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Identify which brand you feel is more effective and support the reasons for your decision based on branding principles.

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Brand Management Exercises:

Each Exercise is separate, so they should each be a separate page. Please list references as well. Each exercise should address criteria 1-4 as well as the corresponding requirements in each subsection. Company: Pepsi and Coca-Cola

  1. Select two different brands in the same product category marketed to the individual consumer. The brands could be a tangible good, (e.g. razor blades, soft drinks, computers etc.) or a service (e.g. insurance, banks etc.). No alcohol or tobacco products please.
  2. Make sure the brands are comparably similar. For example, if we were going to use the automobile market as a category, you can compare Ford to General Motors (both automobile manufacturers). You can compare a Jaguar to a Lexus (both luxury automobile brands). You would not compare Advil to Tylenol for children (two different products & markets). Advil could be compared to Aleve. Both are adult pain relievers.
  3. Base your analysis on the following – identify the customer, brand equity, brand elements, brand positioning, brand portfolio; targeting, segmentation and marketing mix.
  4. Identify which brand you feel is more effective and support the reasons for your decision based on branding principles. You will create a running report with response to instructor feedback from the previous Unit. Instructions: In this assignment, you will select two brands:

Exercise 1

  • Segmentation
  • Targeting
  • The marketing mix

Exercise 2:

  • How they are building the brand?
  • How are they maintaining the brand?
  • How are they measuring the strength of the brand?

Exercise 3

  • Discussion on which brand you feel is more effective.
  • Support the reasons for your decision based on branding principles.

Demonstrate the ability to analyze and interpret research findings and present key issues for discussion.

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Assignment Guidance for Alternative Assessment

Learning Outcomes

The following learning outcomes are to be met by the summative assessment:

  1. Demonstrate and apply critical research methods and skills.
  2. Develop critical understanding of the needs and roles of different stakeholders in research discussion.
  3. Demonstrate the ability to identify issues related to an aspect of provision or practice in Early Years care and education.
  4. Demonstrate conceptual knowledge and understanding of research practice and ethics in Early Years care and education.
  5. Demonstrate the ability to analyze and interpret research findings and present key issues for discussion.
  6. Demonstrate the ability to select and utilize appropriate methodologies in the work-based research. This LO has changed to:
  7. Demonstrate the ability to select and give a critical theoretical discussion of a data collection process
  8. Engage in a small scale work-based research project and demonstrate ability to investigate in depth one aspect of Early Year care and education.
  9. Demonstrate the ability to justify personal and professional points of view based on values, knowledge, practice and awareness from a range of sources.

Assignment

The assignment will report and critically discuss the findings of an investigational study of one issue undertaken in relation to an aspect of Early Years practice or provision.

Guidance

The research project will run as you have planned over the year and you will write your introduction, literature review, methods and methodology as we have already discussed.

When you come to what should be the data analysis section, you will write a critical discussion about one method of data collection. You will have covered this more briefly when discussing it in your methods section alongside the other methods you were planning to use, but now you will write about it in much more depth.

An example of this is below:

Observation

In order to acquire this information, observation was a significant method of data collection.  I needed to develop an overall picture of the practice, demands and expectations, gaining a first-hand experience of the subtle innuendoes and real life experiences that occur in a setting. Observation allowed me the option of removing myself from participating in activities with the children and allowed me to record freely without becoming engaged in discussion (Stringer, 2013). Dawson (2009) also discussed direct observation, as used by psychologists where no interaction takes place between the observer and observee.  I would then be able to record what the actual lived experience is like as opposed to obtaining second-hand experiences of those events from another’s perspective (Cohen et al., 2011). This would enable me to use all my senses to understand behaviours and relationships (Marshall & Rossman, 2010), allowing different types of information to be recorded than would be in questionnaires or interviews. However, I realised that this approach would not always be appropriate for the project, as the curious nature of young children makes some of them want to engage with new adults and include them in their play. Observations can be conducted in a variety of ways and a more interactive approach would be participant observation, in which the observer is part of the activity and all of the relationships and behaviours involved in order to fully embrace the experience, which was much more appropriate. Cohen et al. (2011) and Rugg and Petre (2007) explained how this can be further divided depending on the degrees of interaction between the observer and the participants. In both the initial methodology of action research and the eventual case study approach I adopted, observation was an essential method. I required them to be detailed and to demonstrate what was really happening in the setting, relying less on prescriptive foci and more on recording the natural ebb and flow of an early years classroom (Stringer, 2013). Observation is a natural process we engage with constantly; an experienced observer can engage with this in a non-intrusive manner which does not make staff or children nervous and they are more likely to act in their usual way (Koshy et al., 2010). An advantage to this is the flexibility to vary what is being observed as well as creating an in-depth picture of what is occurring, enabling the observer to gather qualitative data which identifies reactions, expressions and other subtle indicators of what is actually occurring. However, there is also a risk of recording too much information, irrelevant information, changing the way people behave because they are being observed (ibid.).

You can then discuss your findings from the literature review and how it all fits in with your question. In your conclusion/discussion explain issues encountered and how you would change your approach if you were to do this again.

If you have any questions, please e mail me

Jacqui

There are a number of different of observations types, what you can’t do is make it broad and just say you’ll do 30 mins in the home corner, narrow down the focus, chose one child to observe for 3 – 10 minute intervals, long enough for you, how are you going to capture the observation, are you going to video it/permissions.. replay the video, take as long as you like to replay and analyse. More exciting, on google, methods to use, observation, lots of stuff online, time sampling, incident sampling, how many time a child uses a particular phrase or does a certain action. Chose one child or chose several children to observe over a period of a week that a time that’s convininet, might not be the child your looking at but the practitioner or it could be both. Filming interactions, talk about it in ethics form, parents consent, managers consent, practitioners individual consent so they are willing participants. Richness of the data, challenge is how your going to sift through the observations to discuss record.

What responsibility do professionals and administrators (not inventors) have, to guide and manage the effects of innovation? Discuss how THREE of the course texts explore this theme.

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EXAM PREPARATION & STUDY GUIDE
OVERVIEW AND MATERIALS ALLOWED DURING THE EXAM • Write FIVE separate organized essays of 750-1,000 words each
• In your answer, strong content & organization are important, as is clear and correct writing. • Open book with limitations: you can refer to • your HARD-COPY textbooks / printouts of (1) Frankenstein, (2) “In the Penal Colony,” (3) “With Folded Hands,” and (4) I, Robot (film). • a hard-copy dictionary (no Internet access to dictionaries or to other online sites)
• NO ACCESS to web sites, individuals, hard-copy or electronic sources
• YOUR INDIVIDUAL WORK IN REAL TIME ONLY: no “cut-and-paste” from the course site; no “cut and paste” from sources outside of your own ideas as you develop and phrase them
DETAILED PREPARATION
• Discuss in detail at least THREE of the main course texts, including AT LEAST TWO from the post-midterm weeks: (1) Frankenstein, (2) “In the Penal Colony,” (3) “With Folded Hands,” and (4) I, Robot (film).
• Take a position on the topic and defend your position. Use argument, not summary, and support your assertions with specific examples from the course texts. For other than the film, include specific quotes and page numbers. For the film, be as specific as possible when discussing examples. Answers that merely
p.2 of 4 summarize the “story” of a text or film will not achieve a passing grade. Assume that the reader of your exam knows the story. Instead, present and analyze examples, relating them to the specific exam question. • Use organized essay format, with a clear beginning, middle and end. Answers in point form will not achieve a passing grade. • As with the midterm exam, use good arguments, cited evidence, organization, writing / spelling / grammar. Eloquence alone is not enough to ensure a strong exam, nor is merely achieving the word-count requirements. The key thing is which words your answer uses. • Include a word Include a word count at the end of your exam
EVALUATION OF YOUR EXAM will be based on:
Content • Take a position on the topic. That is, have a clear thesis that your essay defends. • Keep your discussion balanced. Spend roughly the same space discussing each text. • “Compare” can include both “compare” and “contrast”: both similarities and differences. • Use analysis. Do more than just summarize or describe the text or parts of it. • Give specific examples from the specific work discussed (Frankenstein, “In the Penal Colony,” “With Folded Hands,” and the film I, Robot) including quotations and specific page numbers, to support your ideas. The exam is open book because this specific evidence is important.
Organization / Writing / Mechanics • Keyboard your answer in the answer box. • Arrange your answer as a cohesive essay that has: multiple paragraphs, a strong introduction and conclusion, a “middle” that’s logically and persuasively arranged, and an effective ending that makes your position on the topic clear. • Cover fewer aspects of a topic in detail rather than more aspects of the topic superficially. • Include a “Works Cited” or “References” section at the end of your answer. • Use clear sentences, paragraphs, transitions, language, spelling, and grammar. Put in parentheses the page number of quotes from or references to specific parts of the text. Include this parenthetical citation after your reference, as in the following example: (Shelley, p. 123).
HOW TO PREPARE: DETAILS • have read / viewed and reviewed all texts / viewing for this course, paying special attention to discussions of the course themes of technology, invention, power, and social organization (i.e., social organization as a product of techne) • review o course handout giving definitions of “technology,” “invention,” and “power” (posted to Module 1). o notes and handouts from the course site and your own notes o quizzes, which have often dealt with key issues in a text and in the course o your midterm exam, including comments on your exam & general comments to the class o the discussions, including the questions and answers from the class & instructor’s general comments to the class about the early discussions o secondary articles / transcripts posted to the course site, relevant to the exam topics o general course topics, as noted in the course outline • have a sense of where and when the main course texts were composed (historical / generic / cross-cultural perspective); see chart below. The more detailed original context is noted, the stronger the exam will be.
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Texts are Frankenstein, “In the Penal Colony,” I, Robot [film]; “With Folded Hands.” You must discuss at in detail at least THREE of the main course texts for EACH AND EVERY QUESTION
• REMINDER: answers that merely recapitulate the story or plot details will not achieve a passing grade. In your answer, assume that the reader is aware of the story.
(1) TECHNOLOGY, INVENTION, AND SOCIAL ORGANIZATION, HUMAN AUTHORITY: Discuss the relationship among technology, invention, and social organization in THREE of the course texts / viewings, focusing on those human individuals with specific authority (civil or corporate) over others in an organized society. Consider characters such as Walton (as ship captain) in Frankenstein; the Old or New Governors in “In the Penal Colony;” Robertson or Lt. Bergin in I, Robot. How do these characters use technological innovation and/or social organization to move their societies – or those over whom they have authority – in what, TO YOU, seems a positive direction? You might consider, for example, how or whether any of these human characters become imprisoned or victimized by innovations they’ve produced or fostered. Or, how or whether any of these characters are shown to be in positions in which they’re tempted to abuse their authority.
WORK AUTHOR ERA / SPECIFIC PUBLICATION / RELEASE DATES, WHEN KNOWN
COUNTRY / REGION OF ORIGIN GENRE
Frankenstein Mary Shelley Romantic period (late 18thearly 19th c. CE); published 1818
England Novel (gothic novel)
“In the Penal Colony”
Franz Kafka Modernist period (early 20th century); published 1919
Czechoslovakia (written in German) Short story, satire
“With Folded Hands”
Jack Williamson Modernist period (mid 20th century); published 1947; radio version, 1950
United States Short story (science fiction); also a radio drama
I, Robot Alex Proyas, director; screenplay suggested by Isaac Asimov’s short stories
Post-modern period (early 21st century); film released 2004; stories written 19401950
United States Feature-length film (science fiction), loosely based on Asimov’s short stories
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(2) THE ROLE OF THE INVENTOR: Discuss in detail the role of the inventor in THREE of the course texts. Consider characters such as Frankenstein, Dr. Lanning in I, Robot or Sledge in “With Folded Hands,” The Old Governor in Kafka’s story, among others. In what specific ways (characters, plot details & action, themes) does each text explore the responsibility of the inventor for his/her inventions? How is this responsibility assumed and / or avoided in each of the texts, and what do these representations of the inventor’s role suggest about the uses of technology? You can also consider a ruler of a state a being to some extent an inventor of the rules governing that state.
(3) THE ROLE OF THE TRAVELER / EXPLORER: Discuss the role of the traveler / explorer in in THREE of the course texts. You may consider “exploration” in a broader sense, as in unraveling a mystery (e.g., a detective plot) or as in scientific explorations – but DO NOT focus ONLY on those who are primarily inventors, or business owners. What are some of the roles and responsibilities of an explorer, as defined and expressed in these works? In which of the texts discussed is the explorer the most successful, overall? In which text is the explorer the least successful? Give reasons and evidence to support your choices. Focus on maximum of TWO or THREE topics for each text you discuss. You can consider, among others, characters like Sledge-as-atraveler in “With Folded Hands;” Walton or even the creature in Frankenstein; the explorer in Kafka’s story; and Spooner & Calvin’s explorations, in I, Robot. Include in your answer a discussion specifically of the issue of interference and/or the explorer’s being a bystander – and how this interaction or lack of it changes “exploration” for the explorer. You can also include discussion of social organization: the effects a traveler may have on a society “new” to him or her, and /or the effects the “new” place has on the explorer.
(4) VICTOR FRANKENSTEIN – ADVISING THE NEW GOVERNOR OF THE PENAL COLONY, OR UNDERHILL, OR ROBERTSON: Imagine that Victor Frankenstein, as he’s presented at the end of the novel Frankenstein (having gone through all that he experiences in the novel but assuming he was healthy enough to live for many years) has three choices. He can choose to be (a) an advisor to the new governor of the penal colony that Kafka describes; (b) an advisor to the business owner Underhill in “With Folded Hands;” or (c) an advisor to the business owner Robertson in the film I, Robot. Which option do you think Mary Shelley’s Frankenstein would choose, and why? Give reasons for your position, specifically referring to Mary Shelley’s novel AND at least TWO of the following: “In the Penal Colony,” the film I, Robot, the short story “With Folded Hands.”
Variation: argue based on Frankenstein’s process of elimination – that is, discuss in detail which options Victor Frankenstein would NOT choose, and why he would reject those options. Support your position by using specific evidence (including quotations) from the texts.
(5) RESPONSIBILITIES OF PROFESSIONALS, MIDDLE MANAGERS, BUSINESS OWNERS IN MANAGING EFFECTS OF INNOVATION: Discuss the way in which THREE of the course texts present the roles and responsibilities of professionals, “middle managers” or business owners (rather than the inventors, rulers, or gods), relative to technology, invention, and power. What responsibility do professionals and administrators (not inventors) have, to guide and manage the effects of innovation? Discuss how THREE of the course texts explore this theme. For this question, you can consider as “middle managers” the following: professionals such as teachers, “officers,” psychologists/doctors; business owners like Underhill or Robertson, among others, VIKI in “I,robot” etc. Of those texts you’re discussing, which places the greatest emphasis on the professional / business owner / “middle manager”? – the least emphasis?

Identify and categorise trusts, and critically evaluate the requirements for a valid trust.

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Christie and Farrand have recently split up, having lived together for 23 years. They never married. They have a daughter, Jada, who is 17 years old. Farrand purchased the family home 20 years ago and it was registered solely in his name. At the time of the purchase, Christie suggested that the house should be registered in their joint names. Farrand responded, ‘We don’t need a bit of paper! You trust me, don’t you?’ Farrand provided the deposit. The balance of the purchase price was funded by a mortgage loan in his name. Farrand has paid all the mortgage instalments. Christie used the sale proceeds of her studio flat to furnish the purchased family home. Shortly before Jada was born, Christie gave up her job as a legal secretary and did not work again until 2007, when she got part-time work back at her old firm. Her wages were a welcome addition to the family finances, because Farrand’s business was going through a bad period. Farrand continued to meet the mortgage payments but, since 2007, Christie has paid all other household bills. Task: Advise Christie on whether she can claim a share in the family home under the rules of implied trusts (examining both resulting and constructive trusts rules) and, if not, whether any other remedies may be available to her.) • Demonstrate a systematic, contextual and critical knowledge and understanding of the key theories, concepts and principles of Equity and Trusts

• Critically understand the limitations of current law and proposals for reform.

• Consolidate skills of independent research, enquiry, analysis, synthesis and convey complex information from a wide range of sources.

• Reflect on and evaluate equitable concepts, doctrines, interests and remedies.

• Critically analyse the importance of formality requirements and distinguish between legal and equitable interests.

• Identify and categorise trusts, and critically evaluate the requirements for a valid trust.

• Critically analyse the rules applying to the creation and operation of trusts.

Determine an appropriate illiquidity discount rate, based on the Company’s size, debt/equity ratio, leverage ratio, industry, etc. We understand this will be subjective.

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ACCT 4337/FIN 4337 Business Valuation

Semester Project and Course Content

This represents a description of the semester project and a description of the content of this course.  We will discuss this content in class, become familiar with it through homework and in-class practice test, use it in the case, the project and it will be the subject of examinations.

The semester project is to form working groups of four or five students (I will assign those who do not have a group) to determine the equity value of a company to be assigned, (the “Company”).  You are to value the equity of Micropac Industries, Inc. (OTCMKTS: MPAD) as if it were privately held.  The Company’s stock is traded publically and it was chosen because its information is readily available.  Your conclusion will be that the value is _____________________ or between ________________ and _________________, not that its market value is understated or overstated.  Your conclusion must be independent of the quoted market value.

View this company as if you are evaluating it as an acquisition of 100% of the common stock outstanding, not as the price of one share of stock.  You are to consider this company as if you were making a long-term investment by buying the whole company, not a block of its stock.

Each group or team will be given an overall grade and each team member will be given an individual grade based on their fellow team member’s evaluations of their contribution and teamwork for the project and the case.

Planning period – length and rate of growth.  You are to determine whether this company will grow at a different rate of growth than its perpetual rate of growth.  If so, select a rate of growth for “planning periods” or a period of time during which this company would be expected to grow at a rate higher than the perpetual growth rate or the overall rate of growth rate of the economy.  For example, a target company may be expected to grow at 7% for 5 years and at the rate of growth of the overall economy or its industry thereafter.   This rate of growth should be based on your research into the overall economy and political climate, this industry, stock research analyst’s projections and investments the company is making in capital goods and working capital for the future.

 

How many 3 to years 5

Perpetual growth phase.  You are to select a rate of growth in perpetuity, which could be equal to, more than or less than the growth rate of the economy or even zero or negative.  This rate should be based on your research of the U.S. economy and the particular industry sector of ATRI.

Financial statement forecast.  Forecast a balance sheet and a statement of income for the planning periods described above, based on a study of the historical financial statements of the Company, your research described above and the forecasting techniques we will learn this semester.

Free cash flow forecast.  Forecast the cash flow as “Free Cash Flow to the Firm”, meaning the cash flow to all components of the capital structure.  Use this formula:

EBIT (Earnings before interest and taxes)

– Tax (EBIT X marginal tax rate)

= NOPAT (net operating income after tax)

+ Depreciation

  • CAPEX (Capital expenditures)
  • +NWC (Increase in net working capital)(*)

= FCFF (Free cash flow to the firm)

 

(*) Net working capital will exclude both non-operating cash and interest bearing debt.

Select a discount rate using WACC.  Weights and costs of elements of the capital structure.   Determine capital structure weights using values of components of the capital structure.

  • Interest bearing debt classified as a current liability. Unless circumstances would indicate otherwise, use book value and stated interest rate less tax effect. Rate (1-T).
  • Long-term debt. If the company has long-term debt, create a synthetic market yield-to-maturity by calculating and interest coverage ratio (EBIT/Interest expense) and referring to the Damodaran Ratings, Interest Coverage Ratio and Default Spreads table to obtain a default spread to add to the comparable Treasury Rate.  Give effect to taxes.  Rate (1-T). Use the synthetic market yield-to-maturity to determine market value for market structure weights.
  • Preferred stock.
  • If publically traded, use market value and determine cost using D/Po.
  • If not publically traded, and not significant to capital structure, use book value and dividend rate. If significant, then attempt to create a synthetic market value and cost by comparing to similar issues that trade more frequently.
  • Common stock. Use current market capitalization as an estimate.  Determine cost using the Capital Asset Pricing Model (CAPM) [R(F) + b(MRP)].  Use the current 10 Year Treasury rate for R(F), obtain MRP from the Damodaran web site,  create a synthetic b by (1) selecting betas of comparable industry peers, deleverage those betas using the formula (see formula posted on elearning), average the deleveraged betas, re leverage the average beta based on the Company’s debt/equity ratio and marginal tax rate.  Remember we are assuming the Company is private.

Compute WACC [(wt of debt x cost) + (wt of preferred x cost) + (wt of common x cost)]

Discount the planning period FCF’s to PV using WACC.  Each FCF/(1+WACC)t.

Determine terminal value using DCF.  Take the FCF from the last planning period, convert it to “next year’s FCF” by FCF (1 + perpetual growth rate) then dividing by (Discount rate – perpetual growth rate).  FCF (1 + Gp)/(WACC – Gp).

Calculate Enterprise Value using DCF – Sum the PV’s (Discounted Planning Period PV’s and the TV PV).

Calculate Equity Value – (Enterprise Value + Cash – Interest Bearing Debt).

In the event that your FCFF is negative because of extensive investments in CAPEX or NWC, and those investments are financed by issuing debt or equity, then you may want to consider using FCFE and discounting those cash flows with cost of equity rather than WACC.  Please discuss this with me before proceeding.

Determine the Enterprise Value using relative valuation (Use CapIQ for comparables). 

  • Selection a valuation ratio (Value relative to EBIT, EBITDA, FCF, PE, PEG, BV, Sales) and justify the selection. You may decide to use more than one ratio.
  • Determine a group of comparable industry peers (preferably of similar size, debt/equity ratios, and operating leverage).
  • Average the groups ratios to market value (i.e. MV/EBIT or MV/EBITDA, etc.) to obtain multiples (i.e. MV is 5 X EBIT, 2 X BV, 1.25 X Sales, etc.).
  • Apply the average multiple to EBITDA to the Company’s EBITDA or multiple to EBIT to the Company’s EBIT or multiple to the valuation ratio you have chosen.
  • Determine an appropriate illiquidity discount rate, based on the Company’s size, debt/equity ratio, leverage ratio, industry, etc. We understand this will be subjective.
  • Apply the illiquidity discount ratio to the terminal value of a comparable public company to determine the private company value.

Realize that some of the valuation ratios are for Enterprise Value (EBITDA, for instance) and some are for Equity Value (PE for instance).  You want to end up with the value of 100% of the common stock, or Equity Value.  If you use an Equity Value valuation ratio, then your result will be Equity Value.  If you use an Enterprise Value valuation ratio, then you will need to adjust Enterprise Value by added cash and deducting interest bearing debt.

I will need to be able to extract several items from your report for the purposes of comparison among the various reports, for example:

Y-T-M

Bottom Up Beta

Number of planning periods

Growth rate for planning periods

Perpetual growth rate

WACC

Illiquidity discount

Valuation ratio used (EBITDA, etc.)

Equity Value – Using DCF

Equity Value – Using relative valuation

The report should be word processed and the exhibits should be in Excel.

Here is a sample table of contents:

  1. Overview of the assignment, team members
  2. Overview of the Company( Micropac Industries) including analysis of historical income and cash flow. Make sure to include that We are forecastings the financial statements ballace sheet, Income statement and statement of cashflow alswo we are calculating WACC all these items are forecasted for 3 to 5 year at growth rate of 4.5% at 6% means

You will have to talk about the numbers of planning period and growth rate for planning period.

Also here is the list of 10k of the cpmany where you can find what s the company about or other stuff

https://www.sec.gov/Archives/edgar/data/65759/000101054920000010/micropac10k.htm

  1. Discussion of the Company’s industry with focus on outlook and competitors( Emcore corporation, Intest corporation and Applied Optoelectronics, Inc.
  2. Valuation of the Company. This is the guts of the report.  In discounted cash flow valuation, discuss your reasons for major assumptions for growth, WACC, etc.  You need to refer to the company, its competitors and the industry as necessary to justify your assumptions.  Be concise, use bullet point lists rather that long essays and refer to excel schedules in appendix as needed.  Same for market comparable and control transactions.  Discuss how comps were selected.
  3. Explain your conclusion of value.

Six to eight pages, not including exhibits should be plenty but use more if needed.  No clip art needed just well formatted text and exhibits.  Style as well as substance count, just as in the real world.  Each team will make a brief presentation of their conclusions to the class (and instructor) on the due date of November 27 and 29, 2018.

I am happy to help.  Each team will be given an overall grade and a grade based on evaluations by team members of each member’s participation and input.

How does the National Society of Professional Engineers Code of Ethics promote safety, health and welfare to the public/society?

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Background Information:
This is a course on engineering ethics. This week the subject is risk and liability. This paper should have a smooth flow, but still remain factual and formal. It should not feel like it just spews out facts. Each paragraph should flow into the next with introductions and conclusions.Although I put two sources are required you really only need one. If you feel that an additional source could be useful in supporting something feel free to use another source. Please start with a brief introduction and end with a conclusion as well.
If you have any questions on how to complete the assignment or would like to gain a little more understanding of what the course is subject is about please reach out to me. I have a very good understanding of this course and what has been going on. I have attached the rubric for the assignment.

The assignment:
How does the National Society of Professional Engineers Code of Ethics promote safety, health and welfare to the public/society? (Write at least 3 paragraphs)

https://www.nspe.org/resources/professional-liability/liability-employed-engineers

Briefly explain the strategy; what are the essential components of the strategy? Provide brief rationale why that strategy and cause/outcome should be or can be addressed first.

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Contemporary Nursing Issue Paper Outline

Explanation of the Issue (5 elements)

  1. Identify the specific problem/issue
    • Reveal the issue/problem immediately in the paper
    • Hook the reader to want to read more
  2. Define the issue
    • This must be a literature-based definition
    • You may combine information from more than 1 source to create a definition for your paper
  3. Discuss the prevalence of the issue
    • This must be literature-based information
    • Does not need to be a number or percent; what in the literature speaks to the fact that this problem/issue is happening enough to warrant attention
  4. Describe the top 3 causes/reasons for the issue
    • These must be literature-based too
    • Be sure these directly cause the issue – only one step away from the problem
    • Cite from more than one source to develop significance of these causes
  5. Describe the top 3 negative outcomes of the issue
    • These must be literature-based too
    • Be sure these are a direct result of the issue – only one step away from the problem
    • Cite from more than one source to develop significance of these outcomes.

Proposed Strategy (4 elements)

  1. Propose a specific strategy/intervention from the nursing profession
  2. Tie it to ONE cause or negative outcome presented in the explanation

This sentence will address both 1 and 2:

“The nursing profession recommends/encourages/demands X (strategy) to reduce/eliminate/improve Y (one cause or outcome) associated with Z (issue).”

  1. Briefly explain the strategy; what are the essential components of the strategy?
  2. Provide brief rationale why that strategy and cause/outcome should be or can be addressed first.

Evidence to Support Strategy

  • Provide evidence that the proposed strategy will indeed work to reduce, eliminate, or improve that one cause or outcome of the issue
    • Find strong evidence from at least 3 separate sources
    • Do not present more evidence of the problem/issue. For example, do not argue that without the strategy the problem will continue or worsen. Show that the strategy will reduce, eliminate, or improve that one cause or outcome.
    • Logically build the evidence to convince the reader the strategy is effective.
    • If the strategy has not been implemented yet or the exact cause or outcome was not evaluated with that strategy yet – consider a similar strategy or similar cause or outcome and draw a correlation between the two. For example, if B worked to reduce C then X will work to reduce Y because.

Conclusion (3 elements)

  • Take the reader from the beginning to the end to once more connect the dots to convince the reader.
  1. Restate the issue
  2. Restate the proposed strategy statement
  3. Summarize key points in the evidence that supports the strategy’s effectiveness.

Identify materials needed for the lesson (e.g., manipulatives, tools, reading material, lab equipment, construction paper, scissors, PowerPoint, guided note templates).

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Instructional Setting:

Describe the learning context and location (e.g., setting, group size, seating arrangement, displays).

 

STANDARDS AND OBJECTIVES

 

Your State Core Curriculum/Student Achievement Standard(s):

Identify the state standard(s) to be addressed in this lesson. Click here to find your state standards, or visit your state office of education website.

 

Lesson Objective(s):

All learning objectives must include a specific BEHAVIOR (i.e., identifies an action; what the students will do – use a verb when writing the behavior), CONDITION (i.e., identifies the context or environment the students will prove they learned the skill in; e.g., given a list, given a text, given an opportunity to observe or listen) and measurable CRITERION (i.e., a statement explaining to what degree of accuracy or range on a rubric must be achieved in order to demonstrate an acceptable level of performance).

 

Lesson objectives should also be ATTAINABLE (reasonable, realistic outcome for this individual lesson) and RELEVANT (aligned with the state standard and assessment listed for this lesson).

           

MATERIALS AND RESOURCES

 

Instructional Materials:

Identify materials needed for the lesson (e.g., manipulatives, tools, reading material, lab equipment, construction paper, scissors, PowerPoint, guided note templates).

 

Resources:

List any sources used during the planning of the lesson using the APA format.

 

INSTRUCTIONAL PLAN

 

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

 

  1. Student Prerequisite Skills/Connections to Previous Learning:

Identify pre-requisite skills students need to already know (i.e., possess, control, understand) to be successful in this lesson.

 

  1. Presentation Procedures for New Information and/or Modeling:

Presentation Procedures for New Information:

 

Explain the purpose of the lesson.

Explain at least one activity which serves as an anticipatory set, schema, or review of definition of terms activity and actively engages students and allows them to do at least one of the following:

  • Make connections to their background knowledge related to the focus skill.
  • Make connections to previous learning related to the focus skill.
  • Ask themselves questions which will serve as a guide throughout the lesson.

 

Modeling:  

Explain the purpose of the lesson (if not done above).

 

Explain how you will model the skill.  

Modeling is a time when the teacher uses ‘thinking aloud’ to show and explain how to ‘do’ the focus skill. (e.g., if you were going to teach a child how to tie his shoes, you would first demonstrate how you tie your shoes and you would explain the steps as you go).

  1. Guided Practice:

Explain how students will practice the focus skill with teacher guidance. Students and teacher might work together in a large or in small groups. Students might work independently or with peers as the teacher provides support and checks for understanding.

  1. Independent Student Practice:

Explain how students will practice the skill independently. The teacher steps back during this time and allows students to demonstrate their understanding of the focus skill. This can be a pure practice time or a time when the assessment is administered.

  1. Culminating or Closing Procedure/Activity/Event:

Instructional Strategy (or Strategies):

Explain at least one pedagogical strategy used in the lesson. Pedagogy is the way the overall instruction was done; it is the general way we categorize teaching (e.g., direct instruction, interactive instruction).

Differentiated Instruction Accommodations:

Describe how you will differentiate for two or more subgroups. Describe accommodations for such groups as English Language Learners, students with learning disabilities, students with hearing or physical disabilities, and/or gifted/accelerated learners.

Use of Technology:

Explain how you will incorporate 21st century technology into the lesson.Student Assessment/Rubrics:

Describe how you will know if students have met the objective(s) for this lesson. Assessment may be formal, informal, formative or summative. All assessments must directly align with the learning objective.

Does your information sheet (or equivalent) contain all the information participants need? If your research changes, how will consent be renegotiated?

/in /by

PRE-APPROVED TEMPLATE: 

UNDERGRADUATE, MASTERS, AND MBA STUDENT PROJECTS INVOLVING INTERVIEWS.

has approved the following research protocol for use as part of student research projects.  Any student projects that meet the conditions below and which follow the protocol set out need not apply for further ethical approval.  The responsibility for ensuring that the project meets the conditions and uses the protocol that has been pre-approved rests with the student carrying out the research and the supervisor/module coordinator as appropriate.

Student projects which do not fit the conditions of this or one of the other pre-approved protocols may still be undertaken, but will need individual ethical approval from the School REC before the project starts.  This takes an average of two weeks, so you should factor in this time into your project planning.

This protocol can be used for projects with the following characteristics:

Permitted Methods:

Interviews or focus groups with research participants conducted with the aim of collecting data for a student project.

A participant information form (template attached as annex 1) must be completed and given to each research participant in advance of the interview and a copy left with them afterwards.  You should translate the participant information form into the appropriate language if research participants are not fluent in English.  You must store the data securely (password protection for electronic files) and anonymize the data as much as possible.

You must follow the guidance notes on ethical research in the latest version of the course handbook (reproduced as annex 2).

The research may not:

  • Involve payment or other compensation to interviewees
  • Involve the data being used for any other purpose not specified in the consent form

 

Permitted Topics:

This approval only covers research on non-sensitive topics.  Topics considered sensitive include sexuality, drug use, illegal activities, and any other personal topics with the potential to cause offence or upset.  If your research is commercially sensitive, you must complete a confidentiality agreement.

 

Permitted Research Participants:

This approval does not cover the participation of the following groups:

  • NHS staff or patients
  • Children (under 18s)
  • Adults with learning disabilities whose ability to consent is impaired

[appendix 1 – Participant Information Sheet]

 

Information for Participants

Thank you for agreeing to participate in the project.  Your participation is voluntary, and you may change your mind about being involved, or decline to answer a particular question or questions at any time and without giving a reason.

This information sheet is designed to give you full details of the project, its goals, and what you will be asked to do as part of the research.  If you have any questions that are not answered by this information sheet, please ask.

What is the project title?

 

Who is carrying out the project?

[Your name]

 

What is the project about?

[Please include a brief, straightforward summary of the objectives of the research

 

 

Who is being asked to take part, and why?

[Please include information about how and why participants have been identified / chosen.  You should not name other participants]

 

What will participants be asked to do?

[Include details of all of the topics you will be asking questions about]

 

What will happen to the information I provide?

[include information about data storage/retention, as well as how the information provided will be used– extent of anonymity, will direct quotes be used, how will participants be referred to etc]

 

What will be the outputs or outcomes?

[Give details of the assignment you will write as a result of the research as well as any other purpose for which it may be used.]

 

Contact details

[Your name, phone, email, postal address]

[Supervisor/module coordinator’s name, phone email, university postal address]

 

Complaints and governance procedure:

If you wish to complain about the way in which the research is being conducted or have any concerns about the research then in the first instance please contact the [Principal Investigator or supervisor] or the School’s Research Ethics Officer:

[This document should be no more than two sides of A4 at the absolute maximum]

Appendix 2:  Handbook text on Research Ethics

Research Ethics

Some of your assignments may require you to undertake some original or primary research of your own.  If this research involves human participants (for example, through interviews, questionnaires, focus groups, or surveys) or their personal data or information, you will need approval from the School’s Research Ethics Committee (REC).

Most student research projects can be undertaken under the auspices of a pre-approved protocol.  At the time of writing, there are approved protocols for projects involving interviews or focus groups; projects involving surveys; business plans; and projects on behalf of a company.  Further protocols may be added during the year.  These protocol documents contain details of the kinds of project that they may and may not be used for, and a template for a research participant information sheet.   If your project does not fit any of the pre-approved protocols you may need to submit a formal application to the REC for ethical approval.  The relevant module convenor or your dissertation supervisor will let you know about any such requirements.

The latest version of these protocols and templates can be found on Moodle.

The School encourages students to undertake independent research where appropriate, normally as part of a dissertation module.  The intention of these procedures is not to discourage students from undertaking imaginative and original research, but to safeguard the interests, rights, and dignity of research participants.  This is just as important for student projects as for cutting-edge academic research led by world class researchers.

The process of ethical review and approval is an important part of safeguarding participants, but at least as important is for researchers to be aware of ethical issues when planning and carrying out their research.  The following guidance is adapted from the Economic and Social Research Council (ESRC) Framework for Research Ethics (2015):

http://www.esrc.ac.uk/funding/guidance-for-applicants/research-ethics/

There are six key principles of ethical research that the ESRC expects to be addressed whenever applicable:

The six key principles:

  1. Research should be designed, reviewed and undertaken to ensure integrity, quality and transparency.
  1. Research staff [including students undertaking research] and participants must normally be informed fully about the purpose, methods and intended possible uses of the research, what their participation in the research entails and what risks, if any, are involved.
  1. The confidentiality of information supplied by research participants and the anonymity of respondents must be respected.
  1. Research participants must take part voluntarily, free from any coercion.
  1. Harm to research participants must be avoided in all instances.
  1. The independence of research must be clear, and any conflicts of interest or partiality must be explicit.

 

To implement these principles:

  • The responsibility for conduct of the research in line with relevant principles rests with the principal investigator and the research / employing organization.
  • Risks should be minimized.
  • Research should be designed in a way that the dignity and autonomy of research participants is protected and respected at all times.

POINTS TO CONSIDER WHEN PLANNING RESEARCH

Have you considered risks to:

  • the research team?
  • the participants? (harm, deception, impact of outcomes)
  • the data collected? (storage, considerations of privacy, quality)
  • the university?
  • Might anyone else be put at risk as a consequence of this research?
  • What might these risks be?
  • How will you protect your data at the research site and away from the research site?

 

Details and recruitment of participants:

  • What types of people will be recruited?
  • How will the competence of participants to give informed consent be determined?
  • How, where, and by whom will participants will be identified, approached, and recruited?
  • Will any unequal relationships exist between anyone involved in the recruitment and the potential participants?
  • Are there any benefits to participants?
  • Is there a need for participants to be de-briefed? By whom?
  • What information will participants be given about the research?
  • Who will benefit from this research?
  • Have you considered anonymity and confidentiality?
  • How will you store your collected data?
  • How will data be disposed of and after how long?
  • Are there any conflicts of interest in undertaking this research?

 

Have you considered consent?

  • Does your information sheet (or equivalent) contain all the information participants need?
  • If your research changes, how will consent be renegotiated?

Are you conducting research outside the UK? Are there any additional issues that need to be considered as a result? (e.g. local customs, local ‘gatekeepers’, political sensitivities)

How will the ethics aspects of the project be monitored throughout its course?

How will unforeseen or adverse events in the course of research be managed?

What questions does the article leave unanswered in this area? What would be the next steps to take in this line of research, given the contents of this article?

/in /by

Level 5, LANG

Assessment in this module consists of:

  1. A Research Portfolio consisting of TWO essays worth (together) 50% of your total mark in the module. You should submit your essays as ONE document via Turnitin (i.e. Week 10).
  2. An (on-line) final written examination worth 50% of the total More on this in due course. An exam briefing will take place in Week 12. The following link will take you to the University’s Past Examination Papers website:

http://www.ils.salford.ac.uk/library/resources/exampapers/

With the marks of the assessments combined (according to their weightings), you must achieve an overall mark of 40% or higher to pass this module.

1. The Research Portfolio (50% of total marks in the module)

A. In approximately 1,500 words (+10%), provide a summary of your allocated research paper’s contents, discussing, as appropriate, the background/wider context and how it relates to aspects and themes touched upon in the lectures/workshops .You should consult (and refer to) other related texts/sources if you find this useful for arriving at a better understanding of the contents and/or context of your article, but always remember to keep your focus on your own article. This essay contributes 50% of your mark in the Research Portfolio.

For the background and the way(s) the article relates to the content of the lectures/workshops and language acquisition research, these are some points you could consider:

  • What is the context of the article? Where is it located in the field of language acquisition? What are the main theories/publications which it interacts with? How does it relate to other studies in this area?
  • What is the purpose of the article?
  • What did the authors intend to achieve by conducting this study or discussing these arguments?
  • What information does the article convey? If it reports the results of a study, what was the research question? The methods? The results? The conclusions?


Features of a good summary:

  • It should offer a balanced coverage of all the main points in the original text • It should make the key points of the original clear.
  • It should be written in your own words as far as possible and not rely on too many phrases lifted from the original. However, you should not choose obscure, uncommon synonyms just to avoid using words or phrases from the original text. You do not need to change technical, specialised, or conventional terminology or phrases, as these can often only be paraphrased by awkward, inaccurate circumlocutions.
  • It should generally avoid using exactly the same sentence structure as the original.
  • It should not overemphasise (or even underemphasise) any of the original points.
  • It should not include details of secondary importance • It should be shorter, not longer, than the original text • It must contain citations (reference).

For more tips and advice please see the “Assessment Titbits” folder in the Assessment area on Blackboard.

In approximately 1,000 words (+10%), critically evaluate the article’s structure, methodology, argument(s), conclusion(s) and contribution(s) in the field of language acquisition. For the methodology, consider our discussions on the ‘Scientific Method’ as well as on data collection and analysis in Language Acquisition, as a guide. This essay contributes 50% of your mark in the Research Portfolio.

Points you could consider in your evaluation:

  • Determine an appropriate illiquidity discount rate, based on the Company’s size, debt/equity ratio, leverage ratio, industry, etc.
  • Are the methods appropriate? Could the authors have done anything differently to obtain clearer results?
  • Are the findings described clearly and fully? How convincing is the authorsʼ interpretation of the data? Could the data be interpreted in any other way? Do the authors account for everything in the data or do they overlook something that may be important?
  • What contribution does this article make to the field of first language acquisition? How do these findings/arguments advance our knowledge of the issue it addresses? How valuable are the new facts/insights/principles which it has uncovered?
  • What implications does the study have for broader theoretical concerns in the field – the nature/nurture debate etc.? What new light does the study shed on any contentious problem in the field of first language acquisition?
  • What questions does the article leave unanswered in this area? What would be the next steps to take in this line of research, given the contents of this article?

Remember to fully cite the texts or any other resources you have used.

You can provide one, combined list of references at the end for both essays, but if you wish,

you can compile your lists separately for each essay; that’s still fine.

Feedback

Marks and feedback will be released 15 working days after the deadline, that is,

Appendix

Support arrangements

You can obtain support for this assessment in various ways…

 

-In discussions in class about the assessments (we will spend dedicated time in class on both the assignment briefs and the assessment criteria, so you understand them fully).

-In tutor office hours (see Blackboard site for these).

-Via email to tutor (emails will be responded to within 3 working days).

 

Additionally…

askUS

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.  You can find out how to avoid academic misconduct here https://www.salford.ac.uk/skills-for-learning.

 

Assessment Information

If you have any questions about assessment rules, you can find out more here.

 

Personal Mitigating Circumstances

If personal mitigating circumstances may have affected your ability to complete this assessment, you can find more information about personal mitigating circumstances procedure here.

 

Personal Tutor/Student Progression Administrator

If you have any concerns about your studies, contact your Personal Tutor or your Student Progression Administrator.
 

Assessment Criteria

In addition to the task-specific criteria outlined in this guide, marks for your assessment will be allocated based on the English Language mark descriptors on the module’s site on Blackboard.

https://blackboard.salford.ac.uk/bbcswebdav/pid-3171256-dt-content-rid-6387666_1/courses/VA-Q310-20013-39221-19/Mark%20Descriptors%20English%20Language.pdf
In Year Retrieval Scheme

Your assessment is not eligible for in year retrieval.
Reassessment

If you fail your assessment, and are eligible for reassessment, you will need to resubmit before. For students with accepted personal mitigating circumstances, this will be your replacement assessment attempt.