CASE STUDY: AUCTIONS AND DYNAMIC PRICING

OVERVIEW

There are many types of auctions, each with strengths and weaknesses at uncovering the real price or value of an item. Auctions are widely used in finance, e-commerce, and e-games. They are also widely used to generate revenue for not-for-profit organizations.

The following video describes auctions as price discovery mechanisms:

• The Ideal Auction.

Use the video on auctions and at least three academic or high-quality business publications (see acceptable types below) to compare and contrast English auctions and Dutch auctions, and sealed-bid first-price auctions and Vickery auctions.

INSTRUCTIONS

Address the following questions in 5–7 pages:

1. Compare and contrast how each of the following uncovers value:
   • English and Dutch auctions.
   • Sealed-bid first-price auctions and Vickery auctions.
2. Compare and contrast surge pricing and congestion pricing. Give an example of each currently in use.
3. Identify three examples of auctions used in finance, e-commerce, and/or e-games. Explain the following in-depth:
   • The need for an auction to uncover value in the product or service.
   • How the type of auction used to uncover the value of the product or service is better at uncovering value than other types of auctions.
4. What are the advantages or disadvantages of auctions as revenue generators for not-for-profit organizations?
5. Suggest ways in which a for-profit company, such as the company for which you work or a company for which you aspire to work, can use auctions or dynamic pricing to better uncover value and increase revenue.

This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions.

ACCEPTABLE TYPES OF PUBLICATIONS

A high-quality, professional business publication is one that is primarily directed at reporting or analyzing the workings of the business. Examples are the Wall Street Journal, Bloomberg, and Reuters. Avoid general news publications such as USA Today, the Washington Post, and the New York Times. Other articles and resources can be found at the Strayer Library.

Please do not rely on Wikipedia, Investopedia, or similar websites as references at any time in this course.

The specific course learning outcome associated with this assignment is:

• Propose ways in which a company can use auctions to better uncover value and increase revenue

Video Assignment 1 (Analysis of Video)

Select any video from the Video Links and write a two-page double-spaced synopsis on the content of the video.

Answer the following questions:

Identify one important concept, research finding, theory, or idea that you learned while viewing this video.

Why do you believe that this concept, research finding, theory, or idea is important?

Apply what you have learned from this video to some aspect of your life.

Video Assignment 2 (Analysis of Video)

Select any video from the Video Links that you have not yet written about and write a two-page double-spaced synopsis on the content of the video.

Please answer the following questions:

Identify one important concept, research finding, theory, or idea that you learned while viewing this video.

Why do you believe that this concept, research finding, theory, or idea is important?

Apply what you have learned from this video to some aspect of your life.

Please use one video each for the tasks

https://www.youtube.com/watch?v=RGBtfkbgtyM&feature=youtu.be

https://www.youtube.com/watch?v=X1sjFHEl5GI&feature=youtu.be

https://www.youtube.com/watch?v=fsrtB5lp60s&feature=youtu.be

https://www.youtube.com/watch?v=jpe-LKn-4gM&feature=youtu.be

https://www.youtube.com/watch?v=wBYv6rdAdS4&feature=youtu.be

https://www.youtube.com/watch?v=XvIg5MK-8yY&feature=youtu.be

https://www.youtube.com/watch?v=bBC-nXj3Ng4&feature=youtu.be

https://www.youtube.com/watch?v=TXrOpjG4dUs&feature=youtu.be

https://www.youtube.com/watch?v=I5ZR0jMlxX0&feature=youtu.be

REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no
more than a 10% match to any one individual source can be directly quoted or closely paraphrased from
TASK OVERVIEW You must use the rubric to direct the creation of your submission because it provides detailed criteria that
will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric
aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless
specified in the task requirements. All other submissions must be file types that are uploaded and submitted
as attachments (e.g., .docx, .pdf, .ppt).
A. Discuss the impact of a clinical practice problem on the patient(s) and the organization it affects.
1. Identify the following PICO components of the clinical practice problem:
• patient/population/problem (P)
• intervention (I)
• comparison (C)
• outcome (O)
2. Develop an evidence-based practice (EBP) question based on the clinical practice problem discussed in
part A and the PICO components identified in part A1.
Note: Refer to “Appendix B: Question Development Tool” for information on the creation of an EBP
question.
B. Select a research-based article that answers your EBP question from part A2 to conduct an evidence
appraisal.
1. Discuss the background or introduction (i.e., the purpose) of the research article.
2. Describe the research methodology.
3. Identify the level of evidence using the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP)
model.
Note: The article you select should not be more than five years old.
Note: Refer to “Appendix E: Research Evidence Appraisal Tool” for information on how to level a
research-based article.
4. Summarize how the researcher analyzed the data in the article.
5. Summarize the ethical consideration(s) of the research-based article. If none are present, explain why.
6. Identify the quality rating of the research-based article according to the JHNEBP model.
Note: Refer to “Appendix E: Research Evidence Appraisal Tool” for information on how to establish
the quality rating.
7. Analyze the results or conclusions of the research-based article and explain how the article helps
answer your EBP question.
C. Select a non-research article from a peer-reviewed journal that helps to answer your EBP question from
part A2 to conduct an evidence appraisal.
1. Discuss the background or introduction (i.e., the purpose) of the non-research article.
2. Describe the type of evidence (e.g., case study, quality improvement project, clinical practice
guideline).
3. Identify the level of evidence using the JHNEBP model

Purpose

The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

1. Examine roles and competencies of advanced practice nurses essential to performing as leaders and advocates of holistic, safe, and quality care (CO1)
2. Apply concepts of person-centered care to nursing practice situations (CO2)
3. Analyze essential skills needed to lead within the context of complex systems (CO3)
4. Explore the process of scholarship engagement to improve health and healthcare outcomes in various settings (CO4)

Due Date

A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0 for any portion of the discussion not posted by that time). Week 8 discussion closes on Saturday at 11:59pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Saturday.

A zero is the lowest score that a student can be assigned.

Faculty may submit any collaborative discussion posting to Turnitin in order to verify originality.

Total Points Possible: 75

Requirements:

Discussion Criteria

I. Application of Course Knowledge: of Course Knowledge:

The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.

II. Engagement in Meaningful Dialogue: I. The student responds to a student peer and course faculty to further dialogue.

a. Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.

• A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
• The peer response must occur on a separate day from the initial posting.
• The peer response must occur before Sunday, 11:59 p.m. MT.
• The peer response does not require a scholarly citation and reference unless the information is paraphrased and/or direct quotes are used, in which APA style standards then apply.

Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.

• A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
• The faculty response must occur on a separate day from the initial posting.
• Responses to the faculty member must occur by Sunday, 11:59 p.m. MT.
• This response does not require a scholarly citation and reference unless the information is paraphrased and/or direct quotes are used, in which APA style standards then apply.

III. Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference AND assigned readings OR online lessons, per discussion topic per week.

1. What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC).
   
   • Contains references for sources cited
   • Written by a professional or scholar in the field and indicates credentials of the author(s)
   • Is no more than 5 years old for clinical or research article
2. What is not considered a scholarly resource?
   • Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness)
   • Information from Wikipedia or any wiki
   • Textbooks
   • Website homepages
   • The weekly lesson
   • Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL Revised: 02/17/11, 09/02/11 nlh/clm)
3. Can the lesson for the week be used as a scholarly source?
   • Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post.
4. Are resources provided from CU acceptable sources (e.g., the readings for the week)?
   • Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions.
5. Are websites acceptable as scholarly resources for discussions?
   • Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources

IV. Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.

V. Wednesday Participation Requirement: The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.

VI. Total Participation Requirement: The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.

Preparing the Assignment

Introduction

This graded discussion will explore the impact of systems theory on a practice problem or issue. Please provide an initial response to the discussion question by Wednesday at 11:59pm MT and two interactive dialogue responses no later than Sunday 11:59 PM MT at the end of WEEK 5. The discussion is worth 75 points. Please refer to the discussion grading rubric for additional criteria.

Discussion Question:

Many of you have experience in complex adaptive systems whether you realize it or not. Thinking about your current or future practice area, identify an issue or concern. In your initial response, please describe the concern. Does the concern primarily occur at the micro, meso, or macro level? How would you address this issue? What impact might your solution have on the other levels of the system? In what ways could interprofessional collaboration be used to resolve the issue?