital format but not a video. The purpose is to require the students to meet Visual Literacy standards – gathering, analyzing, interpreting information presented visually. You can find further explanation here https://www.edutopia.org/blog/ccia-10-visual-literacy-strategies-todd-finley

Media item (audio/video): videos, animations, audio speeches, audio books…

Reminder: Each week’s writing assignment is designed to prepare you for your Final Project (see Appendix B for a scoring rubric and a description of the final project). You are developing a content-area unit that incorporates literacy standards, NOT a literacy unit that integrates information from a content area. Your unit will be based on a theme of your choice which must be approved by the professor.

References
This reflective journal should be completed following your first clinical day. Each journal must be 1 – 2 pages in length, using APA formatting. No references are required. Please follow the specific directions below for each journal.

Describe your perceptions of what the psychiatric patient and the psychiatric setting were before you completed the first clinical rotation.

Describe your observations of the psychiatric setting (staff, nurses, providers, patients, etc.) after completing your first clinical rotation.

Discuss your comfort level in the psychiatric setting.

Discuss the interprofessional team members did you encountered and their roles

**In order to successfully complete this assignment you must attain a Level 2 in all categories. You may be asked to resubmit the assignment until you have met a Level 2 in all rubric categories.

Rubric

Reflection Journal

Reflection Journal

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeInsights and viewpoints

4 pts

Level 4

Insights and viewpoints are shared with full detail accounting for all applicable parties; patient, family, provider.

3 pts

Level 3

Insight and viewpoints are shared with few details excluded. 1 party is not account for in perspective.

2 pts

Level 2

Insights and viewpoints are loosely shared and missing detail. Only the perspective of the patient is shared.

1 pts

Level 1

No insight or viewpoints are shared. Details are lacking and no inferences are made.

0 pts

Level 0

No details or insights are provided. Assignment incomplete

4 pts

This criterion is linked to a Learning OutcomeContent

4 pts

Level 4

All questions are answered with thought and consideration. Flow and transitions are appropriate and no errors are noted.

3 pts

Level 3

1 question is lacking information or does not adequately answer. Transitions and flow of paragraphs are intact and complete.

2 pts

Level 2

2 or more questions are lacking information or do not specifically answer the question.

1 pts

Level 1

Content is lacking all information. No questions are adequately answered and/or they do not apply to the situation.

0 pts

Level 0

No content provided. Assignment incomplete

4 pts

2 pts

Level 4

Excellent use and control of language. Superior use of style and variety provided in a professional tone.

1.5 pts

Level 3

Good use and control of language. Minor (<2) errors with use of style with some variety provided. Professional tone maintained throughout. 1 pts Level 2 Average use and control of language. Some (3-5) errors or misuse of style with minimal variety. Professional tone maintained throughout. 0.5 pts Level 1 Below average use and control of language. Significant (>5) errors or misuses of style with no variety. Professional tone not maintained throughout assignment.

0 pts

Level 0

Significant issues with use and control of language. Style and variety unable to be determined with no professional tone.

2 pts

This criterion is linked to a Learning OutcomeFormatting

1 pts

Level 4

Formatting follows assignment directions (APA as required) used with no errors. Citations provided (if necessary) with no errors.

0.75 pts

Level 3

Formatting follows assignment directions (APA as required) with minimal (<2) errors. Citations provided (if necessary) with minimal (<2) errors. 0.5 pts Level 2 Formatting mostly follows assignment directions (APA as required) with some (3-5) errors. Citations (if necessary) provided with some (3-5) errors. 0.25 pts Level 1 Formatting (APA as required) errors (>5) make following the assignment difficult. Citations (if necessary) mostly provided with significant (>5) errors.

0 pts

Level 0

Formatting does not follow assignment directions. Significant errors make formatting illegible. Citations (if necessary) do not follow APA format.

1 pts

This criterion is linked to a Learning OutcomeScholarly/Professional Composition

1 pts

Level 4

Expert level of writing with little to no errors.

0.75 pts

Level 3

Good level of writing with minimal (<2) errors. 0.5 pts Level 2 Average level of writing with some (3-5) errors. 0.25 pts Level 1 Below average level of writing with significant (>5) errors.

0 pts

Level 0

Level of writing is far below what is expected for scholarly/professional composition.

1 pts

Total Points: 12

PreviousNext
Topic
Researching how Covid-19 has increased the number of entrepreneurs. Covid-19 forced people to look for a second stream of income, and as a result, there were many new innovative products and services that were created during the downtime. The influence of social media on these businesses was also a critical factor in why many entrepreneurs succeeded. Social media platforms such as TikTok were also prevalent during the pandemic, which was a powerful platform for businesses to introduce their small businesses and reach a broad audience. The research would be how the number of entrepreneurs increased during the pandemic, the reasons as to why it was a good time to live out your dream projects, and how sustainable these businesses will be post-Covid – 19.

Also examine how isolation has an impact or increased creativity/innovation

HERE ARE THE KEY PARTS OF THIS PAPER

Make it intriguing – (BUT LESS THAN 120 CHARACTERS)

Introduction/Background

Provide a brief description of what the proposed research topic is about, why is it important and how you came to be interested in it.

Literature Review

The purpose of this assignment is to develop skills in finding and analyzing valid literary resources for your research.
The review should be written in an integral / synthetic style, and NOT as an annotated bibliography.

This part of your research proposal should be roughly 4-5 pages not double spaced (excluding cover page and references) and written in paragraphs, report format. All citations and references for this course are to be done in the APA style.

Please note: Use in-text citations to reference all ideas, concepts, text, and data that are not your own. If you make a statement, back it up with a reference!

Research a minimum of 15 relevant business-related literature sources (focus on material available in digital format only for this course). Carefully choose your 15 “keepers” that are clearly related to your study. (Note: you might need to find 30 to “keep” only 15).

Identify major common themes encountered in the selected literature sources. For each theme, create its own subsection within the literature review.

For each theme / subsection of the literature review, explain the opinions of the authors and show their similarities, differences, methods of acquisition of data, methods of data analysis and other pertinent information. State how the reviewed research results relate to your proposed study.

Identify the gaps in the literature and explain what needs to be done to move forward in your research.

Statement of the Problem

Detail the problem that you are considering. Explain:

How are you defining and delimiting the specific area of the research?

What is the gap that will be addressed by this research?

What it is that you hope to learn by conducting this research?

Discuss the anticipated outcomes and benefits to the researcher, the organization, or society.
Literary Period Paper Topic Proposal

Rough Draft Essay

Due Date:

8/4/20219*

What am I supposed to do for this essay?

What are the assignment instructions asking me to do to complete this essay?

(Remember to review the assignment instructions to help you figure this out.)

I’m supposed to pick a time period that we discussed in this class. Then choose two works of literature in those periods. After finding that out write a 900-1100 research based essay. And then analyze the two stories/poems I have chosen.

Which time period/literary movement from our class will you write about?

(Remember you can only pick one time period we have covered!)

The list of possible time periods/movements can be found on the Literary Period Paper (First Draft) assignment in Canvas.

The Classical Period (Ancient Greece)

Which two stories, poems, etc. from our class will you write about?

(Remember that they have to be from the time period you list above—and cannot be the same story you already wrote about for your first essay!)

The list of possible works you can choose can be found on the Literary Period Paper (First Draft) assignment in Canvas.

Medea, Oedipus the King.

Why did you select this topic/these pieces of literature?

I choose this topic and this time period because I’ve always fount the ancient Greece interesting. Like the way stuff was put back then and how stuff was delt back then. The Medea story was really interesting and how everything happened. The culture as well and how different it is now to way back then.

Create an “assignment schedule”:

When will you complete the assignment? What is your timeline for getting this assignment done? What “checkpoints” will you give yourself (i.e. “I will reach the halfway point by ______ day”)?

I will hopefully be done by the 4 the day it’s due. If anything the day before but I would say that day. Now for the half way mark I would say the 2nd or 3rd because of the going over every detail I need to do and make sure it’s right and ready to start. I say the 4th so hopefully the draft is done and I just need to fix little things so I don’t have to stress on it.

What are some important writing styles, themes, literary devices, writing techniques, or other elements of the stories you have chosen?

These are the topics you may be able to research to write your essay.

I would say the important literary devices used would be the irony and symbolism in these story’s. As same as themes which were passion and rage. Another would be the elements like the plot of the stories and theme and more. Even when used a chorus, verse, and heightened languages.

What are some things you do NOT know for sure about the time period/movement or writing you selected? What information might you be missing about the culture or historical backgrounds of the pieces of literature you picked to analyze? What kinds of topics will you need to research more to successfully complete this essay?

I know that the story Oedipus the King I don’t know to much I would be missing the historical background of it. But a little bit of research wouldn’t be bad nor hard to find. I would need to see on how these both stories go with the time line and how they both a line with it and are the same to it. So with some research I can fine the things I need.

Finally, list at least five keywords (search terms that you can put into Google Scholar, the UT-RGV library, etc.) to conduct your research.

Prologue

Parodos

Episodes

Stasima

Exodus

The primary goal of this assignment is to prove that two pieces of literature are both good examples or good representations of a specific time period because they both use important literary devices, writing styles, themes, or other written elements that match that time period.

For example, a student writing this essay might argue that two different short stories from the 1940s are both great examples of the Modernist Movement because they both feature first-person narrators, the stream-of-consciousness writing style, and address the negative feelings people had about the war.

1) Select a time period or literary movement we have covered in class. During this project’s time span, we have covered or will cover:

The Classical Period (Ancient Greece)

2) Select two works of literature inside your chosen time period. Note: Both works must come from our textbook , and if you choose something we did not read in class, I will ask you to submit reading notes to prove that you did read the other story. For example:

If you choose Medea, you will also need to read Oedipus the King.

NOTE: You cannot choose the same story that you wrote about for your first essay. For example, if you wrote about Medea for your first essay, you cannot write about Medea again for this essay. You must pick a different topic to focus on.

3) Write a 900-1100 word research-based analysis essay including the following:

Well-developed introduction paragraph with complete thesis statement.

Sample thesis statement: Although Edgar Allan Poe’s “The Tell-Tale Heart” and H. P. Lovecraft’s “The Colour Out of Space” were written more than 50 years apart, both of these stories are excellent examples of the American Gothic Movement because they both focus on the dark side of human emotions, feature a sense of helplessness, and include vivid descriptions of violent deaths.

Brief summary of your chosen time period or literary movement.

This should be a very short section, one to two paragraphs maximum (recommended 200 words or fewer).

Use this paragraph as a place to provide necessary background information on your chosen period or literary movement. Please focus on what was going with literature at the time; do not just give a Wikipedia-like info dump. Remember that this is a literature paper, not a history paper!

Suggested topics to address in the background info section:

Major trends in writing/literature at the time (i.e., oral tradition, writing about dark subject matter, the rise of the short story, etc.)

Historical events that specifically led to those major trends (only share events that actually influenced the writing; if it didn’t influence writing, it doesn’t belong in this paper).

Major writing styles of the time period (i.e. regulated poetry using parallelism, frame narrative, stream-of-consciousness, etc.)

Common elements of the time period or movement (i.e. Realism trying to capture real lives as accurately as possible)

Common world views, morals, or beliefs of writers from this time period (i.e. the Greeks believing in fate/the gods, the Hindu concept of dharma showing up in stories, Modernists rejecting old traditions to create something new, etc.)

Analysis of your two chosen stories/poems to prove that they are good representatives of their time period/movement.

This should be the longest section of the paper (recommended 700 words or more).

Note: You are not comparing and contrasting the two stories/poems against each other here. The goal of this section is not just to find similarities and differences between the two pieces of literature. Instead, the goal of this section is to show how both pieces of literature match the time period/movement they came from and help to express the values, beliefs, and writing styles that were popular during that time. Finding similarities between the stories or poems can help prove they are both good examples of the time period/movement, but the goal of the paper is not just to compare the two stories/poems to each other.

Some possible topics to discuss: Similar literary devices (repetition, personification, etc.) used in both stories that match their culture/time period, similar themes or major ideas in the stories that help express their culture’s views, similar plot structures or character archetypes that show what their cultures/time periods valued in people, similar religious concepts, similar writing styles that helped express the culture/time period, etc.

Example topic sentences:

Paragraph 1: Like most Gothic stories, “The Raven” and “The Colour Out of Space” both focus on the dark side of human emotions, which is related to the personal struggles their authors went through in life.

Paragraph 2: “The Raven” and “The Colour Out of Space” are also excellent examples of the American Gothic Movement because they both include characters who are helpless to change their horrible life situations.

Paragraph 3: Both “The Raven” and “The Colour Out of Space” include a monstrous creature that haunts the main characters, which was a common element in many Gothic stories, because death and loss were so common during that time period.

Paragraph 4: Finally, both of these works of literature are strong representatives of the American Gothic Movement because they both feature a pessimistic world view, implying that, in the end, there is no escape from evil or despair.

A solid conclusion paragraph that recaps on each main point from the body and then provides closure to the essay overall by discussing in a few sentences how literature is a record of the culture, beliefs, and values people had both in the past and present.

IMPORTANT:

Your essay must use a total of five sources. Two of your sources will be the pieces of literature you are analyzing. The other three sources must come from the library database. No websites except .edu websites will be allowed as sources, unless you get specific permission from the professor.

NOTE: The lectures in this class cannot be used as a source for this essay. Your sources must come the textbook and outside research, not my lecture PowerPoints.

Leadership theories generally describe relationships between leaders and tasks. For example, some theories suggest that leadership is a charismatic quality or set of traits that certain people possess. Others suggest that effective leadership depends on the relationship to the issues or culture of the organization. Many of these relationships will be examined in detail throughout this unit.

The autocratic leader focuses on observable behaviors. There are clearly defined rules that everyone is expected to follow. The message is clear: Do as I say. In this environment, people mainly follow directives; creative thinking is not encouraged. While this leadership style has been criticized in recent years, it often produces the desired results in crisis situations when critical decisions have to be made in a short period of time.

Charismatic leaders seem to know just the right words to say. These leaders inspire followers to take action and keep followers motivated by their charismatic personalities. They help people realize their full potential by focusing on emulating their leader. This style works best in small, closely knit organizations that share values that are clearly defined and commonly agreed upon.

Transactional leaders value order and structure (STU Online, 2018). This may be a formal, written agreement, such as an employment contract, but more often, it is an informal set of expectations or company policy. Whenever there is a disagreement, the two parties use the contract as a basis for resolution. The leader may also use rewards or punishment as extrinsic motivators. Subordinates work at the pleasure of the leadership and are expected to do as told. While this may stifle the creative person, others find it comforting to follow a clear set of rules.

Leaders who take a team approach and encourage collaboration may develop a stronger social bond within the organization. Leaders may create an inviting atmosphere that, in many cases, extends beyond the walls of the organization. Meetings may be held in a variety of locations and settings; however, there is a broad range to what may be called participation—anything from describing a plan, asking for assent to describing an issue, and making the group fully responsible for creating and implementing the plan.

While charismatic leaders typically make themselves the focus, transformational leaders are focused on the change itself. The atmosphere is not “who am I” but “what have I done.” As change agents, they intend to bridge an identified performance gap or to find an opportunity to make a good organization excellent. Transformational leadership requires salesmanship, being the first to communicate the vision, and then being the one to motivate others to follow. Along the way, there is considerable cheerleading to overcome the natural flow of energy as the vision is implemented.

Reference

In many organizations, neither the managers nor the employees think consciously about the prevailing leadership styles. Leaders just do what comes naturally. Staff members react to what they experience. Both groups can benefit by examining the team’s leadership model. Managers can assess their own effectiveness and make appropriate changes. Employees can learn to meet the success criteria of their leaders.

Identifying a team leader’s style need not be a theoretical exercise applying academic definitions. It can simply be making observations on how certain activities are conducted and what is really important to the manager, as evidenced by behavior and reactions to events. In fact, if asked, most leaders would not know how to put a name on their own leadership style. It is possible, though, to examine these elements of their tendencies by asking a few questions.

How do they define and view the boundaries and scope of their own authority and that of other individuals in the department? How do they establish individual and departmental goals and track progress against them? What do leaders consider to be critical success factors for individuals and for the group? How, and how often, do they interact with staff members, their peers, their own managers, users, and customers? How, and for what purposes, do they conduct meetings? Do they spend their time and energy as detail-oriented micromanagers or as big-picture generalists? What events and circumstances produce the strongest positive and negative reactions from the managers? What behavior or consequences do these reactions generate?

By answering these questions, team members can understand the elements, if not the formal name, of the group leader’s style. They can then anticipate the demands and expectations of those managers. A key to this analysis is remembering that actions speak louder than words, which in this case means that what leaders actually do on a day-to-day basis or in a crisis may be more indicative than what they say to describe themselves.

The Importance of Understanding and Change

Managers should have an interest in understanding their own styles as well, and an honest self-examination regarding these topics can be a useful tool to determine whether their actual behavior matches their own image of their leadership tendencies. It is also particularly helpful to think about if and how one’s style changes under different conditions. The goal of this assessment is to determine if one’s leadership causes team members to understand unambiguously what is expected of them and to be motivated to achieve those objectives. It is one step in determining leadership effectiveness.

Strategic or upper-echelon leadership contributes a new level of complexity to the process by focusing on the entire organization, rather than just a single department. Upper-echelon leaders have executive discretion, which is moderated by both external environmental factors (such as market growth or the type of industry) and internal organizational factors (such as stability, size and structure, and culture).

Demographics and Personality Traits

A number of studies have been conducted to identify the various individual characteristics of upper-echelon leadership. Research has shown that older chief executive officers (CEOs) tend to be more averse to risk, and insider CEOs attempt to maintain the status quo. These types of personalities are therefore less likely to make any changes in the organization. Research has also examined the upper manager’s functional background and its impact on an organization’s strategic choices. One of the most successful outcomes of this research is the concept of locus of control. Managers with an internal locus of control stress research and development (R&D), and are thus more likely to be innovators than those with an external locus of control.

Researchers have described four strategic leadership types, based on the degree to which strategic leaders are challenge-seeking or have a need for control (see Figure 1):

The High Control Innovator, a challenge seeker who maintains tight control of the organization.

The Participative Innovator, a challenge seeker who delegates control.

The Status Quo Guardian, a challenge-averse leader who maintains tight control.

The Process Manager, a challenge-averse leader who delegates control.

Desire for Control

High Control

Low Control

Challenge
Seeking

High challenge seeking

High control innovator

Participative innovator

Low challenge seeking

Status quo guardian

Process manager

(Nahavandi, 2003)

Each type of strategic leader deals differently with the six strategic forces: perception of environment, technology, strategy, culture, structure, and leadership (Nahavandi, 2003).

Culture and Gender

The importance and impact of culture and gender on leadership are the subjects of recent studies. Little empirical data has been collected, although findings suggest that strategic leadership differs from one country to another. Evidence also suggests that female executives in traditional organizations succeed if their styles mirror male leadership styles, while other studies reveal that the supportive style more typical of women encourages greater employee participation and empowerment (Nahavandi, 2003).

The traditional “command and control” leadership style is not suited for the rapid social, cultural, and organizational changes now occurring around the world. The leaders of the future will be required to adopt a different mindset toward external and internal shareholders. They will have to demonstrate integrity and honesty towards all shareholders and develop an astute awareness of cultural factors. It is not humanly possible for any one person to understand all the implications related to the different cultures in the world; however, a leader can ask questions, listen to answers, and refrain from judgment.

In the future, leaders will be required to have integrated perspectives about their organization’s function. These leaders will be successful if they remain flexible and open to new experiences, and effectively manage change. Leaders in the twenty-first century should be willing to experiment and challenge their assumptions.

It is imperative that these leaders commit to ongoing learning, training, and practice, so that they might acquire and retain the many skills and tools required to effectively lead their organizations. Finally, tomorrow’s leaders must learn to balance and integrate their careers with their personal lives.

Reference

Nahavandi, A (2003). The art and science of leadership (3rd ed.). Upper Saddle River, NJ: Prentice Hall.

There are many different leadership styles, and good leaders do not possess any single style; instead, they often incorporate multiple styles depending on the situation or the diversity of their followers. Six different leadership styles are described below (Goleman, 2002):

Coercive: This is a mostly negative style and is considered the least effective. This leader demands immediate compliance, assigns blame, and tends to lead by terror.

Authoritative: This is often considered the most effective style. These leaders are vision oriented and mobilize followers toward that vision. They demonstrate that the followers matter and can see when strategies must change to reach a goal.

Affiliative: These leaders place the needs of their followers first. They tend to give freedom to followers to do their jobs and make decisions. They demonstrate that they care and create a sense of belonging among their followers. This style is best used when trying to promote harmony and cooperation.

Democratic: Allowing for the input of followers, these leaders recognize that some decisions must be made as a group.

Pace setting: This style is often viewed as “walking the talk”; these leaders set the pace based on their own objectives. They tend to set high standards for themselves and expect the same from their followers. This style is best when followers are relatively self-sufficient.

Coaching: These leaders often tend to act as counselors. They empower followers to explore their options and motivate through learning.

It is important that effective leaders incorporate multiple styles. Leaders who master multiple leadership styles are typically the most effective.

Good leaders lead by example. They care about their followers and incorporate many different styles based on the situation and the uniqueness of the people they lead. They combine their personality traits and a leadership style that exudes confidence, capability, and a willingness to sacrifice for their followers.

Reference

Unit 3 Assignment – Science and Policy Alignment

This assessment addresses the following course objective(s):

Interpret research, bringing the nursing perspective, alongside perspectives of their administrative colleagues, for policy makers and stakeholders.

Instructions

As a healthcare professional,

effective communication is an essential skill for you to have. For this assignment, you will synthesize scientific research with relevant health policy, and write a professional editorial piece for public consumption.

Your role: Content contributor for The American Journal of Nursing

Audience: Healthcare professionals, nursing and administrative.

Format: 3-page paper, editorial style. Plus, a cover and reference page. A minimum of three scholarly sources should be included. In-text citations are required. APA style should be followed throughout.

Refer to the article Engaging policy in science writing: Patterns and strategies within Unit 3 Topic 2 for additional guidance on using the “push” style of writing.

Structure:

Choose any scientific research topic, with relevant and reliable scholarly sources available for you to review. If your background is clinical, your focus may be heavy on the science or clinical elements. If your background is more administrative, you may choose research which is more closely related to a social issue (such as emergency contraceptives, vaping use, etc.)

Choose a policy or proposed policy that directly relates to your area of scientific research.

Write an editorial article, approximately 3 pages in length, summarizing the scientific research on your chosen topic, and aligning it with relevant health policy. Explain the need for increased awareness around the topic:

Who needs to do something about it,

When action is needed,

What that action could look like, and

Why such action will positively influence the future of healthcare.

Submit

Word document

Assignment Resource(s)

The American Journal of Nursing website: https://journals.lww.com/ajnonline/pages/default.aspx

Ruhl, J. B., Posner, S. M., & Ricketts, T. H. (2019). Engaging policy in science writing: Patterns and strategies. PLoS One, 14(8) http://dx.doi.org/10.1371/journal.pone.0220497

Estimated time to complete: 5 hours

Leadership skills require a greater sensitivity to the human behavior and group dynamics than management skills do.

The specific personal traits of effective leaders include the following:

Empathy

Empathy is the skill of being able to feel the pain and frustration of others. Most notably, leaders must be sensitive to how decisions they make may impact employees and take this into account when communicating the importance of and the need for making changes.

Perhaps the worst perception leaders can leave among their subordinates is that the effort being put forth will only make the leader look good or will be for the leader’s benefit. The good leader will relate objectives and high goals to what it means for the people carrying out the plan.

Ability to create a meaningful vision and solicit organizational buy-in

The most effective organizational motivation comes from everyone buying into the plan and its objectives. As a group, sports team coaches are probably the best at this. Early in the sport’s preseason, the effective coaches develop mantras or slogans defining the vision of where they wish to be.

Employees who do not buy in emotionally to a plan or change in direction will rarely put forth sufficient effort to accomplish the plan.

High sensitivity to how perceptions of their behavior can influence employee behavior

Leaders who act hypocritically are a major demotivator in the organizational setting. A Theory X senior manager who expects subordinate managers to also act in that manner will be viewed as hypocritical. A manager who preaches that he has an open-door policy but who does not respond to frequent concerns from his subordinates will not be viewed favorably.

Willingness and ability to effectively confront difficult situations

Something that frequently separates effective from ineffective leaders is their ability to make unpopular or difficult decisions. Having to lay off employees, close a plant, or send troops into harm’s way are all examples of this. These decisions are rarely easy or politically popular, but they are almost always necessary for the long-term, big-picture benefit to the organization.

A forward-looking viewpoint, rather than dwelling on the past

Frequently, mediocre leaders will dwell in the past and focus on who did something wrong, who is to blame, and so forth. The effective leader will look at lack of past performance as a learning exercise and instead focus on the future, saying “What can we learn from the mistakes we made last week?”

Some people feel that the leader must be as knowledgeable of every job as the workers; otherwise, he or she does not deserve to be the leader. This is a common misperception about the meaning of effective leadership.

Although superficially this seems to make sense, in fact, leaders can be effective without knowing anything about subordinates’ jobs as long as they can be empathetic about employee concerns. The ineffective leader, if not personally knowledgeable of every job, may overrule concerns of the employees. This invariably may cause subordinates to lose respect for the leader because this person making a decision is perceived as unqualified.

Strategic or upper-echelon leadership contributes a new level of complexity to the process by focusing on the entire organization, rather than just a single department. Upper-echelon leaders have executive discretion, which is moderated by both external environmental factors (such as market growth or the type of industry) and internal organizational factors (such as stability, size and structure, and culture).

Demographics and Personality Traits

A number of studies have been conducted to identify the various individual characteristics of upper-echelon leadership. Research has shown that older chief executive officers (CEOs) tend to be more averse to risk, and insider CEOs attempt to maintain the status quo. These types of personalities are therefore less likely to make any changes in the organization. Research has also examined the upper manager’s functional background and its impact on an organization’s strategic choices. One of the most successful outcomes of this research is the concept of locus of control. Managers with an internal locus of control stress research and development (R&D), and are thus more likely to be innovators than those with an external locus of control.

Researchers have described four strategic leadership types, based on the degree to which strategic leaders are challenge-seeking or have a need for control (see Figure 1):

The High Control Innovator, a challenge seeker who maintains tight control of the organization.

The Participative Innovator, a challenge seeker who delegates control.

The Status Quo Guardian, a challenge-averse leader who maintains tight control.

The Process Manager, a challenge-averse leader who delegates control.

Desire for Control

High Control

Low Control

Challenge
Seeking

High challenge seeking

High control innovator

Participative innovator

Low challenge seeking

Status quo guardian

Process manager

(Nahavandi, 2003)

Each type of strategic leader deals differently with the six strategic forces: perception of environment, technology, strategy, culture, structure, and leadership (Nahavandi, 2003).

Culture and Gender

The importance and impact of culture and gender on leadership are the subjects of recent studies. Little empirical data has been collected, although findings suggest that strategic leadership differs from one country to another. Evidence also suggests that female executives in traditional organizations succeed if their styles mirror male leadership styles, while other studies reveal that the supportive style more typical of women encourages greater employee participation and empowerment (Nahavandi, 2003).

The traditional “command and control” leadership style is not suited for the rapid social, cultural, and organizational changes now occurring around the world. The leaders of the future will be required to adopt a different mindset toward external and internal shareholders. They will have to demonstrate integrity and honesty towards all shareholders and develop an astute awareness of cultural factors. It is not humanly possible for any one person to understand all the implications related to the different cultures in the world; however, a leader can ask questions, listen to answers, and refrain from judgment.

In the future, leaders will be required to have integrated perspectives about their organization’s function. These leaders will be successful if they remain flexible and open to new experiences, and effectively manage change. Leaders in the twenty-first century should be willing to experiment and challenge their assumptions.

It is imperative that these leaders commit to ongoing learning, training, and practice, so that they might acquire and retain the many skills and tools required to effectively lead their organizations. Finally, tomorrow’s leaders must learn to balance and integrate their careers with their personal lives.

Reference

Nahavandi, A (2003). The art and science of leadership (3rd ed.). Upper Saddle River, NJ: Prentice Hall.

Leadership is the act of guiding or directing others to advance a group with regard to a common purpose. It is not practiced in such simplistic terms, however. There are many types of leadership and leadership types that fit into the realm of homeland security and emergency management. For example, crisis leadership is a common leadership type that denotes behaviors one would assume during a severe or significant situation, whereas in extremis leadership refers to situations where there are imminent threats to life that one must guide others through. You will examine both types and identify how both may be used effectively across any leadership situation.

Leaders, in general, must possess certain traits to be effective. Often, it is easier to manage tasks as a supervisor, but the leadership qualities that are inherent to homeland security and emergency management require further commitment to personnel for their training, development, and growth within the field.

There are hundreds of traits that great leaders possess, but some researchers posit that there are five basic personality qualities of strong leaders (Kouzes & Posner, 2007):

Honesty: To be followed, honest leaders demonstrates that not only are they truthful about their activities and decisions but also that they are capable of admitting when mistakes have been made and being able to correct them openly.

Forward thinking: Having a clear vision and the willingness to share that vision are the hallmarks of a forward-thinking leader.

Competent: The key to competence is demonstration. Leaders who are knowledgeable and capable demonstrate proficiency in their actions. Good leaders demonstrate competence with the delicate balance of conveying their abilities while not coming across as arrogant. Giving credit to others when it is due is a good demonstration of competence as well.

Inspiring: Leaders who communicate clearly and with passion tend to evoke feelings of inspiration among their followers. A leader’s honesty and humility play a key role in their ability to inspire others.

Intelligence: Leaders must be knowledgeable. Moreover, they must have a good grasp of the concepts and terminology of the field in which they lead. They must possess the ability to apply their knowledge through strategic thinking and clear communication. Another component of intelligence is having the ability to evaluate many aspects of a situation from different viewpoints. Therefore, listening to others and evaluating solutions from a broad perspective demonstrate a level of intelligence that followers will respect.

Other commonly valued leadership traits include the following:

Being action oriented

Good communication skills

Integrity

Dedication

Magnanimity

Humility

Openness

Creativity

Fairness

Assertiveness

Humor

A good leader must work toward a goal and demonstrate the discipline necessary to achieve success. Good leaders do not sit back and wait for things to happen; their motivation and dedication inspire others to work toward achieving the common objectives. Good leaders demonstrate that they can be trusted through their honesty and control of outward emotions. The ability to bestow credit for others’ successes and spread opportunities for others to be successful is the mark of a magnanimous leader. Leaders with humility recognize that they are no better than those they lead. They are often in the trenches alongside their subordinates. They are good listeners and are able to take into account others’ viewpoints, while also promoting an atmosphere of shared ideas and solutions. They are creative in their style and are skilled at evaluating the potential of new ideas. They are fair and deal with others in a just and consistent manner. They are not aggressive and are not intimidated by challenges; rather, they approach them head-on. Good leaders are also able to use humor to reduce tension, alleviate boredom, and foster camaraderie.

Reference

Kouzes, J. M., & Posner, B. Z. (2007). The leadership challenge. San Francisco, CA: Jossey-Bass.

Research of Emotional Motivation

Imagine life without emotion: There would be no joy associated with great art or literature. A vicious crime would elicit no anger or disgust. As we watch our favorite sports teams, we would never experience the thrill of victory or the agony of defeat. Sadness would not follow death of a loved one because we would not experience love. Without emotion, life would be listless and colorless, like a meal in need of spice. But emotions do more than provide color and spice; they can actually help us to survive.

Nearly every organism exhibits some type of learning to survive in its environment. Some responses to environmental stimuli, such as reflexively blinking in response to a puff of air, are very brief in duration and never enter our consciousness. In other instances it is important to be aware of the consequences of our interactions with our environment. This is what we mean when we speak of learning.

Motivation

Motivation is defined as the physiological and psychological factors that account for arousal, direction, and persistence of behavior.  Biological theories of motivation stress the importance of biological or physiological processes in determining behavior.  Cognitive theories of motivation stress the processing and understanding of information. Maslow’s hierarchy of needs combines biological and psychological aspects of motivation.  A learned motive is learned or acquired.  Specific Motives include hunger, sex, achievement, and affiliation.

Emotion

Emotions involve physiological and behavioral changes elicited by stimuli.  Darwin’s evolutionary perspective states that emotions prepare us, provide signals to others, and guide our behavior.   There are some physiological differences among emotions such as increased heart rate in anger.  Blushing is elicited by a number of circumstances that usually involved concern about how others evaluate a person.

There is strong evidence for universal recognition of at least six basic emotions: anger, disgust, fear, happiness, sadness, and surprise.  Robert Plutchik’s model explains how emotions can be combined to yield blends that differ in intensity.  Nonverbal communication involves communication through body language, movements, and gestures.  The meaning of certain gestures varies with the culture.

Languages and cultures differ in the number of words that describe categories of emotion.  Some words refer to emotions that are not described in all cultures or languages. Appraisal theories of emotion propose that how we make judgments about events leads to emotional reactions.  The concept of emotional intelligence includes such abilities as motivating oneself, persisting in the face of frustrations, and controlling impulses, as well as being aware of the emotions one is experiencing.

Learning

Learning occurs when experience produces a relatively permanent change in behavior.  Classical conditioning involves pairing an unconditioned stimulus eliciting an unconditioned response with a conditioned stimulus which is neutral at the start of conditioning.  After several pairings, when the conditioned stimulus is presented by itself, it elicits a conditioned response.

Operant conditioning occurs when an organism performs a target response that is followed by a reinforcer.  Positive reinforcers are presented after the target response has been made; whereas negative reinforcers are taken away after the target response has been made.  Insight learning involves restructuring out perceptual stimuli to achieve the solution to a problem.  Such perceptual restructuring and solutions typically occur rapidly.  Latent learning, however, occurs when learning has taken place, but is not demonstrated until a later time.

The opposite of reinforcement is punishment.  It decreases the rate or frequency of responding.  Operant responses that are not reinforced each time during training take much longer to extinguish that ones that have received continuous reinforcement.  This is called the partial reinforcement effect.  Observational learning takes place when we observe and identify with the behaviors of others.  For instance, advertising and television commercials appeal to this process.  Finally, behavior modification is the application of the basic principles of learning to change or modify an undesired behavior or increase specific desired behaviors.

Most companies predicate their decision regarding which employee will be developed in a leadership role on how well the individual can enhance the organization. Some companies attempt to base selections of individuals on indicators of ability and motivation, such as test scores and grades. Other firms try to predict leadership potential by assessing the characteristics and backgrounds of individuals attaining leadership positions in their own or other major corporations.

Succession to leadership positions is often determined by individual-based criteria, such as social origins or social connections—a situation aptly described by the popular saying It is not how much you know but who you know.

Leaders Can Shape the Organizational Culture

Effective leaders are able to influence the company’s culture through establishing direction and vision for the company. They also can align employees by providing direction through communications and actions, motivating and inspiring employees, satisfying their needs, producing useful changes, and instituting new approaches to challenges. An effective manager is able to influence a company’s culture by planning and budgeting, allocating resources, organizing, staffing, monitoring, implementing, controlling, and problem solving. The efforts of leaders and managers together can create a useful company culture that can result in financial gains for all employees.

The Ability to Influence Employees

Many leadership studies show that most business leaders seem to have the ability to reawaken primitive emotions in their employees in common. This is particularly true of leaders who are charismatic and are masters of manipulation in certain situations.

Some of these leaders have the power to affect behavior and the uncanny ability to exploit the unconscious feelings and emotions of their employees. In spite of the regressive potential of some leaders, there are others who transcend petty interoffice concerns to create a constructive work climate and involve, initiate, and spur creative endeavors.

Many researchers have compared transactional leadership traits with transformative leadership traits. The transactional leader motivates employees by exchanging rewards for services rendered, whether political, economic, or psychological. The transformative leader recognizes and exploits an existing need or demand of a potential employee.

Kolditz (2007) provides nine lessons of leadership attributes that can be used in any setting, including business. He posits that in extremis leaders do not need to be in dangerous occupations or necessarily in crisis mode to be effective. Successful leaders should move away from transactional leadership, where one leads others to achieve some type of payoff, to transformational leadership, where the goal is to practice authentic leadership with an emphasis on conveying hope, resilience, and optimism. The nine lessons are as follows:

Motivate with an emphasis on learning. Although most followers involved with in extremis occupations are mostly self-motivated, leaders are able to employ teaching moments through their leadership. The objective is to help people work smarter, rather than harder, at accomplishing objectives.

Share risk. One of the most important aspects of trust development is for followers to know that their leader will share the risk by getting in the trenches right alongside them. This is probably the strongest nonverbal cue that a good leader can display. When followers see leaders placing their own sense of safety and security behind those they lead, it sends a strong message of trust and confidence that are beyond reproach.

Practice a similar lifestyle. Most in extremis leaders are humble about their positions, are selfless, and do not see themselves as elite. They share experiences, are often not compensated significantly better than their followers, and have similar motivators. These leaders are frequently in their field for a very long time.

Develop confidence without arrogance. Conveying competence through confidence without upstaging or embarrassing followers is essential to an in extremis leader.

Face the threat head-on. In extremis leaders are often faced with life-and-death challenges. Even business decisions can significantly alter the lives of others. Leaders must be committed to dealing with the problem and must possess a resolve to see it through to a successful conclusion, even if there is loss.

Résumés and pedigrees are irrelevant. When a crisis strikes, a leader’s credentials in the field are meaningless; what the leader does with what he or she has learned, however, is most critical.

Inspire through action. No one wants to follow a leader who sits back and barks orders. Good leaders get into the action, take action, and accept the consequences for their actions.

Demonstrating effectiveness depends largely on the situation. Some leaders lead effectively through benign situations, but if a crisis strikes, they may falter. How leaders handle extreme situations determines whether others will follow them.

Lead with passion. Good leaders want to lead. People who have a passion and commitment for leadership are more successful than those who just want to advance in the ranks.

Reference

Kolditz, T. (2007). In extremis leadership: Leading as if your life depended on it. San Francisco, CA: Jossey-Bass.

Leaders in a cultural environment cannot utilize just one approach when working with global leaders. Leaders are faced with many challenges in a changing global market and must constantly make the necessary adjustments to turn their vision into a reality. A leader who is culturally sensitive and can interact well with a diversity of people will enjoy success. Leadership is complex, and leading across cultures is considerably more complex.

According to Ledlow and Coppola (2011), the GLOBE Project has identified the following six leadership dimensions across  62 countries:

Charismatic and value-based

Charismatic, visionary, integrity, decisiveness, performance-oriented

Favored by Western, Latin, African, and Asian cultures

Participative

Participative, democratic

Team-oriented

Team collaborative and diplomatic

Favored by Eastern European and Middle Eastern cultures

Human-oriented

Modest, human-oriented

Self-protective

Self-centered, procedural, conflict inducer, status-conscious

Autonomous

Self-directed, independent

Reference

Ledlow, G., & Coppola, M. (2011). Leadership for health professionals: Theory, skills, and applications. Sudbury, MA: Jones & Bartlett.
Assignment 4 – Exercise 09

Use the Big Data Analytics Consulting Case databases to complete this Assignment.

Ensure that you have fully completed the exercises 1, 2, 3, 4 and 6 before starting with this assignment.

Ensure that your current fiscal year is 2020 (GL Setup \ Options \Posting Tab).

If you have completed the Assignment 2 correctly, then your TD Bank Chequing Account and the Accounts Payable balances in the General Ledger module as of Jan 31, 2020 will be as follows:

1000 – TD Bank Chequing \$ 14,185 (Debit)

2000 – Accounts Payable \$ 2,500 (Credit)

In the event if your balances are incorrect, just ignore your own balances for the purpose of completing this assignment, and assume that your TD Bank Chequing Account balance as 14,185 (debit) and your Accounts Payable Account balance as 2,500 (Credit). No marks will be deducted for this.

Since some of you may not have the correct balances in G/L, importance will not be given to the General Ledger module in completing this assignment, and therefore, you are not expected to process (post, delete, etc.) your batches in the General Ledger module.

If the information is not provided to complete a particular setup, just accept the default settings for the setup. But, based on your judgment, you are permitted to make necessary changes to the settings, if such changes are required to complete the assignment questions.

Case Information

Big Data Analytics Consulting Company (BDA) had been using the Sage 300 General Ledger module for the past one month, and since BDA is satisfied with the use of the General Ledger module, they have decided to use the Sage 300 Accounts Payable, Bank Services and the Tax Services modules starting from January 31, 2020.

At this point in time, BDA has only a Chequing Account with TD Bank, and the TD bank account will be used for all of the BDA banking transactions. The TD Bank Chequing Account details are as follows:

Bank Transit Number – 12342004

Chequing Account Number – 0123454321

Prior to January 31, 2020, BDA had been directly using the GL Account 1000 to record any transactions involving the TD Bank. Going forward, BDA will be primarily using a sub-ledger Bank Account to record its TD banking transactions. The bank sub-ledger account will be using the G/L account 1000 as its control account.

Since the same TD account will be used for both the Implementation and the support service transactions (refer to Exercise 1 for details about the two services), any bank related expenses incurred such as the Bank Charges, Write-Off or Credit Card charges would be equally divided between the two services. To facilitate this, two new expense allocation accounts would be created in G/L.

The expense allocation account details are as follows:

6070 – Bank Charges

6080 – Bank Errors and Write-Off

Since BDA will not be using the Accounts Receivable module now, 6080 account will also be used for recording the Credit Card Charges. Since the Bank charges account would be commonly used every month while performing the Bank Reconciliation, BDA wanted to setup a distribution code only for the 6070 Bank Charges account.

BDA will using the Sage 300 Check printing functionality when recording payments in the Accounts Payable module. The following details would be used to complete the Check Stock code setup:

Next check number : 451

Stock Type : Combined Check and Advice

Check Form : APCHK11A.RPT

Number of Advice Lines per Page : 15

Since BDA is not expecting to have a high volume of transactions, the length of the document numbers for both the Bank entry and the Bank Transfer transactions would be adjusted to 10 characters.

BDA is currently operating only within the Ontario province in Canada. Hence, BDA has a requirement to process the HST taxes in the Accounts Payable module for its purchase transactions. As BDA will not be using Sage 300 to process the Sales transactions, the HST Sales related setup will not be completed at the beginning. BDA uses the G/L account 2110 to track its HST Liability and the G/L Account 2120 to track its recoverable taxes. The recoverable rate is assumed to be 100%.

BDA has currently classified all of its vendors and the items purchased as either Taxable or Non-Taxable based on the tax status. BDA will be creating the following HST – Purchase – Vendor Tax classes:

Taxable

Non Taxable

Since, BDA might be paying 13% HST on most of the items purchased, and 5% HST on some of the items purchased, BDA will be setting up the following HST – Purchase – Item Tax classes:

Taxable13

Taxable5

Non Taxable

Thus, if the vendor tax status is Taxable, and if the item tax status is Taxable13, then the HST tax rate would be setup as 13%. Similarly, if the vendor tax status is Taxable, and if the item tax status is Taxable5, then the HST tax rate would be setup as 5%.

Case Questions:

Answer the following questions based on the case information provided to you:

Open the Big Data Analytics Consulting company with the session date of January 31, 2020.

Verify the following information:

Current year in the G/L module

TD Chequing Account Balance

Accounts Payable Balance

Ensure that you have read and understood the additional details that are provided to you at the beginning of this document (Read Me First) regarding the current year and the account balances.

Activate the following modules:

G/L Sub-Ledger Services

Tax Services

Bank Services

Accounts Payable

Create a Bank Sub-Ledger Account for TD Bank Chequing Account and configure the details correctly based on the information provided.

Make adjustments to the Bank Setup – Options window based on the available information.

Create a Distribution code for Bank Charges G/L Account.

Assume that the Control Account 1000 (TD Bank Chequing) balance in G/L is 14,185 (Debit). Assume that that the TD Bank Chequing Account statement balance as of 31 January 2020 is also \$ 14,185.

(Note – There are no outstanding transactions as of 31 January 2020.)

Perform a Bank Reconciliation transaction in order to establish \$ 14,185 as the opening balance for the TD Bank Chequing Account in Bank Services.

Post the Bank Reconciliation in Bank Services.

Verify the TD Bank Chequing Account balance in Bank Services.

Setup the Tax Authority for HST tax.

Setup the appropriate Tax classes for the following scenarios:

HST – Purchase – Vendors

HST – Purchase – Items

Setup the HST – Purchase Tax Rates for BDA.

Setup the following Tax Group for BDA:

Tax Group – ONTHST

Type – Purchases

Description – Ontario Taxes

Tax Authority – HST

Create a new folder; rename the folder as A4 E9 Q13; dump your BDA system and company databases to the A4 E9 Q13 folder.

Continue with Exercise 10.

Assignment 4 – Exercise 10

If the information is not provided to complete a particular setup, just accept the default settings for the setup. But, based on your judgment, you are permitted to make necessary changes to the settings, if such changes are required to complete the assignment questions.

Case Information

BDA will be completing the Accounts Payable setup and record the outstanding Vendor Invoice transactions as of 31 January 2020.

BDA will be using the TD Bank Chequing Account to record all of the Payment transactions in the Accounts Payable Module. The default method of Payment would be by Check, and BDA will expect a warning to be generated in the event if duplicate check numbers are used in transactions. The Vendor comments will be retained in the system for at least for 365 days. BDA wanted the capability to record adjustments while recording the payment entries. Also, BDA wanted the ability to modify the System Generated Payment batches before posting those batches. The length of the document numbers for entries such as the Recurring Payable, Adjustment, Prepayment and Payment would be adjusted to 10 Characters.

BDA will be grouping all of their vendors into a single group at the beginning. Also, BDA wanted all of the vendor transactions to be posted to the same Payable Control, Vendor Prepayments, and the Purchase Discount accounts when the entries are initially posted from the Accounts Payable module. In order to facilitate this requirement, BDA will create a new allocation account for Purchase Discounts (Account number 5100) in the General Ledger module. The Purchase discount balance would be divided equally between the 5100-100 and 5100-200 accounts. Since both the implementation Services and the Support Services teams would be making their purchases from the same vendors, and the purchasing patterns are fairly uniform for both the services team, BDA doesn’t mind allocating the total purchase discounts equally between the two services teams.

BDA will be making use of the Distribution Codes for the G/L accounts that would be used quite heavily. If the Distribution codes are not available, then the G/L accounts would be directly used in transactions.

During the month of January 2020, BDA was using the G/L allocation accounts for the Rent and the Telephone expense entry postings in G/L. Since the Accounts Payable module provides the Distribution Set functionality, going forward, BDA will be using the Distribution Set functionality to allocate the balances for the Telephone expense and Rent expense accounts. When the telephone bill is received, it will be allocated to each service type at the rate of 40 percent to the implementation services and the remaining 60 percent to the support services. But, the rent expense will be evenly allocated to both the services.

Case Questions:

Answer the following questions based on the case information provided to you:

Open the Big Data Analytics Consulting company with the appropriate session date.

Configure the Accounts Payable Setup Option settings based on the available information.

Create a single Account Set code called ALL that would be used by all of the vendors. Select the appropriate Payable Control and the Vendor Prepayment accounts. Use the Allocation account 5100 for Purchase Discount.

Setup the following Distribution Codes for the G/L

s:

G/L Account

Description

Distribution Code

6010-100

6010-200

6020-100

Rent Expense

RNT100

6020-200

Rent Expense

RNT200

6040-100

Telephone Expense

TEL100

6040-200

Telephone Expense

TEL200

6050-100

Office Expense

OFF100

6050-200

Office Expense

OFF200

Note – Ensure that the Discountable option is selected for all of the distribution codes.

Setup the Distribution Set codes for Rent Expense and the Telephone Expense based on the information that is provided to you.

Setup the following Terms code:

N30 – Net 30 days

2N30 – 2% 10 days / Net 30 days

Note – discount is calculated on base excluding the taxes

3060 – Make two installment payments in such a way that 50% of the total invoice balance is paid 30 days from the invoice date and the remaining 50% of the total invoice balance is paid 60 days from the invoice date.

D15 – Make payment on the 15th day of Next Month

D1 – Make payment on the 1st day of Next Month

Create a new folder; rename the folder as A4 E10 Q7; dump your BDA system and company databases to the A4 E10 Q7 folder.

Continue with Exercise 11.

Assignment 4 – Exercise 11

If the information is not provided to complete a particular setup, just accept the default settings for the setup. But, based on your judgment, you are permitted to make necessary changes to the settings, if such changes are required to complet