23
Photosynthesis Lab Report (1st lab report)
***See Appendix A for more guidelines on lab report writing***
I. INTRODUCTION
(a) What is photosynthesis? And what are the reactants/products of photosynthesis?
(b) What is the importance of photosynthesis?
(c) What is the function of light during photosynthesis? What is the visible light spectrum? What are optimal
wavelengths for photosynthesis? Does photosynthesis occur in the absence of light?
(d) What is cellular respiration? What are the reactants/products of cellular respiration?
(e) What types of organisms perform photosynthesis and cellular respiration, and where does it occur?
(f) Explain the relationship between cellular respiration and photosynthesis.
(g) At the very end of the introduction, state your hypothis/hypotheses.
II. METHODS
(a) Time of experiments?
(b) Materials used (not a list).
(c) Explain how production of CO2 was measured in the Elodea experiment. Correlate change in color of phenol
red as CO2 is either being produced or used (yellow – red – pink)
(d) Don’t provide a just a list, provide complete sentences.
III. Results
All of the tables and figures must include captions describing their content (example: “Table 1: Change in phenol red
color due to photosynthesis/respiration …)
Figure captions go at the bottom of the figure and table captions go at the top. Description of the results as text.
i. In which tube(s) did photosynthesis take place?
ii. In which tube(s) did aerobic respiration take place?
(a) Table of color changes, with legend explaining the table
IV. Discussion
This section is where you tie it all together by interpreting your results, explaining their significance, and discussing
potential weakness of the methods used and experimental design.
(a) Reject or accept hypotheses? Why?
(b) Do plants perform photosynthesis or respiration in the dark? Why or why not?
(c) What was the purpose of each filter (cellophane/foil)? Which filter produced the most photosynthetic
product? Explain using sources to back up your reasoning.
(d) Why did the phenol red solution change color?
(e) Discussion on why some effects may have taken longer to be seen.
(f) Discussion on possible problems with the methodology used, what could be improved if the experiment were
repeated?
(g) Why do most plants have green leaves?
(h) Why do photosynthetic pigments absorb only certain wavelengths?
(i) How are photosynthesis and cellular respiration complementary processes in a community of organisms?
V. Conclusion
(a) Two sentences: (1) one sentence writing a conclusion for your experiment data, (2) one sentence to put your
results into a bigger, larger-scale context.
VI. References
List all of the references used to write this report. You should have at least three scientific sources, and these should
be referenced in the text of your introduction and discussion.
Running head: SHORT TITLE OF YOUR STUDY
1.
Based on your group research, take the same topic and make a resea.docxgarnerangelika
Based on your group research, take the same topic and make a research using quantitative method. This is individual research
Research Grading Rubric (only guide for you).
As you write, use this rubric as an outline for your final project
Score achieved.
Possible score
Specific Comments and Feedback
Section and Quality Indicators
1
Cover Page Formatted correctly
4
Abstract
A. Describes the research problem and why it is important
B. States research purpose
C. Summarizes research question(s)
D. Briefly describes the research design, methods and data analysis procedures
10
Section I: Introduction
1. Clearly demonstrates the significance of problem and worthiness of the study.
2. A summary of the problem is well articulated and substantiates the study with references to more detailed discussions in Section 2.
3. The problem statement describes the need for increased understanding about the issue to be studied.
4. The nature of the study, specific research questions, and research objectives are briefly and clearly described. Reference is made to more detailed discussions in Section 3.
5. The purpose of the study is described in a logical, explicit manner.
6. The conceptual framework shows which ideas from the contemporary scholarship support/justify the research being conducted
7. Key terms are operationally defined
8. Assumptions, Limitations, Scope, and Delimitations provide descriptions of:
A. Facts assumed to be true but not verified
B. Potential weaknesses of the study
C. The bounds of the study
9. The Significance of the Study is described in terms of:
A. How the study can be applied to the local problem
B. Professional application
C. Positive social change (improvement of human or social conditions by promoting the worth, dignity, and development of individuals, communities, organizations, institutions, cultures, or societies)
10. Section I ends with a transition statement that contains a summary or key points of the study and an overview of the content of the remaining sections in the study.
20
Section II: Literature Review
1. There is an introduction that describes:
A. The content of the review the review
B. The organization of the review
C. The strategy used for searching the literature
2. The review of related research and literature is clearly related to the problem statement as expressed in the research questions and objectives
3. The review of the related research and literature includes:
A. Comparisons/contrasts of different points of view of different research outcomes
B. The relationship of the study to the previous empirical research that has come before it
4. The review contains concise summaries of literatures that help
A. Define the most important aspects of the study;
B. Substantiate the rationale of conceptual framework for the study
5. There is a literature based description of the potential themes and perceptions explored in the study.
Running head ABBREVIATED TITLE OF YOUR PAPER1ABBREVIATED TITLE.docxtoddr4
Running head: ABBREVIATED TITLE OF YOUR PAPER 1
ABBREVIATED TITLE OF YOUR PAPER 13Full Title of Your PaperLearner’s Full Name (no credentials)Capella UniversityAbstract
It is necessary to complete the abstract after the entire project has been developed. The abstract contains an abbreviated overview of the entire project. This overview will reference the following elements of the project:
The Research Question_________________________________
The Research Problem: _____________________________________
The Significance of the Study: _______________________________
Theory or theories that apply to the concepts associated with the RQ: ________________
A Narrative describing the quantitative approach planned, implications for stakeholders, significance to the scientific community, and a description of expected results. The abstract is one concise paragraph.
Keywords: [Add keywords here.]
Table of Contents
CHAPTER 1. INTRODUCTION 1
Background of the Problem 1
Statement of the Problem 1
Purpose of the Study 1
Significance of the Study 1
Research Questions 1
Definition of Terms 1
Research Design 1
CHAPTER 2. LITERATURE REVIEW 1
Theoretical Orientation for the Study 1
Review of the Literature 1
Synthesis of the Research Findings 1
Critique of Previous Research Methods 1
CHAPTER 3. METHODOLOGY 1
Purpose of the Study 1
Research Question and Hypotheses 1
Research Design 1
Target Population and Sample 1
Procedures 1
Ethical Considerations 1
CHAPTER 4. EXPECTED FINDINGS/RESULTS 1
CHAPTER 5. DISCUSSION 1
Implications 1
Methodological Strengths and Weaknesses 1
Suggestions for Future Research 1
CHAPTER 1. INTRODUCTION
[Note, the Final draft of Chapter 1 is typically written after the entire project has been completed and just prior to the Abstract. It is important to understand that the project is iterative. You will work on, change and refine all elements of the project. In your initial submission, begin to provide an evidence-based rationale for each of the sections listed below.]
Background of the Problem
Statement of the Problem
Purpose of the Study
Significance of the Study
Research Questions
Definition of Terms
Research Design
[Note, under the Research Design, make mention of the relevant APA Code of Ethics, but not how you intend to address them. How you will address the codes and ensure they are adhered to will be covered in Chapter 3.]
CHAPTER 2. LITERATURE REVIEW
Note, this is typically the entry point for beginning the project. It is important to understand that the project is iterative. You will work on, change and refine all elements of the project. You will begin by understanding and synthesizing what is known so far in the Literature Review, (Chapter 2). Theoretical Orientation for the Study
The Literature Review provides detailed information about theory that applies to the research topic, theory that applies to the research method, population(s) studied and key concepts under review. Seminal and current sources are analyzed and eva.
Based on your group research, take the same topic and make a resea.docxgarnerangelika
Based on your group research, take the same topic and make a research using quantitative method. This is individual research
Research Grading Rubric (only guide for you).
As you write, use this rubric as an outline for your final project
Score achieved.
Possible score
Specific Comments and Feedback
Section and Quality Indicators
1
Cover Page Formatted correctly
4
Abstract
A. Describes the research problem and why it is important
B. States research purpose
C. Summarizes research question(s)
D. Briefly describes the research design, methods and data analysis procedures
10
Section I: Introduction
1. Clearly demonstrates the significance of problem and worthiness of the study.
2. A summary of the problem is well articulated and substantiates the study with references to more detailed discussions in Section 2.
3. The problem statement describes the need for increased understanding about the issue to be studied.
4. The nature of the study, specific research questions, and research objectives are briefly and clearly described. Reference is made to more detailed discussions in Section 3.
5. The purpose of the study is described in a logical, explicit manner.
6. The conceptual framework shows which ideas from the contemporary scholarship support/justify the research being conducted
7. Key terms are operationally defined
8. Assumptions, Limitations, Scope, and Delimitations provide descriptions of:
A. Facts assumed to be true but not verified
B. Potential weaknesses of the study
C. The bounds of the study
9. The Significance of the Study is described in terms of:
A. How the study can be applied to the local problem
B. Professional application
C. Positive social change (improvement of human or social conditions by promoting the worth, dignity, and development of individuals, communities, organizations, institutions, cultures, or societies)
10. Section I ends with a transition statement that contains a summary or key points of the study and an overview of the content of the remaining sections in the study.
20
Section II: Literature Review
1. There is an introduction that describes:
A. The content of the review the review
B. The organization of the review
C. The strategy used for searching the literature
2. The review of related research and literature is clearly related to the problem statement as expressed in the research questions and objectives
3. The review of the related research and literature includes:
A. Comparisons/contrasts of different points of view of different research outcomes
B. The relationship of the study to the previous empirical research that has come before it
4. The review contains concise summaries of literatures that help
A. Define the most important aspects of the study;
B. Substantiate the rationale of conceptual framework for the study
5. There is a literature based description of the potential themes and perceptions explored in the study.
Running head ABBREVIATED TITLE OF YOUR PAPER1ABBREVIATED TITLE.docxtoddr4
Running head: ABBREVIATED TITLE OF YOUR PAPER 1
ABBREVIATED TITLE OF YOUR PAPER 13Full Title of Your PaperLearner’s Full Name (no credentials)Capella UniversityAbstract
It is necessary to complete the abstract after the entire project has been developed. The abstract contains an abbreviated overview of the entire project. This overview will reference the following elements of the project:
The Research Question_________________________________
The Research Problem: _____________________________________
The Significance of the Study: _______________________________
Theory or theories that apply to the concepts associated with the RQ: ________________
A Narrative describing the quantitative approach planned, implications for stakeholders, significance to the scientific community, and a description of expected results. The abstract is one concise paragraph.
Keywords: [Add keywords here.]
Table of Contents
CHAPTER 1. INTRODUCTION 1
Background of the Problem 1
Statement of the Problem 1
Purpose of the Study 1
Significance of the Study 1
Research Questions 1
Definition of Terms 1
Research Design 1
CHAPTER 2. LITERATURE REVIEW 1
Theoretical Orientation for the Study 1
Review of the Literature 1
Synthesis of the Research Findings 1
Critique of Previous Research Methods 1
CHAPTER 3. METHODOLOGY 1
Purpose of the Study 1
Research Question and Hypotheses 1
Research Design 1
Target Population and Sample 1
Procedures 1
Ethical Considerations 1
CHAPTER 4. EXPECTED FINDINGS/RESULTS 1
CHAPTER 5. DISCUSSION 1
Implications 1
Methodological Strengths and Weaknesses 1
Suggestions for Future Research 1
CHAPTER 1. INTRODUCTION
[Note, the Final draft of Chapter 1 is typically written after the entire project has been completed and just prior to the Abstract. It is important to understand that the project is iterative. You will work on, change and refine all elements of the project. In your initial submission, begin to provide an evidence-based rationale for each of the sections listed below.]
Background of the Problem
Statement of the Problem
Purpose of the Study
Significance of the Study
Research Questions
Definition of Terms
Research Design
[Note, under the Research Design, make mention of the relevant APA Code of Ethics, but not how you intend to address them. How you will address the codes and ensure they are adhered to will be covered in Chapter 3.]
CHAPTER 2. LITERATURE REVIEW
Note, this is typically the entry point for beginning the project. It is important to understand that the project is iterative. You will work on, change and refine all elements of the project. You will begin by understanding and synthesizing what is known so far in the Literature Review, (Chapter 2). Theoretical Orientation for the Study
The Literature Review provides detailed information about theory that applies to the research topic, theory that applies to the research method, population(s) studied and key concepts under review. Seminal and current sources are analyzed and eva.
IHP 340 Final Project Guidelines and Rubric Overview .docxwilcockiris
IHP 340 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of an introductory-level analysis of published research findings. Statistics play an integral role in the healthcare
industry. For those entering the health field, understanding statistics is a must. Evidence-based healthcare is the current theme and is leading us into the future.
For professionals in this field, seeking answers to health-related questions in scientific literature is common practice. While deciphering the information found in
these publications can be challenging, it all starts with learning basic statistical concepts. This course will help you develop a baseline understanding of statistics.
You will explore the areas of descriptive statistics and basic inferential statistics, along with variability and statistical significance. However, the ultimate goal is to
provide an introductory-level analysis of published research findings.
You will select an article from a list provided by your instructor. The articles in the list are all peer reviewed, published within the last three years, and related in
some way to the health professional programs at SNHU. Your analysis will be based on the statistical concepts you learn over the term and will include
identifying and interpreting statistical findings. You will discuss the hypothesis of the study, the methodology used to conduct the study, and the statistical
analysis used, including software. You will also discuss the study’s results, limitations, conclusions, and next steps. This assessment will showcase your ability to
read, comprehend, and interpret research done in the many fields of healthcare. Additionally, this assessment will demonstrate your ability to articulate
research findings to individuals who may not have the background necessary to understand basic healthcare research.
The project is divided into two milestones, which will be submitted prior to the final project submission to scaffold learning and ensure quality final submissions.
These milestone will be submitted in Modules Three and Five. The final project will be submitted in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Interpret data results from peer-reviewed healthcare research for determining the statistical significance of the findings
Analyze common research methods used in the collection of healthcare data for determining their advantages and disadvantages in data-collection
situations
Analyze healthcare research for its contributions to scientific literature and future investigations
Assess the impact of limitations within various healthcare studies on research conclusions
Prompt
Write an analysis of a peer-reviewed article published within the last three years that is related in some way to the health professional programs at SNHU. You
will select this article from a list provided by your instru.
Module Name Strategic Business ProjectModule Co.docxhelzerpatrina
Module Name: Strategic Business Project
Module Code: BUSN 11076
Module Coordinator: Dr Chee Seng Chan
Student: XXX
Banner ID: XXXXXXXX
Research Title: XXXXXXXXXXXXXXX
Abstract
XXXXXXXXXXX
Acknowledgement
XXXXXXXXXXXXXXXXXXX
Table of Content
XXXXXXXXXXXXXXXXXXXXXXXXXX
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Reference
Appendix
“The title of your questionnaire”
The full content of your questionnaire
SBP��ҵս����Ŀ�����IJο�����/1. SBP��Ŀ˵��/SBP Structure and Contents.pptx
SBP Structure and Contents
It is suggested that you adopt the following format in presenting your SBP:
1. Title Page: Please use the standard cover page attached as per prescribed in SBP Handbook.
2. Abstract: It should provide a brief summary of the SBP not exceeding 300 words
3. Acknowledgements: Acknowledgements of outside help and support.
4. Table of Contents: It should list the sequence with page numbers of all relevant subdivisions of the dissertation; i.e. chapter headings, section and sub-section (if appropriate).
5. List of Tables
6. List of Figures / Illustrations
SBP Structure and Contents
7. Chapter 1: Introduction
8. Chapter 2: Literature Review
9. Chapter 3: Theoretical Framework and Research Methodology
10. Chapter 4: Data Presentation, Analysis and Findings
11. Chapter 5: Conclusion (s) and Recommendations
12. Reference List: The SB should include a list of all relevant texts / journals used following the Harvard Referencing System / Style. Please refer to Referencing Guide .
13. Appendices: The appendices should only include material that is not central to the arguments in the main text.
SBP Marking Criteria/ GuidePercentageMargin (up to 5%)SupervisorExaminer 2SupervisorExaminer 2Abstract, introduction, continuity and presentation (15%)Literature review (25%)Research Methods (20%)Results & Discussion ( 30%)Conclusion & Recommendations( 10%)
1. Abstract, introduction, continuity and presentation (15%)
In general, your markers will assess the clarity of stated aims and objectives, relevance to sector related issues, feasibility of aims of SBP, the rationale and significance of the research undertaken.
Title: is the title focused, summative, and does it reflect the proposed SBPcontent?
Abstract: is it short (300 words), self-contained, summative, objective, precise and easy to read.
Introduction: is background information included? Is an introduction to current research included and developed? An introduction to the organisation (if applicable)?
1. Abstract, introduction, continuity and presentation (15%)
Have you demonstrated the relevance of your SBP to the field and is it theoretically grounded? Links to relevant literature and academic debates, the evidence of extensive reading will be valued.
Aim(s): is the aim feasible and manageable (have resource and data accessibility been taken into account)? Is the aim original and does it have the potential to add insights to the field of study? D.
8.0 RESEARCH METHODS These guidelines address postgr.docxpriestmanmable
8.0 RESEARCH METHODS
These guidelines address postgraduate students who have completed course
requirements and assumed to have sufficient background experience of high-level
engagement activities like recognizing, relating, applying, generating, reflecting and
theorizing issues. It is an ultimate period in our academic life when we feel confident
at embarking on independent research.
It cannot be overemphasized that we must enjoy the experience of research process
and not look at it as an academic chore.
To enable such a desired behaviour, these guidelines consider the research process
in terms of the skills and knowledge needed to develop independent and critical
styles of thinking in order to evaluate and use research as well as to conduct fresh
research.
The guidelines should be viewed as briefs which the Research Supervisors are expected
to exemplify based on their own experience as well as expertise.
8.1 Chapter 1 - Introduction
INTRODUCE the subject or problem to be studied. This might require the
identification of key managerial concerns, theories, laws and governmental rulings,
critical incidents or social changes, and current environmental issues, that make the
subject critical, relevant and worthy of managerial or research attention.
• To inform the Reader (stylistically - forthright, direct, and brief / concise),
• The first sentence should begin with `This Study was intended
to’….’ And immediately tell the Reader the nature of the study for the
reader's interest and desire to read on.
8.1.1 The Research Problem
What is the statement of the problem? The statement of the problem or problem
statement should follow logically from what has been set forth in the background of
the problem by defining the specific research need providing impetus for the
study, a need not met through previous research. Present a clear and precise
statement of the central question of research, formulated to address the need.
8.1.2 The Purpose of the Study
What is the purpose of the study? What are the RESEARCH QUESTION (S) of
the study? What are the specific objective (s) of the study? Define the specific
research objective (s) that would answer the research Question (s) of the study.
8.1.3 The Rationale of the Study:
1. Why in a general sense?
2. One or two brief references to previous research or theories critical in structuring
this study to support and understand the rationale.
3. The importance of the study for the reader to know, to fully appreciate the need
for the study - and its significance.
4. Own professional experience that stimulated the study or aroused interest in the
area of research.
5. The Need for the Study - will deal with valid questions or professional concerns
to provide data leading to an answer - reference to literature helpful and
appropriate.
8.1.4 The Significance of the Study:
1. Clearly .
The topic of the British thesis combines academic theories with th.docxwsusan1
The topic of the British thesis combines academic theories with the topics to be studied, and goes to Google Scholar. This is the most basic search.
It is also a prerequisite to ensure that you can write smoothly in the future. At least look at the academic materials. This blog post continues to send you a report on the opening of the so-called proposal. The UK dissertation format is basically the same, especially in business. Don't choose topics that are empty, don't choose topics that are not in academic concepts.
No matter what field of research you are, no matter what research method you choose, all research plans must address the following questions: 1. What are you going to achieve; 2. Why do you want to do this; 3. You will How to do this; the research plan should have enough concentration to convince the teacher, if you have an important research idea, or if you have a good idea of the relevant literature and major issues, then your research The original idea of the plan was successful. The quality of your research plan does not depend on the quality of your ideas, because a good research project may be rejected for the simple reason that the copy supporting the project is not well written, so your writing is a large part. 1. What needs to be written in the research plan? The research plan has a basic writing structure. You can refer to the structure and adjust it according to your own research theme. 1. Title Page The cover page writes the title and author, which is easy to understand. You need to know what you want to say from the Title. 2.Astract summary is about 200 words, this part is a brief summary of research topics, goals, and research methods. It is important to write out the general questions of research questions, research reasons, etc. in this part. About 300 words or so. 3.Table of Contents Contents 4.Introduction Introduction This section can state your research background, research questions, research purposes and meaning (focus), including: 1) research purposes 2) provide context (references) to highlight the importance of research Sex 3) Provide the theoretical basis of the research and explain why it is worth doing this research 4) Briefly introduce the main problems and sub-questions to be solved in your research 5) Explain your hypothesis (if necessary) 5.Background(Literature Review) This part of the research background can also be used as a part of the literature review to present your research questions, reviewing previous studies for comment and analysis. Therefore, you need to read the relevant subject literature, and sort through and analyze the previous research by searching, reading, and analyzing the literature. This requires a certain amount of retrieval ability and a certain number of papers and books to be summarized and summarized into a literature review, which is a relatively long time. 6. Mainbody (Hypothesis, Methodology, Research Design) The main part of RP can describe your research hypothe.
Připravujete svůj první vědecký článek v anglickém jazyce? Umíte si poradit s abstraktem? Rádi byste získali lepší kompetence v tom, jak by měl být článek strukturován? Potřebujete vědět, které části odborného textu jsou klíčové pro čtenáře, které pro recenzenty? Chcete se vyvarovat chyb, které se opakovaně v cizojazyčných vědeckých článcích vyskytují? Pak byl právě pro vás určen seminář, který vedl zkušený lektor akademického psaní v angličtině z Centra jazykové přípravy MU PhDr. Robert Helán, Ph.D.
BBA 3551, Information Systems Management 1 Course Lea.docxtarifarmarie
BBA 3551, Information Systems Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Explain how information systems can be used to gain and sustain competitive advantage.
4.1 Discuss how collaboration IS can provide competitive advantages for a specific organization.
4.2 Explain why collaboration IS are important from the organization’s perspective.
7. Summarize the requirements for successful collaboration in information systems management.
7.1 Discuss how collaboration tools can improve team communication.
7.2 Identify the tools that will help create a successful collaboration IS.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
4.2
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
7.1
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
7.2
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
Reading Assignment
Chapter 2: Collaboration Information Systems
Chapter 3: Strategy and Information Systems, Q3-1 – Q3-8
Unit Lesson
Chapter 2 investigates ways that information systems (IS) can support collaboration. It defines collaboration
and discusses collaborative activities and criteria for successful collaboration. It also discusses the kind of
work that collaborative teams do, requirements for collaborative IS, and important collaborative tools for
improving communicating content. The chapter ends with a discussion of collaboration in 2024.
Collaboration and Cooperation
Cooperation occurs when people work together toward a common goal. For example, in teamwork, each
team member is given a task to complete such as a project component. Collaboration occurs when people,
together or remotely, work together toward a common goal (Kroenke & Boyle, 2017). For example, a team
member in California and a team member in Texas might meet using Skype to discuss ideas for a project.
Figure 1 below illustrates collaboration in a team environment. In this illustration, the project manager is
responsible for collaborating with team members who are in different departments. For example, the project
manager may assign a project administrator who will document the various stages of project development,
UNIT II STUDY GUIDE
Collaboration Information Systems and
Strategy and Information Systems
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
assign a person from software development to develop the software application, and assign a person from
operations to set up a testing environment. Each of these team members would work with the project
manager and with each other throughout the project; however, the project manager would be the main point
of contact.
Feedback and iteration are involved so that the
results of the collaborative effort are greater
than could be produced by any of the
individuals .
More Related Content
Similar to 23 Photosynthesis Lab Report (1st lab report) .docx
IHP 340 Final Project Guidelines and Rubric Overview .docxwilcockiris
IHP 340 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of an introductory-level analysis of published research findings. Statistics play an integral role in the healthcare
industry. For those entering the health field, understanding statistics is a must. Evidence-based healthcare is the current theme and is leading us into the future.
For professionals in this field, seeking answers to health-related questions in scientific literature is common practice. While deciphering the information found in
these publications can be challenging, it all starts with learning basic statistical concepts. This course will help you develop a baseline understanding of statistics.
You will explore the areas of descriptive statistics and basic inferential statistics, along with variability and statistical significance. However, the ultimate goal is to
provide an introductory-level analysis of published research findings.
You will select an article from a list provided by your instructor. The articles in the list are all peer reviewed, published within the last three years, and related in
some way to the health professional programs at SNHU. Your analysis will be based on the statistical concepts you learn over the term and will include
identifying and interpreting statistical findings. You will discuss the hypothesis of the study, the methodology used to conduct the study, and the statistical
analysis used, including software. You will also discuss the study’s results, limitations, conclusions, and next steps. This assessment will showcase your ability to
read, comprehend, and interpret research done in the many fields of healthcare. Additionally, this assessment will demonstrate your ability to articulate
research findings to individuals who may not have the background necessary to understand basic healthcare research.
The project is divided into two milestones, which will be submitted prior to the final project submission to scaffold learning and ensure quality final submissions.
These milestone will be submitted in Modules Three and Five. The final project will be submitted in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Interpret data results from peer-reviewed healthcare research for determining the statistical significance of the findings
Analyze common research methods used in the collection of healthcare data for determining their advantages and disadvantages in data-collection
situations
Analyze healthcare research for its contributions to scientific literature and future investigations
Assess the impact of limitations within various healthcare studies on research conclusions
Prompt
Write an analysis of a peer-reviewed article published within the last three years that is related in some way to the health professional programs at SNHU. You
will select this article from a list provided by your instru.
Module Name Strategic Business ProjectModule Co.docxhelzerpatrina
Module Name: Strategic Business Project
Module Code: BUSN 11076
Module Coordinator: Dr Chee Seng Chan
Student: XXX
Banner ID: XXXXXXXX
Research Title: XXXXXXXXXXXXXXX
Abstract
XXXXXXXXXXX
Acknowledgement
XXXXXXXXXXXXXXXXXXX
Table of Content
XXXXXXXXXXXXXXXXXXXXXXXXXX
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Reference
Appendix
“The title of your questionnaire”
The full content of your questionnaire
SBP��ҵս����Ŀ�����IJο�����/1. SBP��Ŀ˵��/SBP Structure and Contents.pptx
SBP Structure and Contents
It is suggested that you adopt the following format in presenting your SBP:
1. Title Page: Please use the standard cover page attached as per prescribed in SBP Handbook.
2. Abstract: It should provide a brief summary of the SBP not exceeding 300 words
3. Acknowledgements: Acknowledgements of outside help and support.
4. Table of Contents: It should list the sequence with page numbers of all relevant subdivisions of the dissertation; i.e. chapter headings, section and sub-section (if appropriate).
5. List of Tables
6. List of Figures / Illustrations
SBP Structure and Contents
7. Chapter 1: Introduction
8. Chapter 2: Literature Review
9. Chapter 3: Theoretical Framework and Research Methodology
10. Chapter 4: Data Presentation, Analysis and Findings
11. Chapter 5: Conclusion (s) and Recommendations
12. Reference List: The SB should include a list of all relevant texts / journals used following the Harvard Referencing System / Style. Please refer to Referencing Guide .
13. Appendices: The appendices should only include material that is not central to the arguments in the main text.
SBP Marking Criteria/ GuidePercentageMargin (up to 5%)SupervisorExaminer 2SupervisorExaminer 2Abstract, introduction, continuity and presentation (15%)Literature review (25%)Research Methods (20%)Results & Discussion ( 30%)Conclusion & Recommendations( 10%)
1. Abstract, introduction, continuity and presentation (15%)
In general, your markers will assess the clarity of stated aims and objectives, relevance to sector related issues, feasibility of aims of SBP, the rationale and significance of the research undertaken.
Title: is the title focused, summative, and does it reflect the proposed SBPcontent?
Abstract: is it short (300 words), self-contained, summative, objective, precise and easy to read.
Introduction: is background information included? Is an introduction to current research included and developed? An introduction to the organisation (if applicable)?
1. Abstract, introduction, continuity and presentation (15%)
Have you demonstrated the relevance of your SBP to the field and is it theoretically grounded? Links to relevant literature and academic debates, the evidence of extensive reading will be valued.
Aim(s): is the aim feasible and manageable (have resource and data accessibility been taken into account)? Is the aim original and does it have the potential to add insights to the field of study? D.
8.0 RESEARCH METHODS These guidelines address postgr.docxpriestmanmable
8.0 RESEARCH METHODS
These guidelines address postgraduate students who have completed course
requirements and assumed to have sufficient background experience of high-level
engagement activities like recognizing, relating, applying, generating, reflecting and
theorizing issues. It is an ultimate period in our academic life when we feel confident
at embarking on independent research.
It cannot be overemphasized that we must enjoy the experience of research process
and not look at it as an academic chore.
To enable such a desired behaviour, these guidelines consider the research process
in terms of the skills and knowledge needed to develop independent and critical
styles of thinking in order to evaluate and use research as well as to conduct fresh
research.
The guidelines should be viewed as briefs which the Research Supervisors are expected
to exemplify based on their own experience as well as expertise.
8.1 Chapter 1 - Introduction
INTRODUCE the subject or problem to be studied. This might require the
identification of key managerial concerns, theories, laws and governmental rulings,
critical incidents or social changes, and current environmental issues, that make the
subject critical, relevant and worthy of managerial or research attention.
• To inform the Reader (stylistically - forthright, direct, and brief / concise),
• The first sentence should begin with `This Study was intended
to’….’ And immediately tell the Reader the nature of the study for the
reader's interest and desire to read on.
8.1.1 The Research Problem
What is the statement of the problem? The statement of the problem or problem
statement should follow logically from what has been set forth in the background of
the problem by defining the specific research need providing impetus for the
study, a need not met through previous research. Present a clear and precise
statement of the central question of research, formulated to address the need.
8.1.2 The Purpose of the Study
What is the purpose of the study? What are the RESEARCH QUESTION (S) of
the study? What are the specific objective (s) of the study? Define the specific
research objective (s) that would answer the research Question (s) of the study.
8.1.3 The Rationale of the Study:
1. Why in a general sense?
2. One or two brief references to previous research or theories critical in structuring
this study to support and understand the rationale.
3. The importance of the study for the reader to know, to fully appreciate the need
for the study - and its significance.
4. Own professional experience that stimulated the study or aroused interest in the
area of research.
5. The Need for the Study - will deal with valid questions or professional concerns
to provide data leading to an answer - reference to literature helpful and
appropriate.
8.1.4 The Significance of the Study:
1. Clearly .
The topic of the British thesis combines academic theories with th.docxwsusan1
The topic of the British thesis combines academic theories with the topics to be studied, and goes to Google Scholar. This is the most basic search.
It is also a prerequisite to ensure that you can write smoothly in the future. At least look at the academic materials. This blog post continues to send you a report on the opening of the so-called proposal. The UK dissertation format is basically the same, especially in business. Don't choose topics that are empty, don't choose topics that are not in academic concepts.
No matter what field of research you are, no matter what research method you choose, all research plans must address the following questions: 1. What are you going to achieve; 2. Why do you want to do this; 3. You will How to do this; the research plan should have enough concentration to convince the teacher, if you have an important research idea, or if you have a good idea of the relevant literature and major issues, then your research The original idea of the plan was successful. The quality of your research plan does not depend on the quality of your ideas, because a good research project may be rejected for the simple reason that the copy supporting the project is not well written, so your writing is a large part. 1. What needs to be written in the research plan? The research plan has a basic writing structure. You can refer to the structure and adjust it according to your own research theme. 1. Title Page The cover page writes the title and author, which is easy to understand. You need to know what you want to say from the Title. 2.Astract summary is about 200 words, this part is a brief summary of research topics, goals, and research methods. It is important to write out the general questions of research questions, research reasons, etc. in this part. About 300 words or so. 3.Table of Contents Contents 4.Introduction Introduction This section can state your research background, research questions, research purposes and meaning (focus), including: 1) research purposes 2) provide context (references) to highlight the importance of research Sex 3) Provide the theoretical basis of the research and explain why it is worth doing this research 4) Briefly introduce the main problems and sub-questions to be solved in your research 5) Explain your hypothesis (if necessary) 5.Background(Literature Review) This part of the research background can also be used as a part of the literature review to present your research questions, reviewing previous studies for comment and analysis. Therefore, you need to read the relevant subject literature, and sort through and analyze the previous research by searching, reading, and analyzing the literature. This requires a certain amount of retrieval ability and a certain number of papers and books to be summarized and summarized into a literature review, which is a relatively long time. 6. Mainbody (Hypothesis, Methodology, Research Design) The main part of RP can describe your research hypothe.
Připravujete svůj první vědecký článek v anglickém jazyce? Umíte si poradit s abstraktem? Rádi byste získali lepší kompetence v tom, jak by měl být článek strukturován? Potřebujete vědět, které části odborného textu jsou klíčové pro čtenáře, které pro recenzenty? Chcete se vyvarovat chyb, které se opakovaně v cizojazyčných vědeckých článcích vyskytují? Pak byl právě pro vás určen seminář, který vedl zkušený lektor akademického psaní v angličtině z Centra jazykové přípravy MU PhDr. Robert Helán, Ph.D.
BBA 3551, Information Systems Management 1 Course Lea.docxtarifarmarie
BBA 3551, Information Systems Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Explain how information systems can be used to gain and sustain competitive advantage.
4.1 Discuss how collaboration IS can provide competitive advantages for a specific organization.
4.2 Explain why collaboration IS are important from the organization’s perspective.
7. Summarize the requirements for successful collaboration in information systems management.
7.1 Discuss how collaboration tools can improve team communication.
7.2 Identify the tools that will help create a successful collaboration IS.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
4.2
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
7.1
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
7.2
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
Reading Assignment
Chapter 2: Collaboration Information Systems
Chapter 3: Strategy and Information Systems, Q3-1 – Q3-8
Unit Lesson
Chapter 2 investigates ways that information systems (IS) can support collaboration. It defines collaboration
and discusses collaborative activities and criteria for successful collaboration. It also discusses the kind of
work that collaborative teams do, requirements for collaborative IS, and important collaborative tools for
improving communicating content. The chapter ends with a discussion of collaboration in 2024.
Collaboration and Cooperation
Cooperation occurs when people work together toward a common goal. For example, in teamwork, each
team member is given a task to complete such as a project component. Collaboration occurs when people,
together or remotely, work together toward a common goal (Kroenke & Boyle, 2017). For example, a team
member in California and a team member in Texas might meet using Skype to discuss ideas for a project.
Figure 1 below illustrates collaboration in a team environment. In this illustration, the project manager is
responsible for collaborating with team members who are in different departments. For example, the project
manager may assign a project administrator who will document the various stages of project development,
UNIT II STUDY GUIDE
Collaboration Information Systems and
Strategy and Information Systems
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
assign a person from software development to develop the software application, and assign a person from
operations to set up a testing environment. Each of these team members would work with the project
manager and with each other throughout the project; however, the project manager would be the main point
of contact.
Feedback and iteration are involved so that the
results of the collaborative effort are greater
than could be produced by any of the
individuals .
BEAUTY AND UGLINESS IN OLMEC MONUMENTAL SCULPTUREAuthor.docxtarifarmarie
BEAUTY AND UGLINESS IN OLMEC MONUMENTAL SCULPTURE
Author(s): Claude-François BAUDEZ
Source: Journal de la Société des américanistes, Vol. 98, No. 2 (2012), pp. 7-31
Published by: Société des Américanistes
Stable URL: http://www.jstor.org/stable/24606519
Accessed: 03-07-2018 17:32 UTC
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BEAUTY AND UGLINESS
IN OLMEC MONUMENTAL SCULPTURE
Claude-François BAUDEZ *
Since our Western art tradition has put such a prize on naturalism, we tend to think that
other civilizations valued it as much as we did and do. I contend that Olmec monumental
art illustrates the opposite, and suggest that the Olmecs most appreciated the
anthropomorphic statues that incorporated feline features, and disliked the very
naturalistic style of the colossal heads. The latter represented the severed heads of
opponents who probably were losers in ritual battles. Therefore they could not claim the
divine patronage of the jaguar, and had to appear just as « plain », ugly people. [Key
words: olmec sculpture, colossal heads, naturalism, beauty, ugliness.]
Du beau et du laid dans la statuaire monumentale olmèque. Dans la mesure où l'art
occidental a toujours valorisé le naturalisme, nous avons tendance à penser que cette
appréciation a été universelle. Je soutiens ici que l'art monumental olmèque illustre le
contraire et suggère que les Olmèques appréciaient les statues anthropomorphes qui
intégraient des traits félins, mais n'aimaient pas le style très naturaliste des têtes
colossales. Celles-ci représentaient les têtes coupées de rivaux malheureux aux batailles
rituelles. Pour cela, elles ne pouvaient se réclamer du divin patronage du jaguar, et
devaient se contenter de représenter des gens quelconques, sans beauté. [Mots-clés:
statuaire olmèque, têtes colossales, naturalisme, beau, laid.]
De lo bello y de lo feo en las esculturas monumentales olmecas. Ya que el arte occidental
ha siempre valorado el naturalismo, tenemos tendencia a creer que esta apreciaciôn ha
sido universal. Aqui sostengo que el arte monumental olmeca refleja lo contrario.
Propongo que los olmecas apreciaban las estatuas antropomorfas que incorporaban
rasgos del jaguar y despreciaban el estilo muy naturalista de las cabezas colosales. Estas
ultimas rep.
August 4, 2011 TAX FLIGHT IS A MYTH Higher State .docxtarifarmarie
August 4, 2011
TAX FLIGHT IS A MYTH
Higher State Taxes Bring More Revenue, Not More Migration
By Robert Tannenwald, Jon Shure, and Nicholas Johnson1
Executive Summary
Attacks on sorely-needed increases in state tax revenues often include the unproven claim that tax
hikes will drive large numbers of households — particularly the most affluent — to other states.
The same claim also is used to justify new tax cuts. Compelling evidence shows that this claim is
false. The effects of tax increases on migration are, at most, small — so small that states that raise
income taxes on the most affluent households can be assured of a substantial net gain in revenue.
The basic facts, as this report explains, are as follows:
Migration is not common. Most people have strong ties to their current state, such as job,
home, family, friends, and community. On average, just 1.7 percent of U.S. residents moved
from one state to another per year between 2001 and 2010, and only about 30 percent of those
born in the United States change their state of residence over the course of their entire lifetime.
And when people do relocate, a large body of scholarly evidence shows that they do so
primarily for new jobs, cheaper housing, or a better climate. A person’s age, education, marital
status, and a host of other factors also affect decisions about moving.
The migration that’s occurring is much more likely to be driven by cheaper housing
than by lower taxes. A family might be able to cut its taxes by a few percentage points by
moving from one state to another, but housing costs are far more variable. The difference
between housing costs in two different states is often many times greater than the difference in
taxes. So what might look like migration in search of lower taxes is really often migration for
cheaper housing.
Consider Florida, often claimed as a state that attracts households because of its low taxes
(Florida has no income tax). In the latter half of the 2000s, the previously rapid influx of U.S.
migrants into Florida slowed and then reversed — Florida actually started losing population.
The state enacted no tax policy change that can explain this reversal. What did change was
1 Dylan Grundman, Anna Kawar, Eleni Orphinades, and Ashali Singham contributed to this report.
820 First Street NE, Suite 510
Washington, DC 20002
Tel: 202-408-1080
Fax: 202-408-1056
[email protected]
www.cbpp.org
2
housing prices. Previously, the state’s lower housing prices had enabled Northeastern
homeowners to increase their personal wealth by selling their pricey houses and purchasing a
comparable or better home in Florida at a lower price. But housing prices in Florida rose
sharply during the mid-2000s, narrowing opportunities for Northeasterners to “trade up” on
their expensive homes. And consider California: its loss of househ.
BHA 3202, Standards for Health Care Staff 1 Course Le.docxtarifarmarie
BHA 3202, Standards for Health Care Staff 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Discuss the impact personal skills have on the workplace.
4.1 Describe the various types of personal goals that can affect professional development.
Course/Unit
Learning Outcomes
Learning Activity
4
Unit Lesson
Chapter 11
Unit II Essay
4.1
Unit Lesson
Chapter 3
Unit II Essay
Reading Assignment
Chapter 3: Setting Goals and Time Management
Chapter 11: Professionalism in Action
Unit Lesson
José has decided to apply for the position of healthcare administrator at his clinic. Jane suggested that he
should think about where he wants his career to go from the short-term to the long-term before he interviews
for the position she will be vacating next month. She has stressed to him that professionalism, and all that the
term implies, is the key characteristic that the healthcare administration position requires. José will need to
reflect on his goals and the manner in which he presents himself to his colleagues at the clinic.
In Chapter 3 of your textbook, we look at how to set goals and utilize time management skills to enhance our
skills, knowledge, and abilities in the healthcare administration field. Let us look first at the different types of
goals we can set, starting with the types of goals to consider:
personal,
educational,
career, and
community.
Personal goals are the things that make life interesting. We may want to learn to ski or try skydiving one day.
Having personal goals enhances one's self-concepts and self-esteem. They can be as simple as going to a
new movie or planning for retirement.
Education and lifelong learning should be something all professionals keep in mind, and setting educational
goals is an important part of being a professional. Being in this program is clearly a part of an educational
goal that you have set for yourself. Being successful at meeting educational goals also tells others that you
are someone who can meet goals too.
UNIT II STUDY GUIDE
Goals and Professionalism
BHA 3202, Standards for Health Care Staff 2
Another type of goal the healthcare professional must address is the career goal. You have already
demonstrated that you have set a career goal by enrolling in this program and course. While these are clearly
educational goals, they actually are also career goals. As José is learning, advancing in his career at his
healthcare clinic is now a career goal of his and one that he needs to plan for carefully to ensure success.
José is wondering what exactly community goals are and if he has any and just does not know it. As Chapter
3 explains, we are all a part of a community, and we all contribute in some way to our communities. José is a
part of the healthcare clinic community because he and associates go out for dinner once a mo.
Assignment – 8600-341 (Leading and motivating a team effectiv.docxtarifarmarie
Assignment – 8600-341 (Leading and motivating a team effectively) - Part A
This document is for guidance only – to be used in the classroom workshop. Your actual assignment must be completed on the electronic template you will find on Online Services.
Part A (AC 1.1, 1.2, 1.3, 2.1, 2.2,2.3) (800 to 1,500 words)
The assessment requirements for this unit are as follows:
Learning Outcome One - Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall
vision and strategy of the organisation
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
AC1.3 Assess the effectiveness of own communication skills on the basis of the above
Learning Outcome Two - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different
situations, teams and individuals
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their
commitment to objectives
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and
give practical examples of when this will be necessary
NAME:
Khalid aljohari
COHORT:
COMPANY:
WORD COUNT
LEARNING OUTCOME 1 – Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall vision and strategy of the organisation (approx. 200 words)
Type here:
· Talk about motivation
· Think team charter
· About DIB vision
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
(pprox.. 200 words)
Type here:
· Task understanding
· Leader creditability
· Help positive environment
· Working together
· Better performance
· accuracy
· Less waste
· Less mistake
AC1.3 Assess the effectiveness of own communication skills on the basis of the above (approx. 200 words)
Type here:
· Active listening
· How to get feedback
· Communicate creatively
· Write side effect
LEARNING OUTCOME 2 - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different situations, teams and individuals (approx. 200 words)
Type here:
· Range about main factors
· MOZ Lose and Mayo
· Mayo achievements
· Talk about bonus and achievement
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their commitment to objectives (approx. 200 words)
Type here:
· Details explanation
· Why is import for leader and motivate team
· Individual commitment and objective
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and give practical examples of when this will be necessary (pprox.. 200 words)
Type here:
·.
BIOEN 4250 BIOMECHANICS I Laboratory 4 – Principle Stres.docxtarifarmarie
BIOEN 4250: BIOMECHANICS I
Laboratory 4 – Principle Stress and Strain
November 13– 16, 2018
TAs: Allen Lin ([email protected]), Kelly Smith ([email protected])
Lab Quiz: A 10-point lab quiz, accounting for 10% of the lap report grade, will be given at the beginning of
class. Be familiar with the entire protocol.
Objective: The objective of this experiment is to measure the strains along three different axes surrounding
a point on a cantilever beam, calculate the principal strains and stresses, and compare the result
with the stress calculated from the flexure formula for such a beam.
Background: The ability to measure strain is critical to materials testing as well as many other applications in
engineering. However, strain gages that adhere to a surface can alter the local strain environment
if the material (or tissue) of interest is less stiff than the gage itself. For this reason, contact strain
gages (or strain gages that attach directly to a surface) are not typically used for the testing of soft
tissues such as ligament, arteries, or skin. However, when the material is on the stiffer side, or
when the absolute value of the strain is less important than the detection of the mere presence of
strain itself, contact strain gages are very useful. An example of a stiffer biological material would
be bone. However, due to the porous nature of bone, one needs to be extremely careful that the
strain gage is properly adhered to the material’s surface. Other applications range from real world
stress analysis of a structure (e.g., a wing of an aircraft during flight) to strain gages incorporated
into medical equipment to ensure proper function (e.g., gages wrapped around the tubing in a
hospital infusion pump to detect blockages in the line – since the tube swells more than it should
when the fluid path is occluded).
One common engineering loading case that involves a planar stress field (i.e., the only non-zero
stresses are in the same plane), is that of beam bending. Beam bending will be covered in greater
detail during lecture. However, in order to ensure you know the basics of what is going on in this
lab, we will cover some fundamental topics. The simplest case of beam loading is that of a
cantilever beam that is completely anchored at one end and loaded at a point along its length
(Fig. 1). In Figure 1, 𝑃 is the applied load, ℎ is the thickness of the beam (with 𝑐 as the half-
thickness), 𝑥 is the distance from the fixed wall to the location where we want to measure stress
and strain (point 𝑎), and 𝐿 is the length of the beam. There are a couple key points to know about
this loading scenario:
1. As the beam bends downward, the material above the midline (the dashed line) is in
tension and the material below that line is in compression.
2. At the top and bottom free surfaces, there is only axial stress, and zero shear stress.
3. At the midline (dashed line, also referred to as neutral axis)
BHR 4680, Training and Development 1 Course Learning .docxtarifarmarie
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Discuss the training implications of behavioral and cognitive learning in the training environment.
1.1 Discuss the influences and learning in the workplace that contribute to training and
development.
2. Compare the relationship between human resources and human resource development functions in a
large global organization to the functions of a small global organization.
2.1 Explain the use of training and development as a contributing factor to business success.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
2.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
Reading Assignment
Chapter 1: Introduction to Employee Training and Development, pp. 7-50
Chapter 2: Strategic Training, pp. 65-89, 104-105
Unit Lesson
Human Resource Management and Human Resource Development
Human resource management (HRM) consists of seven functions: strategy and planning, equal employment
opportunities (EEO), talent management, risk management and worker protection, recruitment and staffing,
rewards, and employee and labor relations (Mathis, Jackson, Valentine, & Meglich, 2017). HRM plays a vital
role in human resource development (HRD). In HRM, you have the human resource manager who is
responsible for all functions of human resources (HR), compared to an HRD manager who is solely
responsible for training and development and project management for HR. HRD is the use of training and
development, organizational development, and career development to improve overall effectiveness within
the organization (Noe, 2017). In creating the needed training and development plan for an organization, HRM
and HRD work collaboratively, or it can be an individual effort by each entity. According to Noe (2017),
organizations can allow training to be a part of HRM, but that can lead to less attention being provided and
less focus being applied than when allowing the training aspect to be handled by HRD. Regardless of the
choice, training and development requires a team effort from upper management, middle management,
frontline managers and workers, and others.
UNIT I STUDY GUIDE
Introduction to Training and Development
BHR 4680, Training and Development 2
UNIT x STUDY GUIDE
Title
What Is Learning?
Learning is when employees acquire “knowledge, skills, competencies, attitudes, or behaviors” (Noe, 2017,
p. 5). During the learning and training processes, you must consider your audience type(s) and the learning
style(s) of your audience members. Your audience types can consist of high-tech, low-tech, or lay audience
members or a combination of these types. With learning styles ranging from tactile learners to auditory
learners to visual learners, you, as the manager, must be able to deliver training .
Business Plan 2016 Owners Mick & Sheryl Dun.docxtarifarmarie
Business Plan 2016
Owners Mick & Sheryl Dundee
6 Gumnut Road, DANDENONG, VIC, 3025
(03) 9600 7000 [email protected]
Confidentiality Agreement
The undersigned reader acknowledges that the information provided by National Camper Trailers in this
business plan is confidential; therefore, reader agrees not to disclose it without the express written
permission of National Camper Trailers.
It is acknowledged by reader that information to be furnished in this business plan is in all respects
confidential in nature, other than information which is in the public domain through other means and that
any disclosure or use of same by reader may cause serious harm or damage to National Camper Trailers.
Upon request, this document is to be immediately returned to National Camper Trailers.
___________________
Signature
___________________
Name (typed or printed)
___________________
Date
This is a business plan. It does not imply an offering of securities.
Table of Contents
Page 1
Contents
1.0 Objectives ................................................................................................................................. 2
1.1 Mission .................................................................................................................................. 2
1.2 Keys to Success..................................................................................................................... 2
2.0 Company Summary .................................................................................................................. 2
2.1 Company Ownership ............................................................................................................ 3
2.2 Company History .................................................................................................................. 3
2.3 Performance over the past 10 years ...................................................................................... 4
3.0 Company Structure ................................................................................................................... 6
3.1 Factory and Manufacturing ................................................................................................... 6
3.2 Assembly and Fitout ............................................................................................................. 6
3.3 Finance and administration. .................................................................................................. 6
3.3 Human Resources and WHS ................................................................................................. 7
3.4 Sales and Marketing .............................................................................................................. 7
4.0 SWOR Analysis ....................................................................................................................
Assignment Guidelines NR224 Fundamentals - Skills
NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 1
Required Uniform Assignment: National Patient Safety Goals
PURPOSE
This exercise is designed to increase the students' awareness of the National Patient Safety Goals developed
by The Joint Commission. Specifically, this assignment will introduce the Speak Up Initiatives, an award-
winning patient safety program designed to help patients promote their own safety by proactively taking
charge of their healthcare.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO #2: Apply the concepts of health promotion and illness prevention in the laboratory setting. (PO #2)
CO #8: Explain the rationale for selected nursing interventions based upon current nursing literature. (PO
#8)
DUE DATE
Week 6
Campus: As directed by your faculty member
Online: As directed by your faculty member
POINTS
50 points
REQUIREMENTS
1. Select a Speak Up brochure developed by The Joint Commission. Follow this link to the proper
website: http://www.jointcommission.org/topics/speakup_brochures.aspx.
2. Write a short paper reviewing the brochure. Use the Grading Criteria (below) to structure your
critique, and include current nursing or healthcare research to support your critique.
a. The length of the paper is to be no greater than three pages, double spaced, excluding title
page and reference page. Extra pages will not be read and will not count toward your grade.
3. This assignment will be graded on quality of information presented, use of citations, and use of
Standard English grammar, sentence structure, and organization based on the required components.
4. Create the review using Microsoft Word 2007 (a part of Microsoft Office 2007), the required format for
all Chamberlain documents. You can tell that the document is saved as a MS Word 2007 document
because it will end in “.docx.”
5. Any questions about this paper may be discussed in the weekly Q & A Forum in your online course or
directly with your faculty member if you are taking NR224 on campus.
6. APA format is required with both a title page and reference page. Use the required components of the
review as Level 1 headers (upper- and lowercase, bold, centered).
a. Introduction
b. Summary of Brochure
c. Evaluation of Brochure
d. Conclusion
PREPARING THE PAPER
The following are the best practices in preparing this paper.
1) Read the brochure carefully and take notes. Highlighting important points has been helpful to many
students.
http://www.jointcommission.org/topics/speakup_brochures.aspx
Assignment Guidelines NR224 Fundamentals - Skills
NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 2
2) Title page: Include title of your paper, your name, Chamberlain College of Nursing, NR224
Fundamentals—Skills, faculty name, and the date. Center all items between the .
Brand Extension Marketing Plan 8GB530 Brand Extension Marketi.docxtarifarmarie
Brand Extension Marketing Plan 8
GB530 Brand Extension Marketing Plan: Guide
Introduction
Use this document as your guide to success. All Brand Extension Marketing Plan documents should use 1” margins, 12 pt. font, and include a cover page and a reference page.
For the Brand Extension Marketing Plan Assignments in this class you will not use the usual APA rules which require in-text citations as 1) no marketing plan ever uses direct quoting within its contents, 2) we are making an exception due to the nature of a Marketing Plan Assignment and 3) you will not use double-spacing but instead you will use this document’s formatting.
It is important that you write your Brand Extension Marketing Plan in third person (there is no “I” in a marketing plan), using your own words, and/or paraphrasing instead of direct quoting. Once deposited into the Dropbox for grading, Brand Extension Marketing Plan Assignments are submitted to Turnitin® for a potential plagiarism review, so it continues to be important for you never to use anyone else’s words verbatim.
For each of the Brand Extension Marketing Plan Assignments, you should list, on the reference page, all of the references you used when preparing your plan. Again, you do not need to include the in-text parentheses noting references and timeframes as normally required in our APA Assignments, but you do need to use APA to format your references list. If you have any questions on this exception to using APA, let me know.
All the components of the Marketing Plan are assessed using the following:
Subject Mastery Rubric: Knowledge (Can define major ideas) or Comprehension (Can discuss major ideas) or Application (Can apply major concepts to new situations).
A MARKETING PLAN IS THE FOUNDATION FOR ALL MARKETING EFFORTSBeginning your Brand Extension Marketing Plan: The Product Proposal
The major project in this course is to complete a Brand Extension Marketing Plan for one new product on the behalf of an existing for-profit organization.
As you begin your project, you need to first assume you have the role of a marketing manager for one,new, currently not available from your selected Brand Company, product on the behalf of a real, for-profit organization. Consider this a “brand extension”: you are adding a product to an existing company’s product line.
Think about your selection – the proposal is for a New Product for a New Market of consumers! Extend the Brand Name into new product markets by offering a “new to the company” product.
Companies may do this by buying an existing product, or importing a new product and putting their brand name on it – or they develop their own product to compete in the new market.
Module 1 BEMP Proposal - What will your project be about?
Submit your response to the following questions as a Product Proposal:
1. What is the brand name of your for-profit business/organization?
1. What is the new product, not currently in existence, that will generate revenue for .
Building a Dynamic Organization The Stanley Lynch Investme.docxtarifarmarie
" Building a Dynamic Organization
The Stanley Lynch Investment Group is a large investment firm headquartered in New York. The firm has 12 major investment funds, each with analysts operating in a separate department. Along with knowledge of the financial markets and the businesses it analyzes, Stanley Lynch’s competitive advantage comes from its advanced and reliable computer systems. Thus an effective information technology (IT) divi-sion is a strategic necessity, and the company’s chief infor-mation officer (CIO) holds a key role at the firm.
When the company hired J. T. Kundra as a manager of technology, he learned that the IT division at Stanley Lynch consisted of 68 employees, most of whom specialized in serving the needs of a particular fund. The IT employees serving a fund operated as a distinct group, each of them led by a manager who supervised several employees. (Five employees reported to J. T.)
He also learned that each group set up its own computer system to store information about its projects. The problems with that arrangement quickly became evident. As J. T. tried to direct his group’s work, he would ask for documentation of one program or another. Sometimes, no one was sure where to find the documentation; often he would get three different responses from three different people with three versions of the documentation. And if he was interested in another group’s project or a software program used in another department, getting information was next to impos-sible. He lacked the authority to ask employees in another group to drop what they were doing to hunt down informa-tion he needed.
J. T. concluded that the entire IT division could serve the firm much better if all authorized people had easy access to the work that had already been done and the software that was available. The logical place to store that informa-tion was online. He wanted to get all IT projects set up in a cloud so that file sharing, and therefore knowledge sharing, would be more efficient and reliable. A challenge would be to get the other IT groups to buy in to the new system given that he had authority over so few of the IT workers.
J. T. started by working with his group to blueprint how the system would work. Then he met with two higher-level managers who report to the CIO. He showed them the plan and explained that fast access to information would improve the IT group’s quality and efficiency, thus increasing the pro-ductivity of the entire firm. He suggested that the managers require all IT employees to use the cloud system. He even persuaded them that their use of the system should be mea-sured for performance appraisals, which directly impacts annual bonuses.
The various IT groups quickly came to appreciate that the system would enhance performance. Adoption was swift, and before long, the IT employees came to think of it as one of their most important software systems.
DISCUSSION QUESTIONS
1. Give an example of differentiation in Stan.
BBA 4351, International Economics 1 Course Learning O.docxtarifarmarie
BBA 4351, International Economics 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Appraise how globalization contributes to greater economic interdependence.
1.1 Explain the importance of globalization in terms of the law of comparative advantage.
2. Discuss how comparative advantages lead to gains from international trade.
2.1 Explain the principle of absolute and comparative advantage.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Chapter 1
Unit I Essay
2.1
Unit I Lesson
Chapter 2
Unit I Essay
Reading Assignment
Chapter 1: The International Economy and Globalization
Chapter 2: Foundations of Modern Trade Theory: Comparative Advantage
Unit Lesson
Globalization
Today, every part of the world is connected, and no country can be completely secluded and stand by itself.
In other words, countries in a global economy must be interdependent. Throughout this course, you will learn
how a nation interacts with other countries in the global economy. More specifically, you will understand how
principles of economics can be applied to the global economy where countries are interdependent.
There are a number of advantages and disadvantages to globalization as listed in the chart below from the
textbook.
The Unit l Lesson provides some new perspectives on various stages of globalization. Baldwin (2016) briefly
summarizes four important phases of globalization that occurred during the past 200,000 years. The textbook
stresses the fact that the third phase of globalization began with the steam engine and other significant
improvements in transportation, increasing trade in goods and services among different parts of the world
(Carbaugh, 2017). The fourth phase of globalization, which is not mentioned in our textbook, involves the
transfer of rich-country technologies to workers in poor countries. This, in turn, has increased productivity and
expedited industrialization in those poor countries. Baldwin (2016) argues that a reorientation of strategy and
policy in both rich and poor countries is necessary. Rich countries need to develop better rules for governing
foreign investment and intellectual property rights as well as concentrate on the training and welfare of
workers rather than the preservation of particular jobs.
UNIT I STUDY GUIDE
International Economy and
Comparative Advantage
BBA 4351, International Economics 2
UNIT x STUDY GUIDE
Title
Think about what the next stage of globalization will be. It is not going to be industrialization for sure. What
might it be? Some experts believe the next phase of globalization will be Big Data—a large volume of
complex datasets that can be used in decision-making in various fields.
The United States as an Open Economy
The U.S. economy is a part of the global economy and, therefore, has been integrated into global markets in
past decades. Duri.
BSL 4060, Team Building and Leadership 1 Course Learn.docxtarifarmarie
BSL 4060, Team Building and Leadership 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the determinants of high-performance teams.
1.1 Discuss the four Cs of team performance.
1.2 Explain how each of the four Cs contributes to improved performance.
4. Explain the importance of teamwork in an organization.
4.1 Explain the two types of self-directed work teams and the three generic team types.
4.2 Discuss how an organization's context of culture, structure, and systems supports teamwork.
Reading Assignment
Chapter 1: The Search for the High-Performing Team
Chapter 2: Context: Laying the Foundation for Team Success
Please use the Business Source Complete database in the CSU Online Library to read the following article:
Warrick, D. D. (2014). What leaders can learn about teamwork and developing high performance teams
from organization development practitioners. OD Practitioner, 46(3), 68-75.
Unit Lesson
This unit begins with a brief history of team building. The first efforts to improve organizations came from T-
groups (training groups) and from the National Training Laboratories in Silver Spring, Maryland. Participants
in T-groups learned to communicate in a more open and honest manner, accept responsibility for their
behavior, and engage in relationships based on equality rather than on hierarchy or status. In 1968, Campbell
and Dunnette conducted a study of the impact of T-groups on organizational performance. They concluded
that while T-groups did help individuals become more comfortable with their ability to manage interpersonal
relationships, T-groups had virtually no impact on organization or team performance. The team-building
paradigm was created to shift from an unstructured T-group to a more focused and defined process for
training a group in collaborative work and problem solving.
UNIT I STUDY GUIDE
The Foundation for Team Success
BSL 4060, Team Building and Leadership 2
UNIT x STUDY GUIDE
Title
The four Cs of high-performing teams were developed as a platform to build effective teams. The first C is
context, or the organizational environment. According to Dyer, Dyer, and Dyer (2013), questions to consider
in relation to the first C include the following.
How important is effective teamwork to accomplishing this particular task?
What type of team (e.g., task team, decision team, self-directed team) do I need?
Do my organization's culture, structure, and processes support teamwork?
The second C is composition, or the skills, attitudes, and experience of the team members. According to
Dyer, et al. (2013), one should consider the following questions.
To what extent do individual members have the technical skills required to complete the task?
To what extent do they have the interpersonal and communication skills required to coordinate their
work with others?
To what .
BHA 3002, Health Care Management 1 Course Learning Ou.docxtarifarmarie
BHA 3002, Health Care Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
6. Analyze the finance system in a healthcare organization.
6.1 Examine key differences between for-profit, not-for-profit, and public healthcare facilities.
6.2 Explain the process of creating and balancing a healthcare facility budget.
8. Evaluate ways to improve the quality and economy of patient care.
8.1 Describe the process of quality review and privileging for physicians.
8.2 Discuss the importance of quality initiatives, quality equipment and supplies, and quality
regulations.
8.3 Identify a management problem in a healthcare organization.
Course/Unit
Learning Outcomes
Learning Activity
6.1
Chapter 3 Reading
Unit Assessment
6.2
Chapter 3 Reading
Unit Assessment
8.1
Unit Lesson
Chapter 4 Reading
Unit Assessment
8.2
Unit Lesson
Chapter 4 Reading
Unit Assessment
8.3
Unit Lesson
Chapter 4 Reading
Unit II Project Topic
Reading Assignment
Chapter 3: Financing the Provision of Care
Chapter 4: Quality of Care
Unit Lesson
Evidence-Based Performance Measures
One of the hottest topics in healthcare administration today is evidence-based performance, and you certainly
need a solid understanding of this process in order to function effectively as a healthcare leader moving into
the future. American health care needs to improve. There is no doubt about that. Americans deserve more
bang for the buck that they spend on medical services. One of the most important initiatives to make that
happen is a move to more evidence-based practice.
What evidence-based performance is truly all about, first and foremost, is the patient (UT Health, 2015). In
particular, it is all about making sure that the patient receives care based upon the best and latest research
that is available for the patient’s own particular health problem or set of health problems. It is about giving the
right care, every time, for every patient. Other benefits of a solid evidence-based medicine program include
the ability to assure your own community that your hospital provides high quality care and that you are doing
your own quality review studies to make sure of this. Finally, evidence-based medicine makes sense because
UNIT II STUDY GUIDE
Financing and Quality for
Health Care
BHA 3002, Health Care Management 2
UNIT x STUDY GUIDE
Title
the Centers for Medicare Services (CMS) demands it of us. They will actually pay us more for our services if
we meet evidence-based performance criteria and goals, and they will financially penalize us if we do not
meet evidence-based goals. In short, there are many good reasons to implement evidence-based medicine in
your own medical facility.
Currently, there are several national focus areas for evidence-based medicine programs. These are heart
failure (HF), acute myocardial infarction (AMI), pneumonia (PN), and th.
BBA 3551, Information Systems Management Course Learn.docxtarifarmarie
BBA 3551, Information Systems Management
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
8. Evaluate major types of hardware and software used by organizations.
8.1 Describe the features of a chosen NoSQL database.
8.2 Discuss how the use of a NoSQL database will affect competitive strategies in this era of IoT
(Internet of Things).
Course/Unit
Learning Outcomes
Learning Activity
8.1
Unit Lesson
Chapter 5
Unit III PowerPoint Presentation
8.2
Unit Lesson
Chapter 4
Chapter 5
Unit III PowerPoint Presentation
Reading Assignment
Chapter 4: Hardware, Software, and Mobile Systems, Q4-1 – Q4-7
Chapter 5: Database Processing, Q5-1 – Q5-7
Unit Lesson
In Unit II, we investigated ways that information systems (IS) can support collaboration, and we reviewed
Porter’s five forces model. In this unit, we will discuss the basic concepts of hardware and software. We will
also discuss open source software development and database management systems and compare the
differences between native and thin-client applications. Lastly, we will explore mobile systems and the
characteristics of quality mobile user experiences.
It is important that business professionals understand hardware components, types of hardware, and
computer data. We will start with bits and bytes. Computers use bits to represent basic units of data such as
ones and zeros. You should know the difference between bits, bytes, kilobytes, megabytes, gigabytes,
terabytes, petabytes, and exabytes (see Figure 1).
Term Definition Abbreviation
Byte A group of binary bits
Kilobyte 1,024 bytes K
Megabyte 1,024 K or 1, 048, 576 bytes MB
Gigabyte 1,024 MB or 1,073,741,824 bytes GB
Terabyte 1,024 GB or 1,099,511,627,776 bytes TB
Petabyte 1024 TB or 1, 125,899,906,842,624 bytes PB
Exabyte 1,024 PB or 1,152,921,504,606,846,976 bytes EB
Figure 1: Storage capacity terminology
(Kroenke & Boyle, 2017)
UNIT III STUDY GUIDE
Hardware, Software, and Mobile
Systems and Database Processing
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
A byte generally contains eight bits. A switch can be open or closed. An open switch represents 0 or off, and
a closed switch represents 1 or on. Bits are basic units of data, such as ones and zeros, while data can be
represented by variables such as numbers, images, graphics, and characters to name a few (Kroenke &
Boyle, 2017).
The categories of computer software are clients and servers. Personal computers (PCs) use non-mobile
operating systems (OSs) such as Microsoft (MS) Windows and Apple Macintosh (Mac) OS X. Remember that
OSs are developed for specific hardware and are often referred to as native applications. In other words, MS
Windows was created specifically for hardware-based PC systems, so you cannot install MS Windows on an
Apple Mac as a base OS, nor can you install the Apple OS on a PC-based.
Afro-Asian Inquiry and the Problematics of Comparative Cr.docxtarifarmarie
Afro-Asian Inquiry and the Problematics of Comparative Critique
Author(s): Antonio T. Tiongson Jr.
Source: Critical Ethnic Studies, Vol. 1, No. 2 (Fall 2015), pp. 33-58
Published by: University of Minnesota Press
Stable URL: http://www.jstor.org/stable/10.5749/jcritethnstud.1.2.0033
Accessed: 07-08-2017 18:56 UTC
REFERENCES
Linked references are available on JSTOR for this article:
http://www.jstor.org/stable/10.5749/jcritethnstud.1.2.0033?seq=1&cid=pdf-
reference#references_tab_contents
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P 3 3 O
Afro-Asian Inquiry and the
Problematics of Comparative Critique
A N T O N I O T. T I O N G S O N J R .
This article represents a critical engagement with the “comparative turn” in ethnic studies; that is, an interrogation of the broader implications of
the ascendancy and valorization of comparative critique as a central cate-
gory of analysis and an index of contemporary ethnic studies scholarship
through a critical consideration of a select body of writing predicated on a
comparative approach. Spurred by the perceived inadequacies of a biracial
framing and theorizing of race and racialization (i.e., the so-called black/
white paradigm), thinking comparatively has become an imperative to the
project of ethnic studies, heralding a paradigmatic and analytic shift and
inaugurating what one cultural analyst describes as a new stage in the evo-
lution of ethnic studies, “one long postponed by a standoff between a mul-
tiracial model limited by a national horizon and a diasporic model that
lacked historical ground for conducting cross-racial analysis.”1
As a number of race and ethnic studies scholars posit, comparative anal-
ysis is increasingly viewed as indispensable to the project of ethnic studies.
In an edited volume titled Black and Brown in Los Angeles: Beyond Con-
flict and Coalition, for example, Josh Kun and Laura Pulido make the point
that comparative ethnic studies has emerged “as a substantive field within
the discipline of ethnic studies itself,” generating a fairly robust and rapidly
expanding archive of comparative scholarship.2 Echoing these remarks,
Marta E. Sanchez speaks of “the renaissance of comparative studies of race
and.
BBA 2201, Principles of Accounting I 1 Course Learnin.docxtarifarmarie
BBA 2201, Principles of Accounting I 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
1. Examine the accounting cycle.
2. Identify business transactions.
3. Generate inventory systems and costing methods.
4. Appraise the classes and transactions of liabilities.
4.1 Describe the three main characteristics of liabilities.
4.2 Explain why it is important to classify liabilities into short and long term.
6. Analyze financial statements to inform decision makers.
8. Compare International Financial Reporting Standards (IFRS) to Generally Accepted Accounting
Principles (GAAP).
Course/Unit
Learning Outcomes
Learning Activity
1 Final Exam
2 Final Exam
3 Final Exam
4
Unit Lesson
Chapter 11
Chapter 14
4.1
Unit Lesson
Chapter 11
Chapter 14
Unit VIII Essay
4.2
Unit Lesson
Chapter 11
Chapter 14
Unit VIII Essay
6 Final Exam
7 Final Exam
8 Final Exam
Reading Assignment
Chapter 11: Current Liabilities and Payroll
Chapter 14: Long-Term Liabilities
UNIT VIII STUDY GUIDE
Liabilities
BBA 2201, Principles of Accounting I 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Liabilities
In the accounting equation, assets = liabilities + equity, we can see that there are two claims to the assets of a
business—creditors and owners. The accounting equation can also be written as: assets – liabilities = equity.
In this equation, we can see that the liabilities of a business require the use of assets to satisfy the amount
owed.
A liability is an amount owed to lenders, suppliers, or government agencies and requires the use of assets or
future revenues to satisfy the debt. There are two categories of liabilities—current and long term. A current
liability is the amount owed that must be paid within one year or within the company’s operating cycle,
whichever is longer (Miller-Nobles, Mattison, & Matsumura, 2018).
The most common current liability is accounts payable. An account payable is an amount due a vendor or
supplies for products, supplies or services (Miller-Nobles et al., 2018). Retail businesses will also have sales
tax payable. Sales tax payable is the amount of sales tax collected by the retailer that must be remitted to the
tax agencies (Miller-Nobles et al., 2018). Because the accounts payable and sales tax payable are due within
one year (generally due within 30 days) they are a current liability.
Some businesses will receive cash payments in advance of providing a service, which is referred to as
unearned revenue (or deferred revenue). Many gyms and fitness centers will have deferred revenue. If you
have ever paid for a year’s membership at the beginning of the year to receive a discount, then you were
involved in a transaction with unearned revenue. The gym does not earn the revenue until they have provided
you with the monthly membership.
For example: If you were to purchase a one year.
ARH2000 Art & Culture USF College of the Arts 1 .docxtarifarmarie
ARH2000 Art & Culture
USF College of the Arts
1
Art & Identity Research Project
15 points / 15% of final grade
Submit via the link provided in Canvas.
OVERVIEW
For this final project you will research two (2) contemporary artists who deal with the theme of
identity. In addition, you will reflect upon and propose an imagined artwork that relates to your own
concept of identity. (Do not worry if you are not artistically inclined, you are NOT expected to create an
actual finished art piece; it is merely a proposal for something you imagine.). The final project will be
presented as a well-researched PowerPoint presentation. Scholarly research and a Works Cited
page/slide are important components of this project.
HOW TO PREPARE
1. Engage with the presentation: “Art & Identity”
2. Read/review the following from the textbook: Chapter 4.9 (The Body in Art) and 4.10 (Identity, Race, &
Gender in Art); pp. 189 (grey box); 357-359
ARTIST RESEARCH
1. Choose two (2) artists from the list on page three of these instructions. Research your
chosen artists in relation to their interest in a theme of “Identity”.
2. You must use at least three different types of sources in your research project: The artwork
itself will be one source – the most important primary source. Therefore, you must research and
find at least two (2) other types of sources (interview with the artists, scholarly articles, books,
museum website etc.) to use in your study. Most will need to exceed this minimum for a robust
presentation. See page 189 of your textbook for a list of possible primary and secondary sources.
Further resources on how to get started are found in the subheading “Resources” below. You can
find many sources in the library or in one of the library’s databases.
3. Your selection of artists should be intentional and surround a specific sub-topic of identity.
Your research should not focus on identity in only a broad and general way. Clearly identify the sub-
topic that relates to your artists. For example, you may find artists that are similarly interested in
any of the following sub-topics below:
the fluidity of identity
deconstructing cultural, social, or political difference
feminist critique
diversity or artists who create work that explores related cultures, groups, or societies
You may consider choosing artists that work in the same medium (for example, performance
art, painting, or installation) and how that material choice imparts meaning to their work.
4. After selecting your sub-topic and artists, you must decide on a title for your project.
ARH2000 Art & Culture
USF College of the Arts
2
5. Your research into the artists should include biographical information and an examination of the
artists’ approaches. In a PowerPoint presentation of your research, include the following:
a. Biographies of each artist:
i. Image of the artist (photo, sketch, etc.)
ii. Brief biography:.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
1. 23
Photosynthesis Lab Report (1st lab report)
***See Appendix A for more guidelines on lab report
writing***
I. INTRODUCTION
(a) What is photosynthesis? And what are the reactants/products
of photosynthesis?
(b) What is the importance of photosynthesis?
(c) What is the function of light during photosynthesis? What is
the visible light spectrum? What are optimal
wavelengths for photosynthesis? Does photosynthesis occur in
the absence of light?
(d) What is cellular respiration? What are the reactants/products
of cellular respiration?
(e) What types of organisms perform photosynthesis and
cellular respiration, and where does it occur?
(f) Explain the relationship between cellular respiration and
photosynthesis.
(g) At the very end of the introduction, state your
hypothis/hypotheses.
II. METHODS
(a) Time of experiments?
2. (b) Materials used (not a list).
(c) Explain how production of CO2 was measured in the Elodea
experiment. Correlate change in color of phenol
red as CO2 is either being produced or used (yellow – red –
pink)
(d) Don’t provide a just a list, provide complete sentences.
III. Results
All of the tables and figures must include captions describing
their content (example: “Table 1: Change in phenol red
color due to photosynthesis/respiration …)
Figure captions go at the bottom of the figure and table captions
go at the top. Description of the results as text.
i. In which tube(s) did photosynthesis take place?
ii. In which tube(s) did aerobic respiration take place?
(a) Table of color changes, with legend explaining the table
IV. Discussion
This section is where you tie it all together by interpreting your
results, explaining their significance, and discussing
potential weakness of the methods used and experimental
design.
(a) Reject or accept hypotheses? Why?
(b) Do plants perform photosynthesis or respiration in the dark?
Why or why not?
(c) What was the purpose of each filter (cellophane/foil)?
Which filter produced the most photosynthetic
product? Explain using sources to back up your reasoning.
(d) Why did the phenol red solution change color?
(e) Discussion on why some effects may have taken longer to be
3. seen.
(f) Discussion on possible problems with the methodology used,
what could be improved if the experiment were
repeated?
(g) Why do most plants have green leaves?
(h) Why do photosynthetic pigments absorb only certain
wavelengths?
(i) How are photosynthesis and cellular respiration
complementary processes in a community of organisms?
V. Conclusion
(a) Two sentences: (1) one sentence writing a conclusion for
your experiment data, (2) one sentence to put your
results into a bigger, larger-scale context.
VI. References
List all of the references used to write this report. You should
have at least three scientific sources, and these should
be referenced in the text of your introduction and discussion.
Running head: SHORT TITLE OF YOUR STUDY
1
SHORT TITLE OF YOUR STUDY
2
SHORT TITLE OF YOUR STUDY
2
TITLE OF STUDY
Doctoral Project
4. Presented to the Faculty
School of Behavioral Sciences
California Southern University
in partial fulfillment of the requirements
for the degree of
DOCTOR
OF
PSYCHOLOGY
by
Student Name
Date of Defense
Copyright Release Agreement
Many PsyD doctoral candidates decide to copyright their
projects. This is a good idea if follow-up research is anticipated
or if a truly innovative concept is developed in the project.
The University retains the right to use Doctoral Projects for
academic purposes such as displaying them in a library that is
open for public review, making them available for review by
other doctoral candidates of this institution, and providing
copies for review by educational or professional licensing and
accrediting agencies.
In the event the doctoral candidate chooses to copyright the
Doctoral Project; the University still retains its right to use the
Doctoral Project for educational purposes as described. To
document the doctoral candidate’s agreement with this
condition, the doctoral candidate is to sign and date the
following statement and return to the Committee Chair with a
copy attached to the final version of the project submitted for
the course.
_____________________________________________________
___________________
To:
School of Behavioral Sciences
From:
6. Date
(Type name and degree)
Signed:
________________________________________________
_________
Committee Member
Date
(Type name and degree)
Signed:
________________________________________________
_________
Committee Member
Date
Gia Hamilton, PsyD
Signed:
________________________________________________
_________
Dean, School of Behavioral Sciences Date
ACKNOWLEDGMENTS
ABSTRACT
This section is a comprehensive and brief summary of the
doctoral candidate’s study. The abstract is limited to 250 words.
This page is not written until chapters have been approved.
Some students want to write this earlier but the content is to be
a summary of the entire project and that is unknown until after
all chapters have been approved. The abstract is not indented
and is a single paragraph. The APA (2010) manual, Section
7. 2.04, provides four descriptions of this section: accurate, non-
evaluative, coherent and readable, and concise. The abstract is
the first section that is seen by a reader and thus must be
carefully constructed. The items to include in this section are
dependent upon the type of study. The following provides a
synopsis of what is included. For a complete perspective, refer
to the APA (2010) manual, Section 2.04, p. 26.
Provide the following:
· The problem in one sentence that is being investigated
· The participants with any specified characteristics
· Features of the study’s method that may be interesting and
likely to be used as search words when someone is seeking a
dissertation on your topic
· Basic findings that include any statistical findings
· Conclusions and implications for the field of psychology
TABLE OF CONTENTS
ACKNOWLEDGMENTS
P
ABSTRACT
P
LIST OF TABLES
P
LIST OF FIGURES
P
CHAPTER ONE OVERVIEW OF THE STUDY
P
Background of the Problem
P
Statement of the Problem
P
Purpose of the Study
P
Theoretical Framework
8. P
Significance of the Study
P
Limitations and Delimitations
P
Definitions and Key Terms
P
Organization
P
CHAPTER TWO LITERATURE REVIEW
P
Provide Heading for First Theme
P
Subheading-Level Two
P
Subheading-Level Three
P
Subheading-Level Two
P
Subheading-Level Two
P
Discussion for Section
P
Theoretical Framework
P
Summary
P
CHAPTER THREE METHODOLOGY
P
Research Method
P
Participants
P
Instruments
P
Data Collection
9. P
Data Analysis
P
CHAPTER FOUR RESULTS
P
Participants
P
Results Research Question One
P
Results Research Question Two
P
Results Research Question Three
P
Summary
P
CHAPTER FIVE DISCUSSION OF THE FINDINGS
P
Discussion of Findings
P
Implications for Professional Practice
P
Recommendations for Research
P
Conclusion
P
REFERENCES
P
APPENDIX A (if any and then list others below this one)
P
LIST OF TABLES
Table 1: Table Name Here, Sentence
Case………………………………………………………P
Table 2: Table Name Here, Sentence
Case………………………………………………………P
10. Table 3: Table Name Here, Sentence
Case………………………………………………………P
LIST OF FIGURES
Figure 1: Figure Name Here, Sentence
Case……………………………………………………P
Figure 2: Figure Name Here, Sentence
Case……………………………………………………P
Figure 3: Figure Name Here, Sentence
Case……………………………………………………P
CHAPTER ONE
OVERVIEW OF THE STUDY
A primary purpose of this chapter is to set the study in
perspective for the reader. The introduction also acquaints the
reader with the topic and the methodology used to study the
problem. Finish with the aim of the study.
11. Background of the Problem
Provides insights and perspectives for why the study should be
conducted. Why is the problem of pressing societal concern or
theoretical interest? Information to be included is historical and
statistical information which supports the study.
Statement of the Problem
The statement of the problem describes the societal situation
and establishes the parameters for the problem that the doctoral
candidate will address. Using the current literature what is
known and unknown is presented to establish the context of the
study, which should be reflective of Chapter Two.
Purpose of the Study
The purpose of the study establishes how the study will be
conducted and includes both the type of methodology and
research questions. This section is a discussion of how keys
elements of the study we be explored. The questions for
research are posed using the format of a short question that
reflects the focus of the study. Generally, a study consists of 3-
5 research questions.
Theoretical Framework
Provide an introduction to the section. The candidate will
identify the theory or theories or concepts that provide the
foundation of the study. They provide the perspective or lens
through which the project is examined.
Significance of the Study
The significance of the study addresses who will benefit from
the study and how they will benefit. The doctoral candidate
articulates specifically how the study will contribute to the
12. existing theoretical literature and/or qualitative and quantitative
findings within psychology.
Limitations and Delimitations of the Study
Limitations reflect possible weaknesses in the study. The
candidate must address the limitations over which he or she
has no control. For various reasons, limitations of the study
may be determined by such factors as a convenience sample
meaning using participants that are not randomly selected which
limits the generalizability of the results. The candidate must
address delimitations factors for the study. They serve to
narrow the focus of the study to focus on specific criteria or to
delimit to specific groups or locations.
Definitions and Key Terms
Definition-Provide the definition and source.
Term-Provide the description for the key term and source.
The definitions should be listed in alphabetical order following
the example below.
Term: Definition, author and date.
Organization
Provides an overview for the structure of the doctoral project.
CHAPTER TWO
LITERATURE REVIEW
The review of the literature reflects current research about the
established focus of the study in Chapter One’s Statement of the
Problem.
1. The introduction provides an overview of the chapter.
2. The candidate organizes the literature review per topic area,
critically evaluates the literature, highlights important
unanswered questions, identifies methodological problems with
past studies as well as areas of controversy in the literature, and
discusses the significance of past research in relationship to the
current study. Additionally, the theoretical framework of the
13. study is to be fully discussed.
The literature review is comprised of current sources of which
85% are within the past 5 years. All sources must be credible
such as peer-reviewed studies. Not included are any .com
websites. Places to begin your search are the University’s
online library, Google Scholar, and/or APA databases.
3. The summary for chapter two should reflect the relationships
established from the review of the literature and articulate links
to the theoretical framework.
The following provides a view of the sections included in
Chapter Two.
Provide an introduction for literature review. This section does
not have a heading.
Provide Heading for First Topic
Discussion of first topic. Provide an introduction and present
the pertinent results or evidence of the research associated with
the topic. Provide a summary of the research presented.
Introduce any subheadings. What follows is a guide for the sub-
headings. You must have two or more subheadings for each
level used. A discussion within a subheading is generally three
or more paragraphs.
Subheading-Level Two
Discussion of topic. Provide intent, present the research, draw
conclusions.
Subheading-level three. Discussion for topic. Provide intent and
present the research.
14. Subheading-level three. Discussion for topic. Provide intent and
present the research.
Subheading-Level Two
Discussion for topic. Provide intent, present the research, and
draw conclusions.
Subheading-Level Two
Discussion for topic. Provide intent, present the research, and
draw conclusions.
Discussion for Section
Draw conclusions based on what you have presented for the first
topic.
Note: Repeat topic presentation as needed for your study.
Theoretical Framework
Provide introduction. Highlights include the origins of the
theory. The version of the theory you will use by specific
author(s) and date(s). Describe the components of the theory.
Relate the components to the critical areas of your study.
Highlight how the theory has been used by others.
Summary
The summary for chapter two should reflect the relationships
established from the review of the literature and articulate links
15. to the theoretical framework.
CHAPTER THREE
METHODOLOGY
In the introduction provide a discussion which encompasses the
re-statement of the problem and the research questions. For a
quantitative study the hypotheses are also included.
Research Method
A statement of either theoretical, qualitative or quantitative
approach should follow. Include a discussion of why your
chosen methodology was the correct choice to answer the
problem and research questions of the study. A discussion is
provided of how the research design, whether
phenomenological, narrative, case studies, correlational,
descriptive, causal-comparative, or quasi-experimental, is the
legitimate, appropriate research design as compared to other
designs associated with the methodology chosen. Use peer-
reviewed sources to ground your discussion.
Participants
The candidate will describe the location of the participants;
discuss the criteria for selecting those participants (e.g., what
characteristics do they possess that make them suitable for the
area of investigation). Include the number of participants in the
study and how the sample size was determined. Discuss the
process by which the members of the sample were selected
(such as random sampling, snowball) and include any important
distinctions existing between the participants (e.g., gender or
ethnicity). For theoretical studies, describe the target
participants for your study.
16. Instrumentation
Provide a description of the instruments or protocols that were
used surveys, interviews, observations, or artifacts. Provide an
example of each instrument as an appendix. Describe in detail
the instruments used in the study. Provide a thorough
explanation of why these instruments or protocols were
selected. Questions in created surveys should be directly related
to the research questions. Discuss the reliability and validity of
all instruments and how those factors were obtained.
Data Collection
The candidate will provide a concise but thorough description
of the steps used to collect data from the participants. Describe
any recruitment processes and/or communication; describe the
informed consent process; and note the data collection schedule.
If interviews were conducted indicate the length, the number,
where conducted, and stipulate how they were recorded. For
surveys, describe the procedures for how they were distributed
and collected. If artifacts were used, describe the process by
which the data was procured, selected, and utilized. For any
other methods of data collection provide a complete description
of all processes. Include all other procedures and processes
needed in order to replicate the study.
For a theoretical study, provide the steps used in selection of
the research articles. Include keywords used in the searches and
databases.
Data Analysis
The candidate describes the analysis of the data that was
performed as well as the specific steps taken. It is important to
reference a research methods book to detail this process.
Researcher bias, validity, reliability and other research factors
17. should be addressed as appropriate.
CHAPTER FOUR
RESULTS
Chapter Four is where the results from this project are
articulated in response to the research questions.
An introduction of the chapter is provided which includes a
brief overview of the focus of the study and the research
questions. Next, describe the participants. The results will
follow in response to the research questions. Generally, the
results are presented by research question. A brief interpretation
or meaning without discussion is reported. Only the amount of
explanation necessary to help the reader understand the basis
for the outcomes of the results is included. Articulate how the
results lead to a specific finding which will be discussed in
chapter 5. The report of the results must be thorough enough
for the reader to make an independent judgment about the
research. Summarize the overall findings established from the
results presented.
For qualitative studies, present the themes which emerged in
response to the research questions. Subheadings are used for
themes associated with the research question. For quantitative
studies, present the results obtained in directly answering the
research question
The following provides an overview of what is included in this
chapter.
Provide an introduction for results. No heading is used for this
portion.
18. Participants
Discussion of participants. Provide any details of the
participants as long as the details relate specifically to the
research questions.
Results Research Question One
Introduction provides the aim of the question. Context for the
range of possibilities. Assert themes or significant results.
For qualitative studies, the interview questions should follow
the research questions and then present themes identified from
the interview questions. Subheadings are used for themes
associated with the research question and interview questions.
Information under subheadings are three (3) or more
paragraphs. For quantitative studies, present the results
obtained in directly answering the research questions.
Theoretical studies will follow a similar format. The research
questions will be presented as level one headings followed by
themes that will be listed as level two headings.
Results Research Question One
Introduction provides the aim of the question and context for
the range of possibilities. Assert themes or significant results.
Theme One
Discussions for subheadings are three or more paragraphs.
Theme Two
Discussions for subheadings are three or more paragraphs.
19. Discussion Research Question One
Note: Repeat this process for each research question in your
study.
Articulate how the evidence presented supports or leads to a
specific finding or findings. Describe any links to the applicable
theory or framework.
Summary
In one or two paragraphs, provide a summary of the chapter.
CHAPTER FIVE
DISCUSSION
Chapter Five is where the discussion of the findings from the
study are presented. The discussion should align the findings
with the theoretical and conceptual framework that was defined
in Chapter Two.
Begin with a brief overview of the study which includes the
problem, purpose, research questions, theory, and brief
description of the methodology.
Findings
Next the candidate asserts and connects the findings to the
predominate studies identified in the literature review,
indicating how the results relate to this literature and provides
explanations for the findings. Although much of this creative
emphasis will be revealed in how the results are correlated with
the existing literature, the significance of the findings beyond
data analysis should be speculated. Provide a discussion
regarding changes in the limitations or delimitations of the
20. research.
Implications for Professional Practice
The candidate will present a discussion of the implications of
the study for professional practice and scholarly work in the
field of psychology. Included are any recommendations for
changes in psychological concepts and knowledge or any
recommended changes applied to clinical practice. All
implications are to be linked explicitly to specific results from
the candidate’s study.
Recommendations for Research
Additionally, the candidate will present suggested future
research topics based on the study that could expand this field
of knowledge or which will direct scholars to new areas for
further exploration.
Conclusions
Finally, the candidate will summarize personal insights and any
final reflections in conclusion of the study.
REFERENCES
APPENDIX A
Title of Appendix
From left: #1- positive control,
#2- red cellophane,
#3- green cellophane,
21. #4- aluminum foil
#5- negative control
Results after 1 week (2/19/19)
Use these results for your report
From left: #1- positive control,
#2- red cellophane,
#3- green cellophane,
#4- aluminum foil
#5- negative control
Biol121 001/2 Spring 2019
Lab3 Results 2-12-19 (after 4h)
I will let the experiment sit under light until lab next week.
Remind me that we check it next week. Hopefully, there will be
stronger color development then. Below what I’ve gotten
previously.
From left: #1- positive control,
#2- red cellophane,
#3- green cellophane,
#4- aluminum foil
#5- negative control
Universitf Baltimore - Biol 121 - Lab 3
Ideal Results that I have gotten in the past