What type of authority does Trump seem to desire for himself?

/in /by

Please answer one of the following two questions in 750 words or less. (Less than 3 pages), double spaced).

For theorists in the early 20th century, both Charlotte Perkins Gilman and W.E.B. DuBois were very progressive theorists of gender and race. Yet, as we look back on them through history we also see that their definitions of race (Dubois) and gender (Gilman) are somewhat problematic. Describe ways in which Gilman’s use of gender and DuBois’s use of race were both progressive for their times and somewhat regressive when we look back at these definitions through history. Are there any similarities between Gilman and DuBois’s definitions? Please give examples to support your argument.
OR
Max Weber is one of the most influential theorists of power, legitimacy, and authority. Right now the United States is in a constitutional crisis with President Trump’s power and authority at the center of the crisis. given trump’s role as President of the United States, what type of authority “should” Trump possess? Please give examples of how trump seems to reject this type of authority. What type of authority does Trump seem to desire for himself? Please give examples. According to Weber, why is Trump making a mistake in his quest for this type of authority? Given Trump’s choice, what does Weber predict will be the outcome of the Senate’s vote on impeachment?
Explain.

What is Solow’s model of economic growth and why is it termed an exogenous growth model?

/in /by

Coursework for Introduction to Advanced Macroeconomics, 19-20

 

Complete a 2,500-word essay (50% weighting) on ONE of the following questions:

 

  1. What is Solow’s model of economic growth and why is it termed an exogenous growth model? Do you think the model can be improved by explicitly recognising a role for the accumulation of human capital as well as physical capital?

 

  1. To what extent do production externality-based models of endogenous growth constitute an advance on Solow’s exogenous growth model? In your essay ensure that you outline Solow’s model and at least one relevant endogenous growth model.

 

 

    Marking Criteria

 

 

    
Criteria Level of Achievement Indicators
  Fail Pass
0–19% 20–29% 30–39% 40–49% 50–59% 60–69% 70–79% 80–89% 90-100%
1 Research

Systematic identification and investigation of a range of academic and cultural sources where use is made of economic, business, and management journals.

 Little or no information presented Limited amount of information presented with little or no relation to the task. Information presented does not relate sufficiently to the task; there may be evidence of rudimentary research Adequate information has been gathered and documented from readily available sources applying standard techniques Information is accurate, appropriately categorised and from a range of sources Well informed judgements made of the relative value of connected information from a wide range of sources Extensive independent research, accuracy, familiarity with the material, and sound judgements Extensive independent research, accuracy, familiarity with the material, and judgements are of exceptional standard Extensive independent research and inclusion of highly advanced material which proves challenging for the marker
  0–29% 20–29% 30–39% 40–49% 50–59% 60–69% 70–100% 80–89% 90-100%
2 Analysis

Examination and interpretation of sources

 Little or no evidence of examination of source material Limited examination of sources and absence of analysis related to the task Constituent elements may be incorrectly identified; analysis may be attempted but not justified; limited use of evidence Key elements within relevant information are identified, but may lack accurate interpretation; some evidence base present Accurate interpretation of the relationships between constituent elements; detailed analysis supported by some evidence Accurate interpretation and evaluation of relationships between elements and concepts; thoroughly developed analysis and planning, supported by evidence Accurate and perhaps personally based synthesis and evaluation of elements and concepts; well-articulated purposeful analysis and planning, supported by extensive evidence

 

 Critical and evaluative analysis underpinned by synthesized evidence Analytical evaluation exceeds expectations and is in some cases intellectually challenging for the marker
  0–29% 20–29% 30–39% 40–49% 50–59% 60–69% 70–100% 80–89% 90-100%
3 Subject Knowledge

Understanding and application of subject knowledge and underlying principles

 Unable to evidence or articulate basic principles and knowledge related to the subject Little knowledge of the subject and largely absent understanding of concepts Limited knowledge of the subject and its development Evidence of understanding key aspects of the subject context, in current debates and / or historical background. References to some relevant key theories and concepts Accurate understanding of subject context. References to key theories and concepts Accurate, extensive understanding of subject context.  Evidence of appreciation of the relative significance of key theories and concepts Contributes to the subject debate by assimilating knowledge into beginnings of developed theoretical extensions Contribution to the subject matter through elements of synthesis and development of existing theoretical frameworks Develops existing knowledge through original contribution to the subject
  0–29% 20–29% 30–39% 40–49% 50–59% 60–69% 70–100% 80–89% 90-100%

 

 

4 Experimentation   Problem solving, risk taking, experimentation and testing of ideas and materials in the realisation of concepts Little or no engagement with alternative ideas and processes Limited ability to identify problems or process alternative ideas Unable to identify problems; does not understand the purpose of independent exploration of alternatives Operates within familiar and well established ideas, processes, theories and concepts; some evidence of exploration Evidence of exploration of processes, theories and concepts; may lead to potential directions for future work Evidence of conceptual independent analysis to inform further cycles of inquiry and potential future directions Unfamiliar conceptual territories may be explored A variety of diverse and unfamiliar conceptual territories are explored Unfamiliar conceptual territories are explored with confidence and impactful application
  0–29% 20–29% 30–39% 40–49% 50–59% 60–69% 70–100% 80–89% 90-100%
5 Technical

Competence

Skills to enable the evaluation and execution of ideas appropriate to the assessment; E.g. a PowerPoint presentation requires professionally made slides; or well-thought out specifications for an econometric exercise.

 Execution demonstrates poor judgement and very limited command of techniques Only sporadic use of techniques with little appropriateness in the context of the task Uses limited rudimentary processes and models exercising little judgement Skills are adequate to communicate ideas; accepted models and procedures are usually applied Skills facilitate communication of ideas; evidence of checking / testing / finishing; models and procedures are used consistently and appropriately Skills facilitate practice and the communication of ideas; full command of models and procedures is evident Idea and technique are unified. Discernment and judgement are evident. Technical / modelling skills may have contributed to conceptual advances Technical modelling skills are demonstrated with ease and appropriately underpin the content Technical modelling skills have been used in very advanced manners
  0–29% 20–29% 30–39% 40–49% 50–59% 60–69% 70–100% 80–89% 90-100%
6 Communication and Presentation

Clarity of purpose; skills in the selected mode; awareness and adoption of appropriate conventions; awareness of the nature of the audience; work approaching expected employer standards or publication standards in academic journals

 Ineffective use of
visual / oral / written communication conventions in the production and presentation of ideas		 Large absence of use of conventions and no application of appropriate standards Partial lack of awareness and observance of conventions and standards; lack of clarity in structure selection and organisation of information; lack of awareness of audience Conventions and standards are applied; structure is clear; information selection and organisation shows awareness of audience requirements and preferences Communication media have been selected / used with good judgement; standards and conventions of use have been fully adhered to; decisions show awareness of the audience and the context The nature and strengths of appropriate communication modes have been exploited; information has been selected, organised and presented showing awareness of audience and context Message and medium are unified with personal style; the communication is persuasive and compelling; it takes full account of the relevant audience and context Communication is convincing and supportive of the content; audience is fully understood and addressed Communication underpins the analysis in coherent and creative ways; content and delivery are unified

 

Explain the relationship between the possibility of lending and borrowing at a risk-free rate and the MEF.

/in /by

ASSESSED COURSEWORK
(Deadline: Tuesday 10 December 2019)
The assessment for BE313 is by this coursework and a Final Examination. This
piece of coursework is worth 30% of the overall assessment of BE313. The
requirements for this coursework are as follows:
1. The coursework consists of data manipulation, analysis and interpretation.
Although you may discuss the project with others, the coursework must be written
up individually. You may receive reduced or no marks if there are strong
similarities between the work handed in by two or more people.
2. All questions are to be answered.
3. The total word count must be printed on the front page. There is a maximum limit
of 1,500 words.
4. The work must be tidy and answers clearly stated.
5. You must present all relevant details and show clearly how results were obtained.
For instance, if you calculate returns like this (Pt − Pt− 1)/Pt− 1 then you need to
specify what Pt and Pt-1 are, and provide an example based on your data.
6. An equation editor must be used to type equations.
7. This must be your own work. The University may employ software to check for
any evidence of plagiarism (please see below for more information on plagiarism).
8. You may include references if it is appropriate to do so. References are not
included in the word count.
9. The assignment must be word processed, font Times New Roman or Arial, with a font size of 12 and with lines double-spaced. All work should be spell-checked and read carefully for typos before handing in.
10. Check that you have answered the question that is asked and that your response provides a logical reasoned answer.
11. The bibliography should contain only those sources you have referenced in your assignment. This does not mean that you should include all books/journals/websites you have read to research your assignment.
12. Referencing in your assignment should take the following forms:
The structural approach of Gilbert (1989) demonstrated that two demand side variables…..
The behaviour of primary commodity prices is particularly important to many developing countries where a significant proportion of national income is generated by a small number of primary products (see Cashin et al., 2000).
A good explanation of the concept of cointegration can be found in Engle and Granger (1991).
These would be listed in the bibliography is follows:
Cashin, P., Liang, H. and C. McDermott (2000) How persistent are shocks to world commodity prices?, IMF Staff Papers, 47, 177-217.
Engle, R.F. and C.W.J. Granger (1991) Long-run economic relationships: readings in cointegration, Oxford University Press, Oxford.
Gilbert, C.L. (1989) The impact of exchange rates and developing country debt on commodity prices, Economic Journal, 99, 773-84.
Note: The first and the third references are journal articles and the second is a book.
13. Note that your coursework is to be submitted via FASer. The coursework should be uploaded to FASer by 10:00 on Tusesday 10 December 2019 (Week 11).
14. You are strongly advised to submit your work days prior to the actual deadline. You are also advised to store draft work that you can overwrite as this avoids risk of missing the deadline due to some unforeseen circumstances.
YOU MUST READ THE INFORMATION WHICH FOLLOWS:
In submitting coursework online it must be assumed that you have read and understood the following guidelines about plagiarism. Furthermore in doing so you
are agreeing to your work being monitored by the JISC Plagiarism Detection System if a lecturer should deem it necessary to do so.
University Regulation 6.12 & 6.13 states that
6.12(a) It is an academic offence for a student to cheat in any examination, or in any other submitted part of his or her University work, whether or not such work is formally assessed. “To cheat” includes:
(i) to copy the work of another candidate or otherwise communicate with another candidate in an examination;
(ii) to introduce any written, printed or electronically-stored information into an examination, other than material expressly permitted in the instructions for that examination;
(iii) to use the work of others (whether in written, printed or some other form) without acknowledgement, where a judgment is made that the work has been the result of serious negligence or of intention to deceive;
(iv) to repeat work previously submitted for a different assessed assignment without full acknowledgement of the extent to which that previous work has been used.
(b) It is an academic offence for a student knowingly to assist another student to cheat in any examination, or in any other piece of work, the mark for which will count either towards the student’s result for the year, or towards his or her final degree classification.
(c) Allegations of academic offences involving cheating shall be dealt with in accordance with the Progress Procedures as determined by the Senate. Previous offences shall be taken into account.
6.13 In submitting any piece of University work (e.g. dissertation, thesis, essay or report) a student shall acknowledge any assistance received or any use of the work of others.
COURSEWORK
Download stock prices for any three different companies from Bloomberg – 22 daily closing prices for each company. Use prices from September 2018 onwards.
1. Present in a table the name of the companies, the dates, the prices and the returns (in %). The table must fit in one page only, and it does not count towards the word limit. Example:
Company A
Company B
Company C

[5 marks]
2. Calculate the average return and variance of returns for each company
(a) Briefly discuss the results. Compare them with the theory discussed in class e.g. are there any companies that dominate other companies? (Maximum of 200 words)
[10 marks]
3. Calculate the variance-covariance matrix and correlations for each company above.
[5 marks]
4.
(a) Select the two companies from question 4 with the highest correlation coefficient. Use different weights for the two companies in order to create N combinations, with N > 8. Calculate the expected returns and standard deviations of each combination. Present the results in a table e.g.

[5 marks]
(b) Repeat step 5(a) above using the two companies from question 4 with the lowest correlation coefficient.
[5 marks]
5. Draw the Markowitz Efficient Frontier (MEF) using the Tables from question 5(a) and 5(b). Identify in the graphs the Minimum Variance Portfolio.
[10 marks]
6.
(a) Discuss the results obtained in question 6 for each one of the two MEF e.g. explain why some portfolios are preferred to others, the shape/curvature of the MEF, the relevance of investors’ risk preference and the selection of an optimum portfolio etc.
[15 marks]
(b) Based on the results obtained in question 6 would you choose an individual stock or a portfolio? Which stock/portfolio would you chose? Explain your choice based on the modern portfolio theory.
[15 marks]
7.
(a) Explain the relationship between the possibility of lending and borrowing at a risk-free rate and the MEF.
[15 marks]
(b) Would the existence of a risk-free asset change your answer in question 7(b)? Discuss.
[15 marks]

When connecting the strategic theory to IR framework, entry mode selection, and market selection, how is this done exactly?

/in /by

Background  

You work as a senior analyst for a leading market consultancy company in London. At a recent meeting with a large British company, the Business Development Director asked you a number of questions about how strategic decisions are made in international business. You proceed to mention the strongly established approaches to strategy which are known to guide strategic decision-making all over the world. Because of time pressures on the meeting, the Director then asked you to put together a written report that clearly and informatively explains the principles and implications of an strategic approach to international business.

Objective of written report

Select from one of the following theoretical viewpoints on international strategy. Explain and critically discuss the history, principles and relevance of the chosen theory for international strategic decision-making.

    • Industry Structure (M-Porter)
    • Resource Based View
    • Institutional theory

Word count is 4,000 words. You have the option of having 10% less or plus words.

 Structure of Report

The report should follow this structure:

  • Introduction (200 words max)
  • Background to theory. Briefly explain the context and background to the theory’s development, including the major view (s) of strategy preceding the theory, why it emerged, and a brief insight into the scholars which developed and promoting the theory.  Include any other relevant points that captures why and how this theory emerged.
  • Central rules, principles/assumptions of the theory. The theory’s rules and guidance on how the international firm will design strategy (use recent industry and/or corporate examples to illustrate).
  • The relationship between the theory’s assumptions (and/or central constructs) and the following:
  • Integration-Responsiveness Framework (see Lecture 6)
  • Foreign entry Mode selection (see Lectures 10 and 11)
  • International market selection (see Lecture 7)
  • Critical analysis of the theory’s usefulness for contemporary international strategy. Specifically, comment on the advantages (if any) and disadvantages (if any) of theory for contemporary international corporate decision-makers. Provide a comparative analysis of the chosen theory with the other two theories from the list above.
  • Summary (200 words max)

Further requirements and tips

  • The information and analysis of the report must be sufficiently grounded in academic literature. This is really important. There must be a significant volume of academic citations and studies coming through the report.
  • Draw on relevant contemporary industry and/or corporate examples to illustrate your arguments. This is really important. For example, if explaining institutional theory, you should have examples of international strategy being affected by formal and informal institutions.
  • It is essential that the principle assumptions of the theory remain consistent throughout the report.
  • Proof read your work. Ensure you or somebody else carefully examines the work for typos or grammatical errors.  Do not undermine your work with sloppy presentation.
  • Do not deviate from the structure outlined above.

 

Assess at least four different factors which impact on an organisation’s business and its HR function.

/in /by
  1. Summative Assessment for Business Issue & the Contexts of HR (5CHR/03)

Learning outcomes:

  1. Understand the key contemporary business issues and main external factors affecting different organisations and the impact on HR.
  2. Understand how organisational and HR strategies and practices are shaped and developed.
  3. Know how to identify and respond to changes in the business environment.

Assessment brief/activity

You have been asked by your CIPD Branch to lead a discussion at one of its events on ‘The evolving role of HR in the contemporary business world’. You have been asked to produce a paper for inclusion in the delegate pack. In your paper, you should include the following:

  • An analysis of some of the key forces which shape the HR agenda e.g. models of the HR function, HR strategies, insights and solutions to support business performance, business ethics and accountability.
  • Compare at least three different tools for analysing the business environment.
  • Assess at least four different factors which impact on an organisation’s business and its HR function. You should include examples of external and internal factors to illustrate the different types of impact.
  • Summarise the key stages in strategy formulation and implementation with reference to a model from the literature. You should also refer to the role of HR in each of the stages and in particular, highlight HR’s contribution to business ethics and accountability.
  • Give some examples of how business performance can be evaluated, making reference to at least three types of indicators. You should make particular reference to the role of HR in business planning and change management with some examples to illustrate HR’s key role.
  • Explain how at least four different sources of business and contextual data can be assessed and utilised for planning purposes.

Evidence to be produced/required

A written paper of approximately 3900 words in total.

You should relate academic concepts, theories and professional practice to the way organisations operate, in a critical and informed way, and with reference to key texts, articles and other publications and by using organisational examples for illustration.

All reference sources should be acknowledged correctly and a bibliography provided where appropriate (these should be excluded from the word count).

All submissions should be in the region of 3,900 words plus or minus 10% and references should be added in the Harvard Referencing Format. There is a Harvard Referencing tutorial in the Resources Area which outlines the formatting required.

 

Unit 3:- Business Issues and the Contexts of Human Resources

Learning Outcome 1) Understand the key contemporary business issues and main external factors affecting different organisations and the impact on HR.

Assessment Criteria

  • Assess a range of different factors which impact on an organisation’s business and its HR function

 

Learning Outcome 2) Understand how organisational and HR strategies and practices are shaped and developed.

Assessment Criteria

2.1 Analyse the forces shaping the HR agenda.

2.2 Compare different tools for analysing the business environment. 2.3 Explain the key stages in strategy formulation and implementation and the role of HR.

2.3 Explain the key stages in strategy formulation and implementation and the role of HR.

2.4 Examine HR’s contribution to business ethics and accountability.

 

Learning Outcome 3) Know how to identify and respond to changes in the business environment.

Assessment Criteria

3.1 Evaluate business performance and the role of HR in business planning and the change management agenda.

3.2 Assess and utilise different sources of business and contextual data for planning purposes.

So who needs ethics is a ‘post Co-op Bank’ world?

/in /by

MN6055 ASSIGNMENT BRIEF, BASED ON THE CO-OP BANK CASE STUDY

Individual Report: Your task is to write an individual report (2,000 words maximum), aimed at the Board of the Co-op Bank, where you set out in full detail your corporate communication plans for the Co-op Bank.  How the Co-op Bank can best prepare for its sale, and how it can continue to enhance and manage its long-term corporate reputation – for all its stakeholders – when sold.  The suggested structure is as follows:

  • Introduction (approx 200 words), where you analyse the Co-op Bank’s corporate reputational problems
  • Main Body (approx 1,500 words), where you analyse how to:
  • improve the company’s overall identity, image, brand, and reputation
  • ensure the company gains positive publicity, as it prepares to be sold
  • develop and manage a strong corporate reputation for the company overall, after it has been sold, and beyond 2020
  • Conclusion and Recommendations (approx 200 words), where you explain how not only the Co-op Bank, but other corporations in general, can benefit from enhancing their long-term strategic corporation reputation management, despite being in financial difficulty
  • Bibliography / References, using the Harvard referencing system

You must include and apply appropriate academic / theoretical frameworks, concepts, and models to justify your recommendations, taking in into consideration the various needs of the many and diverse stakeholder / audience groups.  Also, you must augment your 2,000-words of text with images, graphs, tables, and charts, to make the report visually appealing.

Notes: You are expected to read and research widely beyond the case study, as news on the Co-op is live, plus use and apply a wide range of appropriate academic / theoretical frameworks, concepts, and therefore you will have a large number of references (books, journal articles, industry publications, media / newspapers).  There are a large number of links within the case study, which you will need to open, read, study, and apply.  Plus, the case study has three (3) media articles, and two (2) press releases, for you to also read, study, and apply within your report.

Discuss the issues related to beginning special education teachers in terms of special education referrals, accommodations, and behavior management strategies.

/in /by

1. Discuss the issues related to beginning special education teachers in terms of special education referrals, accommodations, and behavior management strategies.
2. Important factors to consider when developing classroom management plans; and describe the difference between positive and negative reinforcement.
3. Describe a scenario when a teacher inadvertently used negative reinforcement. It can be something you witnessed as a paraprofessional, student, or something you yourself did as a teacher. Now, complete the following:

Describe the scenario
What did you or the teacher you observed want or expect the student to do?
What did the student actually do?
What could either you or the teacher you observed have done differently?

What is an argument against Ford? How is utilitarianism useful and problematic when making decisions that affect others and how should a business determine what actions to take?

/in /by

The Prompt: chose ONE of the following (whichever interests you most)

1) When Ford Motors decided not to spend money on improving the safety of the Pinto, they were severely criticized on moral grounds. Yet Ford’s defense was that they were making a sound moral judgment. It is impractical to expect an automobile to be 100% safe after all. What is an argument against Ford? How is utilitarianism useful and problematic when making decisions that affect others and how should a business determine what actions to take?

Or

2) As we rely more and more on artificial intelligence to make difficult decisions for us, we become separated from the decision-making process. Since these decisions will increasingly affect human welfare, it is necessary that ethical considerations are imbedded in artificial intelligence architecture. From a consequentialist perspective, what are your concerns and hopes for increased application of artificial intelligence in our lives and what responsibility does businesses have when implementing AI?

Please do not include the header in the 500 word minimum.

Please include some of the key words:
*consequentialism
*utilitarianism
*utilitarian cost/benefit analysis

Be sure to specifically refer to assigned materials to support and elucidate your answer.

professor says: It is not enough to simply assert your moral beliefs; you must give reasons in support of your answer.

You must use some of the provide document/videos (whatever you find interesting) and something from elsewhere. The document are attached and the videos are below.

What is an APA In-Text Citation?

/in /by

What is an APA In-Text Citation?

An in-text citation is a citation within your writing that shows where you found your information, facts, quotes, and research. All APA in-text citations require the same basic information:

  • Author’s last name (no first names or initials)
  • Year of publication (or “n.d.” if there is “no date”:(LastName, n.d., p.#))
  • Page or paragraph number (for direct quotations only)

To see how to format MLA in-text citations or Chicago Style citations, see these guides.

How do I format an APA In-Text Citation?

There are two main ways to format an in-text citation.

 

  1. Put all the citation information at the end of the sentence:
  2. Include some of the citation information as part of the sentence:

Each source cited in-text must also be listed in your References list.

However, there are two exceptions to this rule:

  • Personal communications (e.g., interviews, emails, or classroom discussion posts)
    • Example of in-text citation: (M.A. Jones, personal communication, October, 29, 2018)
  • Classic religious texts (e.g., Bible or the Koran).
    • Example of in-text citation: (Corinthians 13:1, Revised Standard Version)

These types of sources should be cited by in-text citations only.

Citing Quotes

If you are quoting from a work, you will need to include the author’s last name, year of publication, and the page number (p.#) or paragraph number (para.#). Introduce the quotation with a signal phrase that includes the author’s last name followed by the date of publication in parentheses.

For example:

According to Cook-Gumperz (1986), “The systematic development of literacy and schooling meant a new division in society, between the educated and the uneducated” (p. 27).

As mentioned by Carr (2008), “As we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence” (para. 34).

If the author is not mentioned as part of the sentence, place the author’s last name, the year of publication, and the page or paragraph number in parentheses after the quotation.

For example:

“The systematic development of literacy and schooling meant a new division in society, between the educated and the uneducated” (Cook-Gumperz, 1986, p. 27).

“As we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence” (Carr, 2008, para. 34).

Citing Paraphrases or Summaries

If you are paraphrasing or summarizing information from a source, you only have to cite the author’s last name and year of publication in your in-text citation.  However, APA guidelines strongly encourage you to also provide the page number or paragraph number as well, even though it is not required.

For example:

Some educational theorists suggest that schooling and a focus on teaching literacy divided society into educated and uneducated classes (Cook-Gumperz, 1986).

Some argue that relying too much on the Internet for information might hinder our mental capacities and our ability to read books and other long pieces (Carr, 2008).

Citing eBooks

When quoting an eBook like your Constellation textbook, your in-text citation needs to include the author’s last name, year, section number, and the paragraph number the quote is found in on the eBook page. It should look like this: (Author, Year, Section #.#, para. #).

For example:

“Adult development focuses on the scientific study of changes in behaviors, thoughts, and emotions that occur throughout adulthood” (Mossler, 2013, Section 1.1, para. 1).

Citing Web Pages

A web page is cited the same way as any other source, including the author and date. If you are using a quote, you will also need to include the page number. If there are no page numbers, include the paragraph number instead. You do not need to include the page or paragraph number when paraphrasing or summarizing.

When citing a web page, determine if the author is a person or an organization. Next, cite the year of publication, if known. If quoting, list the page number(s), if any. If no page numbers are listed, cite the paragraph number of the information that you use from the web page.

Author is an Individual

…(Dunn, 2016, para. 10).

If you can’t find an individual author, but you can find an organization or group that is responsible for the content of a web page, then cite that group, organization, corporation, university, government agency, or association as the author.


Author is an Organization/Company/University/Agency

…(United States Coast Guard, 2018, para. 6).

No Author

If your web page does not include any author, include the article title within quotation marks (“”). If there is no clear article title, include the web page title within quotation marks (“”). If the title is very long, just use the first few words:

…(“Policies and Procedures for Patrol,” 2018, p. 3).

No Date

You can often find the publication date of a web page at the top or bottom of the page. If no date is available, use n.d. (for no date).

…(Thompson, n.d., para. 12).
Citing Video or Audio Sources

When quoting a media source such as a video or audio recording that lacks page numbers but includes timestamps, the citation should include the speaker (or screen name), the year of the recording, and the time that indicates when the quote begins in the recording:

“In 1972 there were 300,000 people in jails and prisons; today, there are 2.3 million”(Stevenson, 2016, 05:52).

Citing No Author

If your text does not include an author, include the web page or article title within quotation marks (” “):

A collapse of the main ramp into the San Jose mine leaves 33 miners trapped 2,300 feet underground for two months (“All 33 Chile Miners,” 2010).

If you are citing a book or eBook with no author, include the book title in italics:

Andragogy is the method and practice of teaching adult learners (Merriam-Webster’s Collegiate Dictionary, 2005).

When a group or an organization creates a work, that organization, corporation, university, government agency, or association can be treated as the author. In this case, include the full name of the group as the author:

(Ashford University, 2017, p. 4)

Citing Multiple Authors

2 Authors

When your source has 2 authors, use an ampersand (&) for your end-of-sentence citation, but use “and” when the last names are a part of your sentence:

…(Jones & Fraenza, 2017, p. 3).

In their article, Jones and Fraenza (2017) stated that… (p. 3).

3-5 Authors

The first time you cite 3-5 authors use an ampersand (&):

…(Edwards, Howard, & Sharpe, 2016, para. 1).

If you are using the authors’ last names as part of the sentence, use an “and” between the last two names:

Edwards, Howard, and  Sharpe (2006) argued that…

All other times you cite this source, only include the first author’s last name, followed by “et al.”:

…(Edwards et al., 2006, para. 1).

Edwards et al. (2006) discussed that…

6+ Authors

When you have 6 or more authors, include only the last name of the first author listed, followed by “et al.”:

…(Lekkerkerk et al., 2014, para. 2).

Lekkerkerk et al. (2014) discussed that…

Citing Secondary or Indirect Sources

The APA defines a secondary source (aka an indirect source) as a source that cites or quotes another source.

For example, if you read an article by Brown (2017) and that author quotes the earlier work of Smith (2010), Brown is the secondary or indirect source (because it was written later) and Smith is considered the direct or original source (because it was written first).

To cite a source you found in another source, state the original author within your sentence and state “as cited in” followed by the last name and year of the secondary source. For example:

According to Smith (as cited in Brown, 2017) students need faculty and staff support to succeed.

More Examples:

The writer wants to discuss Lee’s study who was cited in Brown’s (2014) article:

Coffee helps students stay awake to study (Lee, as cited in Brown, 2014).

The writer wishes to use a quote from Parker who was also quoted on page 5 within an article by Miles (2013):

Parker (as cited in Miles, 2013) stated that “drinking coffee black is healthier” (p. 5).