Many of the concepts in this class (teams, leadership, power) can easily be linked to experiences you have lived. Focusing on a team experience, describe it and analyze it using the assigned concepts from class. The paper should be ~10 pages double spaced, plus all the appropriate references. Details to be discussed in class and posted on the course website.
Your final course project is a reflection of the concepts and outcomes learned in class. Throughout the class you have analyzed and discussed peer reviewed articles that use descriptive and inferential statistics. For this assignment, you will write the first three sections of your final paper. You will analyze the article and describe the statistical methods in detail. Your completed final paper (including all five sections) should be 7-10 pages in length using standard fonts and margins. Use the
Journal Article Review Template as a guide. Your paper must detail the following:
Section 1: Demonstrates how and why the particular topic was chosen (2 paragraphs)
Who? – Introduces the primary author with a brief description of the author’s background and affiliations
What? – Identifies primary question(s) of interest
Why? – Explains the value of the journal article and why the question(s) of interest is(are) worth answering
Section 2: Shows how the research was conducted (1-2 pages)
Recaps essential information from the methods set forth in the journal article
Demonstrates that attention was paid to sound experimental design with the proper use of sampling procedures described in detail
Problems that arose in data collection are openly discussed along with the response to those problems
If a survey was given, a copy of it is included (add in the appendix)
Design of the study clearly ties to main objectives
Section 3: Includes the collected data, analysis, and results (1-2 pages + images)
Clearly and concisely discuss the application of collected data and analysis
Data is labeled and displayed clearly in summary table(s)
A minimum of three distinct graphical displays is included and properly labeled (remember that a graph should be able to stand alone by itself with no outside context necessary to understand it)
Section 4: Delineates what conclusions were obtained (2-3 pages + inference results)
Includes an introduction that identifies the parameter of interest, the question(s) of interest, and introduces the testing procedures that follow and why they were selected (1 page)
Concludes by summarizing results in a non-statistical manner and their implications for the organization (i.e., don’t use phrases like p-value, or alpha, but explain what all of it means so that someone who has not taken statistics can understand the results) (1-2 pages)
Section 5: Discusses the strengths and weaknesses of the selected statistical methods (1-2 pages)
Reflect on the results and discuss why they are trustworthy or be honest about why they are not.
Discuss how the study could be improved if done again.
Analysis is critical and specific – avoids stating phrases such as “everything went ok,” etc.
To practice critical, analytical thinking through the medium of writing, you will perform a text wrestling analysis and synthesize your findings in an essay driven by a central, unifying insight presented as a thesis and supported by evidence.
Assignment
First, you will determine which text it is that you’d like to analyze. Your teacher might provide a
specific text or set of texts to choose from, or they may allow you to choose your own.
1) If your teacher assigns a specific text, follow the steps in the next section.
2) If your teacher assigns a set of texts to choose from, read each of them once. Then, narrow it down by asking yourself,
Try to narrow down to two or three texts that you particularly appreciate. Then try to determine which of these will help you write the best close reading essay possible.
Follow the steps from #1 once you’ve determined your focus text.
3) If your teacher allows you to choose any text you want, they probably did so because they want you to choose a text that means a lot to you personally.
Now that you’ve chosen a focus text, you should read it several times using the active reading
strategies contained in this section and the appendix. Consider what parts are contributing to
the whole text, and develop an analytical perspective about that relationship. Try to articulate this analytical perspective as a working thesis—a statement of your interpretation which you will likely revise in some way or another. (You might also consider whether a specific critical lens seems relevant or interesting to your analysis.)
Part 2 Assignment
Next, you will write a 250–word proposal indicating which text you’ve chosen, what your working thesis is, and why you chose that text and analytical perspective. (This will help keep your teacher in the loop on your process and encourage you to think through your approach before writing.)
Finally, draft a text wrestling essay that analytically explores some part of your text using the strategies detailed in this section. Your essay will advance an interpretation that will
Keep in mind, you will have to re–read your text several times to analyze it well and compile
evidence. Consider forming a close reading discussion group to unpack your text collaboratively
before you begin writing independently.
Your essay should be thesis–driven and will include quotes, paraphrases, and summary from the original text as evidence to support your points. Be sure to revise at least once before submitting your final draft.
Although you may realize as you evaluate your rhetorical situation, this kind of essay often values Standardized Edited American English, a dialect of the English language. Among other things, this entails a polished, “academic” tone. Although you need not use a thesaurus to find all the fanciest words, your voice should be less colloquial than in a descriptive personal narrative
A special education teacher works collaboratively with the other members of the IEP team to develop intervention plans for students’ problem behaviors that may affect the learning and safety of others in the classroom. The results from a functional behavior assessment are analyzed and used to develop and implement a plan to change behavior based on the function the behavior serves and the needs of the student. Ongoing assessment is needed to determine the success of the intervention.
Review the “Angel Case Study” to inform the assignment that follows.
Part 1: Functional Behavior Assessment (FBA)
Analyze the case study, initial data, and FBA data found in the “Angel Case Study.” In 250-500 words, summarize and analyze the findings of the FBA addressing the following:
Frequency of incidents
Interaction with peers
Consequences of the behavior
Hypothesis for the function of the behavior: Why do you think the student is acting out?
Support your analysis with a minimum of two scholarly resources.
Part 2: Behavior Intervention Plan (BIP)
Propose a BIP based on the FBA data provided in the “Angel Case Study.”
In 500-750 words, using the “Behavior Intervention (BIP) Template,” create a behavior intervention plan for Angel that includes the following:
Three measureable behavioral goals for the student to work toward.
At least two evidence-based motivational and instructional interventions that teach the student how to adapt his behavior in the classroom, while teaching skills that can also be used in different environments.
Engaging rewards and reinforcements that encourage quality learning and performance, and provide the student with guiding feedback.
Specific collaborative steps the special education teacher can take to help the general education teacher implement the interventions and create a safe, inclusive, culturally responsive learning environment that engages the student in meaningful learning activities and social interactions.
How and at what intervals the team will evaluate the student’s success on his goals.
Two safety interventions that can be implemented if the student’s behavior escalates and he becomes physically violent while in school.
How you will maintain student confidentiality during the implementation of the plan.
Support the plan with a minimum of three scholarly resources, in addition to the CEC Ethical Principles and Professional Practice Standards for Special Educators.
OVERVIEW
In the field of federalism and intergovernmental relations, the Christian statesman needs the skills to analyze, synthesize, and evaluate content from many sources. Toward that end, the purpose of the Article Review Assignment is to aid in the development of those skills as they apply to scholarship. The focus of the assignment will be on writing informative annotations for the purpose of research along with a synthesis that integrates the assigned articles, comparing them in response to a prompt question.
INSTRUCTIONS
Write an article review using these articles:
Davis, Charles. 2001. “The West in Flames: The Intergovernmental Politics of Wildfire Suppression and Prevention.” Publius 31, no. 3: 97-110.
AND
Potoski, Matthew. 2001. “Clean Air Federalism: Do States Race to the Bottom?” Public Administration Review 61, no. 3: 335-342.
Obtain these articles through the school library online. Complete the assignment in Turabian Author-Date style (no footnotes; only in-text citations) in Times New Roman (12 pt.), with margins of 1”.
Provide a title page and place page numbers in the upper right corner of the document. A template for this assignment has been provided for you in the announcements. It is expected that there will be ample citations throughout the assignment. However, there should be no more than one or two short quotes.
Paraphrase and summarize the material instead.
The review should include (in this order):
Introduction to Body Fluids and DNA Techniques
Instructions to students
Part A of this document once completed constitutes, 25% of the module marks. This document consists of five sections each containing 3 questions.
This proforma can be read in conjunction with the Marking Scheme.
Section 1: Body Fluids Recovery
Scenario
Body fluids can be present at many crime scenes and they can be of critical importance to the identification of an offender and to the understanding of the circumstances of the incident. Knowing how to record and recover these fluids correctly is vital if the evidence is to maintain its integrity and be suitable for court.
The following questions will test your understanding of the recovery methods used and their importance. You should use in text referencing where appropriate.
Section 2: Presumptive Testing of Body Fluids
Scenario
Having an indication of what the source of a particular body fluid is at a scene can provide useful information to an investigation. It can not only assist with the subsequent recovery strategy but also build a picture of the events that lead to that fluid being present. There are a variety of presumptive tests available that can indicate the presence of particular fluids.
These questions will explore your knowledge of presumptive testing and allow you to demonstrate your research skills. You should use in-text referencing where appropriate.
Section 3: Blood Pattern Analysis
Scenario
BPA is an important investigative tool carried out by Forensic Biologists at crime scenes to give information as to how a crime may have been perpetrated. It is a time consuming process, using the expertise of the scientist and rigorous recording and recovery methods to establish certain events that may have occurred at the time of the incident.
The following questions will use your knowledge gained from lectures and practical sessions and will also require you to research the subject of Blood Pattern Analysis. You should use in-text referencing where appropriate.
Section 4: Use of Markers
Scenario
There are approximately 3 billion base pairs of DNA in the human genome. Only ~1% of this genome can be characterized as ‘gene’ or ‘protein coding’, which leaves 99% mainly unaccountable. Previously termed ‘Junk DNA’ (non-coding DNA is a slightly friendlier term), this 99% is becoming more and more important as research continues, and we now know that this non-coding DNA is composed of regulatory sequences, introns, pseudogenes, and repeat sequences. It is in these repeat sequences where we can find the variability between individuals that can lead to a positive identification. But where in this 99% to look? This is where DNA markers can be utilised.
The following questions will test your research skills and your understanding of the use of different DNA markers. You should use in-text referencing where appropriate.
Section 5: DNA Fingerprinting
Scenario
DNA Profiling is the colloquial term used when referring to a DNA profile of an individual, using the markers described in section 4. Different methods and visualisation techniques are used to analyse the markers described. Most now use PCR based systems where segments from either side of the loci are amplified, the products are then analysed using Capillary Electrophoresis to provide repeat numbers – e.g. the DNA Profile.
In this exercise, you will have to analyse data provided from a profile and make inferences about the data.
|
Locus |
Mother | Unborn child | 18 year old boyfriend | Alleged Father |
| FGA | 21,23 | 22,23 | 21,22 | 20,22 |
| TPOX | 8,10 | 8,11 | 11,11 | 11,11 |
| D8S1179 | 12,13 | 12,13 | 13,13 | 13,13 |
| vWA | 14,18 | 14,15 | 17,18 | 14,15 |
| Penta E | 10,11 | 11,16 | 10,11 | 14,16 |
| D18S51 | 13,14 | 14,14 | 14,17 | 14,17 |
| D21S11 | 31.2,32.2 | 30,32.2 | 30,30 | 29,30 |
| TH01 | 6,9 | 6,9.3 | 5,6 | 6,9.3 |
| D3S1358 | 16,17 | 16,17 | 15,15 | 15,17 |
| Penta D | 11,14 | 11,11 | 11,14 | 11,12 |
| CSF1PO | 8,12 | 8,12 | 8,11 | 12,12 |
| D16S539 | 11,13 | 9,11 | 9,13 | 9,10 |
| D7S820 | 9,10 | 8,9 | 8,8 | 8,9 |
| D13S317 | 11,12 | 10,11 | 7,12 | 10,13 |
| D5S818 | 7,8 | 7,11 | 11,12 | 11,12 |
| Amelogenin | XX | XX | XY | XY |
Analyse the data and determine whether the girl’s father or the boyfriend is the father of the unborn child. Justify your answer.
Bullet 1 U2D
Explain the role of the shadow in Jung’s thinking about the personality. The shadow, and many other of Jung’s archetypes, can be found in pop culture. Think about some of your favorite fantasy or superhero movies and books. What is the best example you can come up with of a movie or book that depicts the hero struggling with his or her shadow? Describe their struggle. How did the hero resolve their struggle with the shadow? Can the shadow ever be beneficial to personality development? Explain your reasoning and find support for your viewpoint in the assigned articles.
Bullet 2 U3D
Briefly explain Erikson’s approach to personality. Then, choose one stage and fully explain how an individual might get “stuck” in the crisis of that stage. What must an individual master in this stage to become “unstuck” or use the crisis of the stage as an opportunity to reach their potential? Give an example.
Read an article on emerging adulthood, what do find the most compelling argument for adding this as a stage of development? What would be your best argument against adding this as a new stage of development? If you had the power to make the decision to add it or not, which would you choose?
Bullet 3 U6D
You may not be old enough to remember the Maybelline Make-up commercial that stated: “Maybe she’s born with it. Maybe it’s Maybelline,” when determining if the model’s beauty was natural or created by the make-up (Noonan 2014). This seemingly innocent commercial brings up the question of whether we are a product of our nature or our nurture. This commercial asked if she was born beautiful or made beautiful. This same question can be applied to many things.
Address these questions:
Is a person born a genius or made a genius through education and hard work? We call a talented musician “gifted.” Does that mean the individual was born with a natural gift for music (nature) or did they just work harder than other people to be that good (nurture)? Explain your reasoning. Would it make a difference in your answer if that musician were nine years old or thirty years old? In what way?
This is all part of the decades old debate over whether we are born with certain innate personality characteristics and abilities (our genes), or whether we learn and are impacted by our experiences to be the person we become (environment).
Do they work independently – or do they work together? Explain your choice and find a source to support your view on this.
Probably one of the most famous answers to this age-old question comes from neuropsychologist Donald Hebb. When a reporter allegedly asked Hebb which was more important – nature or nurture, he replied, “Which contributes more to the area of a rectangle, its length or its width”(as cited in Meaney, 2004. p. 2)?
Finally, discuss what you think Dr. Hebb meant by that reply.
Meaney, M. J. (2004). The nature of nurture: Maternal effects and chromatin remodeling. In J. T. Cacioppo & G. G. Berntson (Eds.), Essays in social neuroscience (p. 1–14). MIT Press.
Noonan, K. (2014, June 24). Maybe it’s Maybelline 1991 [Video]. YouTube. https://www.youtube.com/watch?v=ZDO-2qce1oI
Bullet 4 UD7
Your friend insists on wearing their “lucky” socks for the team playoffs since every time they wear them the team wins. Such behavior is called superstitious behavior because it appears as if the person believes their ritual, and not accident or coincidence, is responsible for producing the reinforcer – the team winning. Your friend forgot that the first three times they wore those socks the team lost. Superstitious behavior results from noncontingent reinforcement.
Briefly explain noncontingent reinforcement. Do you have any superstitious behavior? What is it and how do you think it was conditioned? How do you think the reinforcement schedules discussed in your research may have maintained the superstition? Find an article on superstitions in college students, Any behaviors related to reducing anxiety and fear? Do you have a superstition like this, or something you do each time before you take a quiz or submit a paper? What is your superstitious practice? If you do not have one, explain your reasoning for not having this behavior. What does this superstitious behavior say about your personality?
Q1 part 1 (55 marks)
Explain why a product or service’s contribution (selling price minus variable cost) is an important element in developing a marketing strategy, giving examples to illustrate your answer. You can use any example including those covered in the module such as the Strategist Simulation or any of the other case studies examined.
Q1 part 2. (45 marks)
Imogen, the brand manager for ‘Skinsoft’, was reviewing price and promotion alternatives for her brand. She wanted to increase market share, but was unsure whether she should ask for an increase in advertising budget or consider a price promotion.
The current volume, price, and cost summary for ‘Skinsoft’ follows:
Imogen thought she might be able to negotiate with her boss and secure either a temporary 10 percent price reduction, or an investment of an incremental £150,000 in advertising.
a. What absolute increase in unit sales and revenue would be necessary to recoup the incremental increase in advertising expenditure?
b. What increase in absolute unit sales and revenue would be necessary to maintain the
level of total contribution if the price is reduced by 10 percent?
c. Which alternative would you recommend to Imogen? Explain your choice.
Q2 Part 1 (40 marks).
Explain the difference between Exis3ng, Latent and Incipient Demand, giving real examples in each
case. (40 marks)
Q2 Part 2 (60 marks).
What role does market research play in helping companies beDer sa3sfy each form of demand. Give
examples to illustrate your answer. (60 marks)
Q3.
Hendrix Ltd have just developed a new component, an ‘axis’ for use in large capacity flash drives. The
current component with which it would compete, costs £4 and its price in real terms has been
dropping at 7% per annum over the past three years.
Skinsoft
Unit Price £2.00
Unit Variable Cost £1.40
Unit Volume 1,000,000
Hendrix would be only the second supplier of these components to the market where demand is
es3mated to be as follows:
current year 0.5 million units
next year 1 million units
year 3 1.5 million units
year 4 2 million units
Hendrix have been test manufacturing the ‘axis’ and they calculate that the 16th unit off the final produc3on line cost £100 and the company have es3mated they will be opera3ng on an 80%
experience curve.
Part a. (50 marks)
Assuming the 80% experience curve holds for the manufacture of the components you are asked to
calculate the following:
i) If the 16th unit cost £100, what did the first unit cost?
ii) What will be the average cost per unit at the point at which Hendrix have produced a total
250,000 units of the component?
iii) What will be the average cost per unit at the point at which Hendrix have produced a cumula3ve
total of 2 million units?
Part b. (50 marks)
Based on the experience curve, recommend a pricing strategy to Noel Redding, the marke3ng manager of Hendrix Ltd. poin3ng out any other issues which you feel he should consider.
Q4 Part 1. (50 marks)
The following Product portfolio analyses were competed by two different analysts on the same company Apple Inc.
Evaluate the two portfolios and make recommendations for the different Apple products, in each case using the model developed by the Boston Consulting Group.
Portfolio produced by Analyst A
Portfolio produced by Analyst B
Q4 Part 2. (50 marks)
How do you explain the differences between the two analyses and what are the implications of using the BCG matrix in practice?
Introduction
Provides an overview of what was learned from the course and how it applies to the student’s career goals.
Each module you will write a journal reflecting on reflecting on the intersection of the material covered in that unit (the readings/videos) and your personal life or view of the world. Be as creative or as basic as you want with these – you can add graphics etc These are meant to be personal and address how the readings relate to your life.
Readings:
Peter Unger, Living High and Letting Die (excerpts)
Govind Persad et al., “Principles for Allocation of Scarce Medical Interventions”
Julia Marcus, The dudes who won’t wear masks, The Atlantic, June 23, 2020.
Anna North, Why masks are (still) politicized in America, Vox, July 22, 2020.
Michelle Minton, Liberty in the time of coronavirus Part 1, Competitive Enterprise Institute, March 16, 2020.
Michelle Minton, Liberty in the time of coronavirus Part 2, Competitive Enterprise Institute, March 16, 2020.
Alice Park and Jeffrey Kluger, The Coronavirus pandemic is forcing U.S. doctors to ration care for all patients, Time Magazine, April 22, 2020.
Ari Ne’eman, I will not apologize for my needs, The New York Times, March 23, 2020.
Robert D. Truog, Christine Mitchell and George Q. Daley, The toughest triage – allocating ventilators in a Pandemic, The New England Journal of Medicine, May 21, 2020.
Conor Friedersdorf, How to protect civil liberties in a pandemic, The Atlantic, April 24, 2020
Marty Schladen, 60% of Ohio nursing home workers refuse vaccine, Ohio Capital Journal, December 30, 2020
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