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How does the equation in the last step of your hierarchical analysis (with all four variables entered) compare with your standard regression?

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Data Analysis Project for Multiple Regression

⦁ How does the equation in the last step of your hierarchical analysis (with all four variables entered) compare with your standard regression?

⦁ Draw overlapping circle diagrams to illustrate how the variance is partitioned among the X predictor variables in each of these two analyses; indicate (by giving a numerical value) what percentage of variance is attributed (uniquely) to each independent variable. In other words, how does the variance partitioning in these two analyses differ? Which is the more conservative approach?

⦁ Look at the equations for Steps 1 and 2 of your hierarchical analysis.
⦁ Calculate the difference between the R2 values for these two equations; show that this equals one of the squared part correlations (which one?) in your output.
⦁ Evaluate the statistical significance of this change in R2 between Steps 1 and 2. How does this F compare to the t statistic for the slope of the predictor variable that entered the model at Step 2?

⦁ Consider the predictor variable that you entered in the first step of your hierarchical analysis. How does your evaluation of the variance due to this variable differ when you look at it in the hierarchical analysis compared with the way you look at it in the standard analysis? In which analysis does this variable look more “important,” that is, appears to explain more variance? Why?

⦁ Now consider the predictor variable that you entered in the last (fourth) step of your hierarchical analysis and compare your assessment of this variable in the hierarchical analysis (in terms of proportions of explained variance) with your assessment of this variable in the standard analysis.

⦁ Look at the values of R and F for the overall model as they change from Steps 1 through 4 in the hierarchical analysis. How do R and F change in this case as additional variables are added in? In general, does R tend to increase or decrease as additional variables are added to a model? In general, under what conditions does F tend to increase or decrease as variables are added to a model?

⦁ Suppose you had done a statistical (data-driven) regression (using the forward method of entry) with this set of four predictor variables. Which (if any) of the four predictor variables would have entered the equation and which one would have entered first? Why?

⦁ If you had done a statistical regression (using a method of entry such as forward) rather than a hierarchical (user-determined order of entry), how would you change your significance testing procedures? Why?

What is the tone of this piece? If you were the director, how would you instruct Lady Macbeth to verbally recite these lines? Would there be a change at any point? If so, where and what would it be?

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Multiple Choice Question Test

LADY MACBETH: Glamis thou art, and Cawdor; and shalt be
What thou art promised: yet do I fear thy nature;
It is too full o’ the milk of human kindness
To catch the nearest way: thou wouldst be great;
Art not without ambition, but without
The illness should attend it: what thou wouldst highly,
That wouldst thou holily; wouldst not play false,
And yet wouldst wrongly win: thou’dst have, great Glamis,
That which cries ‘Thus thou must do, if thou have it;
And that which rather thou dost fear to do
Than wishest should be undone.’ Hie thee hither,
That I may pour my spirits in thine ear;
And chastise with the valour of my tongue
All that impedes thee from the golden round,
Which fate and metaphysical aid doth seem
To have thee crown’d withal.

[Enter MESSENGER]
What is your tidings?

MESSENGER: The king comes here to-night.

LADY MACBETH: Thou’rt mad to say it:
Is not thy master with him? who, were’t so,
Would have inform’d for preparation.

MESSENGER: So please you, it is true: our thane is coming:
One of my fellows had the speed of him,
Who, almost dead for breath, had scarcely more
Than would make up his message.

LADY MACBETH: Give him tending;
He brings great news.

[Exit MESSENGER]

The raven himself is hoarse
That croaks the fatal entrance of Duncan
Under my battlements. Come, you spirits
That tend on mortal thoughts, unsex me here,
And fill me from the crown to the toe top-full
Of direst cruelty! make thick my blood;
Stop up the access and passage to remorse,
That no compunctious visitings of nature
Shake my fell purpose, nor keep peace between
The effect and it! Come to my woman’s breasts,
And take my milk for gall, you murdering ministers,
Wherever in your sightless substances
You wait on nature’s mischief! Come, thick night,
And pall thee in the dunnest smoke of hell,
That my keen knife see not the wound it makes,
Nor heaven peep through the blanket of the dark,
To cry ‘Hold, hold!’

[Enter MACBETH

INSTRUCTIONS:
1) Underline all phrases to do with ambition (or which indicate an ambitious, determined tone).
2) Annotate the text with hashtags (at least 10) to summarize what is being said. The first one has been done for you.
3) Find and label any links to the topic of the supernatural.
4) Take a different colored pen, and underline any words with negative / dark connotations.
5) Identify a line which foreshadows what is to come, and label it.
6) Identify and label 2 examples of metaphor.
7) Annotate the whole passage with stage directions for Lady Macbeth (when should she move? Any props? Standing? Sitting? Etc.)
8) Go back to Page 3, and add to the character profile.

DISCUSSION QUESTIONS:
1) What are your first impressions of Lady Macbeth in this scene?

2) What is the tone of this piece? If you were the director, how would you instruct Lady Macbeth to verbally recite these lines? Would there be a change at any point? If so, where and what would it be?

3) Are you surprised by Lady Macbeth’s reaction to Macbeth’s letter? Explain why or why not.

4) When Lady Macbeth calls on the spirits to “unsex” her, she wants them to take away her femininity: why?

Define a one-to-many relationship between the primary tblLevel table and the related tblAthlete table using the LevelID field. Choose the options to enforce referential integrity and to cascade update related fields.

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PROJECT STEPS
⦁ Sandra Coates Skating Club (SCSC) is committed to the development of skaters of all ages. It manages athlete and coach data for skating athletes located at various skating clubs throughout Pennsylvania. Sandra Coates is the founder and general chairperson of SCSC, and she has just received approval from the board of directors to replace SCSC’s manual system of managing data about athletes, coaches, and locations with a database. She has asked you to help her create objects in the database that she and other staff members can use to manage data about athletes, coaches, and their locations.

Open the tblCoach table in Design View, and then make the following changes:
⦁ Move the LevelID field immediately after the CoachID field.
⦁ Delete the CertificationLevel field from the table. (Hint: If a warning message appears asking if you want to permanently delete the field and all the data it contains, click Yes.)
⦁ Save the table.

⦁ Switch to Datasheet View, enter the records shown in Table 1 below into the tblCoach table, and then close the table.

Table 1: New Records for the tblCoach Table

Coach ID Level ID Coach First Name Coach Last Name BGC Expiration Certification Expiration
901900 BEG2 Angela Pearson 12/31/2020 12/31/2020
901901 BEG1 Nora Keller 12/31/2020 12/31/2020

⦁ Create a new table in Datasheet View. Save the table as tblAthlete, and then make the following changes in Datasheet View:
⦁ Change the data type of the ID field to Short Text, and then change the field name to AthleteID.
⦁ Add the following fields to the table in the order listed, and choose the Short Text data type for each field: LocationID, FirstName, LastName, Address, City, State, Zip, LevelID, and Gender.
⦁ Save the table.
⦁ Switch to Design View for the tblAthlete table, and then set the field properties shown in Table 2 below.

Table 2: Field Properties for the tblAthlete Table

Field Name Data Type Description Field Size Other
AthleteID Short Text Primary key 5 Caption: Athlete ID
LocationID Short Text Foreign key 4 Caption: Location ID
FirstName Short Text 20 Caption: First Name
LastName Short Text 30 Caption: Last Name
Address Short Text 35
City Short Text 35
State Short Text 2 Default Value: PA
Zip Short Text 10
LevelID Short Text Foreign key 4 Caption: Level ID
Gender Short Text M, F 1

⦁ Add a new field to the tblAthlete table, immediately after the Zip field. Use the field name BirthDate, the Date/Time data type, the Short Date format, and the caption Birth Date.
⦁ Move the LevelID field so that it is located immediately after the AthleteID field. Save and close the table.
⦁ Much of the data that Sandra needs in the database is currently stored in other formats and locations, so you need to import it into the database. Use the Import Spreadsheet Wizard to add data to the tblAthlete table from an Excel spreadsheet as follows:
⦁ Specify the file Support_NP_AC16_CS1-4a_Athletes.xlsx, available for download from the SAM website, as the source of the data.
⦁ Select the option to append a copy of the records to the tblAthlete table.
⦁ In the Import Spreadsheet Wizard dialog boxes, choose the Athlete worksheet, and then import to the tblAthlete table. Do not save the import steps.
⦁ Import the structure of the tblLocation table in the database Support_NP_AC16_CS1-4a_SCSC.accdb, available for download from the SAM website, into the current database. Do not save the import steps.
⦁ Open the tblLocation table in Design View, and then update the field properties shown in Table 3 below. Set the LocationID field as the Primary Key, then save and close the tblLocation table.

Table 3: Field Properties for the tblLocation Table

Field Name Data Type Description Field Size Other
LocationID Short Text Primary key 4 Caption: Location ID
LocationName Short Text 50 Caption: Location Name

⦁ Sandra exported her existing location data to a text file, and she asks you to add this data to the tblLocation table. Import the data as instructed below:
⦁ Specify the file Support_NP_AC16_CS1-4a_Locations.txt, available for download from the SAM website, as the source of the data.
⦁ Select the option to append a copy of the records to the tblLocation table.
⦁ In the Import Text Wizard dialog boxes, choose the options to import delimited data, to use a comma delimiter, and to import the data into the tblLocation table. Do not save the import steps.
⦁ Open the tblLocation table in Datasheet View, and then resize the columns to best fit the data they contain.
⦁ Save and close the tblLocation table.
⦁ Create a new table in Design View, and then set the field properties shown in Table 4 on the following page. The LevelID field should be the primary key for the table. Save the table with the name tblLevel, and then close the table.

Table 4: Field Properties for the tblLevel Table

Field Name Data Type Description Field Size Other
LevelID Short Text Primary key 4 Caption: Level ID
LevelName Short Text 30 Caption: Level Name
MonthlyFee Currency Caption: Monthly Fee
Decimal Places: 0
RegistrationFee Currency Caption: Registration Fee
Decimal Places: 0

⦁ Sandra exported her levels data to a text file, and she asks you to add this data to the tblLevel table. Import the data as instructed below:
⦁ Specify the file Support_NP_AC16_CS1-4a_Levels.txt, available for download from the SAM website, as the source of the data.
⦁ Select the option to append a copy of the records to the tblLevel table.
⦁ In the Import Text Wizard dialog boxes, choose the options to import delimited data, to use a comma delimiter, and to import the data into the tblLevel table. Do not save the import steps.
⦁ Open the tblLevel table in Datasheet View, and then resize the columns to best fit the data they contain.
⦁ Save and close the tblLevel table.
⦁ Add the tblCoach, tblLevel, tblAthlete, and tblLocation tables, in that order, to the Relationships window. Resize the field list for the tblAthlete table so all fields are visible. Create the relationships in the database as instructed below:
⦁ Define a one-to-many relationship between the primary tblLevel table and the related tblCoach table using the LevelID field. Choose the options to enforce referential integrity and to cascade update related fields.
⦁ Define a one-to-many relationship between the primary tblLevel table and the related tblAthlete table using the LevelID field. Choose the options to enforce referential integrity and to cascade update related fields.

⦁ Define a one-to-many relationship between the primary tblLocation table and the related tblAthlete table using the LocationID field. Choose the options to enforce referential integrity and to cascade update related fields. Figure 1 below shows the completed Relationships window. Save and close the Relationships window.

 

Why do students need to complete the task individually first, and not in groups? How do students compare their answers: What do we call this micro-stage? What is the interaction pattern? What do students focus on? What does the teacher focus on when monitoring?

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Skills Assignment for the Cambridge CELTA

Section One: A READING TASK

THE TASK
Design one reading comprehension task that you could use with the group of students described on page 1 to help them practice one reading subskill.

Type the task into the template. IT IS EXCLUDED FROM THE WORD COUNT.
Make sure the layout of the task is clear and learner-friendly. It should be classroom-ready.
Do not copy the text itself from Appendix 1 unless it is indispensable for the task design (e.g. you re-organise the text for the task)
Add the answer key, with your justification and the text fragments that justify the answers, under the task for students.

Your READING COMPREHENSION TASK should meet all these criteria:
It is based on the authentic text in Appendix 1.
It can be used with the group of students described on page 1.
It can be completed in up to 15 minutes.
It is either a skimming task or a scanning task (choose only one subskill).
It has no more than 4 prompts (statements, questions, titles, etc.).
It represents one of these task formats:
TRUE/FALSE
TRUE/FALSE/NO INFO
OPEN-ENDED QUESTIONS
MULTIPLE CHOICE
MULTIPLE MATCHING
It can only be completed after students have read the text.
The prompts cover the content of all the text.
It has clear instructions on the handout/slide.
Its design is reader-friendly.
It is written in fully accurate English, which has been graded for B2+ students.
The prompts follow the sequence of information in the text.
It does not lift the exact same wording as used in the text.
It has appropriately challenging distractors (if distractors are needed).
It has an answer key attached.
It has justification for all the answers, added to the answer key (your justification with the fragments of the text that justify the answer).

THE RATIONALE
Provide a brief overview by answering these questions:

AIMS AND SUBSKILLS
What is the task type? (e.g. a multiple-choice task, etc.)
Which stage of the reading lesson is it?
What is the aim of this stage?
Which reading subskill does it develop, skimming or scanning?
What is the definition of this subskill? Include references to your background reading:
Emma Tudor: Developing Reading Skills (ETP, Issue 115 – March 2018, pp. 41-42)
Use the CITATION GUIDE in Appendix 2.

TASK SETUP
What lesson stages precede this activity during the reading lesson? What are their aims?
What lesson stages happen after this activity during the reading lesson? What are their aims?
What does the teacher do to set up the task effectively: What is important when giving instructions for this particular task?
Why do students need to complete the task individually first, and not in groups?
How do students compare their answers: What do we call this micro-stage? What is the interaction pattern? What do students focus on? What does the teacher focus on when monitoring?
What does the teacher elicit in open-class feedback? How does the teacher make this stage student-centred?

Section Two: A SPEAKING TASK

THE TASK
Design one speaking task that you could use with the same group of students in the same lesson to help them practice their oral fluency and communicative competence in reference to the topic of the text they have just read.

Prepare the prompts for students. THEY ARE EXCLUDED FROM THE WORD COUNT.
Paste them into the template.
Make sure the layout is clear and learner-friendly.
If you use visuals, provide the URLs to the respective images in Bibliography.

Your SPEAKING TASK should meet all these criteria:
It is linked to the topic of the authentic text in Appendix 1.
It can be used with the group of students described on page 1.
It is an extension of the reading part of the lesson (as described in Section One).
It can be completed in 15-25 minutes.
It is an oral fluency practice task that also develops communicative competence (choose both subskills).
It follows the sequence of microstages outlined in the input session on the setup of a pyramid discussion.
It does not activate/practise any Target Language.
It is an immersive speaking task.
It is a pyramid discussion.
It has prompts on the handout/slide.
It has no more than 4-5 prompts (questions, topics, ideas, characters, photos, etc.).
Its design is reader-friendly.
The prompts are written in fully accurate English, which has been graded for B2+ students.
The context is relatable and relevant to students.
The communicative focus is introduced at the start and referred to in feedback on ideas.
The instructions include a model/demo.
The task gives enough time for peer interaction in smaller groups.
The task is rounded off with feedback on ideas.
The final feedback on language is balanced, positive and student-centred.

THE RATIONALE
Provide a brief overview by answering these questions:

AIMS AND SUBSKILLS
What is a pyramid discussion? Define it briefly.
Does the task develop accuracy or fluency in speaking? Give the definitions of both.
Include references to your background reading:
Chia Suan Chong (31 January 2019). Going beyond Accuracy vs Fluency [blog post] English Teaching Professional | Available at www.etprofessional.com Use the CITATION GUIDE in Appendix 2.
How does the task help students to practice communicative competence?
Include references to your background reading:
Chia Suan Chong (31 January 2019). Going beyond Accuracy vs Fluency [blog post] English Teaching Professional | Available at www.etprofessional.com Use the CITATION GUIDE in Appendix 2.
Why is it an immersive speaking activity? What is the communicative focus?
Include references to your background reading:
Adams, R. (2018). Enhancing student interaction in the language classroom: Part of
the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press
Available at cambridge.org/betterlearning Use the CITATION GUIDE in Appendix 2.

TASK SETUP
How does the teacher prepare students for speaking in groups:
how does the teacher engage sts in the context?
how does the teacher scaffold the instructions? what is included? what is the communicative focus?
why do students need thinking time, based on prompts?
why is the model or demo important before students start talking in groups? Give 2 ideas.
Include references to your background reading:
Adams, R. (2018). Enhancing student interaction in the language classroom: Part of
the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press
Available at cambridge.org/betterlearning Use the CITATION GUIDE in Appendix 2.
How does the teacher monitor students’ work in groups? Why is it important?
What kind of feedback does the teacher give after speaking:
what comes first, feedback on ideas or feedback on language? Why?
how can the teacher provide positive feedback on speaking? Give 2 ideas.
Include references to your background reading:
Kerr, P. (2017). Giving feedback on speaking. Part of the Cambridge
Papers in ELT series. [pdf] Cambridge: Cambridge University Press.
Available at cambridge.org/betterlearning Use the CITATION GUIDE in Appendix 2.

Bibliography
Excluded from the total word count.

List the background reading sources you referred to in the body of the text (quotes/references).
List the URL links to the images used (as needed).
Use the format described in the CITATION GUIDE (Appendix 2).

How did the advertisement come to be, why didn’t someone notice its questionable content and message, did Unilever effectively repair its reputation, and what communications lessons were learned?

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Communication Theory

In retrospect, the reaction of the public to a 2017 Dove Soap advertisement and Unilever’s apology as told in Humphries-Kil’s (2019) case are both expected and shocking. First, provide a detailed overview of the case. Then, using a communications theory lens, dissect the case. How did the advertisement come to be, why didn’t someone notice its questionable content and message, did Unilever effectively repair its reputation, and what communications lessons were learned?

Reference
Humphries-Kil, M. (2019). Unilever and leadership: Gender, race, and classification in corporate globalisation (Links to an external site.). SAGE Business Cases. https://doi.org/10.4135/9781526469311

Evaluate the significance of cultural (or, if you prefer, psychological) constructions of gendered relations and gendered identity in Macbeth.

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Macbeth text- Shakespeare

Evaluate the significance of cultural (or, if you prefer, psychological) constructions of gendered relations and gendered identity in Macbeth.

sources:
macbeth text- Shakespeare
https://czasopisma.uni.lodz.pl/szekspir/article/view/7676/7921
https://ojs.unica.it/index.php/between/article/view/980/665

(for source number 2- will have to translate from Italian to english)

file:///Users/daniellapolevoy/Downloads/You_should_be_women_Constru.pdf

Discuss the importance of leadership by drawing on a case study/news – this needs to be a very specific discussion showing thoughts and depth rather than discussing on a surface level. What have you learnt from this case study/news/personal experience about the connection between leadership and social development?

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LJL L&D

King’s College London – MSc Leadership and Development
Course Link (Must Read): https://www.kcl.ac.uk/study/postgraduate-taught/courses/leadership-and-development-msc

Paragraph 1 & 2: This paragraph is intended to demonstrate critical thinking skills and awareness of the key issues related to leadership studies specifically in the realm of how it affects a nation’s development
⦁ Discuss the importance of leadership by drawing on a case study/news – this needs to be a very specific discussion showing thoughts and depth rather than discussing on a surface level.
⦁ What have you learnt from this case study/news/personal experience about the connection between leadership and social development?
⦁ What is your view? How does this example inspired you to specialise in Leadership and Development following your undergraduate degree in Business Management at Northumbria University?

Paragraph 3:
⦁ Discuss about why you are the perfect candidate.
⦁ Outline the specific skills you have demonstrated throughout your academic years that are relevant to this course. Please use STAR method to show real work involved and not just flagging a specific skill.
⦁ Undergraduate Background: BA (Hons) Business Management
⦁ You need to link your academic background to this master’s degree you are applying to by explaining how this academic experience make you the perfect candidate

Paragraph 4:
⦁ Talk about an internship experience relevant to this course
⦁ Give the name of the company, job, duration. What the job entails, and more importantly, your contribution and what you take away from this experience
⦁ How did it frame the way you perceive leadership and society’s development?

Paragraph 5:
⦁ Discuss why KCL is the right environment to pursue postgraduate study. Instead of mentioning KCL’s achievement, you need to mention how each of these links to you

Paragraph 6:
⦁ Go to the link I provided, and discuss a research paper by one of the researchers at African Leadership studies. How this paper show innovativeness and insights.

How did a democracy become a dictatorship? What was at the core of Nazi ideology? Why were many Germans attracted to Nazism and why did some Germans persuade themselves to “take the bad with the good” and not intervene or oppose Nazi actions? What precedents did the Nazis draw upon in formulating their genocidal plan and actions? What was unique about their plan?

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Nazi Germany Essay

Answer these 2 questions in about a page each. No more than 700 words for each question. There is a book called

Question 1: Word limit: 700 words

How did a democracy become a dictatorship? What was at the core of Nazi ideology? Why were many Germans attracted to Nazism and why did some Germans persuade themselves to “take the bad with the good” and not intervene or oppose Nazi actions? What precedents did the Nazis draw upon in formulating their genocidal plan and actions? What was unique about their plan?

Question 2: Word limit: 700 words

Drawing specifically on various survivor memoirs/testimonies, as well as on other course readings and documentaries, develop a “portrait” of a Holocaust survivor that includes who was targeted for persecution and why, the various contexts or circumstances experienced by those persecuted, and the different decisions/“choiceless choices” they faced. What were the most important factors in survival?

How can sociological research help us understand how laws and policies are made and how they change over time? How might we use the sociological perspective to develop more effective solutions to political and social issues or create policies that are effective and based on sound research?

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Comparing two U.S. states’ approaches to issues of same-sex marriage.

Note: You must complete Assessment 4 before beginning this assessment.

How can sociological research help us understand how laws and policies are made and how they change over time? How might we use the sociological perspective to develop more effective solutions to political and social issues or create policies that are effective and based on sound research? These are questions to consider as you explore the connection between political and economic power and legislative decision making.

In this final assessment, you study how our culture’s beliefs about diversity are reflected in the law-making and policy-making process, including laws and policies that pertain to immigration and same-sex marriage. As you compare and contrast how two specific states have approached same-sex marriage, reflect on which sociological theories (such as power elite theory, state autonomy theory, or pluralism) best apply to the policy decisions that have been made in your states. Something to think about, too, is whether the policies and positions maintained by those in power actually reflect the research and data on the topic or issue they address. The research you do for this final assessment should show you how power and politics, as well as population demographics, influence policy making.

Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Describe theoretical ideas of power in relation to policy.
Discuss contrasts in how states approach a diversity issue, using theoretical ideas of power.
Competency 2: Identify historical and contemporary influences of discrimination in U.S. culture.
Discuss law, policy, or politics in states with varying approaches to a diversity issue.
Competency 3: Analyze the effects of social policy using aggregated data.
Analyze data to project how state policies might affect population migration.
Competency 4: Analyze how laws are applied or created based on race, ethnicity, religion, gender, sexual orientation, age, and social class.
Discuss contrasts between two states in areas of law, politics, or policy as they apply to a diversity issue.
Competency 5: Apply diversity strategies in professional, educational, and personal contexts.
Apply historical solutions to an issue where there are discrepancies between state and federal diversity law.
Competency 6: Communicate effectively.
Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics.
Instructions
Building on your research and analysis of the immigration policy or same-sex marriage debates, this assessment asks you to more closely examine the connection between power, policy, and law making by comparing and contrasting how two states have handled these issues.

In order to understand the link between power and political and legal decision making, you will place this process in each state in the appropriate context. That means that you need to assess the historical, demographic, cultural, and socioeconomic factors that have influenced each state’s different approach to immigration policy or same-sex marriage. You will also reflect on the consequences of state-to-state discrepancies in policies and laws regarding controversial social and political issues like these.

This assessment combines the key components of studying cultural diversity from a sociological perspective—placing current social issues in historical context, understanding how demographic and cultural trends influence public opinion, and applying sociological theories to determine the role of power in shaping policy-making decisions.

Write an essay addressing each of the following three parts:

Part 1 – Complete the following:
Discuss one of the following for each of the two states you have chosen as it relates to your chosen topic:
Law (rules and standards enforced by a particular institution).
Politics (the key political players in the policy-making and law-making processes).
Policy (principles or methods used to achieve a particular goal or make decisions about political or social issues).
Discuss theories of power that might explain the differences between how each state has handled your issue.
Examples of theories of power include power elite theory, the four networks theory of power, pluralism, Marxist theory, and state autonomy theory.
Discuss other possible explanations for the differences in how each state’s government has approached your topic. Address at least three of the following potential factors, and come up with another of your own that might explain the divergent approaches you have identified:
Demographics of the state population, including age, race/ethnicity, gender, and percentage of the population in urban versus rural areas.
Geography.
Religion.
History.
Socioeconomic standing, including median or average income and education levels of the population, as well as the overall economic well-being of each state.

Part 2 – Answer the following, incorporating data to support your answers:
To what extent have these states’ existing policies and laws affected past or recent migration patterns of the groups affected (immigrants or those seeking same-sex marriage rights)?
How might future migration patterns be affected?

Part 3 – Complete the following:
Reflect on a historical precedent in which a state has had to alter its laws as a result of inconsistencies with federal law.
Why and how did the state change its laws?
What lessons might be learned from this precedent, and how can those lessons be applied to your topic?

Additional Requirements
Written communication: Written communication is free of errors that detract from the overall message.
Length: 6–8 pages, not including the title and reference pages.
Format: Include a title page and reference page, and format the essay and your citations according to current APA style and formatting guidelines.
Sources: Cite at least four credible, scholarly sources to support your points.
Font and font size: Times New Roman, 12-point.

Provide an approximate value of ED50 for both acetylcholine and pilocarpine or carbachol. Analyse the effect of the antagonists on the dose-response curves for both drugs. How would you describe the mechanism of action of the antagonist on the muscarinic receptors?

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Applied Pharmacology Coursework

Part 1: Data analysis and interpretation

Using the Virtual Organ Bath 2.8 software, you’ll study the effects of two different agonists (for example: acetylcholine & pilocarpine or carbachol) on the contraction of smooth muscle from guinea pig small intestine.

The effect of both drugs should be evaluated without and in the presence of one antagonist.

Set a list of concentrations for both acetylcholine and pilocarpine. With the help of dilution formula in the virtual organ bath software, work out the volumes required from the appropriate stock solutions.

Progressively increasing doses of the agonist should be added to the bath (use a range between 1×10-10 – 1×10-6 M) and contraction of the tissue (in gms) will be measured and recorded.

Afterwards, the appropriate antagonist (concentration in the reservoir 5×10-8 M) should be added, and the experiment is repeated using higher concentrations of the agonists (up to 1×10-4 M)

These tables are just an example of how you could record your data:
Dose used (without antagonist) Contraction Response in gms
(unit) Acetylcholine Pilocarpine

Dose used (with antagonist 5×10-8 M) Contraction Response in gms
(unit) Acetylcholine Pilocarpine

Your submitted work should include the following:
• A brief description of the design of the experiment and how the data was collected.
• Your data recorded in tables with concentration of both agonists and the corresponding antagonist.
• Answer the following questions:

1. Discuss
• What is Acetylcholine and how does it produce contraction of the smooth muscle (dynamics: receptors, type and drug-receptor interaction)?
• What is pilocarpine (or carbachol if it was chosen in the experiment) ? what is its mechanism of action? discuss briefly its therapeutic applications
• Identify two drugs that can be used for their effect on smooth muscles within the body (urinary tract, blood vessels, or respiratory system) and briefly discuss the following:
– the mechanism of action
– drug-drug interaction
– therapeutic application

2. Using Excel, or Graphpad Prism:

• Convert the contraction values into %response and the dose into log10 for each drug
• Plot the following graphs :

o the %response vs. log10 dose for acetylcholine (with and without the antagonist, 2 curves in the same graph)
o the %response vs. log10 dose for pilocarpine or carbachol (with and without the antagonist, 2 curves in the same graph)

• Describe both graphs:

o Compare the 2 dose-response curves (without antagonists): which agonist is the most potent? And which one is the most effective? provide evidence from your data.

o Provide an approximate value of ED50 for both acetylcholine and pilocarpine or carbachol.

o Analyse the effect of the antagonists on the dose-response curves for both drugs. How would you describe the mechanism of action of the antagonist on the muscarinic receptors?

Part 2: Case Studies

Read the following three case studies and answer all questions:

1. A patient is taking Paroxetine and presents to A&E with tremor, tachycardia, hypertension and high temperature. After a genetic screening, the variant CYP2D6*4 is identified. Discuss:

• What is Paroxetine and how does it work (mechanism and clinical use)?
• What is the role of the CYP2D6 in the drugs’ metabolism in general?
• What is the metabolic pathway of Paroxetine and how is it affected by the genetic variant described in this case study?
• What is the resulting alteration in the blood levels of Paroxetine?
• What is the link between the altered blood levels of Paroxetine and the signs and symptoms reported (can you identify the syndrome)?

2. A 20 yo woman with history of poorly controlled asthma presents to the A&E with severe shortness of breath and audible respiratory wheezing. She has normal blood pressure but she is pale. She uses terbutaline inhaler when needed but now the inhaler isn’t helping
• What emergency drug should be administered?
• Discuss: the indications, side-effects and mechanism of action of the proposed drug
• What long-term therapy should follow, after she is stabilized?
• Discuss: the indications, side-effects and mechanism of action of the proposed therapy for long-term management

3. A 57 year old female presents to the GP with palpitations on and off for 4 months. The patient describes the palpitations as feeling like missed beats, flutters, and a racing heart usually of sudden onset. Her medical/health history reveals that she has hypertension (BP 152/94 mmHg), she is a mild diabetic, and also suffers from gastro-oesophageal reflux disease (GORD). She has a BMI of 38. Her medications include Cilazapril and Hydrochlorothiazide, and Omeprazole.

A blood test revealed the following:
Test Result
FBC (full blood count) Normal
TFTs (Thyroid function tests) TSH 3.2 (0.6-4.5)
U+E (urea & electrolytes) K+ 3.2 mmol/l (3.5-5.0 mmol/l)
Magnesium 0.68 mmol/l (0.75-1.25 mmol/l)
Urea 7.8 mmol/l (3.6-7.1 mmol/l)
Creatinine 118 mcmol/l (52.2-91.9 mcmol/l)
Random glucose 9.8 mmol/l (3.0-7.8 mmol/l)
Normal ranges are shown in the table between brackets.
Analyse this case using a critical thinking approach as outlined below:

Gather, analyse and interpret the relevant medical and pharmacological information the clinician needs before treating this patient. (Assessment)

What are the relevant assumptions you have about this case, and what investigations would you undertake to confirm these assumptions? Would you check the levels of any other electrolytes?

Devise a care plan – what are the possible interventions/drugs that could be used to treat this patient? Consider the implications and consequences of the possible interventions and devise a ‘complete’ care plan (short & long term).