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Describe what you did in each of the lab activities. Answers should enable a lab report reader to repeat the lab just as you did it – a process known as replication.

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This template will enable you to produce a polished Lab Report.  Simply complete each section below, pasting in all your completed data tables, graphs, and photographs where indicated.  Before you submit your Lab Report, it is recommended that you run it through Turnitin, using the student folder, to ensure protection from accidental plagiarism.  Please delete this purple text, and all the instructions below, before submitting your final report.

Introduction

Background paragraph: Provide background on the lab topic, explaining the key concepts covered in the lab and defining (in your own words) important terms relating to the lab.  Explain why the lab topic is important to scientists. Using APA format, cite at least two outside credible sources (sources other than textbook or lab manual) in your statement. Your background paragraph should be 5-7 original, substantive sentences long.

Objectives paragraph: In 4-5 sentences, explain the purpose of this lab. What is it intended to examine or test?

Hypotheses paragraph: State your hypotheses for this lab. Be sure to cover all the lab activities, one at a time. For each hypothesis, explain why you originally thought that would happen.

Note: Do not mention the actual results of the lab here – they go later in the report.

For additional help in writing your Introduction section, refer to the Ashford Writing Center Resource, Introductions and Conclusions.

Materials and Methods

Using your own words, describe what you did in each of the lab activities. Answers should enable a lab report reader to repeat the lab just as you did it – a process known as replication. Clearly explain any measurements you made (including the measurement units).

Results

Data Tables: Copy and paste each of your completed data tables here, in order (Weeks One, Two, Four, and Five Labs only).

Observations: Provide your observations for each lab activity here, in order (Week Three Lab only)

Graphs: Paste your graphs here (Week Four Lab only).  Include a numbered figure caption below each one, in APA format.

Photographs: Paste your photographs here, in the order they were taken in the lab.  Include numbered figure captions below each one, in APA format.

For additional help with the data tables and images, refer to the Ashford Writing Center resource, Tables, Images, and Appendices.

Discussion

Accept or reject hypotheses paragraph: Based upon the results of each lab activity, explain whether you accepted or rejected each of your hypotheses, and why.

Follow these steps:

  • Restate your original hypothesis for the lab activity.
  • Communicate the results of the lab. Then,
  • Compare your hypothesis to the results of the lab and decide whether to accept your hypothesis or reject it.
  • State if your hypothesis is supported or not, and explain with evidence.
  • Move on to the next lab activity and repeat the process.

What I have learned paragraph: What important new things have you learned from this lab? Use at least one credible outside source (not the lab manual or textbook) to answer this question. Cite the source using APA format. Answers should be 5-7 original, substantive sentences in length.

Sources of error paragraph: What challenges did you encounter when completing this lab? (Identify at least one.) How might those challenges that you experienced have affected the accuracy of the results that you obtained?

Future research paragraph: Based upon what you learned in this lab, what new questions do you have about the topic of this lab? In a few sentences, how might you design a new lab activity to answer those questions?

References

List the references that you cited in your report, in APA format and alphabetically by author’s last name. If you did not actually cite the source somewhere in your paper, do not include it.

For additional help in formatting your resources section, refer to the Ashford Writing Center’s resource for Formatting your Reference List.

Demonstrate an understanding of the progression of the leadership field and the ways in which our thinking has shaped research.

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Coursework Title:

Case Study Analysis

Task Details/Description:

A case study will be provided during Term 2 which you will be required to analyse using the relevant theory and research. You are asked to apply theory and research covered in the second half of the module (i.e. Term 2), in order to address the below questions. In order to do well, you need to go beyond the module content and supplement your answers with wider academic readings.

  1. Critically discuss some of the key changes made by Camilla and describe why they were effective, with support from the relevant theory and extant academic literature. (It is recommended you focus on 2 or 3 changes in your answer).  (50%)
  2. Critically evaluate Camilla’s leadership by focusing on any two of the following topics. Based on your evaluation, provide recommendations on how she could be more effective and accepted (50%)
  3. Strategic Leadership
  4. Nationality/ National Culture
  5. Gender

Module Learning Outcomes Assessed:

  • Apply theoretical, empirical and experience-based knowledge of leadership to explain effective leadership in practice.
  • Demonstrate the analytical skills necessary to evaluate the strengths and weaknesses of theoretical, empirical and experience-based approaches to leadership.
  • Demonstrate an understanding of the progression of the leadership field and the ways in which our thinking has shaped research.

Presentation Requirements:

Word Count: 2,000 words (+/- 10%); tables, figures, any appendices and the reference list are not included in the word count.

Font Size: 12

Margins: 2.54cm

Line Spacing: 1.5

Calculate average collection period, total asset turnover, inventory turnover, and days in inventory.

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Using the attached financial statements for Best Buy Co., Inc. complete the financial statement analysis and ratio analysis by answering the questions below.

a. Calculate average collection period, total asset turnover, inventory turnover, and days in inventory.

b. Assess the activity of the firm, using your calculations in part a, over the four year period.

c. Calculate the gross profit margin, operating margin, and net profit margin.

d. Assess the profitability of the firm, using your calculations in part c, over the four year period.

Requirements:

Submit your paper in a Word document, showing all of your calculations (attach Excel File if necessary).
Use terms, evidence, and concepts from class readings.
Your paper must be formatted according to CSU-Global Guide to Writing and APA Requirements.
The exercise should be 3-4 pages (not including title or reference pages), double spaced, follow the CSU-Global Guide to Writing and APA Requirements policy, and include a minimum of four (4) sources with at least 2 from scholarly or peer review journals

How do literature and the arts cultivate a moral imagination according to Nussbaum? Why is the moral imagination so important to democratic flourishing?

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After watching the attached video and reading Chapter 6 ( Cultivating Imaginatioin pg.  95-120) of the Not for Profit book. Your response must be approximately 450 words in length. What I really want to see is sincerity and open-mindedness in your personal reflection and clear engagement with the reading. The papers should be double-spaced, maximum 12-point type, maximum one-inch margins on all sides, in a MLA format.

Watch this TED talk on imagination with Charles Faulkner, an independent scholar.

https://youtu.be/QMu5XLux_GA

Please watch this TED talk on the value of literature with Dr. Danielle Carlotti-Smith, Adjunct Professor in Comparative Literature at the University of Tulsa.

https://youtu.be/TpE8TiN8HyY

Answer the question below.

Topic: How do literature and the arts cultivate a moral imagination according to Nussbaum? Why is the moral imagination so important to democratic flourishing?

Remember: Please address both aspects of this question to receive full credit.

Describe the legislation and what was accomplished. What additional steps need to be taken to continue advocacy for this issue?

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Classroom Policies Per Instructor for Peer Responses

Responses to peers are a minimum of 100 words (with citations and references per APA Format). All assignments must have citations and references for credit. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice. 

I expect conversation, rather than drop a quote and leave. It is best to add references and personal experiences or current events. Again, just as if you were in a ground classroom, the goal is to share and stimulate a conversation, not simply agree with everything. On that note, it is ok to agree, just support your answer and why. If I suspect copy and pasting, you will receive a zero.

Classroom Resource Materials

Chapter 4 in Trends in Health Care: A Nursing Perspective

URL: https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/trends-in-health-care_a-nursing-perspective_1e.php

 

The Future of Nursing: Leading Change, Advancing Health

URL: http://www.nationalacademies.org/hmd/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx

Influencing Health Care in the Legislative Arena

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106289356&site=eds-live&scope=site

Political Advocacy, Anyone?

URL: http://www.theamericannurse.org/index.php/2011/06/01/political-advocacy-anyone/

How a Bill Becomes a Law

URL: https://lc.gcumedia.com/nrs440v/how-a-bill-becomes-a-law/

How to Write Your Legislator

URL: https://allnurses.com/how-write-your-legislator-t284873/


Federal Issues

URL: https://www.nursingworld.org/practice-policy/advocacy/federal/


Proposed Federal RN Ratios – What You Can Do About It

URL: https://nurse.org/articles/federal-staffing-ratios/

Contact Your Legislator

URL: https://www.amsn.org/practice-resources/legislative/contact-your-legislator

State

URL: https://www.nursingworld.org/practice-policy/advocacy/state/

 

Nurses Serving in Congress

URL: https://www.nursingworld.org/practice-policy/advocacy/federal/nurses-serving-in-congress/

Discussion Question:

Choose a legislator on the state or federal level who is also a nurse and discuss the importance of the legislator/nurse’s role as advocate for improving health care delivery. What specific bills has the legislator/nurse sponsored or supported that have influenced health care.

Peer’s Answer:

Andrea Rocha

Representative April Weaver represents House District 49, which includes portions of Bibb, Shelby and Chilton Counties. She was first elected to the Alabama House of Representatives on November 2, 2010 and is currently serving her second term. Representative Weaver spent over 23 years working in healthcare administration and currently chairs the Health Committee. When she was appointed to this position in 2014, she became the first woman in Alabama history to hold this position.

Representative Weaver graduated in 1993 from the University of Alabama with a bachelor’s degree in Business Administration. After graduation, she returned to her hometown where she worked as the Financial Director of Bibb Medical Center Home Health and the Public Relations Director of Bibb Medical Center. It didn’t take long for her to realize her desire to have a career in healthcare. She returned to college while working full time and earned a degree in nursing. After receiving her nursing degree, she held numerous clinical and operational positions at Bibb Medical Center before accepting a position at Brookwood Medical Center. At Brookwood, she quickly climbed the ranks, earning the position of Director of Public, Community & Government Relations. In this position, she had her first taste of politics by working on CON (Certificate of Need) projects for the facility and receiving an appointment to the SHCC (State Healthcare Coordinating Council). In 2002, she moved to Shelby Baptist Medical Center where she worked as the Director of Business Development & Marketing, holding responsibility for strategic planning, physician relations and other duties as a member of the administrative team for the facility for the next 13 years. In 2006, while working full time and raising a family, she earned her MBA with a concentration in Healthcare Administration.

Representative Weaver has sponsored or co-sponsored the following for the State of Alabama:

HB 44 Relating to the Board of Nursing; to amend Sections 34-21-1, 34-21-2, 34-21-21, 34-21-22, and 34-21-25, Code of Alabama 1975, and to add Section 34-21-20.01 and Article 7, commencing with Section 34-21-120, to the Code of Alabama 1975, to allow the board to enter into the Enhanced Nurse Licensure Compact as a means of providing uniformity in licensing requirements and interstate practice throughout party states; and to make technical changes relating to the multistate licensure of nurses.

HB 45 To amend Section 34-21-96, Code of Alabama 1975, relating to the loan repayment program for advanced-practice nursing administered by the Board of Nursing; to authorize the board to provide loans to currently certified nurse practitioners, certified nurse midwives, and certified registered nurse anesthetists who contract with the board to practice in medically underserved areas of the state.

HJR 37 Health care, requiring written notice that attacking a health care provider or nurse is a felony

HB 373 Relating to the Board of Nursing; to amend Sections 34-21-1, 34-21-2, 34-21-21, 34-21-22, and 34-21-25, Code of Alabama 1975, and to add Section 34-21-20.01 and Article 7, commencing with Section 34-21-120, to the Code of Alabama 1975, to allow the board to enter into the Enhanced Nurse Licensure Compact as a means of providing uniformity in licensing requirements and interstate practice throughout party states; and to make technical changes relating to the multistate licensure of nurses.

Reference

The Alabama Legislature, Representative Weaver, April. Retrieved from http://www.legislature.state.al.us/aliswww/ISD/ALRepresentative.aspx?NAME=Weaver&OID_SPONSOR=100530&OID_PERSON=6684&SESSNAME=Regular%20Session%202019

Peer’s Answer:

Alexandria Witte

Congresswoman Lauren Underwood serves Illinois’ 14th Congressional District and was sworn into the 116th U.S. Congress on January 3, 2019. She is the first of many including, the first woman, the first person of color, and the first millennial to represent her community in Congress. “She is also the youngest African American woman to serve in the United States House of Representatives” (ANA, n.d.). She has heavily impacted many areas of our health care system. She has contributed to Chicago’s Medicaid plan, advised the U.S. Department of Health and Human Services in preparation for disaster response, bioterror threats, and public health emergencies. This is perhaps my draw to Congresswoman Underwood. With so much craze and chaos in the day to day at work, I find peace in knowing that a member of congress has made such an impact in an area that is in need of much focus. With a background in education and teaching, she seems to be an obvious choice for leading change based on the current health trends Americans are facing.

Reference:

American Nursing Association (n.d.). Nurses Serving in Congress. Retrieved from: https://www.nursingworld.org/practice-policy/advocacy/federal/nurses-serving-in-congress/

Peer’s Answer:

Wendy Wylie

Ms. Linda Upmeyer is an RN who was elected as a Representative in the state of Iowa in 2002. It was during this time of her serving as a legislator representative for the state of Iowa that the health information technologies started to manifest (Sullivan, 2012). Linda Upmeyer, an RN, received the 2012 (HIMSS) Healthcare Information and Management Systems State Policy Leadership Award for advocating and leading the way to improving the quality of health care by embracing the need for health care information management and technology (Sullivan, 2012). Advocating for the electronic medical/health records is an important and critical step in assisting health care providers in managing patients, track operational indicators; meet meaningful use, regulatory and accreditation requirements (AHRQ, 2013).

Due to Linda Upmeyer’s advocacy efforts in the building blocks of health information technology she was involved in and supported the adoption of the House Resolution bill No. 135. It was within this resolution that sought out the importance of (EMR) electronic medical records and healthcare information and management systems (Upmeyer, n.d). For example, through use of electronic medical or health records, primary care providers can improve care by entering standing orders that authorize nurses to perform medical care per practice approved protocols and also allows for provider to identify patients whose conditions are not improving and which patients who have not received the appropriate care or preventative services (AHRQ, 2013). It can further assist in identifying patient educational materials unique to each patient.

An electronic medical record system is a key component in the tracking of disease management and patient populations. It is with the use of electronic medical records that healthcare providers are able to track the progression of their patients over a lifetime and not just a single visit, thus allowing for continuity of care (AHRQ, 2013).

References

(AHRQ) Agency for Healthcare Research and Quality (2013). Module 17. Electronic Health Records and Meaningful Use. Retrieved from: http://www.ahrq.gov/professionals/prevention-chronic-care/improve/system/pfhandbook/mod17.html

Sullivan, T. (2012). HIMSS State Policy Leader Award: Nurse-Legislator Rep. Linda Upmeyer. Retrieved from: http://www.govhealthit.com/news/himss-state-policy-leader-award-nurse-legislator-rep-linda-upmeyer

Upmeyer, L., (n.d.). House Resolution 135- Introduced. Retrieved from: http://coolice.legis.iowa.gov/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&frame=1&GA=84&hbill=HR135

Discussion Question:

Research legislation that has occurred within the last 5 years at the state or federal level as a result of nurse advocacy. Describe the legislation and what was accomplished. What additional steps need to be taken to continue advocacy for this issue?

Peer’s Answer:

Andrea Rocha

Nurses are one of the biggest growing workforce in the world. Majority of the hospital workforce consist of nurses. Role of nurses is not just limited to patient care but also involves actively advocating and lobbying for legislations that deals with public safety, community welfare, and patient care, nursing issues, wellness and preventive measures. In fact nurses have a very wide scope of interest. IOM report along with Affordable Care Act has further empowered nurses to be proactive. There are quite a few laws that we see enacted due to nursing influence.

Nurses have been against tobacco use, smoking and vaping after seeing the evidence of damage. Recent increase of vaping epidemic among youth has been a nursing concern. They have actively lobbied against it. Their fears were proved right by certain deaths caused by vaping e-cigarettes. The evidence showed that vaping cause irreversible damage to lungs. Galvanized by this new evidence, nurses advocated for ban on e-cigarettes. Their concerns were legitimatized by the elected members of office in the government. Many state governments swung into actions as they anticipated delayed congress action. Many states have banned e cigarettes totally like California (Oncology Nursing Society, 2019). Seeing the rising concern among public and health officials, many stores now refuse to sell vaping products example Walmart. Nurses are educating their patients about the ill effects of vaping whenever they visit their physician or at schools. It is not just the youth that have been affected by vaping but also the adults who took up vaping as an alternative to smoking not knowing its side effects. Since it comes in different flavors, youth are also attracted to it.

State legislation, local regulations are glimpses of bigger changes to follow at federal level. Even with federal regulation this controversy will not die down. Companies that manufacture these products will fight back or try to influence the lawmakers about the safety of the product or try to find a loop hole to bring their product back into the market. Nurses should continue to oppose vaping in any form or kind (flavored or unflavored). We need to continue to create awareness about this product and its damage to the public.

Reference

Oncology Nursing Society. (2019, September 23). Nurses impact health policy; State vaping legislation; Pelosi’s drug plan. Retrieved from https://voice.ons.org/advocacy/nurses-impact-health-policy-state-vaping-legislation-pelosis-drug-plan.

Peer’s Answer:

Cathy Wills

For years, nurses across the nation have been asking for safer staffing ratios. With tighter budgets and substantial increases in the number of patients, nurses have been working in situations that endanger both patients and themselves. Per Blitch, mandated staffing ratios are key addressing this issue.

Hospitals across the country have growing caseloads of patients and limited numbers of nurses available to treat them—the consequence of 20 years of hospital downsizing due to state budget cuts and private mergers. There are fewer nurses, all working longer hours and rushing through more patients during every shift, as a result. A survey of nurses by the American Nurses Association found 54% saying that they did not have sufficient time to spend on each patient, despite 43% of the respondents working longer hours during the prior year (Nurse-staffing ratio, 2020).

Nearly a decade later, California is still the only state to have enacted a nurse-staff ratio law. But nurse unions in other states are pressing their lawmakers to follow suit. Six more states—Florida, Iowa, Minnesota, New Jersey, New York, and Texas—and the District of Columbia are now considering enacting nurse ratio laws of their own. They have several allies in the U.S. Congress, too. The National Nursing Shortage Reform and Patient Advocacy Act, which Sen. Barbara Boxer (D-California) introduced in April 2013, would require hospitals to maintain minimum ratios of nurses to patients and would impose audits and fines on the hospitals whose ratios fall too low. Rep. Jan Schankowsky (D-Illinois) introduced a related bill, the Safe Nurse Staffing for Patient Safety and Quality Care Act, to the House of Representatives in May 2013.

Other states have passed legislation relating to nurse-staff ratios, too, but not by prescribing set ratios like California has, he also noted. For example, seven states—Connecticut, Illinois, Nevada, Ohio, Oregon, Texas, and Washington—now require hospitals to have formal written policies on staffing and patient caseloads. This can potentially avoid nurse overloading, since hospitals that plan ahead for busy days and staff absences will be less overwhelmed when the congestion happens. Illinois also requires hospitals to publicly disclose their nurse-staff ratios, as do New Jersey, Rhode Island, New York, and Vermont. This can reduce overcrowding by letting patients and nurses know which hospitals are the most crowded, the result of which will be some of the less-crowded hospitals getting more new patients and more nursing job applicants.

“If the nurses are able to identify the hospitals with the better nurse staffing levels, those are the hospitals they will be more likely to work in. This could provide an impetus for those hospitals with worse nurse to patient ratios to improve their work settings and staff ratios,” McHugh said. California being the only state to have implemented a nurse-staff ratio law, we can’t really tell whether such a law would be beneficial if implemented across the country, McHugh cautioned. But he strongly supports the goal of maximizing the numbers of well-trained nurses relative to patients. Through a number of reforms, including not only laws but also new clinics, better workplace management, and expanded education, healthcare systems everywhere can achieve better results for both nurses and patients.

Reference

Blitch, A. (2018). Proposed Federal RN Ratios-What you can do about it. Retrieved from https://nurse.org/articles/federal-staffing-ratios/

Health Experts Debate the Merits of Nurse-Staffing Ratio Law. (2020). Retreived from https://www.nursinglicensure.org/articles/nurse-staffing-ratios.html

 

Peer’s Answer:

Stacey Walker

HR 647, also know as the Palliative Care and Hospice Education and Training Act (PCHETA) is meant to amend the Public Health Service Act to increase the number of permanent faculty in palliative care at accredited allopathic, osteopathic, medical, nursing, and social work schools, as well as other programs for medical professionals, to promote education and research into palliative and hospice care, as well as support the development of faculty careers in academic palliative medicine.

Until recently, I worked as a hospice nurse in a hospice inpatient unit, within a hospital. Our clientele consisted of people who needed high-level 24/7 medical management due to intractable symptomology; similar to a “hospice ICU”. Because we were located inside a hospital, we frequently got referrals from other units. There were several things I learned from this perspective, but 2 particularly stand out-

  1. The vast majority of people are uncomfortable dealing with death. Even medical professionals. The dying on the floors and units get moved the farthest away from the station, and almost always get substandard care comparatively to those who are expected to leave walking and talking with their families. I think about this a lot, and I’m not sure if it is a conscious/subconscious fear of mortality, an exercise in time management (they will die anyway, and there is an overwhelming amount of work already for those who are expected to live, so better to apply resources in that direction), or maybe a sense of failure, as our system is designed to heal people, not let them go….. Maybe its all those things? I don’t know.
  2. We as a health care community are not properly educated on death.We don’t know how to talk about it, how to interpret what we see, even just how to accept it and move past the point of the terminal ending to make it the most positive experience it can be. I have seen doctors stumble, and nurses, and every other discipline in “regular” (health-focused) medicine when trying to work with dying patients. I was never taught about hospice and palliative care, and it doesn’t seem much like most others were, either.

The thing is, with the aging of America, more and more patients will have to face their own mortality. As people become more educated to what medicine can do, it is important to consider what medicine can’t do. It cannot overcome inevitable death, and it cannot promise you quality of life. Very few people want to live on into eternity with no quality of life. There is a point where continued existence is an affront to personal dignity. We’ve all seen it; we should learn how to talk to our people about it. The ability to give a dying patient a dignified death, in whatever way that resonates with them, is to me, the most human thing one can do to honor another’s existence in this life. We as health care professionals are uniquely qualified to do this, if only we are exposed to it, and educated on how to do it well. Removing stigma and fear should begin in school. It just makes sense.

PCHETA is bipartisan passed the house in Oct 2019, and is now goes to the Senate, where it also has several supporters on both sides of the aisle. It is my sincere hope that this is signed into law sooner rather than later, because I really can’t see any drawbacks for anyone. Our patients deserve the right to live, and die, on their own terms. This is important not only for them, but for the families and communities they leave in their wake when they go. We need to be leading the charge on this, creating awareness of the situation and showing our support as health care professionals.

 

Reference:

GovTrack.us. (2020). H.R.647-116thCongress: Palliative Care and Hospice Education and Training Act. Retrieved from: https://www.govtrack.us/congress/bills/116/hr647

Stone, A. (2018). Key federal health policy legislation updates for 2018. Retrieved from: https://voice.ons.org/advocacy/key-federal-health-policy-legislation-updates-for-2018

How does the family become implicated in the postcolonial text (and world/culture)?  If the colonizer/colonized relationship is often seen as parent/child, how does this extend into the text of your choice?

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SMALL GROUP TUTORIAL AND DUE DATE SCHEDULE FOR PAPER #2

Week 15 – SGTs

Workshop Paper #2 in SGTs (remotely using google docs).

Your peer review groups will be the same as those you have been working with in relation to the Blackboard posts.  You will trade papers electronically (using google docs) and provide full feedback and comments to each person within 48 hours of receiving the link to the paper.  I will be checking all groups, so all papers should be shared with me as well.  Your draft should be at least three pages.

Keep in mind these rules of engagement: 

  • make a copy of your first draft just before you share it with your two group members and me. Label it according to this exact convention: “Marlene First Draft Paper 2 Peer Review Copy.”
  • Once the group members have received the drafts, each student should spend 15 – 20 minutes slowly reading through it and commenting on it as you read it. Once you are done commenting, and there should be 3 to 5 comments from you on each page of the student’s draft, write a summary paragraph at the end of the document which summarizes the strengths and weaknesses of the paper.
  • You should be reading each other’s papers for these four elements:

-argument and argument development

-organization

-working with the primary text and secondary source

-conclusion – does it gesture to what is at stake?

Once you are done commenting on the paper, email the person in your group and CC ME ON THIS EMAIL and say “I am done peer reviewing your paper.”

Week 16

Paper #2 DUE. Email it to me as a .doc or share it as a google doc by 5:00 pm. Subject of your email/title of your document to read: “EN 207 First Name Last Name Final Paper 2”. THERE IS NOW NO FINAL EXAM.  YOUR second paper is all the more important!

Instructions for PAPER 2:

Please write a 5 page (double spaced, 12pt font, MLA, one-inch margins, etc.) paper on one the topics listed below – your Works Cited does not count towards your number of pages.  In other words, you need to have five pages of written prose plus a Works Cited page at the end of your paper. Your paper should consider primarily one of the literary texts we have read so far this semester (not including Conrad or Achebe) and include one scholarly source to complicate your argument. You may also use any of the supplemental readings we have covered in class so far this semester (the Said, for example), but I want your paper to consider, primarily, one of the texts we have read so far this semester. Your paper should possess a thesis statement, have a solid organizational structure, show elegant use of specific textual evidence, and be presented in a clear writing style. In addition, your second paper should specifically address some of the feedback I gave you for your first paper. These are the five components of writing on which your paper will be assessed.

Option 1:

David Huddart has argued that “post-colonialism is sometimes a theory, sometimes a practice, but always an ongoing process of working through the legacies of colonialism” (6). We have spent a good portion this semester discussing what it means to a read text using a postcolonial frame. This frame includes thinking about questions of representation, hybridity, power dynamics, questions about identity, challenging the idea of the center and the margin, the relationship between knowledge and power, and considering marginalized figures. Pick a text we have covered this semester and analyze it using a postcolonial frame—use one or two of the specific lenses covered above (or add your own) and demonstrate how a postcolonial analysis of a certain text yields specific insights into your understanding or interpretation.  For example, why does Arundhati Roy keep returning to, or threading through, the idea/symbol of Pappachi’s moth throughout the novel The God of Small Things?  Or in Chimamanda Ngozi Adichie’s “The Headstrong Historian,” she takes a multigenerational view of empire and imperialism in her short story. What are some of the consequences of this significant timeframe? In other words, what is Adichie able to represent with this long historical period?  How is she able to respond to Achebe?

Option 2:

Many of the texts we have read this semester call into question a kind of masculinity associated with violence, and the narrow definition of femininity that most often lives alongside this definition of masculinity. In some sense, the impact of colonization (along with its many negative sides) may create an opportunity for rethinking gender relationships. Yet at the same time, the texts we have read also point to many obstacles, within both indigenous and imperial cultures, that make changes in gender roles difficult. Focusing on one of these texts we have read this semester, explore its treatment of gender. Some questions to think about: What is the critique of gender roles set out in the text, and how is it developed? What is the ideal of masculinity generated in the text? The vision of femininity or female agency? What is the relationship among gender roles, colonization, and decolonization?

Option 3:

Consider the representation of “family” in terms of how the structure or relationships that constitute a family are represented in one text.  How does the family become implicated in the postcolonial text (and world/culture)?  If the colonizer/colonized relationship is often seen as parent/child, how does this extend into the text of your choice?  What about the public versus private debate?  Is the family always already politicized in the postcolonial text?  Do some of these authors expose—or exploit—the private family in their desire to make the family an allegory for the nation?  What are the implications of this?

Option 4:

In the author’s note to his play Death and the King’s Horseman, Soyinka cautions his readers against viewing the play as a “clash of cultures” or making “the District Officer the victim of a cruel dilemma” (2).  He writes:

The bane of themes of this genre is that they are no sooner employed creatively than they acquire the facile tag of “clash of cultures,” a prejudicial label which, quite apart from its frequent misapplication, presupposes a potential equality in every given situation of the alien culture and the indigenous, on the soil of the latter. (In the area of misapplication, the overseas prize for illiteracy and mental conditioning undoubtedly goes to the blurb-writer for the American edition of my novel Season of Anomy who unblushingly declares that this work portrays the ‘clash between old values and new ways, between western methods and African traditions!’) It is thanks to this kind of perverse mentality that I find it necessary to caution the would-be producer of this play against a sadly familiar reductionist tendency, and to direct his vision instead to the far more difficult and risky task of eliciting the play’s threnodic essence. (2)

In what sense and to what degree is Wole Soyinka’s Death and the King’s Horseman a political play?  How does the author’s note/preface to the play relate to the status of the play as a political play, or not?

Reminders: Keep your argument grounded in the text and use an abundance of textual evidence.  Avoid generalizations – remember your own positionality.  Do not make claims about all people everywhere.  Get right into your argument as it relates to the text.  The writing center is open for virtual appointments!  Please consider making one.  There is no final exam for this class so this final paper is important for your overall grade.

Describe how you will divide $25,000 across the three companies (e.g. $10,000 in Company 1, $10,000 in Company 2, and $5,000 in Company 3).

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  1. Week 3 Stock Journal

This is the first of three stock journal assignments that you will complete during this course. For this assignment, two templates have been provided for your use. In one template, you will enter your chosen companies, the share prices, and the number of shares you will be purchasing given your budget of $25K. The other template is where you will write your rationale/summary. Please download both templates, and complete, save, then upload both templates to Blackboard when submitting your work.

Scenario

Capital markets and the ability to raise funds for corporate uses are essential to the U.S. economic system.  For this assignment, imagine that you have $25,000 to invest in U.S. companies. You are buying used stock. The company got the money when it issued the stock originally. You will be buying it from an existing owner.

You are investing, or buying, the stock because you believe the company will make money and pay you a dividend in cash. Each share of stock that you buy entitles you to any dividend declared and a vote at the annual stockholders’ meeting.

The stock also allows you the ability to earn your money back by selling the stock. Of course, investing in stocks is risky and there is the possibility that the stock you buy will be worth less when you want your money back. The company is not obligated to give you any of your money back. You will only get your money back if another investor wants to buy your stock.

Instructions

Using the above scenario and the resources listed below, complete the following directions for your Week 3 Stock Journal entry:

  1. Select three US companies that are publicly traded using your knowledge and experience and make sure you are practicing good diversification. Jim Cramer, Money Manager, on CNBC, plays a game at the end of his show called “Am I Diversified.” Check out the short clip, Am I Diversified – Mad Money [Video], to get a sense of industry diversification.
  2. Describe how you will divide $25,000 across the three companies (e.g. $10,000 in Company 1, $10,000 in Company 2, and $5,000 in Company 3).
    • You decide the amount you are investing in each company. You do not have to provide any analysis to justify your decisions.
  3. Provide a reason for picking each company.
    • For example, you might invest in Ford because that company gets a lot of your money and you hear that Ford is doing well, and will continue to do well.
  4. Identify the number of shares you are buying, and the price of the shares you are buying for each company.
    • Once you decide the companies and the amount for each company, determine how many shares you can buy. For example, if Company 1 is selling for $42.16, then you may buy $10,000/$42.16, or 237.19 shares. But you cannot buy a part of a share, so you decide to buy either 237 or 238. In this example, you buy 237 shares at $42.16 per share, investing $9,991.92. You won’t be able to buy exactly $10,000, or $5,000, or $25,000, but it will be relatively close.
  5. Use at least two quality references. Consider using the sources of information ideas above and/or searching and locating resources from the Strayer University Library. Note: Wikipedia and other websites do not qualify as academic resources.
  6. Submit two documents for your journal assignment submission by uploading them to the assignment submission area:
    • Completed Excel template.
    • Completed Word document template with your rationale.

Note: 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.

The specific course learning outcome associated with this assignment is:

  • Analyze the performance of an investment portfolio over time.

Resources

Multimedia

Click here to watch the video

  1. By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the Safe Assign™ services in accordance with the Blackboard Privacy Policy; (2) that your institution may use your paper in accordance with your institution’s policies; and (3) that your use of Safe Assign will be without recourse against Blackboard Inc. and its affiliates.

Identify a word with two examples of lateral articulations. Transcribe it in Standard South British English. Explain the mechanism of lateral articulation.

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Assessment Information/Brief

Assessment Information/Brief 2019-20
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 Sounds of English.
Assessment title Coursework Exercises
Weighting within module
This assessment is worth 40% of the overall module mark.
Submission deadline date and time

Module Leader/Assessment set by
How to submit You should submit your assessment
via Turnitin on the module’s ‘Assessment’ page on its
Blackboard site.
Assessment task details and instructions
Answer all the following questions. The total number of marks available is 100. You should give examples to illustrate your answers wherever possible.
1. Identify a word with two examples of lateral articulations. Transcribe it in Standard South British English. Explain the mechanism of lateral articulation. [5 marks] 2. Explain the three identifiable stages of the production of stops (plosives). Which stage is the only compulsory of stage of the production of a stop in connected speech? What are the conditions in which one of the stages could be missing? [10 marks]

Assessment Information/Brief
3. When The Great British Bake Off was broadcast on the BBC, one of its judges, Mary Berry, was often the subject of impersonations which focussed on her pronunciation of the word ‘layer’. Watch some examples of this phenomenon here: https://metro.co.uk/video/how-pronounce-layer-1336980/?ito=vjs-link. Identify the phonetic process that Mary’s pronunciation illustrates and explain how it occurs. [15 marks] 4. Explain what you understand by the following terms. Write about 100 words for each response. [5 marks each = 25 marks] a. Amplitude. b. Speech gestures. c. Velic closure. d. Period. e. VOT 5. Write short notes explaining and exemplifying all of the following. You should write about 100 words for each. [5 marks each = 25 marks

a. Phoneme b. Feature c. [ATR] d. Natural class e. Coronal 6. Explain the syllabification of the word ‘classification’. You should use your answer to explain what you know about all aspects of syllable theory, paying particular attention to the status of [s]. [20 marks]
END OF ASSIGNMENT
Assessed intended learning outcomes
On successful completion of this assessment, you will be able to:
Knowledge and Understanding

1 demonstrate a coherent understanding and detailed knowledge of key issues and techniques in contemporary phonological theory;

2. analyze primary phonological data from different varieties of English;

3. compare arguments and evaluate theoretical hypotheses in contemporary phonological theory;

4. apply core theoretical concepts to the analysis of variable linguistic data

Assessment Information/Brief
Transferable Skills and other Attributes

5. develop advanced literacy, communication, and analytic skills; 6. use information technology and bibliographic skills appropriate to the discipline; 7. manage their own learning in order to meet deadlines and act upon feedback; 8. employ problem-solving strategies
Module Aims

1. To introduce students to concepts, principles and techniques of current phonological theory, with illustration, where appropriate, from cross-linguistic data;

2. To enable students to analyse phonological data from any variety of English;

3. To develop students’ ability to evaluate evidence and hypotheses relating to phonological structure;

4. To develop the students’ understanding of the importance of theoretical concepts in the study of linguistic variation.
Word count/ duration (if applicable)
There is no overall word limit. Any subsection length guidelines are given in the assessment task details section above.
You will receive written feedback on your written submission, as well as model answers if appropriate.
Formative feedback will be given verbally during seminars as we work through the set exercises.
Support arrangements You can obtain support for this assessment by:

• Checking for the appropriate information on Blackboard

• Attending office hours (1-3pm every Thursday in Crescent House 200f) ask Us The University offers a range of support services for students through askUS.
Good Academic Conduct and Academic Misconduct 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.

Assessment Information/Brief
You can find out how to avoid academic misconduct here https://www.salford.ac.uk/skills-forlearning.
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.
Personal Tutor/Student Progression Administrator If you have any concerns about your studies, contact your Personal Tutor or your Student Progression Administrator.
Assessment Criteria Explain how students can find information about assessment criteria.
You should look at the assessment criteria to find out what we are specifically looking at during the assessment.
In Year Retrieval Scheme Your assessment is not eligible for in year retrieval.

What are the possible physiological mechanisms behind the changes observed? Does the intervention affect the patient’s quality of life or performance in activities of daily living?

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Write the pathophysiology of atrial fibrillation, Hypercholesterolemia, and Hypertension.
For each topic I want:
• Description of the condition (the pathophysiology)
• possible causes
• incidence
• physical and/or physical and/or mental impairments and disabilities related to the condition.
• Details should be given on medical and exercise interventions.
• Provide a brief justification for the use of each intervention.
For this part: 3 pages divide it over atrial fibrillation and hypertension, and 1 page Hypercholesterolemia.

For the discussion discuss the potential/real beneficial effects of exercise intervention for each one atrial fibrillation, Hypercholesterolemia, and Hypertension:
• Which system (i.e. sensory, motor, cardiovascular, etc.) is improved after the intervention?
• What are the possible physiological mechanisms behind the changes observed?
• Are there scientific evidences to support the use of the chosen intervention?
• Does the intervention affect the patient’s quality of life or performance in activities of daily living?
For this part: divide it over 4 pages because for atrial fibrillation and Hypertension exercise intervention might be the same.

What are some challenges or issues that should be considered before a project team implements a blog or a wiki?

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These questions are intended to provoke in-depth thinking about Project Management. As a candidate of project management, you should expand on the material that you researched through the course in addressing the discussions and assignments. Based on that knowledge, you should express your own perspective on the exam topics supported with examples, illustrations, commentaries, etc. – in other words, demonstrate integrative knowledge.

I expect to see, on average, at least 600-700 words for each answer (a minimum of about a page, single spaced or two pages, double spaced (not including references). In your responses use appropriate and properly cited references.

Respond to the following questions:

  1. As a project manager, choosing the appropriate project-oriented development process is an important decision. What criteria should you consider when making this decision – specifically when deciding between applying the waterfall and agile methodologies. This should include examples of products and/or case studies using material found in textbooks and/or other public sources. Be sure to cite all sources used and appropriately cite direct quotes.
  2. Social software are relatively new but widely known sources of information that can provide new opportunities for managing projects that may not be covered in published textbooks. What are some challenges or issues that should be considered before a project team implements a blog or a wiki? Research appropriate examples existing on the Web and refer to them to illustrate your analysis of the potential of these sources of Project Management knowledge.
  3. Offshoring continues to be a controversial business topic, especially with the economic downturns and local resistance to the globalization of business (e.g., protests against the World Trade Organization, union calls for protection of jobs, political positions, etc.). Using open sources of information, find and research three relevant issues and sources of information on offshoring. Cite your sources and articulate your interpretation of the issues identified as they impact Project Management practices.
  4. Describe an ethical dilemma that a project team member might face while being part of an IT project. Discuss how the project manager could aid in avoiding or resolving such a dilemma. Discuss where this dilemma falls within PMI codes. What are the potential effects on the project should the situation goes unresolved?