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Is there an aesthetic of sports photography?

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The role of photography in sports journalism and media

Student ID: K1719648

Module: CHS

The role of photography in sports journalism and media

Introduction

Lists of iconic sporting photographs are commonplace on websites like Buzzfeed and other resources that rank cultural artefacts. Among the most frequently cited great sporting photographs include the footballer Diego Maradona taking on six defenders who seem to be lined up in order to stop just him, with little regard for the normal conventions concerning formation on a football field; an exhausted, relieved and ecstatic Roger Bannister crossing the finish line having just completed the first sub-four-minute mile; Muhammad Ali roaring triumphantly over the prostrate form of Sonny Liston; Jesse Owens refusing to perform a Nazi salute at the Berlin Olympics, and, most recently, Colin Kaepernick taking a knee in protest at racism during a pre-game national anthem (Moore, 2012).

Yet while there is widespread agreement on which photographs deserve the label “iconic,” there is remarkably little scholarship on what particular properties render a sporting photograph iconic. This dissertation takes a number of universally acclaimed “iconic” sporting photographs as its basis in order to examine the relationship between sports journalism and photography and to chart the changing role of the journalistic sporting photograph in an age of Instagram and social media. The dissertation delves into several key questions about sports photography, beginning with an examination of the semiotics of the photograph before exploring whether there is a distinct aesthetic to the sports photograph and finally considering some of the darker sides of sports photography, including gender bias and the sexual exploitation of sportswomen via photographs originally taken by sporting photojournalists.

Methodology

The project takes its theoretical cues from a range of critical and cultural theory, but generally takes the perspective that sports photographs are designed first and foremost to convey a narrative, and that the iconicity of sports photographs tends to stem from their ability to capture economically, in the single instant at which the photographer presses the shutter, the background to and key narrative elements of the story they are attempting to capture. In the Jesse Owens photograph, for example, the contrast between Owens’s black skin and the white-skinned people all around him, doubled with the cultural iconicity that has been accrued over time by the Nazi salute as a symbol of racism, intolerance and evil, tells in a single instant a multitude of different stories: about the racism of Nazi Germany; about the importance of the Berlin Olympics to the Nazi propaganda machine; about the tensions that ensued when visiting athletes were expected to join in with the salute; and ultimately about the bravery of Owens, a black man in a white supremacist dictatorship, being the only person present to refuse to participate in the salute.

The project uses mostly uses structuralist, poststructuralist and postmodernist theories to examine the photograph both as a form of narrative signification and as an ideological object, in order to examine the ways in which sports photographs play on particular sets of cultural assumptions, about the importance of sport, about the heroism of its participants, and about the political backdrops to sporting events. In particular, it draws on the work of Roland Barthes (1977) on the semiology of the image, Susan Sontag (2001) on the ethics and aesthetics of photography, and W.J.T Mitchell (1995, 2013) on the narrative qualities of images.

Chapter 1. Semiotics of the Photograph

This chapter begins by looking at the semiotics of photography in general, and in particular at the role of narrative in constructing the photographic image. Although this chapter examines the materiality and the technological specifics of photographs in some detail, it does not draw exclusively on photographic theory but rather focuses on the relationship between image and narrative as a whole. A particularly valuable idea is the concept of the “pregnant moment,” which Barthes explores by looking at the art of painting. Barthes defines the pregnant moment by asserting that “In order to tell a story, the painter has only an instant at his disposal, the instant he is going to immobilize on canvas, and he must thus choose it well, assuring it in advance of the greatest possible yield of meaning and pleasure” (Barthes, 1977, p. 73). Barthes goes on to describe this moment as both “total” and “artificial”, in that it must fully convey the story it attempts to tell without actually telling it (having only visual means at its disposal), He suggests that the pregnant moment ultimately consists of “a hieroglyph in which can be read at a single glance . . . the present, the past, and the future; that is, the historical meaning of the represented action” (Barthes, 1977, p. 73). The chapter concludes by arguing that sports photojournalism, perhaps more than any other genre except perhaps war journalism, is celebrated for the degree to which it captures the pregnant moment and renders a single scene with maximum narrative possibility.

Chapter 2: Is there an aesthetic of sports photography?

Having established the thesis that the primary value of sports photography lies in the way in which it captures the pregnant moment, this chapter seeks to explore whether an aesthetic of sports photography can be determined, and also considers the relationship between the sports photograph and the other elements of a journalistic sports report – i.e. the content and amount of space, the layout and the relative prominence given to image and text, and the types of discourse in which sports reporting participates. There is, as noted, relatively limited literature to survey in this field, but valuable insights on which the chapter will be based include Markus Stauff’s argument that

While sports reliably offer dramatic situations, which can be used to highlight photography’s potential to freeze movement and condense meaning in one image, photography offers sports a way to communicate the spectacle of moving bodies and outstanding performances. Yet sports photography is always entangled in cross-media practices that support and complicate the referentiality of the image in order to evaluate the athletic performance and its aesthetic experience. (Stauff, 2018, p. 203)

This general principle will be paired with the work of scholars who have examined sports photographs in specific times and places (e.g., Mishra, 2014) in order to establish the degree to which the aesthetics of sports photography are culturally specific or universal.

Chapter 3: Contemporary uses and the darker sides of sports photography

Having established the aesthetics and aim of an ideal journalistic sports photograph, the project’s final chapter examines contemporary uses of sports photographs and considers some of the more problematic aspects of sports photography, in particular in relation to the sexualisation and exploitation of women. This chapter argues that, whereas the circulation of sports photographs used to be controlled by a relatively small number of publications and editors, the contemporary circulation of sports photographs is governed by ubiquitous photo sharing platforms and apps, including Facebook, Twitter, and Instagram. This chapter argues that this democratisation of sports photography sharing can be very useful in terms of analysing what lends a sports photograph mass appeal, it has also allowed sports photographs of women, in particular, to be used in ways counter to their original purpose and intention, and in exploitative ways.

The chapter argues that the emergence of new sharing technologies, in combination with changing social attitudes to female athletes, has resulted in two opposing effects. On the one hand, the overt sexualisation of women athletes in photographs published by mainstream media outlets has actually fallen, though this has coincided with an overall drop in women being represented in such photographs, with men accounting for a growing percentage of sports photographs published in mainstream media outlets (Sherry, Osborne and Nicholson, 2016). On the other hand, and more alarmingly, Keats and Keats-Osborn report an increasing number of  incidents where

Accredited photographers have been observed taking sexualized, voyeuristic images of athletes that are later distributed on pornography websites and among collectors of pornographic images. As with other emergent forms of digital voyeurism, such as upskirting, these images are taken in public places in such a way that they capture compromising moments without any awareness on the part of the victim and expand the temporal and geographical scope of the intrusion. Such a prurient use of photographs can be devastating and humiliating for the athletes. (Keats and Keats-Osborn, 2013, p. 643)

The chapter concludes by arguing that these unauthorised uses of women’s sporting bodies pose a threat to the medium of sports photography, while also challenging previous assumptions about what makes a sports photograph attractive and valuable to its audience.

Conclusion

The project concludes by reflecting on the relationships between the different aspects of sports photography explored through the three body chapters: the sports photograph as semiotic and ideological object, the sports photograph as a medium with a distinct cross-cultural aesthetic that also requires close interaction with words and established norms of sporting bodies and behaviours in order to signify properly, and finally the sports photograph as an unconstrained medium capable of being recirculated infinitely on the internet with significant repercussions for women in particular, who might be exploited intentionally or unintentionally by sports photographers and their audiences. The project concludes that ultimately, while the photograph may often be viewed at the time of publication as an annexe to the “main” matter of the text of the sports report, it is often the photograph that endures while the reporter’s words are forgotten, demonstrating the power of the sports photograph to convey a narrative more powerfully than words.

 

 

 

 

 

 

 

 

Bibliography

Barthes, R. (1977) Image-Music-Text. Translated by S. Heath. London: Fontana.

Keats, P. A. and Keats-Osborn, W. R. (2013) ‘Overexposed: Capturing a secret side of sports photography,’ International Review for the Sociology of Sport, 48(6), pp. 643–657. doi: 10.1177/1012690212448001.

Mishra, S. (2014) ‘Nationality and gender in sports photography: a case study on portrayals of figure skaters at Torino Winter Olympics,’ Qualitative Research in Sport, Exercise and Health, 6(3), pp. 382–400. doi: 10.1080/2159676X.2013.809375.

Mitchell, W. J. T. (2013) Iconology: image, text, ideology. Chicago: University of Chicago Press.

Mitchell, W. T. (1995) Picture theory: Essays on verbal and visual representation. Chicago: University of Chicago Press.

Moore, J. (2012) The 30 Most Iconic Sports Photographs Of All Time, Buzzfeed. Available at: https://www.buzzfeed.com/jpmoore/30-of-the-most-moving-sports-photographs-of-all-ti (Accessed: 13 April 2019).

Sherry, E., Osborne, A. and Nicholson, M. (2016) ‘Images of Sports Women: A review’, Sex Roles, 74(7), pp. 299–309. doi: 10.1007/s11199-015-0493-x.

Sontag, S. (2001) On Photography. London: Macmillan.

Stauff, M. (2018) ‘The Pregnant-Moment Photograph: The 1908 London Marathon and the Cross-Media Evaluation of Sport Performances’, Historical Social Research / Historische Sozialforschung, 43(2 (164)), pp. 203–219.

 

What are some characteristics that both stories and characters have in common?                            

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HOFSTRA UNIVERSITY

Department of Comparative Literature, Languages

& Linguistics (CLL188, Psychoanalysis and Literature)

Prompt

FINAL EXAM:  THE OEDIPAL COMPLEX

In D. H. Lawrence’s Sons and Lovers (1913) and Neil Jordan’s The Miracle (1991), the Oedipal Complex is introduced in the compelling framework of a coming of age novel of a boy’s relationship to his mother; and in a coming of age film about a young man’s infatuation with a mysterious woman he feels a deep connection to, who unbeknown to him happens to be his long-lost mother returning to reconnect with her unknown son. In both works, the Oedipal Complex is manifested in a variety of ways, both in terms of the competition with the father and the longing for the mother.

Analyze and compare excerpts from the novel, Sons and Lovers and scenes from the film, The Miracle, in terms of how author and director/author portray the Oedipal complex and its impact on the relationship between parents and children, parents themselves, and love interests outside of the family. What are some characteristics that both stories and characters have in common?

 

Focus on the excerpt and what you remember from the film, but feel free to bring in Freud to help with your interpretation of the text and film.

Support what you say with specific references to the text excerpts included from Sons and Lovers and scenes you recall from The Miracle.

Excerpts:

“All alone?” she said.

“Yes.”

As if at home, she took off her tam-o’-shanter and her long coat, hanging them up. It gave him a thrill. This might be their own house, his and hers. Then she came back and peered over his work.

“What is it?” she asked.

“Still design, for decorating stuffs, and for embroidery.”

She bent short-sightedly over the drawings.

It irritated him that she peered so into everything that was his, searching him out. He went into the parlour and returned with a bundle of brownish linen. Carefully unfolding it, he spread it on the floor. It proved to be a curtain or portiere, beautifully stencilled with a design on roses.

“Ah, how beautiful!” she cried.

The spread cloth, with its wonderful reddish roses and dark green stems, all so simple, and somehow so wicked-looking, lay at her feet. She went on her knees before it, her dark curls dropping. He saw her crouched voluptuously before his work, and his heart beat quickly. Suddenly she looked up at him.

And what will you do with it?” she asked.

“Send it to Liberty’s. I did it for my mother, but I think she’d rather have the money.”

“Yes,” said Miriam. He had spoken with a touch of bitterness, and Miriam sympathised. Money would have been nothing to HER.

He took the cloth back into the parlour. When he returned he threw to Miriam a smaller piece. It was a cushion-cover with the same design.

“I did that for you,” he said.

She fingered the work with trembling hands, and did not speak. He became embarrassed.

“By Jove, the bread!” he cried.

He took the top loaves out, tapped them vigorously. They were done. He put them on the hearth to cool. Then he went to the scullery, wetted his hands, scooped the last white dough out of the punchion, and dropped it in a baking-tin. Miriam was still bent over her painted cloth. He stood rubbing the bits of dough from his hands.

“You do like it?” he asked.

She looked up at him, with her dark eyes one flame of love. He laughed uncomfortably. Then he began to talk about the design. There was for him the most intense pleasure in talking about his work to Miriam. All his passion, all his wild blood, went into this intercourse with her, when he talked and conceived his work. She brought forth to him his imaginations. She did not understand, any more than a woman understands when she conceives a child in her womb. But this was life for her and for him.

…………………………………………………………………………………………

“I should have thought,” said Mrs. Morel bitterly, “that she wouldn’t have occupied you so entirely as to burn a whole ovenful of bread.”

………………………………………………………………………………………………

It was his mother’s custom to bring him some trifle for supper on Friday night, the night of luxury for the colliers. He was too angry to go and find it in the pantry this night. This insulted her.……………………………………………………………………………….. I do like her,” he said, “but–”

“LIKE her!” said Mrs. Morel, in the same biting tones. “It seems to me you like nothing and nobody else. There’s neither Annie, nor me, nor anyone now for you.”

“What nonsense, mother–you know I don’t love her–I–I tell you I DON’T love her–she doesn’t even walk with my arm, because I don’t want her to.”

“Then why do you fly to her so often?”

“I DO like to talk to her–I never said I didn’t. But I DON’T love her.”

“Is there nobody else to talk to?”

“Not about the things we talk of. There’s a lot of things that you’re not interested in, that-”

“What things?”

Mrs. Morel was so intense that Paul began to pant.

“Why–painting–and books. YOU don’t care about Herbert Spencer.”

“No,” was the sad reply. “And YOU won’t at my age.”

“Well, but I do now–and Miriam does–”

“And how do you know,” Mrs. Morel flashed defiantly, “that I shouldn’t. Do you ever try me!”

“But you don’t, mother, you know you don’t care whether a picture’s decorative or not; you don’t care what MANNER it is in.”

“How do you know I don’t care? Do you ever try me? Do you ever talk to me about these things, to try?”

“But it’s not that that matters to you, mother, you know t’s not.”

“What is it, then–what is it, then, that matters to me?” she flashed. He knitted his brows with pain.

“You’re old, mother, and we’re young.”

He only meant that the interests of HER age were not the interests of his. But he realised the moment he had spoken that he had said the wrong thing.

“Yes, I know it well–I am old. And therefore I may stand aside; I have nothing more to do with you. You only want me to wait on you–the rest is for Miriam.”

He could not bear it. Instinctively he realised that he was life to her. And, after all, she was the chief thing to him, the only supreme thing.

“You know it isn’t, mother, you know it isn’t!”

She was moved to pity by his cry.

“It looks a great deal like it,” she said, half putting aside her despair.

“No, mother–I really DON’T love her. I talk to her, but I want to come home to you.”

He had taken off his collar and tie, and rose, bare-throated, to go to bed. As he stooped to kiss his mother, she threw her arms round his neck, hid her face on his shoulder, and cried, in a whimpering voice, so unlike her own that he writhed in agony:

“I can’t bear it. I could let another woman–but not her. She’d leave me no room, not a bit of room–”

And immediately he hated Miriam bitterly.

“And I’ve never–you know, Paul–I’ve never had a husband–not really–”

He stroked his mother’s hair, and his mouth was on her throat.

“And she exults so in taking you from me–she’s not like ordinary girls.”

“Well, I don’t love her, mother,” he murmured, bowing his head and hiding his eyes on her shoulder in misery. His mother kissed him a long, fervent kiss.

“My boy!” she said, in a voice trembling with passionate love.

Without knowing, he gently stroked her face.

“There,” said his mother, “now go to bed. You’ll be so tired in the morning.” As she was speaking she heard her husband coming. “There’s your father–now go.” Suddenly she looked at him almost as if in fear. “Perhaps I’m selfish. If you want her, take her, my boy.”

His mother looked so strange, Paul kissed her, trembling.

“Ha–mother!” he said softly.

Morel came in, walking unevenly. His hat was over one corner of his eye. He balanced in the doorway.

“At your mischief again?” he said venomously.

Mrs. Morel’s emotion turned into sudden hate of the drunkard who had come in thus upon her.

“At any rate, it is sober,” she said.

“H’m–h’m! h’m–h’m!” he sneered. He went into the passage, hung up his hat and coat. Then they heard him go down three steps to the pantry. He returned with a piece of pork-pie in his fist. It was what Mrs. Morel had bought for her son.

“Nor was that bought for you. If you can give me no more than twenty-five shillings, I’m sure I’m not going to buy you pork-pie to stuff, after you’ve swilled a bellyful of beer.”

“Wha-at–wha-at!” snarled Morel, toppling in his balance. “Wha-at–not for me?” He looked at the piece of meat and crust, and suddenly, in a vicious spurt of temper, flung it into the fire.

Paul started to his feet.

“Waste your own stuff!” he cried.

“What–what!” suddenly shouted Morel, jumping up and clenching his fist. “I’ll show yer, yer young jockey!”

“All right!” said Paul viciously, putting his head on one side. “Show me!”

He would at that moment dearly have loved to have a smack at something. Morel was half crouching, fists up, ready to spring. The young man stood, smiling with his lips.

“Ussha!” hissed the father, swiping round with a great stroke just past his son’s face. He dared not, even though so close, really touch the young man, but swerved an inch away.

“Right!” said Paul, his eyes upon the side of his father’s mouth, where in another instant his fist would have hit. He ached for that stroke. But he heard a faint moan from behind. His mother was deadly pale and dark at the mouth. Morel was dancing up to deliver another blow.

“Father!” said Paul, so that the word rang.

Morel started, and stood at attention.

“Mother!” moaned the boy. “Mother!”

She began to struggle with herself. Her open eyes watched him, although she could not move. Gradually she was coming to herself. He laid her down on the sofa, and ran upstairs for a little whisky, which at last she could sip. The tears were hopping down his face. As he kneeled in front of her he did not cry, but the tears ran down his face quickly. Morel, on the opposite side of the room, sat with his elbows on his knees glaring across.

“What’s a-matter with ‘er?” he asked.

“Faint!” replied Paul.

“H’m!”

The elderly man began to unlace his boots. He stumbled off to bed. His last fight was fought in that home.

Paul kneeled there, stroking his mother’s hand.

“Don’t be poorly, mother–don’t be poorly!” he said time after time.

“It’s nothing, my boy,” she murmured.

At last he rose, fetched in a large piece of coal, and raked the fire. Then he cleared the room, put everything straight, laid the things for breakfast, and brought his mother’s candle.

“Can you go to bed, mother?”

“Yes, I’ll come.”

“Sleep with Annie, mother, not with him.”

“No. I’ll sleep in my own bed.”

“Don’t sleep with him, mother.”

“I’ll sleep in my own bed.”

She rose, and he turned out the gas, then followed her closely upstairs, carrying her candle. On the landing he kissed her close.

“Good-night, mother.”

“Good-night!” she said..

………………………………………………………………………………………………

She thought his sarcasms were unnecessary. They went forward in silence. Round the wild, tussocky lawn at the back of the house was a thorn hedge, under which daffodils were craning forward from among their sheaves of grey-green blades. The cheeks of the flowers were greenish with cold. But still some had burst, and their gold ruffled and glowed. Miriam went on her knees before one cluster, took a wild-looking daffodil between her hands, turned up its face of gold to her, and bowed down, caressing it with her mouth and cheeks and brow. He stood aside, with his hands in his pockets, watching her. One after another she turned up to him the faces of the yellow, bursten flowers appealingly, fondling them lavishly all the while.

“Aren’t they magnificent?” she murmured.

“Magnificent! It’s a bit thick–they’re pretty!”

She bowed again to her flowers at his censure of her praise. He watched her crouching, sipping the flowers with fervid kisses.

“Why must you always be fondling things?” he said irritably.

“But I love to touch them,” she replied, hurt.

“Can you never like things without clutching them as if you wanted to pull the heart out of them? Why don’t you have a bit more restraint, or reserve, or something?”

She looked up at him full of pain, then continued slowly to stroke her lips against a ruffled flower. Their scent, as she smelled it, was so much kinder than he; it almost made her cry.

“You wheedle the soul out of things,” he said. “I would never wheedle–at any rate, I’d go straight.”

He scarcely knew what he was saying. These things came from him mechanically. She looked at him. His body seemed one weapon, firm and hard against her.

“You’re always begging things to love you,” he said, “as if you were a beggar for love. Even the flowers, you have to fawn on them–”

Rhythmically, Miriam was swaying and stroking the flower with her mouth, inhaling the scent which ever after made her shudder as it came to her nostrils.

“You don’t want to love–your eternal and abnormal craving is to be loved. You aren’t positive, you’re negative. You absorb, absorb, as if you must fill yourself up with love, because you’ve got a shortage somewhere.”

She was stunned by his cruelty, and did not hear. He had not the faintest notion of what he was saying. It was as if his fretted, tortured soul, run hot by thwarted passion, jetted off these sayings like sparks from electricity. She did not grasp anything he said. She only sat crouched beneath his cruelty and his hatred of her. She never realised in a flash. Over everything she brooded and brooded.

After tea he stayed with Edgar and the brothers, taking no notice of Miriam. She, extremely unhappy on this looked-for holiday, waited for him. And at last he yielded and came to her. She was determined to track this mood of his to its origin. She counted it not much more than a mood.

“Shall we go through the wood a little way?” she asked him, knowing he never refused a direct request.

They went down to the warren. On the middle path they passed a trap, a narrow horseshoe hedge of small fir-boughs, baited with the guts of a rabbit. Paul glanced at it frowning. She caught his eye.

“Isn’t it dreadful?” she asked.

“I don’t know! Is it worse than a weasel with its teeth in a rabbit’s throat? One weasel or many rabbits? One or the other must go!”

He was taking the bitterness of life badly. She was rather sorry for him.

“We will go back to the house,” he said. “I don’t want to walk out.”

They went past the lilac-tree, whose bronze leaf-buds were coming unfastened. Just a fragment remained of the haystack, a monument squared and brown, like a pillar of stone. There was a little bed of hay from the last cutting.

“Let us sit here a minute,” said Miriam.

He sat down against his will, resting his back against the hard wall of hay. They faced the amphitheatre of round hills that glowed with sunset, tiny white farms standing out, the meadows golden, the woods dark and yet luminous, tree-tops folded over tree-tops, distinct in the distance. The evening had cleared, and the east was tender with a magenta flush under which the land lay still and rich.

“Isn’t it beautiful?” she pleaded.

But he only scowled. He would rather have had it ugly just then.

At that moment a big bull-terrier came rushing up, open-mouthed, pranced his two paws on the youth’s shoulders, licking his face. Paul drew back, laughing. Bill was a great relief to him. He pushed the dog aside, but it came leaping back.

“Get out,” said the lad, “or I’ll dot thee one.”

But the dog was not to be pushed away. So Paul had a little battle with the creature, pitching poor Bill away from him, who, however, only floundered tumultuously back again, wild with joy. The two fought together, the man laughing grudgingly, the dog grinning all over. Miriam watched them. There was something pathetic about the man. He wanted so badly to love, to be tender. The rough way he bowled the dog over was really loving. Bill got up, panting with happiness, his brown eyes rolling in his white face, and lumbered back again. He adored Paul. The lad frowned.

“Bill, I’ve had enough o’ thee,” he said.

But the dog only stood with two heavy paws, that quivered with love, upon his thigh, and flickered a red tongue at him. He drew back.

“No,” he said–“no–I’ve had enough.”

And in a minute the dog trotted off happily, to vary the fun.

He remained staring miserably across at the hills, whose still beauty he begrudged. He wanted to go and cycle with Edgar. Yet he had not the courage to leave Miriam.

“Why are you sad?” she asked humbly.

“I’m not sad; why should I be,” he answered. “I’m only normal.”

She wondered why he always claimed to be normal when he was disagreeable.

“But what is the matter?” she pleaded, coaxing him soothingly.

“Nothing!”

“Nay!” she murmured.

He picked up a stick and began to stab the earth with it.

“You’d far better not talk,” he said.

“But I wish to know–” she replied.

He laughed resentfully.

“You always do,” he said.

“It’s not fair to me,” she murmured.

He thrust, thrust, thrust at the ground with the pointed stick, digging up little clods of earth as if he were in a fever of irritation. She gently and firmly laid her band on his wrist.

“Don’t!” she said. “Put it away.”

He flung the stick into the currant-bushes, and leaned back. Now he was bottled up.

“What is it?” she pleaded softly.

He lay perfectly still, only his eyes alive, and they full of torment.

“You know,” he said at length, rather wearily–“you know–we’d better break off.”

It was what she dreaded. Swiftly everything seemed to darken before her eyes.

“Why!” she murmured. “What has happened?”

“Nothing has happened. We only realise where we are. It’s no good–”

She waited in silence, sadly, patiently. It was no good being impatient with him. At any rate, he would tell her now what ailed him.

“We agreed on friendship,” he went on in a dull, monotonous voice. “How often HAVE we agreed for friendship! And yet–it neither stops there, nor gets anywhere else.”

He was silent again. She brooded. What did he mean? He was so wearying. There was something he would not yield. Yet she must be patient with him.

“I can only give friendship–it’s all I’m capable of–it’s a flaw in my make-up. The thing overbalances to one side–I hate a toppling balance. Let us have done.”

There was warmth of fury in his last phrases. He meant she loved him more than he her. Perhaps he could not love her. Perhaps she had not in herself that which he wanted. It was the deepest motive of her soul, this self-mistrust. It was so deep she dared neither realise nor acknowledge. Perhaps she was deficient. Like an infinitely subtle shame, it kept her always back. If it were so, she would do without him. She would never let herself want him. She would merely see.

“But what has happened?” she said.

“Nothing–it’s all in myself–it only comes out just now. We’re always like this towards Easter-time.”

He grovelled so helplessly, she pitied him. At least she never floundered in such a pitiable way. After all, it was he who was chiefly humiliated.

“What do you want?” she asked him.

“Why–I mustn’t come often–that’s all. Why should I monopolise you when I’m not–You see, I’m deficient in something with regard to you–”

He was telling her he did not love her, and so ought to leave her a chance with another man. How foolish and blind and shamefully clumsy he was! What were other men to her! What were men to her at all! But he, ah! she loved his soul. Was HE deficient in something? Perhaps he was.

“But I don’t understand,” she said huskily. “Yesterday–”

The night was turning jangled and hateful to him as the twilight faded. And she bowed under her suffering.

“I know,” he cried, “you never will! You’ll never believe that I can’t–can’t physically, any more than I can fly up like a skylark–”

“What?” she murmured. Now she dreaded.

“Love you.”

He hated her bitterly at that moment because he made her suffer. Love her! She knew he loved her. He really belonged to her. This about not loving her, physically, bodily, was a mere perversity on his part, because he knew she loved him. He was stupid like a child. He belonged to her. His soul wanted her. She guessed somebody had been influencing him. She felt upon him the hardness, the foreignness of another influence.

“What have they been saying at home?” she asked.

“It’s not that,” he answered.

Why do people like attending Flume music event?

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Ethics Decision Tool:

http://www.training.itservices.manchester.ac.uk/uom/ERM/ethics_decision_tool/story_html5.html

Paste a screen shot of the decision from this here

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Q1. What is your gender?

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Q2. What is your race?

White                                                                                                    o
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Asian                                                                                                     o

Native American                                                                              o

Other (Please specify)                                                                   o

Q3. What is your age group?

18-21                                                                                                     o
22-25                                                                                                     o

26-29                                                                                                     o
30-33                                                                                                     o

34-37                                                                                                     o
38-40                                                                                                     o

40+                                                                                                         o

Q4. How did you find out the Flume music event?  Select all that apply

In the media (newspaper, magazines, etc)                                           o
Business network                                                                                            o

Through a friend                                                                                              o
On the internet                                                                                                o

While passing the event location                                                              o

Other (please specify)                                                                                   o

Q5. How many times have you been to Flume music event?

One                                                                                       o

Two                                                                                       o

Three                                                                                    o
Four                                                                                       o

Five +                                                                                    o

Q6. Out of the options below, which is the most important when attending the Flume music event? Please rank them from least to most important (1= Least important and 10=most important)

Atmosphere                                                                                      o

Socialising with friends                                                                  o

Music/Artists                                                                                     o
Enjoyment                                                                                          o

Experience( To see new and different things)                    o

Holiday/Break away                                                                        o

Tagged along with friends                                                            o

General entertainment                                                                 o

Meet new people                                                                           o

Free tickets                                                                                        o

Please indicate the extent to which you agree or disagree with the following statements based on your experience of the Flume music event

  Strongly agree Agree Neither agree nor disagree Disagree Strongly diagree
Q7. I felt moved or inspired          
Q8. I felt engaged in the experience          
Q9. I was exposed to new points of views or ways of thinking about things          
Q10. I was able to meet new people          
Q11. Has increased my knowledge of people whose backgrounds are different to my own          

 

Q12. How likely is it that you would recommend Flume music event to friend or colleague?

o Very likely o Somewhat likely o Neutral o Somewhat unlikely o Very unlikely

 

Q13. Based on the experience at this Flume music event, will you participate again in the future?

Yes o

No  o

 

Data Analysis plan

Question Number Literatue Critical Point Questionnaire question Analysis
1,3 Waitt (2000) ‘Perceived authenticity’ What is your Gender?

(Male, Female)

 

What is your age?

(18-21, 22-25, 26-29, 30-33, 34-37, 38-40, 40+)

 T-test with question 8-11

 

Anova with question 6,7,8-11
2 Picard and Robinson (2006) There are differing perceptions of authenticity depending on the factors such as place of residence What is your race?

(White, Black  or African American, Hispanic, Asian, Native American, Other)

 

 

 

 Anova with question 9, 10, 11
4 Belhassen et al (2008) Sources of the event How did you find out the Flume music event? ( Media, Business network, Friend, Internet, Passing the event location) Anova test with question 5,6
5 Macleod ( 2006) Music festivals where people feel authentic How many times have you been to Flume music event? (1,2,3,4,5+) Anova test with question 6, 8, 10
6 Jamal and Hill (2004) Motivations for attending the event based on ‘authenticity’ elements Which is the most important when attending the Flume music event?

 

Please rank from least to the most important

1)      Atmosphere

2)      Socialising with friends

3)      Music/Artists

4)      Enjoyment

5)      Experience (To see new)

6)      Holiday, break away

7)      Tagged along with friends

8)      General entertainment

9)      Meet new people

10)   Free tickets

 Anova test with question 2,3
7 Clifford et al (2010) Authenticity is clearly in impressions people form about the event and these impressions are development through the attendee’s perception of the events To what extent do you agree that I felt motivated or inspired (Strongly agree- Strongly disagree) Anova with question 6
8 Maccanell (1973) Authentic experience To what extent do you agree that I felt engaged in the experience (Strongly agree- Strongly disagree) Anova with question 5,6
9 Macleod (2009) People will want to experience something they haven’t experience before To what extent do you agree that I was exposed to new points of views or ways of thinking about things (Strongly agree- Strongly disagree) Anova with question 6
10 Kim and Jamal (2007) Constructing self-identity as examples of intrapersonal authenticity To what extent do you agree that I was able to meet new people (Strongly agree- Strongly disagree) Anova with question 1,2,3
11 Quinlan Cutler and Carmichael (2010) Sharing individual’s personal realm dimensions of knowledge To what extent do you agree that it has increased my knowledge of people whose backgrounds are different to my own (Strongly agree- Strongly disagree) Anova with question 2
12 Macleod (2009) Recommendation for other people for new experience How likely is that you would recommend Flume music event to a friend or colleague?

(Very likely- Very unlikely)

 Anova with question 8,9
13 Picard and Robinson (2006) Authentic experience linking in to the future Based on the experience at this Flume music event, how likely are you to attend in the future?

(Yes, No)

 Chi square with question 1

 

 

 

 

 

 

UoM Template for Research Participant Information Sheets

 

Why do people like attending Flume music event?

Participant Information Sheet (PIS)

About the research

  • Who will conduct the research?

The research will be conducted by Changki Hong who is a student studying for a BA in MIE at the University of Manchester

  • What is the purpose of the research?

The aim of the research is to look into the motivations for attending the Flume music event based upon authenticity elements.

  • Who has reviewed the research project?

The research project has been reviewed by The University of Manchester Research ethics committee

  • What would I be asked to do if I took part?

You would be asked to complete a questionnaire that should take 5 minutes, where you are expected to answer every question to the best of your ability.

  • What will happen to my personal information?

No personal identifiable information will be collected as part of this study

  • Will my participation in the study be confidential?

Your participation in the study will be kept confidential to the study team and those with access to your personal information as listed above.

  • What happens if I do not want to take part or if I change my mind?

It is up to you to decide whether or not to take part. If you do decide to take part you will be given this information sheet to keep and be asked to tick a box on the questionnaire to confirm consent. If you decide to take par you are still free to withdraw at any time without giving a reason and without detriment to yourself. However, it will not be possible to remove your data from the project once it has been anonymised and forms part of the dataset as we will not be able to identify your specific data. This does not affect your data protection rights.

  • Will my data be used for future research?

This information will not identify you and will not be combined with other information in a way could identify you. The information will only be used for the purpose of health and care research and cannot be used to contact you regarding any other matter or to affect your care. It will not be used to make decisions about future services available to you.

  • Will I be paid for participating in the research?

You will not be paid to complete this study.

  • What is the duration of the research?

This study will take around 5 minutes to complete a short questionnaire.

  • Will the outcomes of the research be conducted?

The outcomes of this study will be submitted as a piece of assessment and only visible to two markers and one external examiner. As there is no personal identifiable information this will not identify you to any one external to the University of Manchester.

  • Who has reviewed the research project

The study has been reviewed by my supervisor.

Dr Miriam Firth-Miriam.firth@manchester.ac.uk

 

What if I want to make a complaint?

  • Minor complaints

If you have a minor complaint then you need to contact the researcher in the first instance:

  • Formal complaints

If you wish to make a formal complaint to someone independent of the research team or if you are not satisfied with the response you have gained from the researchers in the first instance then please contact

 

 

How long did you live with this disease?  How did the disease progress and affect you as you aged?

/in /by

End of Life Plan

In order to understand the process of aging on a personal level and apply the theories of adult psychology to a real-world context, this final project will challenge you to look and your own life and plan into the future.  This project should be worked on throughout the semester.  It should reflect your own life plan…so imagine that you live a full life and die at an appropriate age (not suddenly by accident).

  1. Summarize the major achievements of your life – both professionally and personally. Be sure to include all academic degrees and/or certifications you earned which were needed professionally.  Were you licensed as a professional?  What kind of work did you do?  How long were you employed?  Include your marital status, friendships, and descendants; and write about the social and emotional benefits and challenges of these relationships.
  2. What will be your cause of death? Choose a disease that will be listed as the cause of death on your death certificate and research the physical, social, cognitive, and emotional aspects of having had this disease.  Select at least two professional, peer-reviewed scholarly journal articles that you will read and incorporate into your paper related to  the physical, social, cognitive, and emotional aspects of this disease. Was there a family history of this disease (did either of your biological parents or siblings have this disease?)  How long did you live with this disease?  How did the disease progress and affect you as you aged?
  3. Plan your Memorial Service or Funeral. There are several websites that offer suggestions for how to do this, and you can use them (be sure to list them in your References), but you are also required to visit a funeral director and ask about costs involved with what you would like (for example, do you want your remains cremated or buried?  How much does each cost?).  Attach a worksheet from the funeral director with their name/address/phone number listed.

 

  1. Create and attach a Living Will – these are available online from many websites, so locate one and complete it (you do not need to have it notarized or employ a lawyer, but it should reflect your current wishes for end-of-life care).

 

  1. Write and attach your Obituary.

 

  1. Conclusion: This should be 1-2 paragraphs detailing what you have learned by working on this End of Life Plan.  It is a personal reflection on this course and process of planning the rest of your life, including the end of your life.

 

Your paper should include at least one major theory of adult psychology you have learned about during this course.  Incorporate the theory into your paper where appropriate.  At least two scholarly, peer-reviewed journal articles should be used as well as other sources as appropriate.  You may use our textbook as a source.  The paper should be written in APA format, double-spaced, 12 point font.  It should be submitted through TurnItIn found in our Blackboard course under Assignments; and a hard copy should be submitted to your Instructor (this can be mailed or hand-delivered to Prof. McElroy, Atlantic Cape Community College, 5100 Black Horse Pike, Room A-123, Mays Landing, NJ   08330).

 

Will your study be a qualitative or quantitative study? Or a systematic review, including meta-analysis?

/in /by

Dissertation Topic Choice Form

What is your dissertation topic?

Legalization of Euthanasia in the United Kingdom; can sufficient measures be established to prevent the fears that current legislative frameworks will be incapable of preventing the practice of involuntary euthanasia? A qualitative exploration

What is / are your research questions?

If euthanasia were to be legalized in the United Kingdom, will the current legislative frameworks be capable of preventing the practice of involuntary euthanasia? Are there adequate safeguards in this regard?

How do you propose to carry out the research?

The research will be conducted by examining the current legal status of euthanasia in the United Kingdom and consequently exploring the perceptions of the public regarding legalization of the practice. I will either conduct a one on one interview or focus group, using semi structured questionnaires.  

What is the rational for your research?

Evidence collected from lobby groups, public polls, and media campaigns over the past 3 decades demonstrates that most of the citizens in the UK are consistently supporting a legislation change that would allow for terminally ill, mentally competent adults to request assistance in dying. Euthanasia is quite a controversial topic in the UK, with three high profile bills already having been tabled in parliament.

Will your study be a qualitative or quantitative study? Or a systematic review, including meta-analysis?

My study will be a qualitative study.

Who might be your study participants?

My participants will be mostly university students (final year nursing students or university students aged between 20-29 years old).

Can you think of any ethical issues there might be in carrying out your study?

  1. Possibility of participants breaking down during interview, as this is a sensitive topic. Even though participation is voluntary basis (after all the information regarding the interview provided and consented), I would still be prepared by having all the relevant information on Student Well-Being team on campus and other off campus counselling support ready.
  2. I will also consider issues such as ‘Am I going to harm anyone (participants) with psychological distress’. This could be minimized by talking to possible participants before selection by asking questions such as: how close this topic is to personal experience? This could be part of inclusion & exclusion criteria. E.g. if there’s a personal experience losing someone close less than 3 months (exclusion criteria).

Any other comments?

One of the possible internal validity threats on this research topic could be the history effect. People might feel differently about Euthanasia if there has been any ‘event’ e.g. recently loss someone to cancer. It is important to know my sample and grouping them i.e. participant with experience, without experience, religious reasons, or political reason. This will be a guide to be sensitive to my interviewee’s feelings and choose a different method of data collection, e.g. one on one interview instead of focus group.

Another important factor to consider is to understand why participant volunteered for this research topic, to establish if there’s a selection bias. E.g. a person can be politically motivated (for or against) this legalization agenda thus influences others in focus group.  

Feedback from Module Leader:

 

 

 

 

 

 

 

 

 

 

o What role do genetics and heredity play in the development of autism spectrum disorders?

/in /by
  • In 3–4 pages, analyze an author’s position on a relevant topic in psychology by explaining the author’s position, the assumptions and arguments made by the author, and identifying the supporting evidence used by the author. Use valid professional and scholarly research in support of or in opposition to the author’s arguments.

Welcome to your second assessment! This isn’t so bad now, is it? Read each portion of the assessment carefully and see if the suggested resources can help you complete it. Remember that each assessment can be submitted up to three times.

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Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.

Professional psychologists need to be able to analyze the arguments and reasoning of authors about different issues in psychology. Writing effectively and professionally is an important skill that can help you in all aspects of your life.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of psychology.
    • Apply scholarly and professional research to support or refute arguments presented in professional writing.
  • Competency 2: Apply psychological principles to topics in psychology.
    • Explain the assumptions made in presenting an argument.
  • Competency 3: Analyze scholarly information and research findings through critical thinking to solve problems in the field of psychology.
    • Explain the main arguments presented in professional writing.
    • Identify the evidence used to support a position in an argument.
  • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
    • Use APA format and style.
    • Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.

Competency Map

Check Your ProgressUse this online tool to track your performance and progress through your course.

Context

Psychology is, simply, the scientific study of behavior and mental processes. Psychologists study mental processes and human behavior as they look for specific patterns that will help them understand and predict that behavior. Research in the field of psychology has helped us understand the ways in which individuals and groups behave.

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Psychologists study the causes of behavior from biological, physiological, and genetic perspectives while considering the emotional, social, cognitive, and developmental factors that may be involved as well. They want to understand how people grow and learn, how they relate to other people, how they see themselves and the world around them, and how that perception influences their behavior.

At the core of the psychologist’s research is the ability to think critically. Critical thinking is a skill that allows us to ask questions, raise arguments, gather and evaluate information, and develop well-reasoned conclusions and solutions. It helps us think with an open mind and understand the assumptions, implications, and consequences of other points of view in order to build a complete understanding of how others think and what those ideas mean in relationship to our own ideas and opinions.

As a psychology professional, no matter the area or specialization, strengthening your critical thinking skills can enhance your skills as a working professional in the field. For example, you may be called upon to evaluate best options for clients. In the field of clinical psychology, many treatments are available, and there are conflicting opinions about those treatments. You may need to evaluate the best type of treatment based on scholarly research for a particular individual with a particular presenting problem. As a professional consultant for a business, you may need to evaluate workplace environments to benefit employee well-being and productivity. Strong analytical skills help to evaluate credible information to come to viable solutions.

Questions to Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

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  • What role do environmental forces play in the development of autism spectrum disorders?
  • What role do genetics and heredity play in the development of autism spectrum disorders?

Resources

Example Assessment

APA Resources

Because this is a psychology course, you need to format this assessment according to APA guidelines. Additional resources about APA can be found in the Research Resources in the left navigation menu of your courseroom. Use the resources to guide your work as needed.

  • American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. This resource is available from the bookstore.
  • APA Paper Template [DOCX].

Required Resources

The following resource is required to complete the assessment.

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Suggested Resources

The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The PSYC-FP3002 – Developing a Psychology Perspective Library Guide can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Autism

The following resources provide examples of research on autism.

Argument Analysis Resources

The following resources provide tools to support your analysis of the required resource for this assessment.

Use of Supporting Evidence

  • Landrum, R. E., & Davis, S. F. (2014). The psychology major: Career options and strategies for success(5th ed.). Upper Saddle River, NJ: Pearson. This resource is available from the bookstore.
    • Chapter 9, “Sharpening Library and Research Skills,” pages 119–130.
      • This chapter contains research strategies and information about how to use specific psychology resources.

These resources provide guidance on best practices for using evidence while avoiding plagiarism. You are also strongly encouraged to explore the many writing resources available in the left navigation of your courseroom.

  • Assessment Instructions

Example Assessment

You may use the assessment example, linked in the Assessment Example section of the Resources, to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

Preparation

To prepare for this assessment, begin by reading “How to Help Eliminate the Hidden Enemy that Triggers Autism,” by Dr. J. Mercola. This article is located in the Required Resources section of this assessment. You may also wish to review the course reading, “Understanding Arguments,” located in the Suggested Resources section. As you read the article, consider these questions:

  • What are the main arguments used by the author?
  • What supporting evidence does he use?
  • What does the author assume to be true in order to put forth his arguments?
  • Do you agree or disagree with the author’s reasoning?
  • What evidence will you need to support your position?

Search the Capella University library databases, or professional psychology websites such as American Psychological Association or the National Institute of Mental Health, for articles that either support or derail Dr. Mercola’s arguments. Find at least two professional or scholarly articles written within the last five years that you can use as resources for this assessment. At least one of the articles you use must be a scholarly journal article.

Requirements

Suppose you work in a youth center that helps children with developmental challenges. There has been an ongoing debate recently between staff members on how vaccines can affect children. The center’s Director has asked you and another staff member to write an article for the next monthly newsletter. You were both instructed to find an article on how vaccines can affect children to use as the foundation for your newsletter piece. You found the Mercola article and have decided to use it.

For this assessment, write a 3–4 page article in which you:

  • Introduce the Mercola article and explain why the author wrote it.
  • Explain the main arguments used by the author.
  • Identify the supporting evidence the author uses.
  • Explain the assumptions the author makes in order to uphold his arguments.
  • Explain whether you agree or disagree with the author.
  • Support your position with references to the resources you located.
    • Be sure you properly cite your resources in the body of the assessment and proved a complete reference on the reference page.
  • Provide a conclusion:
    • Restate the author’s arguments.
    • Restate your position.
    • Include any questions still unanswered by the research.

Because this is going to be published in a newsletter, format your assessment following APA guidelines. You may use the APA template provided in the Suggested Resources section.

Pay close attention to your spelling, punctuation, and grammar.

Additional Requirements

  • Include a title page and reference page.
  • Number of pages: 3–4, not including the title page and reference page.
  • At least two current scholarly or professional resources. Note: Wikipedia is not considered scholarly or professional.
  • APA format.
  • Times New Roman font, 12 pt.
  • Double-spaced.

 

How will you determine the value the EMR implementation is providing the organization?

/in /by

Driving Value in IT through Strategic Planning
You are the CIO for a small community-based hospital that has 250 beds. Costs are high, and reimbursement
rates are low. The hospital has the immediate need to improve operating efficiencies within all of the current HIS.
In your tough market, the imperative is to drive down costs and maximize reimbursement. We need to improve
operating margins. The hospital’s goal is to improve patient safety, utilize patient data to drive outcomes, and
reduce costs in the upcoming planning year. It is thought that the move to an upgraded Electronic Health Record
(EMR) could help make that cost reduction realized. Currently, you have disparate systems all over the hospital
that you are looking to integrate through an EMR. You currently have no efficient integrations in the facility. All
the systems are currently in silos, therefore, making aggregating patient data terribly difficult. Additionally, you
are faced with the documentation issues post ICD-10 implementation. You are starting the budgeting cycle for the
next calendar year which you have earmarked $2.5M for expansions to your IT budget. One of the primary
challenges is the alignment of the IT function in the hospital. Currently, you are responsible for the IT deployment
and it currently sits in a “top down” silo within the organization. You get limited participation from the operating
departments and clinical staff in respect to the IT deployments. Additionally, your clinical documentation is behind
the industry. To bridge this gap, you are considering adding staff into your personnel in the upcoming year, and
maybe reorganizing the IT function to include ICD-10 and data analytics experts to help with the documentation
issues. You are contemplating if this is the right move. We also have 200 clinical staff that we are looking to give
mobile devices to (iPads/iPhones). They are claiming to the Executive Board that they could be 20% more
productive if they had the mobile technology and utilizing telemedicine. This mobility will allow them to access
patient and clinical systems which they cannot do at the moment from anywhere. The move to mobility requires
you to purchase 250 devices and manage them securely within your network which you are gravely concerned
about. The primary concern is HIPPA. Lastly, we need a strong social media campaign to educate our community
on all our offerings. Below are your challenges:
1. Outline at a high level your strategic plan for the upcoming year. Outline what you as the CIO intend to
accomplish given these conditions. (ie: timelines / objectives / types of technology solutions)
2. What is your plan to implement the EMR in terms of implementation process? Outline your approach to
planning and implementation. (plunge, phased approach – training. etc.)
3. Discuss the selection process you use for selecting an EMR vendor. This implementation will provide you
all the patient data you need from admission to discharge as well as outpatient services. Select a vendor
from current vendors in the market. Describe the value you expect to achieve from this implementation
and describe the vendor selection process (why you went with this vendor)
4. How will you determine the value the EMR implementation is providing the organization?
5. Outline the key characteristics of a successful social media campaign to educate our community of our
health care offerings.
6. Describe how you protect patient data within your systems to ensure there are no HIPPA violations.
Outline this concern particularly around the mobile devices.
7. Are there other types of applications or emerging technologies that may help the current conditions? If
so, which and how would you implement to get user “buy in”? Do some market research.
Create your strategy, justify your strategy, and explain why your approach will meet the hospital needs.
Peter Griffin, CEO

What should H&M always have done before launching their new products and promotions?

/in /by

Assessment Information
COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969
This material has been reproduced and communicated to you by or on behalf of Kaplan Business School pursuant to Part VB of the Copyright Act 1968 (‘Act’). The material
in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection
under the Act. Kaplan Business School is a part of Kaplan Inc., a leading global provider of educational services. Kaplan Business School Pty Ltd ABN 86 098 181 947 is a
registered higher education provider CRICOS Provider Code 02426B.
Assessment 1 Information
Subject Code:
MKT303
Subject Name:
International Marketing
Assessment Title:
Individual Poster
Assessment Type:
Length:
Poster Presentation
One page (plus a reference list)
Weighting:
30%
Total Marks:
Submission:
100
Online via designated submission box on MyKBS
Due Date:
Week 5
.
Your task
You are required to apply the theories and concepts that were covered in weeks 1 – 4 and use them to assist you in designing a one-page poster to propose appropriate solutions and recommendations for a recent international marketing issue.
Assessment Description
In this individual assignment, you will be given an opportunity to explore the cultural and other factors affecting international marketing management by conducting an extensive review of the current and scholarly literature. This will enable you to apply relevant concepts and theories to international market situations by making appropriate product and marketing communication decisions.
Assessment Instructions
In 2018, H&M (Hennes & Mauritz) was under fire for using a black child to model a sweatshirt sporting the phrase “coolest monkey in the jungle.” The image first appeared on the British version of the Swedish-based retailer’s website. Upon noticing the advertisement with the photo, social media users around the world erupted in outrage at H&M for what they deemed to be a racist and inconsiderate move.
As the acting international marketing manager at H&M, you have been asked to create a poster presentation on how you can address this issue (and prevent this from happening again) in international markets. Your one-page poster should address the following points:
• Why there is a need for H&M to operate in the international markets?
• What should H&M always have done before launching their new products and promotions?
• What could H&M do to ensure people continue to purchase and consume their products after the encountered issue? Are there other factors and potential solutions related to this issue?
• What recommendations for future entry into another market (country)?
The poster should include your full name and student ID. Your reference list should be presented on another individual page. Weekly workshop slide decks and Wikipedia are not considered credible references.
Assessment Information
COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969
This material has been reproduced and communicated to you by or on behalf of Kaplan Business School pursuant to Part VB of the Copyright Act 1968 (‘Act’). The material
in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection
under the Act. Kaplan Business School is a part of Kaplan Inc., a leading global provider of educational services. Kaplan Business School Pty Ltd ABN 86 098 181 947 is a
registered higher education provider CRICOS Provider Code 02426B.
Assignment Submission
This assignment must be uploaded directly into the designated section on MyKBS.
Late assignment submission penalties
Penalties will be imposed on late assignment submissions in accordance with Kaplan Business School “late assignment submission penalties” policy. Number of days Penalty
1* – 9 days
5% per day for each calendar day late deducted from the total marks available
10 – 14 days
50% deducted from the total marks available.
After 14 days
Assignments that are submitted more than 14 calendar days after the due date will not be accepted, and the student will receive a mark of zero for the assignment(s).
Note
Notwithstanding the above penalty rules, assignments will also be given a mark of zero if they are submitted after assignments have been returned to students
*Assignments submitted at any stage within the first 24 hours after the deadline will be considered to be one day late and therefore subject to the associated penalty
For more information, please read the full policy via
https://www.kbs.edu.au/wp-content/uploads/2019/07/KBS_Assessment-Policy_June-2019_Final.pdf
Assessment Information
COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969
This material has been reproduced and communicated to you by or on behalf of Kaplan Business School pursuant to Part VB of the Copyright Act 1968 (‘Act’). The material
in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection
under the Act. Kaplan Business School is a part of Kaplan Inc., a leading global provider of educational services. Kaplan Business School Pty Ltd ABN 86 098 181 947 is a
registered higher education provider CRICOS Provider Code 02426B.
Important Study Information
Academic Integrity Policy
KBS values academic integrity. All students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Academic Integrity and Conduct Policy.
What is academic integrity and misconduct?
What are the penalties for academic misconduct?
What are the late penalties?
How can I appeal my grade?
Click here for answers to these questions: http://www.kbs.edu.au/current-students/student-policies/.
Word Limits for Written Assessments
Submissions that exceed the word limit by more than 10% will cease to be marked from the point at which that limit is exceeded.
Study Assistance
Students may seek study assistance from their local Academic Learning Advisor or refer to the resources on the MyKBS Academic Success Centre page. Click here for this information.
COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969
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MKT303 Assessment 1 Marking Rubric – Individual Poster 30%
Marking Criteria F (Fail) 0-49% P (Pass) 50-64% C (Credit) 65-74% D (Distinction) 75-84% HD (High Distinction) 85-100%
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Recommendations
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Poster
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In-text Citations
and Referencing
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Total Marks
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In-text referencing and the resultant reference list adheres to Kaplan Harvard Referencing Style, with minor errors throughout and the occasional major error.
In-text referencing and the resultant reference list adheres to Kaplan Harvard Referencing Style, with only the occasional minor error.
In-text referencing and the resultant reference list adheres to Kaplan Harvard Referencing Style, with no errors.
Feedback and Grades will be released via MyKBS.

Does the recommended alternative break even at year two, and become more profitable thereafter?

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Assessment 3 Context Economic Decision Making As part of economic decision making, all health care leaders are expected to conduct a basic cost-benefit analysis (CBA). If you have not yet had the opportunity to conduct a CBA in the workplace, it is important to become familiar with this highly relevant tool for economic decision making. You may also find that this tool is helpful in your daily life. There are many factors to consider in making a sound economic decision. You must consider the major risk categories associated with the alternative, the time value of money, and the strategic fit over a long-term planning horizon. Some of the questions you need to consider are: • Does the recommended alternative break even at year two, and become more profitable thereafter? What is the relative value of the income from the investment if one considers the time value of money? What about the organizational context? • Will the organization’s focus and strategy change? • Will sufficient funds be available to support the project past the breakeven point in year two? Will the chosen alternative be at risk for obsolescence? The Role of Health Care Executives Economic decision making has many facets: legal issues, industry standards, risks, financial components, strategic alignment, and dynamic external environmental factors. Similarly, health care executives have many professional roles, responsibilities, and conduct expectations. Legal standards represent the bare minimum standard that is expected of health care professionals. Health care executives are sometimes held to higher standards than business people in other industries, as they are charged with protecting human lives and assuring patient safety. They are also expected to act in the best interests of others, and to serve as moral agents. Health care executives have fiduciary obligations, and an explicit code of conduct from the American College of Healthcare Executives (ACHE).

 

 

 

 

 

  • Create a detailed implementation plan for an economic initiative.

As a master’s-level health care practitioner you may be expected to create budget and implementation plans to ensure that economic opportunities for the organization are rolled out successfully and can be sustained over multiple years. Additionally, it is important to be able to envision how an economic initiative could be used for different contexts and purposes to keep the investment a viable and positive asset to your organization or care setting.

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Note: Complete the assessments in this course in the order in which they are presented.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Competency 1: Analyze the effects of financial and economic factors (such as cost-benefit, supply and demand, return on investment, and risks) in a health care system on patient care, services offered, and organizational structures and operation.
    • Create a budget for relevant expected costs and earnings or benefits over the first five years of a proposed economic initiative.
    • Analyze how a proposed initiative, once implemented, may impact aspects of a care setting and ways in which negative impacts could be mitigated.
  • Competency 2: Develop ethical and culturally equitable solutions to economic problems within a health care organization in an effort to improve the quality of care and services offered.
    • Propose a plan to roll out an economic initiative that will enable a care setting to successfully implement it in an ethical and culturally equitable way that will ensure the initiative achieves quality or service improvements.
  • Competency 3: Justify the qualitative and quantitative information used to guide economic decision making to stakeholders and colleagues.
    • Justify the relevance and value of the quantitative and qualitative economic, financial, and scholarly evidence used to support recommendations throughout a plan.
  • Competency 4: Develop ethical and culturally equitable economic strategies to address dynamic environmental forces and ensure the future security of an organization’s resources and its ability to provide quality care.
    • Explain strategies that have been integrated into a proposed economic initiative that will ensure it can remain a viable asset to a care setting in the face of dynamic environmental forces.
  • Competency 5: Apply various communication methods in order to clearly, effectively, and efficiently relate information to stakeholders and colleagues related to economic data, findings, and strategies.
    • Communicate a business and implementation plan in a logically structured and concise manner, writing content clearly with correct use of grammar, punctuation, and spelling.
    • Effectively support a plan and recommendations with relevant economic data and scholarly sources, correctly formatting citations and references using current APA style.
Competency Map

CHECK YOUR PROGRESSUse this online tool to track your performance and progress through your course.

Context

To support your work on this assessment, take time to read the contents of Assessment 3 Context [PDF].

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

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  • Do you think that cost shifting is a fair practice, or that it should it be legally banned?
  • Why would a change in a hospital’s variable costs change the hospital’s profit-maximizing price?
  • How do ethics and economic decision making come together when addressing health care issues?
  • What is the highest-impact facet of health care economics that relates to your current or desired leadership role? What action steps and resources might you use to assure objective and ethical economic decision making in that role?

Resources

Assessment Example

Suggested Resources

The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The NHS-FP6008: Economics and Decision Making in Health Care Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the navigation menu in your courseroom, provide additional resources to help support you.

Assessment Context

Review the following:

SHOW LESS

Budget Development

These articles may be helpful in helping you to create a budget:

Budget Templates

Review the following:

  • Missouri Department of Health & Senior Services. (n.d.). Budget preparation worksheet[PDF]. Retrieved from http://health.mo.gov/data/interventionmica/BudgetPreparationWorksheet.pdf
  • (n.d.). Budget template [XLSX]. Retrieved from https://www.parklandhospital.com/Uploads/Public/Documents/Research/Budget%20Template_Multi-Year_FY2017.xlsx
  • (n.d.). Developing a budget. Retrieved from https://www.parklandhospital.com/phhs/developing-a-budget.aspx
Strategy Development and Implementation

This document is designed to give you questions to consider and additional guidance to help you successfully complete the Implementation Plan for a New Economic Opportunity assessment:

This is an example of an implementation plan for a strategy to expedite the care of a subset of the population:

Economic Evaluation and Justification of Evidence

This resource provides an overview of effective methods and other aspects of economic evaluation of public health services interventions:

This web page provides a step-by-step guide to conducting and economic reviews of interventions:

  • The Community Guide. (n.d.). Economic reviews. Retrieved from https://www.thecommunityguide.org/about/economicreviews

This is a systematic review of nursing-related studies assessed for quality of economic evaluation methodological criteria:

This is a review of the quality of and specific challenges related the economic evaluation of medical devices:

This is a systematic review of interventions, revealing there is economically advantageous opioid use disorder therapy, and more economic evaluations are needed to assess the relative value of existing opioid use disorder interventions:

This resource discusses variations in the intrinsic costs of dialysis modalities as well as other factors, such as variation by country, available health care infrastructures, the timing of dialysis initiation, and renal transplantation:

Quantifying Costs, Risks, Benefits, and Impact of Health Care Initiatives

This study analyzes nationally representative data in the United States regarding how people prioritize health programs for children versus older adults:

  • Eisenberg, D., Freed, G. L., Davis, M. M., Singer, D., & Prosser, L. A. (2011). Valuing health at different ages. Applied Health Economics and Health Policy, 9(3), 149–156.

This resource addresses the cost and benefits of medical interventions:

·         Assessment Instructions

In this assessment, you will plan for all pertinent details involved in implementing a new initiative.

Scenario

The senior management members have sent you their thanks and notes on your feasibility study for your proposed economic initiative. They have determined that your proposal has the potential to benefit the organization in both the short and long term. The last step in this process is to complete a thorough implementation plan for your proposed initiative. This plan will need to include a budget of relevant expected material, staffing, and capital costs over the first five years of the initiative (see the Resources for some examples and guides about budget planning), as well as projected earnings from the initiative for the care setting. You must also include a plan and timeline for rolling the initiative out, an analysis of how it may impact other aspects of the care setting, an explanation how it can remain viable in the face of environmental changes, and sufficient relevant supporting evidence.

Directions

In your 6–10-page plan, you have been asked to be sure to address the following. Note: The bullet points below correspond to grading criteria in the scoring guide. Be sure your work is, at minimum, addressing each of the bullets below. You may also want to read the scoring guide and the Guiding Questions: Implementation Plan for a New Economic Opportunity document, linked in the Resources, to better understand the performance levels that relate to each grading criterion:

  • Create a budget for relevant expected costs and earnings or benefits over the first five years of a proposed economic initiative.
  • Propose a plan to roll out your economic initiative that will enable your care setting to successfully implement it in an ethical and culturally equitable way that will ensure achievement of quality or service improvements.
  • Analyze how your proposed initiative, once implemented, may impact other aspects of your care setting and ways in which negative impacts could be mitigated.
  • Explain strategies you have integrated into your proposed economic initiative that will ensure it can remain a viable asset to your care setting in the face of dynamic environmental forces.
  • Justify the relevance and value of the quantitative and qualitative economic, financial, and scholarly evidence you used to support your recommendations throughout your plan.
  • Communicate your business and implementation plan in a logically structured and concise manner, writing content clearly with correct use of grammar, punctuation, and spelling.
  • Effectively support your plan and recommendations with relevant economic data and scholarly sources, correctly formatting citations and references using current APA style.

Example Assessment: You may use the assessment example, linked in the Assessment Example section of the Resources, to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

Additional Requirements

Your assessment should meet the following requirements:

  • Length: 6–10 double-spaced, typed pages (not including title page and reference list). Your paper should be succinct yet substantive.
    • Be sure to include a separate title page and reference list.
    • Your completed budget plan should be included as an appendix within your final submission.
  • APA format: Resources and citations are formatted according to current APA style.
  • Resources: Cite 3–5 authoritative and scholarly resources. Be sure to include specific economic data and support as part of your cited resources.

 

 

 

ASSESSMENT 3 EXAMPLE

IMPLEMENTATION PLAN FOR A NEW ECONOMIC OPPORTUNITY 2 Copyright ©2018 Capella University. Copy and distribution of this document are prohibited. Implementation Plan for a New Economic Opportunity The economic initiative proposed to the senior management of Whilborne Medical Center (WMC) is setting up an urgent care center (UCC) on WMC’s premises. A UCC is a health care facility that offers immediate care for injuries and illnesses that are not lifethreatening (Yee, Lechner, & Boukus, 2013). The UCC at WMC will aim to deliver safe, timely, patient-centered, efficient, and effective health care to the community as well as attempt to address health inequalities in the community. An economic and environmental analysis was conducted to determine the feasibility of setting up the UCC, and a business plan was presented to the senior management of WMC. The management believes that this initiative has the potential to benefit the organization in the short and long term. With this in view, an implementation plan for setting up the UCC has been prepared. The implementation plan includes a 5-year budget for the UCC, a timeline for rolling out the UCC, an analysis of how the UCC might impact WMC, and an explanation of how WMC should deal with dynamic environmental forces. Budget for the Proposed Urgent Care Center A budget has been prepared to show the projected revenue and the expenses that the UCC expects to incur over a 5-year period following the completion of its construction. The budget has been created based on the assumption that construction of the UCC will be completed by the end of 2018. Therefore, the budget plan contains revenue and expenditure details for the first 5 years of operation, from 2019 to 2023. Revenue per annum over a 5-year period has been calculated by multiplying the expected patient volume by average consultation charges. It is estimated that around 357 patients will visit IMPLEMENTATION PLAN FOR A NEW ECONOMIC OPPORTUNITY 3 Copyright ©2018 Capella University. Copy and distribution of this document are prohibited. the UCC per week and around $156 will be charged per patient per visit (AMN Healthcare, 2015; Yakobi, 2017). Thus, the revenue generated during the first year of operation is expected to be around $2,730,000. The UCC’s revenue is expected to increase by 5.3% annually (“Urgent Care Center Market,” 2018). Operating expenses for the UCC will comprise staff salaries, basic utilities, insurance, and other operating expenses (such as administrative and marketing costs). Staff salaries for the first three years include the salaries of a full-time physician ($232,000), a nurse practitioner ($112,000), a medical assistant ($35,000), and a medical receptionist ($32,000) (U.S. Bureau of Labor Statistics, 2017). However, in years four and five, new staff will be recruited to manage the increased number of patients. The new staff will comprise a full-time nurse practitioner and a full-time physician, whose salaries will be calculated taking into consideration the 2.7% per annum estimated actual growth rate of employees’ salaries (Economic Policy Institute, 2018). Expenditure on basic utilities is assumed to increase by 5% each year. Insurance expenses are assumed to increase in the fourth and fifth years of operation owing to recruitment of two staff members. Other operating expenses are assumed to be 12% of annual revenue based on trends observed in WMC’s financial statements. The total expected capital cost for the project is $350,000. One half of this cost will be funded through WMC’s reserves, and a bank loan will be arranged to fund the other half. Therefore, WMC will need to take a loan of $175,000 to fund this economic initiative. Assuming that the loan tenure is 5 years and the interest rate is 7% per annum, the loan repayment is expected to be $41,580 per annum. As per the budget, the UCC will earn a cash surplus during the first 5 years. The cash surplus generated in the fourth and fifth years of operation may be lower than the third year owing to recruitment of staff members in these years. The total cash surplus in the first 5 years is Comment [A1]: Great job thinking ahead! IMPLEMENTATION PLAN FOR A NEW ECONOMIC OPPORTUNITY 4 Copyright ©2018 Capella University. Copy and distribution of this document are prohibited. estimated at $7,783,369.30 (see Appendix for more information on the 5-year budget for the proposed economic initiative). Rolling out the Economic Initiative The first step in the implementation plan is to set a timeline to roll out the UCC to the public. It is assumed that it will take around 2 months for WMC senior management to approve the project and for a bank to approve the loan. Considering that construction of the UCC will take around 7 months, the process is scheduled to begin in June 2018 and is expected to be completed by December 2018. After discussing with WMC’s senior management, the plan is to have the UCC fully operational from the first month of 2019. Active engagement and participation by stakeholders can ensure better clinical outcomes and patient experience in an urgent care setting. The board of directors of WMC and the senior management, the physicians, the nurses, and other staff members of WMC are some of the relevant internal stakeholders of this economic initiative. For successful implementation of the plan, it is crucial to collaborate with all internal stakeholders to obtain their inputs during the initial stages of implementation and decision-making. Meetings will be held with the stakeholders on a regular basis to discuss the progress of the UCC and devise ways to improve its health care services. WMC has always strived to focus on the six areas of health care quality stated by the Institute of Medicine (IOM), namely timeliness, safety, patient-centeredness, efficiency, equity, and effectiveness (Agency for Healthcare Research and Quality, 2015). It will be communicated to all internal stakeholders that the UCC will also focus on these six areas and that setting up the UCC will take WMC a step forward toward accomplishing its vision of serving the community. IMPLEMENTATION PLAN FOR A NEW ECONOMIC OPPORTUNITY 5 Copyright ©2018 Capella University. Copy and distribution of this document are prohibited. In order to make this initiative sustainable, the staff working at the UCC will be encouraged to keep WMC’s vision in mind while trying to meet their short- and long-term goals. Patients are the key external stakeholders in the health care business. If patients receive quick and timely care from excellent service providers, they will be encouraged to visit again and refer new patients to the UCC. Being compassionate with patients, dealing with them in an ethical and culturally sensitive manner, and communicating medical information effectively will encourage patient loyalty while also ensuring that they adhere to their treatment plan (“Helping patients make informed decisions,” 2014). The resultant increase in patient flow and goodwill will help the UCC become a successful and sustainable venture. To ensure that the rollout of the center is done in an ethical and culturally sensitive manner, the UCC will follow the principles of the American Academy of Urgent Care Medicine, which includes not discriminating against patients on the basis of gender, age, color, religion, culture, disability, or other characteristics (Agency for Healthcare Research and Quality, 2015). The UCC will have a diverse workforce that can identify and relate to cultural differences; familiarize themselves with health care delivery relevant to patients’ unique socioeconomic, linguistic, and cultural requirements; and provide unbiased care. Hence, by delivering ethically and culturally sensitive health care services, physicians will enhance patient experience and medical outcomes (Cigna, n.d.). With all the stakeholders engaged in the process and focused on achieving the center’s vision, the rollout of the UCC will be a success and it will help WMC to sustain itself within the health care business. However, the implementation plan has some areas of uncertainty. The successful rollout of the UCC is highly dependent on the timely disbursement of the loan required for the construction of the UCC. If the loan does not get disbursed on time, then the IMPLEMENTATION PLAN FOR A NEW ECONOMIC OPPORTUNITY 6 Copyright ©2018 Capella University. Copy and distribution of this document are prohibited. rollout will have to be set for a different timeline when the loan amount becomes available, and this will delay the implementation plan. Also, it is uncertain whether the actual number of patient visits at the UCC will match the estimated patient volume. This is because people in the community may not be aware of the benefits of availing care at the UCC due to lack of sufficient information, misinformation, or misunderstanding. The center will then have to bear the operating losses arising from low patient turnout. Further, an aging population suggests that the number of people who will need health care is set to increase in the coming years (Yakobi, 2017). This will overburden all health care practitioners at WMC. WMC must thus be ready to facilitate a larger number of patients than it may have anticipated. This negative impact can be mitigated by expanding WMC over the next few years by using the revenue generated by the UCC. WMC’s capacity and workforce could be expanded through the construction of additional departments or centers, addition of facilities and equipment, and hiring of new staff. Strategies to Deal With Dynamic Environmental Forces Various environmental forces, such as the presence of a retail health clinic in the center’s vicinity and the possibility of new UCCs being set up in the vicinity, could affect the urgent care services offered at WMC. The retail health clinic and the UCC have some common key characteristics such as easy accessibility, extended hours, convenience, and health care at affordable costs (Chang et al., 2015). This makes both clinics viable options for patients. However, UCCs are particularly beneficial to patients who wish to avail immediate health care services from physicians for conditions that are not life-threatening. UCCs, often staffed with emergency medicine physicians and equipped with more testing facilities than a retail clinic, are capable of providing care with high acuity (Chang et al., 2015). Therefore, by virtue of the IMPLEMENTATION PLAN FOR A NEW ECONOMIC OPPORTUNITY 7 Copyright ©2018 Capella University. Copy and distribution of this document are prohibited. convenient and quality health care it provides, the UCC is an economically viable asset for WMC. Another factor that could affect the UCC at WMC is possible competition from upcoming UCCs and primary health clinics in the vicinity. Patients will choose the UCC over other clinics in the neighborhood once they have complete trust in it. Staff at the UCC will send out frequent health reminders to regular patients to ensure that the patients do not miss their regular checkups. This will help the patients to not miss their regular checkups. Also, the staff will analyze patients’ views on health care and customize care to improve patient outcomes and experience.This will not only help increase patient visits but also improve patients’ level of trust in the UCC (“Helping patients make informed decisions,” 2014). With all these measures in place, the UCC will be able to beat the competition from upcoming UCCs, making it a viable asset to WMC in the face of unpredictable environmental situations. Conclusion The budget for the UCC shows that it will be economically viable for WMC. With the active commitment and cooperation of all the key stakeholders at WMC and the strategies planned to face dynamic environmental forces, the team endeavors to implement the initiative successfully. It is believed that the UCC will serve not only as an additional revenue stream but also as a viable asset that provides quality community health care services. IMPLEMENTATION PLAN FOR A NEW ECONOMIC OPPORTUNITY 8 Copyright ©2018 Capella University. Copy and distribution of this document are prohibited. References Agency for Healthcare Research and Quality. (2015). The six domains of health care quality. Retrieved from https://ahrq.gov/professionals/quality-patientsafety/talkingquality/create/sixdomains.html AMN Healthcare. (2015). Convenient care: Growth and staffing trends in urgent care and retail medicine. Retrieved from https:// amnhealthcare.com/uploadedFiles/MainSite/Content/Healthcare_Industry_Insights/Indust ry_Research/AMN%2015%20W001_Convenient%20Care%20Whitepaper(1).pdf Chang, J. E., Brundage, S. C., & Chokshi, D. A. (2015). Convenient ambulatory care—promise, pitfalls, and policy. The New England Journal of Medicine, 373(4), 382–388. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocvie w%2F1698429950%3Fac Cigna. (n.d.). Cultural competency in health care: Delivering quality care to an increasingly diverse population. Retrieved from https://cigna.com/assets/docs/about-cigna/thn-whitepapers/cultural-competency-in-health-care-final.pdf Economic Policy Institute. (2018, April 6). Nominal wage tracker. Retrieved from https://epi.org/nominal-wage-tracker/ Helping patients make informed decisions. (2014, April). Retrieved from https://cmpaacpm.ca/en/advice-publications/browse-articles/2014/helping-patients-make-informeddecisions IMPLEMENTATION PLAN FOR A NEW ECONOMIC OPPORTUNITY 9 Copyright ©2018 Capella University. Copy and distribution of this document are prohibited. Qin, H., Prybutok, G. L., Prybutok, V. R., & Wang, B. (2015). Quantitative comparisons of urgent care service providers. International Journal of Health Care Quality Assurance, 28(6), 574–594. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocvie w%2F1694933787%3Facco Urgent Care Center Market by Service (Acute Illness Treatment, Trauma/Injury Treatment, Physical Examination, Immunization & Vaccination), Ownership (Corporate Owned, Physician Owned, Hospital Owned), and Region – Global Forecast to 2023. (2018, March). Retrieved from https://marketsandmarkets.com/Market-Reports/urgent-carecenter-market-197843477.html U.S. Bureau of Labor Statistics. (2017). Occupational employment statistics. Retrieved from https://www.bls.gov/oes/current/naics4_621400.htm Yakobi, R. (2017). Impact of urgent care centers on emergency department visits. Health Care Current Reviews, 5(3). http://dx.doi.org/10.4172/2375-4273.1000204 Yee, T., Lechner, A. E., & Boukus, E. R. (2013). The surge in urgent care centers: Emergency department alternative or costly convenience? Research Briefs. Retrieved from https://researchgate.net/profile/Tracy_Yee/publication/257202014_The_surge_in_urgent _care_centers_emergency_department_alternative_or_costly_convenience/links/5750682 008aed9fa2bd2d531 Comment [A2]: ‘www.’ has to be included in the link for it to work. IMPLEMENTATION PLAN FOR A NEW ECONOMIC OPPORTUNITY 10 Copyright ©2018 Capella University. Copy and distribution of this document are prohibited. Appendix 5-Year Budget for Proposed Economic Initiative FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 Year 1 Year 2 Year 3 Year 4 Year 5 Total ($) ($) ($) ($) ($) ($) Opening Cash Balance 0.00 1,465,820.00 3,024,260.00 4,680,446.00 6,312,389.73 0.00 Fund Received 175,000.00 Loan 175,000.00 Operating Receipts Patient Service Receipts (UCC) 2,730,000.00 2,866,500.00 3,009,825.00 3,160,316.25 3,318,332.06 15,084,973.31 Total Receipts 2,730,000.00 2,866,500.00 3,009,825.00 3,160,316.25 3,318,332.06 15,084,973.31 Operating Payments Staff Salaries 825,000.00 849,750.00 875,242.50 1,023,885.20 1,315,719.80 4,889,597.50 Basic Utilities 55,000.00 57,750.00 60,637.50 63,669.38 66,852.84 303,909.72 Insurance 15,000.00 15,000.00 15,000.00 20,000.00 25,000.00 90,000.00 Other Operating Payments 327,600.00 343,980.00 361,179.00 379,237.95 398,199.85 1,810,196.80 Total Operating Payments 1,222,600.00 1,266,480.00 1,312,059.00 1,486,792.52 1,805,772.49 7,093,704.01 Operating Surplus/Deficit 1,507,400.00 1,600,020.00 1,697,766.00 1,673,523.73 1,512,559.57 7,991,269.30 Nonoperating Payments Annual Loan Repayment (41,580.00) (41,580.00) (41,580.00) (41,580.00) (41,580.00) (207,900.00) Total Nonoperating Expenses (41,580.00) (41,580.00) (41,580.00) (41,580.00) (41,580.00) (207,900.00) Investments Construction, Furniture, and Equipment (350,000.00) – – – – Cash Surplus/Deficit 1,465,820.00 1,558,440.00 1,656,186.00 1,631,943.73 1,470,979.57 7,783,369.30 Closing Cash Balance 1,465,820.00 3,024,260.00 4,680,446.00 6,312,389.73 7,783,369.30 7,783,369.30

 

5. Discuss Macbeth’s visions and hallucinations. What role do they play in the development of his character?

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World Literature I

Macbeth Essay Topics

  1. Guidelines
  • The essay should be typed in a word document in Times New Roman 12 pt. font, double spaced, with the appropriate MLA format and Heading, contain 5 paragraphs and 3 main points, and no less than 3 complete pages minimum (3 – 5 range).
  • The essay should have an original and creative Title: Subtitle.
  • The essay should incorporate quotes from the text in order to justify the claims that you are making – no need for a Works Cited page – I know from where the material is drawn. However, you should give reference to the text – meaning – In Shakespeare’s Macbeth, Banquo states, “…”
  • Be sure to put the title of the play in italics – Macbeth. This is required and will help to distinguish between the title and the main character of the same name.
  • The essay should have minimal grammatical and mechanical issues; after all, this is an English writing course. Be sure to use the rubric and the previous essay for guidance.
  • Use the Checklists for Success for further assistance and direction.
  • This deadline must be strictly adhered to in order for me to get all of them graded in a timely manner.
  1. Topics
  2. Characterize the relationship between Macbeth and Lady Macbeth. If the main theme is ambition, then whose ambition is the driving force of the play – Macbeth’s, Lady Macbeth’s, or both?
  3. An important theme in Macbeth is the relationship between gender and power, particularly Shakespeare’s exploration of the values that make up the idea of masculinity. What are these values, and how do various characters embody them?  How does Shakespeare subvert his character’s perception of gender roles?
  4. Compare and Contrast Macbeth, Macduff, and Banquo. How are they alike?  How are they different?  Is it possible to argue that Macbeth is the play’s villain and Macduff or Banquo its hero, or is the matter more complicated than that?
  5. Discus the role that blood plays in Macbeth, particularly immediately following Duncan’s murder and late in the play. What does it symbolize for Macbeth and his wife?
  6. Discuss Macbeth’s visions and hallucinations. What role do they play in the development of his character?