Academic Year 2019/20
Assessment Guide
Term 2 20th January 2020 - 08th April 2020
Module Leader
Name: Dr Lazarus T. Mabvira
Email: [email protected]
Room: US2.33
Student Hours: Monday 15-1700hrs
Wednesday 14-1600hrs
Other Tutors
Kwabena AGYEMANG-BADU
Igbekele OSINUBI
Aini SHAHAR
Hatem ELFEITURI
Nurat AJIBADE
Assessment
Individual Coursework
10th April 2020 @ 2359hrs
This assignment accounts for 50% of the module marks.
Your Task:
The Fleet Highlands Café is a company that prepares meals for tourists and citizens in its kitchen located next to the local airport. The company’s planning and actual budgets for March appears below:
The Fleet Highlands Café
Planning and actual budgets for the month ended March 31, 2019
PLANNING ACTUAL
Budgeted meals quantity (q)20 000 18 000
Revenues (£5.00q) £100 000 £90 000
Expenses:
Raw material (£2.50q) 50 000 45 000
Wages and salaries (£5 500+£0.25q) 10 500 10 000
Utilities (£2 500 + £0.05q) 3 500 3 400
Facility rent 5 000 5 500
Insurance 2 800 3 200
Fuel 2 500 2 800
Net Operating Income£25 700 £20 100
Required:
a) What is the objective of preparing a budget for Fleet Highlands Café? (10 marks)
b) Prepare a report showing the company’s revenue and spending variance for March? (20 marks)
c) Which variances should be of concern to management? Explain (40 marks)
d) Advise the Fleet Highlands Café on what they need to do to maintain their profitability and sustainability going forward. (20 marks)
The word count for this assignment is 1,500 words and will not include the title page, executive summary, contents page or bibliography.
It is important that you show knowledge of key debates within the wider literature. Also, it is strongly advised that you are critical in your writing and ensure a good level of integration and coherence in applying theories. Please work on, and ensure an excellent level of criticality, coherence, and flow of your report. This will require effective discussion and clarity.
Please note that a significant amount of the marks is awarded based on wider reading, critical and logical presentation, quality of argument, referencing, academic integrity and academic writing conventions. Please see Assessment Criteria on the Moodle.
Reassessment
The reassessment will be a resubmission of this report, with tracked changes made in response to the feedback given. The date for Reassessment is 30th May 2020.
The Learning Outcomes assessed by this assessment are:
Knowledge
1. Demonstrate an understanding of different markets and sources of finance; and the role of budgeting in an organisation.
2. Be able to assess budgets based financial data to support organisational objectives (CMI Los 2).
Thinking skills
3. Analyse the information contained in a company’s annual report; and appraise finance and investment decision.
Skills for life and work (general skills)
4..
Employment law case briefInternet, select and research an emplo.docxAASTHA76
Employment law case brief
Internet, select and research an employment law case no greater than five (5) years old
three to four (3-4) page brief
1. Summarize the issue of the case, and then explain the employment law that was violated.
2. Evaluate the type of impact the violation had on the organization then determine two (2) ways the organization could mitigate the issue. Justify your response.
3. Based on your research, determine if a policy was or was not in place during the violation. Then, recommend a communication for all employees to enhance the knowledge of the policy. Support your response.
4. As a HR Manager, explore an organization you worked for or familiar with, then suggest three (3) ways you could make the organization violation free from employment law issues. Justify your response.
5. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Faculty of Business and Law
aCADEMIC YEAR 2018-19
assessment brief
Module Code:
UMKDC7-15-3
Module Title:
Staging & Evaluating Events
Submission Deadline:
2pm, 11th December 2018
Assessment Component
Component B (Report)
Assessment Weighting:
50% of total module mark
Marking and feedback deadline (20 working days)
16th January 2019 (This takes Christmas into account)
Assessment Instructions
, REPORT
Assessment Title: Event Staging Report
This is an individual piece of work and your submission will be in the form of a report. You should draw upon event team collaborative work undertaken during workshops and arranged event team meetings.
Your discussion should refer to your team event as staged during this module and to other specific named events and event types. You should refer to academic and practitioner literature, and wherever possible incorporate contemporary case-studies.
Report Requirements:
Using appropriate theoretical frameworks and drawing upon your work in event teams, detail the significance and impact of two event management domains. You are also required to consider techniques for the effective management and evaluation of each domain. You should choose two of the following event staging domains:
· Risk Management
· Event Experience
· Stakeholder Engagement
· Corporate Social Responsibility
· Managing Volunteers
Module Learning Outcomes Assessed
· Demonstrate understanding of the nature and meaning of events and the ‘event experience’, and the challenges of meeting the diverse needs and expectations of different stakeholders.
· Explain theories and concepts drawn from service operations and events management, and discuss their application in a practical context.
· Demonstrate knowledge of the legal and ethical responsibilities of staging events safely and sustainably.
· Apply a range of relevant tools and techniques in the evaluation, monitoring and measurement of events and their economic, social and/or environmental impacts
Marking Criteria
The followi.
1 of 5 S116 ACT301 Accounting Theory and Contemporary Is.docxhoney725342
1 of 5
S116 ACT301 Accounting Theory and Contemporary Issues: ASSESSMENT 1
Due date:
Week 9, Friday Midnight CST (6 May 2016)
Length: As required in Part A and Part B.
1000-2000 words (10% tolerable rate, i.e. maximum word
count limit of 2,200 words)
Value: 15% of the Total Unit Assessment
Task
Critical analysis of a given accounting questions and cases.
Preparation Study Topics 1-6 through following the study guide and
readings. Additional research in accounting literature.
Presentation Format
and Submission
Submit via CDU Learnline in ‘WORD DOC OR PDF’
ONLY.
Assessment Font Style and Size: Times New Roman, Size 11
Student number to be indicated on the bottom left hand
corner on each page, Times New Roman, Size 9
Page numbering on the bottom right hand corner, Times
New Roman, Size 9
Text alignment and line spacing: Left Text Alignment, 1.5
Line Spacing
Total Assessment Words: min of 1000, max of 2200 words
You are expected to use sources from the academic
accounting literature. Examples of these sources are given
below. DO NOT reference Wikipedia.
Much of the literature that will be useful to you was published
in the 1990’s and the first few years of the 21
st
century.
Some suitable academic journals to browse for this purpose
include:
The Accounting Review
Accounting and Business Research
International Journal of Accounting Education and Research
International Journal of Accounting
Asia Pacific Journal of Management
The British Accounting Review
European Accounting Review
Journal of Applied Accounting Research
Accounting Research Journal, etc.
2 of 5
S116 ACT301 Accounting Theory and Contemporary Issues: ASSESSMENT 1
Do NOT share files with other students— submission of identical work constitutes
plagiarism, and you are liable for charges of misconduct regardless of whether you copied
the work or provided the original work to others.
Note that plagiarism also includes presenting the ideas of others as if they were your own.
It does not only refer to the absence of inverted commas or using the exact words of others.
Referencing of sources is expected in Part A and B of this assignment. You have a bonus
from doing this correctly since that referencing also provides authoritative support for the
statements you make.
Be aware that any evidence of plagiarism will be investigated and
disciplinary action taken.
See the sections on plagiarism on CDU Learnline.
DO NOT LODGE BY FAX nor EMAIL nor at LECTURER'S OFFICE
KEEP A COPY
Oral Test or Viva Voce
Lecturers may, at their discretion, ask students to verbally present their assignment submissions or rewrite some
selected part/s of their answer in a controlled setting. Lecturers may exercise this discretion where they feel that
the assignment was not the student’s own work.
University Plagiarism policy
Plagiarism is the unacknowledged use of material ...
This document is for Coventry University students for their ow.docxchristalgrieg
This document is for Coventry University students for their own use in completing their assessed work for this module and should not be
passed to third parties or posted on any website. Any infringements of this rule should be reported to [email protected]
Page 1 of 6
Assignment Brief
Module Title:
Integrated Business
Management
Assignment Number Coursework Two
Module Code: 115SAM Assignment Title Report
Submission
Date and Time:
6th Jan 2017 (Friday)
23:55
Module Leader Anna Michalska
Submission Place:
Submission through
Turnitin ONLY
Module Team
Tammy Mudd
Anitha Chinnaswamy
Steve Jewell
Rob Milford
Alfred Akakpo
Please note the following:
If you do not submit your assignment by the submission date without an approved extension or deferral
request you will fail this module, and you will not be allowed a resit attempt. The extension or deferral
request must have been approved prior to the deadline for submission.
Any work submitted late will be given a mark of zero.
Your work must be handed in electronically via the TURNITIN icon on the 115SAM Moodle page,
by the above deadline at 23:55.
GUIDELINES AND BACKGROUND TO THE ASSIGNMENT:
This assignment is designed to assess learning outcomes 1-3 and accounts for 50% of the overall module mark.
The intended learning outcomes are that on completion of this module the student should be able to:
1. Understand the organisational context - commercial, voluntary, public sectors
and interdependencies between them.
2. Identify the basic principles of business including the way in which businesses operate
and the factors that influence the process of making managerial decisions.
3. Demonstrate an understanding of the core concepts in each of the business functional areas
and their integration within the broader organisational context.
mailto:[email protected]
This document is for Coventry University students for their own use in completing their assessed work for this module and should not be
passed to third parties or posted on any website. Any infringements of this rule should be reported to [email protected]
Page 2 of 6
The case study
Background
Shoe-Makers Ltd produces fashion boots and industrial footwear, which are sold under the brand name of “Big
Boots”. This footwear brand can only be bought in specialist retail outlets throughout the UK or from their own
shop, which is situated in the heart of Manchester.
During the 1990s the company achieved huge successes. Their footwear range was
particularly popular with the student segment of the market, because of their durability.
Sales to other segments of the market were also increasing, as were their profits.
The managers of the company decided to expand their factory to cope with this increased
demand, which also meant doubling their production workforce.
The present situation
The factory is situated in a rural area approxi ...
COMM1190 Industry-based Assessment 1 Individual Report - R Studio QuestionAjeet Singh
About the task:
The leadership team is seeking to explore the factors that are associated with
voluntary superannuation contribution of users on the RoundUps app. Moneysoft has
contracted you as a data analyst to investigate these factors. The company has
provided you with the data, on the user’s demographic information (e.g., age, gender,
employment) and application usage information (e.g., number of transactions, number
of sessions per month). A detailed description of each attribute of the dataset is
presented in the Data Dictionary, which will be shared separately.
Moneysoft requires you to:
1. conduct descriptive analytics to identify the factors that are associated with
voluntary superannuation contribution. Note that Descriptive Analytics refers to
statistics and visualization techniques. As an example, a box plot and a bar
chart are considered as two different techniques.
2. provide recommendations to its leadership team about how to improve
voluntary superannuation contributions, and more generally, user engagement
on application based on the descriptive analytics results.
Solution: https://www.slideshare.net/AjeetSingh829694/r-studio-assignment-sample-online-download-free
1 MAAT245 – Medical Office ProceduresElectronic Records.docxoswald1horne84988
1
MAAT245 – Medical Office Procedures/Electronic Records
Portfolio Project Directions and Rubrics
This Assessment is worth 30% of your overall grade
Course Outcomes
Completing this Assessment will help you to:
Simulate administrative medical office protocols & procedures: scheduling, systems, records, files
and inventory.
Exhibit interpersonal, time management, and organizational skills essential for the daily
operation of the medical practice.
Using computers to create and utilize electronic medical records.
Apply management principles to implement medical practice policies within legal and
ethical guidelines.
Perform bookkeeping procedures.
Program Outcomes
Completing this Assessment will help you to:
Apply coding, billing, records management and scheduling skills to administrative
healthcare industry standards.
Perform diverse administrative responsibilities including the management and processing
of information and the organization and design of communication procedures.
Institutional Outcomes
Completing this Assessment will help you to:
Employ information literacy skills through the effective use of technology and
information resources to accomplish a goal.
Develop thinking processes and utilize learning strategies to understand their
metacognitive abilities.
Transfer knowledge from life lessons and formal instruction to new situations as evidence of
relational learning.
Demonstrate proficient mathematic and communication (written and oral) skills as required in
the workplace. (partial)
Purpose of Assessment
Bryant & Stratton College is committed to your personal, academic, and professional
success. MAAT245 is a course that teaches you how to operate and organize a medical
practice through the use of digital medical office software applications. The software
allows you to master appointment-setting, patient health record management, medical
diagnoses and procedural coding, patient billing, and the patient’s financial
transactions in a practice. The purpose of this Portfolio Project is to give you real world
experience as a future medical administrative assistant and to aid in building your
employability portfolio.
Your portfolio is intended to be a place where you collect your work and showcase your
achievements; a place where you can demonstrate intellectual growth and career
readiness through the compilation of various pieces of work you have accumulated
throughout your degree program. Building the portfolio throughout your academic
career will allow you to set goals, establish a plan for growth, and stay on course for
graduation and life-long learning achievements. The Portfolio Project for MAAT245
was designed to improve your research and writing skills, as well as provide you with
pieces that you can include in your portfolio.
MAAT245 – Portfolio Project Directions and Rubrics 2
Deadlines
Deliverable items for t.
Employment law case briefInternet, select and research an emplo.docxAASTHA76
Employment law case brief
Internet, select and research an employment law case no greater than five (5) years old
three to four (3-4) page brief
1. Summarize the issue of the case, and then explain the employment law that was violated.
2. Evaluate the type of impact the violation had on the organization then determine two (2) ways the organization could mitigate the issue. Justify your response.
3. Based on your research, determine if a policy was or was not in place during the violation. Then, recommend a communication for all employees to enhance the knowledge of the policy. Support your response.
4. As a HR Manager, explore an organization you worked for or familiar with, then suggest three (3) ways you could make the organization violation free from employment law issues. Justify your response.
5. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Faculty of Business and Law
aCADEMIC YEAR 2018-19
assessment brief
Module Code:
UMKDC7-15-3
Module Title:
Staging & Evaluating Events
Submission Deadline:
2pm, 11th December 2018
Assessment Component
Component B (Report)
Assessment Weighting:
50% of total module mark
Marking and feedback deadline (20 working days)
16th January 2019 (This takes Christmas into account)
Assessment Instructions
, REPORT
Assessment Title: Event Staging Report
This is an individual piece of work and your submission will be in the form of a report. You should draw upon event team collaborative work undertaken during workshops and arranged event team meetings.
Your discussion should refer to your team event as staged during this module and to other specific named events and event types. You should refer to academic and practitioner literature, and wherever possible incorporate contemporary case-studies.
Report Requirements:
Using appropriate theoretical frameworks and drawing upon your work in event teams, detail the significance and impact of two event management domains. You are also required to consider techniques for the effective management and evaluation of each domain. You should choose two of the following event staging domains:
· Risk Management
· Event Experience
· Stakeholder Engagement
· Corporate Social Responsibility
· Managing Volunteers
Module Learning Outcomes Assessed
· Demonstrate understanding of the nature and meaning of events and the ‘event experience’, and the challenges of meeting the diverse needs and expectations of different stakeholders.
· Explain theories and concepts drawn from service operations and events management, and discuss their application in a practical context.
· Demonstrate knowledge of the legal and ethical responsibilities of staging events safely and sustainably.
· Apply a range of relevant tools and techniques in the evaluation, monitoring and measurement of events and their economic, social and/or environmental impacts
Marking Criteria
The followi.
1 of 5 S116 ACT301 Accounting Theory and Contemporary Is.docxhoney725342
1 of 5
S116 ACT301 Accounting Theory and Contemporary Issues: ASSESSMENT 1
Due date:
Week 9, Friday Midnight CST (6 May 2016)
Length: As required in Part A and Part B.
1000-2000 words (10% tolerable rate, i.e. maximum word
count limit of 2,200 words)
Value: 15% of the Total Unit Assessment
Task
Critical analysis of a given accounting questions and cases.
Preparation Study Topics 1-6 through following the study guide and
readings. Additional research in accounting literature.
Presentation Format
and Submission
Submit via CDU Learnline in ‘WORD DOC OR PDF’
ONLY.
Assessment Font Style and Size: Times New Roman, Size 11
Student number to be indicated on the bottom left hand
corner on each page, Times New Roman, Size 9
Page numbering on the bottom right hand corner, Times
New Roman, Size 9
Text alignment and line spacing: Left Text Alignment, 1.5
Line Spacing
Total Assessment Words: min of 1000, max of 2200 words
You are expected to use sources from the academic
accounting literature. Examples of these sources are given
below. DO NOT reference Wikipedia.
Much of the literature that will be useful to you was published
in the 1990’s and the first few years of the 21
st
century.
Some suitable academic journals to browse for this purpose
include:
The Accounting Review
Accounting and Business Research
International Journal of Accounting Education and Research
International Journal of Accounting
Asia Pacific Journal of Management
The British Accounting Review
European Accounting Review
Journal of Applied Accounting Research
Accounting Research Journal, etc.
2 of 5
S116 ACT301 Accounting Theory and Contemporary Issues: ASSESSMENT 1
Do NOT share files with other students— submission of identical work constitutes
plagiarism, and you are liable for charges of misconduct regardless of whether you copied
the work or provided the original work to others.
Note that plagiarism also includes presenting the ideas of others as if they were your own.
It does not only refer to the absence of inverted commas or using the exact words of others.
Referencing of sources is expected in Part A and B of this assignment. You have a bonus
from doing this correctly since that referencing also provides authoritative support for the
statements you make.
Be aware that any evidence of plagiarism will be investigated and
disciplinary action taken.
See the sections on plagiarism on CDU Learnline.
DO NOT LODGE BY FAX nor EMAIL nor at LECTURER'S OFFICE
KEEP A COPY
Oral Test or Viva Voce
Lecturers may, at their discretion, ask students to verbally present their assignment submissions or rewrite some
selected part/s of their answer in a controlled setting. Lecturers may exercise this discretion where they feel that
the assignment was not the student’s own work.
University Plagiarism policy
Plagiarism is the unacknowledged use of material ...
This document is for Coventry University students for their ow.docxchristalgrieg
This document is for Coventry University students for their own use in completing their assessed work for this module and should not be
passed to third parties or posted on any website. Any infringements of this rule should be reported to [email protected]
Page 1 of 6
Assignment Brief
Module Title:
Integrated Business
Management
Assignment Number Coursework Two
Module Code: 115SAM Assignment Title Report
Submission
Date and Time:
6th Jan 2017 (Friday)
23:55
Module Leader Anna Michalska
Submission Place:
Submission through
Turnitin ONLY
Module Team
Tammy Mudd
Anitha Chinnaswamy
Steve Jewell
Rob Milford
Alfred Akakpo
Please note the following:
If you do not submit your assignment by the submission date without an approved extension or deferral
request you will fail this module, and you will not be allowed a resit attempt. The extension or deferral
request must have been approved prior to the deadline for submission.
Any work submitted late will be given a mark of zero.
Your work must be handed in electronically via the TURNITIN icon on the 115SAM Moodle page,
by the above deadline at 23:55.
GUIDELINES AND BACKGROUND TO THE ASSIGNMENT:
This assignment is designed to assess learning outcomes 1-3 and accounts for 50% of the overall module mark.
The intended learning outcomes are that on completion of this module the student should be able to:
1. Understand the organisational context - commercial, voluntary, public sectors
and interdependencies between them.
2. Identify the basic principles of business including the way in which businesses operate
and the factors that influence the process of making managerial decisions.
3. Demonstrate an understanding of the core concepts in each of the business functional areas
and their integration within the broader organisational context.
mailto:[email protected]
This document is for Coventry University students for their own use in completing their assessed work for this module and should not be
passed to third parties or posted on any website. Any infringements of this rule should be reported to [email protected]
Page 2 of 6
The case study
Background
Shoe-Makers Ltd produces fashion boots and industrial footwear, which are sold under the brand name of “Big
Boots”. This footwear brand can only be bought in specialist retail outlets throughout the UK or from their own
shop, which is situated in the heart of Manchester.
During the 1990s the company achieved huge successes. Their footwear range was
particularly popular with the student segment of the market, because of their durability.
Sales to other segments of the market were also increasing, as were their profits.
The managers of the company decided to expand their factory to cope with this increased
demand, which also meant doubling their production workforce.
The present situation
The factory is situated in a rural area approxi ...
COMM1190 Industry-based Assessment 1 Individual Report - R Studio QuestionAjeet Singh
About the task:
The leadership team is seeking to explore the factors that are associated with
voluntary superannuation contribution of users on the RoundUps app. Moneysoft has
contracted you as a data analyst to investigate these factors. The company has
provided you with the data, on the user’s demographic information (e.g., age, gender,
employment) and application usage information (e.g., number of transactions, number
of sessions per month). A detailed description of each attribute of the dataset is
presented in the Data Dictionary, which will be shared separately.
Moneysoft requires you to:
1. conduct descriptive analytics to identify the factors that are associated with
voluntary superannuation contribution. Note that Descriptive Analytics refers to
statistics and visualization techniques. As an example, a box plot and a bar
chart are considered as two different techniques.
2. provide recommendations to its leadership team about how to improve
voluntary superannuation contributions, and more generally, user engagement
on application based on the descriptive analytics results.
Solution: https://www.slideshare.net/AjeetSingh829694/r-studio-assignment-sample-online-download-free
1 MAAT245 – Medical Office ProceduresElectronic Records.docxoswald1horne84988
1
MAAT245 – Medical Office Procedures/Electronic Records
Portfolio Project Directions and Rubrics
This Assessment is worth 30% of your overall grade
Course Outcomes
Completing this Assessment will help you to:
Simulate administrative medical office protocols & procedures: scheduling, systems, records, files
and inventory.
Exhibit interpersonal, time management, and organizational skills essential for the daily
operation of the medical practice.
Using computers to create and utilize electronic medical records.
Apply management principles to implement medical practice policies within legal and
ethical guidelines.
Perform bookkeeping procedures.
Program Outcomes
Completing this Assessment will help you to:
Apply coding, billing, records management and scheduling skills to administrative
healthcare industry standards.
Perform diverse administrative responsibilities including the management and processing
of information and the organization and design of communication procedures.
Institutional Outcomes
Completing this Assessment will help you to:
Employ information literacy skills through the effective use of technology and
information resources to accomplish a goal.
Develop thinking processes and utilize learning strategies to understand their
metacognitive abilities.
Transfer knowledge from life lessons and formal instruction to new situations as evidence of
relational learning.
Demonstrate proficient mathematic and communication (written and oral) skills as required in
the workplace. (partial)
Purpose of Assessment
Bryant & Stratton College is committed to your personal, academic, and professional
success. MAAT245 is a course that teaches you how to operate and organize a medical
practice through the use of digital medical office software applications. The software
allows you to master appointment-setting, patient health record management, medical
diagnoses and procedural coding, patient billing, and the patient’s financial
transactions in a practice. The purpose of this Portfolio Project is to give you real world
experience as a future medical administrative assistant and to aid in building your
employability portfolio.
Your portfolio is intended to be a place where you collect your work and showcase your
achievements; a place where you can demonstrate intellectual growth and career
readiness through the compilation of various pieces of work you have accumulated
throughout your degree program. Building the portfolio throughout your academic
career will allow you to set goals, establish a plan for growth, and stay on course for
graduation and life-long learning achievements. The Portfolio Project for MAAT245
was designed to improve your research and writing skills, as well as provide you with
pieces that you can include in your portfolio.
MAAT245 – Portfolio Project Directions and Rubrics 2
Deadlines
Deliverable items for t.
MAN00034MPart ATHE YORK MANAGEMENT SCHOOLModule .docxjessiehampson
MAN00034M
Part A
THE YORK MANAGEMENT SCHOOL
Module: Ethics & Sustainability Reporting
Module Co-ordinator: Matthias HambachAssessment: Open
Word count: 1500 words
Release: Spring Term Week 2
Submission: Tuesday 21st April 2020
Weighting 50%
Important information.
A penalty of FIVE marks will be deducted for late submissions that are made up to and including the first hour of the deadline. Submissions that are more than one hour late but within the first 24 hours of the deadline will incur a penalty of TEN marks. After the first 24 hours have passed, 10 marks will be deducted for every 24 hours (or part thereof) that the submission is late for a total of 5 days. After 5 days it is treated as a non-submission and given a mark of zero. The consequences of non-submission are serious and can include de-registration from the University.
If you are unable to complete your open assessment by the submission date indicated above because of Exceptional Circumstances you can apply for an extension. If unforeseeable and exceptional circumstances do occur, you must seek support and provide evidence as soon as possible at the time of the occurrence. Applications must be made before the deadline to be considered.
Full details of the Exceptional Circumstances Policy and claim form can be found here: https://www.york.ac.uk/students/studying/progress/exceptional-circumstances
If you submit your open assessment on time but feel that your performance has been affected by Exceptional Circumstances you may submit an Exceptional Circumstances Affecting Assessment claim form by 11am, [7 days from the published assessment submission deadline]. If you do not submit by the deadline indicated without good reason your claim will not be considered.
Please take proper precautions to safeguard your work and remember to make backup copies of your data. The University provides all its students with storage space on the University server and you should save and back up any work in progress on this server on a regular basis. Computer failure and theft of your equipment or storage media are not considered exceptional circumstances and extensions cannot be granted for work lost for these reasons.
Word count requirements
· The word count for this assignment is 1500.
· You must state on the front of your assignment the number of words used and this will be checked.
· The main text for this assignment must be word-processed in Times New Roman, Font 12, double spacing, minimum 2cm margins all around.
· You must observe the word count specified in this assignment brief. The School has a policy of accepting variations to the recommended word count of plus or minus 10%.
What does this mean for you?
Markers will mark your work up to the word count maximum plus 10% and then will stop marking; therefore all words which are in excess of the word count plus 10% will not be marked.
Where your word count is more than 10% below that specifie.
MITS6004:Enterprise Resource Planning
MITS6004
Enterprise Resource Planning
Assignment 2
Research Study
March 2020
MITS6004:Enterprise Resource Planning
Research Study
Assignment 2 - Research Report - 10% (Due Session 8) Individual Assignment
For this component you will be required to analyze a case study of an organization and write
a report on it on a recent academic paper on a topic related to ERP implementation on any
organization. Some possible topic areas include but are not limited to:
• Digital Transformation
• An analysis of success and failure factors for ERP Systems in Engineering and
Construction Firms.
• System Integration Challenges
• Project Management methodologies
• Securing an ERP implementation
• Web based ERP Systems
• Promise and Performance of ERP
• Critical success factors for ERP Implementation in a company
• Role of management in designing enterprise systems integration
• Risk areas found in ERP Implementation
• IoT and ERP
• Supply chain planning and Execution
• Warehouse Management
• Data Intelligence for Enterprise AI
The paper you select must be directly relevant to one of the above topics or another topic
and be related to ERP or Software Engineering. The paper must be approved by your lecturer
and be related to what we are studying this semester in Enterprise Resource Planning. The
paper can be from any academic conference or other relevant Journal or online sources such
as Google Scholar, Academic department repositories, or a significant commercial company
involved in research such as IBM etc. All students must select a different paper. Thus, the
paper must be approved by your lecturer before proceeding. In case two students are wanting
to present on the same paper, the first who emails the lecturer with their choice will be
allocated that paper. Please note that popular magazine or web-site articles are not academic
papers.
A grade of 10% of the Units mark will be awarded for your presentation and your participation
in other student presentations. You are to prepare a set of powerpoint slides for your
presentation. If you do not participate in at least 70% of other student’s presentations, you
will forfeit a significant proportion of the marks for this component.
MITS6004:Enterprise Resource Planning
Note: if class numbers are large the presentations may be organized into groups, but students
will still all need to select their own individual paper for Assignment 2. In the case where
presentations are arranged in groups each group can decide which students’ paper will be
used for the presentation.
The presentations will occur in sessions 5-12 on the academic calendar for the semester and
the order of presentations will be by arrangement, but these will be evenly spread over those
sessions.
What to Submit.
For this component you will write a report or critique on the paper yo.
MITS6004:Enterprise Resource Planning
MITS6004
Enterprise Resource Planning
Assignment 2
Research Study
March 2020
MITS6004:Enterprise Resource Planning
Research Study
Assignment 2 - Research Report - 10% (Due Session 8) Individual Assignment
For this component you will be required to analyze a case study of an organization and write
a report on it on a recent academic paper on a topic related to ERP implementation on any
organization. Some possible topic areas include but are not limited to:
• Digital Transformation
• An analysis of success and failure factors for ERP Systems in Engineering and
Construction Firms.
• System Integration Challenges
• Project Management methodologies
• Securing an ERP implementation
• Web based ERP Systems
• Promise and Performance of ERP
• Critical success factors for ERP Implementation in a company
• Role of management in designing enterprise systems integration
• Risk areas found in ERP Implementation
• IoT and ERP
• Supply chain planning and Execution
• Warehouse Management
• Data Intelligence for Enterprise AI
The paper you select must be directly relevant to one of the above topics or another topic
and be related to ERP or Software Engineering. The paper must be approved by your lecturer
and be related to what we are studying this semester in Enterprise Resource Planning. The
paper can be from any academic conference or other relevant Journal or online sources such
as Google Scholar, Academic department repositories, or a significant commercial company
involved in research such as IBM etc. All students must select a different paper. Thus, the
paper must be approved by your lecturer before proceeding. In case two students are wanting
to present on the same paper, the first who emails the lecturer with their choice will be
allocated that paper. Please note that popular magazine or web-site articles are not academic
papers.
A grade of 10% of the Units mark will be awarded for your presentation and your participation
in other student presentations. You are to prepare a set of powerpoint slides for your
presentation. If you do not participate in at least 70% of other student’s presentations, you
will forfeit a significant proportion of the marks for this component.
MITS6004:Enterprise Resource Planning
Note: if class numbers are large the presentations may be organized into groups, but students
will still all need to select their own individual paper for Assignment 2. In the case where
presentations are arranged in groups each group can decide which students’ paper will be
used for the presentation.
The presentations will occur in sessions 5-12 on the academic calendar for the semester and
the order of presentations will be by arrangement, but these will be evenly spread over those
sessions.
What to Submit.
For this component you will write a report or critique on the paper yo ...
1
Faculty of Business and Law
ACADEMIC YEAR 2018/19
ASSESSMENT BRIEF
Module Code: UMACLK-15-M
Module Title: Financial Statement Analysis
Submission Deadline: 2.00pm Thursday 11th April 2019
Assessment Component B
Assessment Weighting: 70 per cent of total module mark
Marking and feedback
deadline (20 working days)
Wednesday 15th May 2019
Assessment Instructions
You are a respected city analyst who specialises in advising clients who are interested in purchasing
equities in a given industry sector. You are asked to give investment advice on a company to be
agreed at an early opportunity with the module leader.
Your company must be:
• Discussed and agreed with the module leader by Friday 1st February 2019
• Quoted on a major stock exchange (e.g. LSE, NYSE, NASDAQ)
• A prominent company, for which significant information is publicly available in English (both
financial and non-financial information)
• Drawn from a mainstream industry where there are readily identifiable peers (competitors)
for which you can also gather good financial information
• Drawn from an industry where you can gather good industry-wide information and from a
country where there is readily available macroeconomic indicator information
Requirement for the Equity Analyst’s Report
You are to produce a company (equity) analysis report. It is expected that you will use the full range
of information sources available to you (including DataStream, Osiris, and Bloomberg, where
possible) to complete your assignment.
Once you have completed your student tearsheet presentation exercise and received some informal,
formative feedback from your module leader and informal feedback from your module colleagues,
you must engage in deeper analysis to produce a full equity analyst’s report. The report must be
word-processed and the length must not exceed 3,000 words. Your report must contain the following
sections:
a) Analyst’s tearsheet;
b) Company profile, including a segmental analysis;
c) Macroeconomic analysis;
d) Industry analysis;
e) Competitor analysis, using Porter’s Five Forces model;
f) Discussion of the company’s business model and corporate strategy;
g) Analysis of key corporate events and activities (if relevant);
h) A summary analysis of the company’s financial statements;
i) A full financial ratio analysis, including trend analysis, comparison with industry ratios, the
identification and computation of customised industry ratios;
j) Company valuations, employing dividend models (where appropriate) and multiples models, with
all assumptions justified;
k) A basic free cash flow model, with an Excel printout of that model to be placed in the appendix,
along with a justification of the assumptions made;
2
l) A conclusion which summarises the key points made across your report, the outlook for the
company, and the investment recommendation, the latter of which compares your valuations wi.
Total Quality Management (BUSS 20005) – Spring - 2021 – CW MoseStaton39
Total Quality Management (BUSS 20005) – Spring - 2021 – CW 1(Assignment) – Session A – QP
MEC_AMO_TEM_035_02 Page 1 of 12
Instructions to Student
General Instructions/information for the students for completing the assignment
Answer all questions.
Deadline of submission: 21/04/2021 23:59
The marks received on the assignment will be scaled down to the actual weightage
of the assignment which is 50 marks
Word Count 1500 +/- 10%
Formative feedback on the complete assignment draft will be provided if the draft is
submitted at least 10 days before the final submission date.
Feedback after final evaluation will be provided by 08/05/2021
Module Learning Outcomes
The following LOs are achieved by the student by completing the assignment successfully
1) Apply the fundamentals of Total Quality Management and various quality systems like
ISO and its standards.
2) Evaluate various tools and techniques for Total Quality Management.
Assignment Objective
After completing this assignment, You will be able to apply the fundamentals of Total Quality
Management and various quality systems like ISO and its standards. You will also be able to evaluate
various tools and techniques for Total Quality Management.
Assignment Tasks
Case Study
In the 1970s, a General Electric task force studied consumer perceptions of the quality
of various GE product lines. Lines with relatively poor reputations for quality were found
to de-emphasize the customer's viewpoint, regard quality as synonymous with tight
tolerance and conformance to specifications, tie quality objectives to manufacturing
flow, express quality objectives as the number of defects per unit, and use formal quality
control system only in manufacturing. In contrast, product lines that received customer
`
IN SEMESTER (INDIVIDUAL) ASSIGNMENT
Module Code: BUSS 20005 Module Name: Total Quality Management
Level: 2 Max. Marks: 100
Total Quality Management (BUSS 20005) – Spring - 2021 – CW 1(Assignment) – Session A – QP
MEC_AMO_TEM_035_02 Page 2 of 12
praise were found to emphasize satisfying customer expectations, determine customer
needs through market research, use customer-based quality performance measures
and have formalised quality control systems in place for all business functions, not
solely for manufacturing. The task force concluded that "Quality must not be viewed
solely as a technical descipline, but rather as a managerial discipline". That is, quality
issues permeate all aspects of business enterprise: design, marketing, manufacturing,
human resources management, supplier relations and financial management, to name
just a few. As companies came to recognise the broad concept of quality, the concept
of total quality emerged.
The principles of total quality at General Electric become an essential part of the
organisation's culture. The ...
1
Assessment Brief
Module Code
Module Name Managing Operations and the Supply Chain
Level
7
Module Leader Andrew Gough
Module Code
BSOM046
Assessment title:
AS1: The Future of Work
Weighting: 40%
Submission dates:
13 December 2022, please see NILE (Northampton Integrated
Learning Environment) under Assessment Information
Feedback and Grades
due:
12 January 2023
Please read the whole assessment brief before starting work on the Assessment Task.
The Assessment Task
You will conduct a review of the literature to identify the origins of the concept of the
Technological Unemployment and to chart its development up to the present day.
Following your review, you are to critically evaluate the impact of Technological
Unemployment on a company of your choice.
You will be expected to illustrate your discussion with examples from the trade press
and other authoritative sources.
The word count limit for this assessment is 1800 words (+/- 10%). In line with normal
practice, tables, figures, references and appendices are excluded from this word count.
Pawanrat Meepian
Pawanrat Meepian
2
Assessment Breakdown
1. Establish the scenario for your report by selecting an organisation of any type, sector and
size to focus your report on. Describe:
a) Which organisation is it? (type, sector and size)
b) What are the main products and/or services provided by the organisation?
c) Who are the main customers?
(10% of word count)
2. Prepare a literature review, charting the development of the concept of Technological
Unemployment from its inception until the present day.
Ensure that you include references to at least 10 peer-reviewed articles, including the 2017
paper by Frey and Osborne that has been supplied. You may also find relevant reviews in
the trade press and from other authoritative sources.
(45% of word count)
3. Apply Frey and Osborne’s findings (Appendix A) in the context of your chosen company.
Consider a low impact scenario, when only jobs at high risk (> 70%) are replaced
by technology. How does Frey and Osborne’s study suggest that the company will change?
Compare the predictions implied by Frey and Osborne’s study with the recent work by
Cords and Prettner (2022).
In your view, is Technological Unemployment a net benefit to society?
(45% of word count)
Learning Outcomes
On successful completion of this assessment, you will be able to:
a) Recognise, analyse and critically reflect on key concepts, managerial frameworks
and techniques available to operations managers.
b) Demonstrate conceptual and practical understanding of the opportunities and
constraints that organisational characteristics place on operations managers and on
operational decision making in the supply chain context.
f) Demonstrate ability to relate theory to practice and to identify and proactively
anticipate broader implications for.
Table of Contents Table of Contents1Assessmenpearlenehodge
Table of Contents
Table of Contents1
Assessment instructions3
Assessment requirements6
Candidate Details7
Assessment – BSBFIN501 - Manage budgets and financial plans7
Activity8
Activity 1A8
Activity 1B9
Activity 1C10
Activity 1A-1C Checklist11
Activity 2A12
Activity 2B13
Activity 2C14
Activity 2D15
Activity 2A-2D Checklist16
Activity 3A18
Activity 3B19
Activity 3C20
Activity 3D21
Activity 3A-3D Checklist22
Knowledge Activity (Q & A)23
Section B: Knowledge Activity (Q&A) Checklist24
Performance Activity25
Performance Activity Checklist29
Competency record to be completed by the assessor31
Case Study A – Communicate details of agreed budget and financial plans to relevant team members32
Case Study B33
Case Study C – Providing support34
Case Study D35
Case Study E36
Case Study F37
Appendix 138
Appendix 239
Appendix 341
Appendix 4- Cash flow Projections for 2021 and 202242
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
· Address each question including any sub-points
· Demonstrate that you have researched the topic thoroughly
· Cover the topic in a logical, structured manner
· Your assessment tasks are well presented, well referenced and word processed
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
· Presenting any work by another individual as one's own unintentionally
· Handing in assessments markedly similar to or copied from another learner
· Presenting the work of another individual or group as their own work
· Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the present ...
Assignment Brief Template Page 1 of 8 Faculty of Busines.docxrock73
Assignment Brief Template
Page 1 of 8
Faculty of Business, Environment and Society
Assignment Brief Semester 2
Module Title: Essential Skills for
the Project
Manager
Assignment
Number
1
Module Code: A200SAM Assignment Title Bank Station Capacity
Upgrade (BSCU)
Submission
Date:
5
th
May 2017
(23:55)
Module Leader Anmoal Thethi
Submission
Time and Place:
Submission through
Turnitin ONLY
Module Team
Assessment Information
This assignment is designed to assess learning outcomes and accounts for 100% of the
overall module mark.
Aim:
The aim of this assignment is to assess the following learning outcomes –
Learning Outcome
Explore the key variables required to meet project objectives
Understand the different planning tools required to manage a project
Application of project management theory and framework to a practical scenario
Critically reflect on the skills required to manage a project effectively
Part 1 (worth 80% of the module mark)
You have been appointed as project manager to oversee the planning, managing and
monitoring of the Bank Station Capacity Upgrade (BSCU) Project. Your first task is to
prepare a project report (1500 words) through critically evaluating the project and drawing
on relevant project management theory and framework to present to your company’s
board of directors for approval. In order to write this report please refer to the following
project overview document:
https://tinyurl.com/bscu-overview
Please note this overview document is just a starting point. You will need to study the
additional factsheets found in the ‘Factsheets’ section at the ‘Bank station capacity upgrade’
website, (https://tinyurl.com/bscu-website). Drawing on relevant project management
theory, you should critically evaluate the project, focussing your report on two of the
Assignment Brief Template
Page 2 of 8
following areas of project management; you should ensure that your report is underpinned
by reference to relevant project management theory presented in academic and
professional publications:
1. Stakeholder Management
2. Risk Management
3. Project Planning
4. Process for recording lessons learned
Part 2 (worth 20% of the module mark)
Thinking about the discipline of project management and the topics covered in the module,
reflect upon the technical and management skills required for the role of a project manager
to manage the project. What technical and management skills do you think a project
manager should have and how effectively they can integrate it to manage the project
successfully? (500 words)
Assignment Guidance
Parts 1 and 2 of your assignment should be clearly labelled and presented as a single
document, submitted to Turnitin. A list of references must be included. Important points to
remember:
• All analysis and recommendations should be supported by reference to
relevant project management theory presented i ...
ESSAYLINK.NET/ORDER
TASK
A) Read the case study below:
SAR Health Services (SARHS) are part of a multi-national enterprise based in Switzerland. They supply sophisticated diagnostic equipment to hospitals across Europe and have recently entered new marks in Asia. SARHS’s relationship with its customers is based on high trust, high quality products and in Europe on 24/7 servicing. The company employs around 3000 staff, consisting of technicians, production, office staff (sales, marketing, distribution) managers and drivers.
SARHS puts particular emphasis on environmental education through staff training and induction. New staff receive a half-day session on sustainability. In addition, monthly departmental meetings in head office include a ‘green slot’ where updates and activities regarding environmental sustainability are discussed. The organisation also runs an internship, which has proved to be a useful source of ideas regarding green initiatives.
This document is for Coventry University students for their owGrazynaBroyles24
This document is for Coventry University students for their own use in completing their assessed work for this module and should not be
passed to third parties or posted on any website. Any infringements of this rule should be reported to [email protected]
Assignment Brief
Page 1 of 4
Faculty of Business and Law
Assignment Brief
Module Title: Business Analytics Assignment
Number and
Weighting
CW2 (50%)
Module Code: 1004SSL Assignment Title CW2
Release Date: 25/03/19 Module Leader Amritpal Slaich
Submission
Date/Time:
29/04/19 at 18:00:00
(6pm)
Module Team Evans Gyasi, Ahmad Daowd,
Abdulrahman Al-Surmi, Amir
Daneshvar, Chiwuokem Nwoko
Submission
Time and Place:
Submission online
through Turnitin
ONLY
Assignment Information
Module learning outcomes being assessed:
LO1. Define and evaluate key concepts of business analytics
LO2. Critically apply business analytical skills in business cases.
LO3. Critically apply and interpret the outputs of data mining models and forecasting results for
end-users.
LO4. Solve managerial problems and make systematic decisions by applying business data analysis
techniques.
This is an individual coursework.
Your coursework consists of the following tasks. Some similar tasks will be performed in
seminars with the tutors’ guidance. However, some parts of these tasks will require
independent study.
Attempt all three tasks.
Maximum total word count: 2250 words
mailto:[email protected]
This document is for Coventry University students for their own use in completing their assessed work for this module and should not be
passed to third parties or posted on any website. Any infringements of this rule should be reported to [email protected]
Assignment Brief
Page 2 of 4
For this individual coursework you will be assigned a set of time series data covering 5
years.
You are required to:
Experiment with different forecasting models and decide on the most appropriate time series
model for your data. Use your model to forecast the four quarterly figures for the year
following the end of your data. Compare your forecasts with the actual figures for that year,
which you will have been given. Investigate and give a brief explanation of how clustering
could be used as a part of your time series analysis. Write a well-structured report of your
findings.
The marking scheme is as follows:
Report Structure and Presentation [10 Marks]
Introduction to the data [10 Marks]
Time series analysis [30 Marks]
Forecasts [20 Marks]
Critical explanation of using clustering as part of time series analysis [20 Marks]
Copies of the 2 models in appendix of report [10 Marks]
mailto:[email protected]
This document is for Coventry Universit ...
Built Environment BSc Architectural Design & Technology BSc Buildi.docxchestnutkaitlyn
Built Environment
BSc Architectural Design & Technology BSc Building Surveying
BSc Construction Project Management BSc Quantity Surveying
Procurement and Administration
Coursework
Submission Deadline: Friday 24
th
April 16:00hrs
This assessment contributes 50% of the marks for the above module. 4000 word limit
1. BRIEF
1.1 About You
You are employed by the GMSA as independent construction procurement professional for this project.
1.2 Background
The Greater Manchester Strategic Alliance (GMSA) is a partnership of universities, colleges, work based learning providers and other stakeholders who collectively deliver a Lifelong Learning Network (LLN) and promotes the progression of vocational learners into Higher Education. GMSA have identified within their strategic plan for 2014 - 2019, the opportunities presented by recent government commitment to fund a significant increase in the delivery of Higher Apprenticeships. As a result, GMSA are consulting on the viability of a new "Advanced Manufacturing Research Centre" situated alongside the M62 Corridor in Greater Manchester. The centre will draw on the specialist skills of both the four Greater Manchester universities together with a series of local colleges
1
including those in Rochdale, Oldham and Bury together with leading business organisations located in the Greater Manchester area.
Important features of the development to note:
10 storey, 30,000m
2
main building including 3 250 seat lecture theatres,
30 seminar rooms, a central catering facility, Coffee shop styled area,
office accommodation and student support areas.
2 storey, 5.000m
2
‘advanced engineering’ centre, providing specialist
engineering laboratory and workshop facilities.
4 Storey, 8,000m
2
central learning centre, providing student services
including open access rooms, silent study areas, group study rooms and a
library facility
External works including infrastructure development.
The Client requires the building to be carbon neutral. In addition, to illustrate both aspirations of both Central Government and the GMSA the facility should make a clear architectural statement and must be constructed to the highest aesthetic and qualitative standards. Value for money given the current economic climate is also a key consideration.
The budget to cover the total development cost, inclusive of construction works, external works, statutory and professional fees is estimated to be £71 million. The completion date is critical, as the building requires handover by August 2017 at the very latest, to accommodate the new academic year.
Title to the land is currently under negotiation. As the scheme forms part of the
‘Northern Power House’
vision, public funding (provided by the Department of Education) has been approved. Who will operate the facility on completion is yet to be decided.
1.3 Assessment Requirements
Task 1 (word limit 3000):
GMSA have commissioned you to recommend the most app.
Internet Explorer 6 is no longer supported. Please use a newer bro.docxmariuse18nolet
Internet Explorer 6 is no longer supported. Please use a newer browser.
Internet Explorer 7 is no longer supported. Please consider a newer browser.
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· Info
CMIT 451 6380 Implementing Cisco IP Routing (2162)
University of Maryland University College • Adelphi • Syllabus •
CMIT 451 6380 Implementing Cisco IP Routing (2162) CMIT-451
· Spring 2016
· Section 6380
· 3 Credits
· 01/11/2016 to 03/06/2016
Faculty Contact
Robert Chubbuck [email protected]
Course Description
Designed to help students prepare for the Cisco 300-101 ROUTE [Implementing Cisco IP Routing] Exams.) Prerequisite: CMIT 350. A comprehensive study of the implementation of a routed network using Cisco Systems Technologies. The goal is to use advanced IP routing and scalability solutions to increase the number of routers and sites without redesigning the LAN or WAN. Topics include configuration of secure routing solutions, configuration and troubleshooting of various routed environments (access, distributed, and core), and management of access and control. Students may receive credit for only one of the following: CMIT 451 or CMIT 499E.
Course Introduction
This course covers the requirements for one of the qualifying exams for the Cisco Certified Network Professional (CCNP), Cisco Certified Internetwork Professional (CCIP), and Cisco Certified Design Professional (CCDP) certifications.
Projects include configuring and implementing EIGRP, OSPF, and BGP routing protocols, implementing teleworking support services, configuring basic broadband connections, and using GRE tunnels for implementing VPNs.
UMUC does not guarantee that by completing this course you will pass the exam, nor does it provide the exam to you. The cost of the exam is not included in registration fees for the course. Registration for the exam can be done online at www.prometric.com or www.vue.com
Course Outcomes
After completing this course, students should be able to
· analyze network requirements to determine appropriate routing solutions for an organization's needs
· develop valid and reliable implementation, verification, and proactive monitoring plans based on industry standards
· configure and implement appropriate routing solutions that are scalable and secure
Course Materials
Click to access your course materials information
Class Guidelines
Students with Questions or Concerns
If you have questions related to the course content or any of the graded deliverables, contact me. For questions and concerns related to advising, e-mail [email protected] or call 301-985-7000 (toll-free: 800-888-8682).
For other questions and concerns, you can contact your academic director by writing to [email protected] or calling (240) 684-2882. Be sure to mention the course name, course number, and your section number in the subject field of your e-mail. Your e-mail will be treated confidentially.
Writing and Research
Effective w.
Title of PaperYour nameHCA375– Continuous Quality Monito.docxjuliennehar
Title of Paper
Your name
HCA375– Continuous Quality Monitoring and Accreditation
Type Instructor Name Here
Type Date
HCA375 - WEEK 4 ASSIGNMENT
PART 1 – DETAIL OF THE ADVERSE EVENT CHOSEN
Refer to the instructions in the Week 4 Assignment of your online course to understand what is expected in each row. This completed template should be between eight to ten pages in length. Include APA citations within the description row where appropriate. List your references in APA format according to the Ashford Writing Center guidelines on the last page of this template.
CONTENT
DESCRIPTION
ADVERSE EVENT
HISTORICAL BACKGROUND
LEGAL & ACCREDITING AGENCY REQUIREMENTS
CQI TEAM COMMUNICATION
OPERATIONAL OR SAFETY PROCESSES
IMPACT OF THIS EVENT
WEEK 4 ASSIGNMENT
PART 2 - GRAPH THE DATA
You are tasked with graphing the data in Excel for your chosen event. The data is located in the classroom under the Week 4 Assignment Directions. Make sure to use only the data for your chosen event. The directions identify which columns of information to use depending on the chosen adverse event. Once you complete the graph in Excel, copy/paste your graph below.
Include an analysis of the data in paragraph format.
Discuss the frequency of the adverse event as compared to the increase or decrease of patient discharges.
What is the data telling you?
What possible factors in your opinion could be attributed to the change?
WEEK 4 ASSIGNMENT
PART 3 – CQI TOOL
· Choose one of the CQI Tools listed below to illustrate the use of the tool with your chosen Adverse Event.
· You will be responsible for creating the CQI Tool, completing the tool, taking a screenshot, and copying/pasting the screenshot into the space below. If you are unfamiliar with these tools, please refer to the recommended readings, specifically the article from Week 2, which is listed below. You can locate the article in the Ashford Library.
· In addition, as a learning resource, the CQI tools listed below are hyperlinked to the Institute for Health Care Improvement website, which discusses and illustrates examples of each type of tool.
Siriwardena, A. (2009). Using quality improvement methods for evaluating health care. Quality in Primary Care, 17(3), 155-159. ISSN: 1479-1072 PMID: 19622265
· Choose a CQI Tool that best suits your chosen Adverse Event from the following list.
· Fishbone (Cause and Effect) Diagram
· Flowchart
· Pareto Diagram
WEEK 4 ASSIGNMENT
PART 4 - FUTURE PREVENTION
APPLYING PDSA - Worksheet
PHASE
PHASE ACTIVITIES
EXPLANATION
PLAN
Problem
Objective
Team members
Communication
Data collected
Pilot phase
DO
Three possible solutions
One solution to implement
Result of pilot (create own scenario)
Methods of communication
STUDY
Summarize data
Observations and problems
Comparison of pilot plan to pilot results
Revisions needed to meet objective
ACT
Revised improvement plan
How to Implement the plan hospital wide
Plan for monitoring the improvemen ...
Page 1 of 8 ECON1010, 2019S2, Policy Brief Instructions .docxsmile790243
Page 1 of 8
ECON1010, 2019S2, Policy Brief Instructions
Page 1 of 8
ECON 1010 – Macroeconomics 1
Policy Brief Project (40 marks)
1. Overview
We have developed the analytical tools that economists use when discussing policy options
and have discussed its likely impacts on the economy in theory.
In this assignment you take the role of the policy advisors, employed by government
departments or big corporations (your clients are therefore the government and its ministers
and big corporate organisations) to apply those skills and expertise knowledge accumulated
in this course so far.
As an expert’s role in the government /corporation decision making process, your task has
the following two objectives:
Analysis: Experts are responsible for analysing the economic scenario (depicting the likely
impact of the policy on the economy), using the specialised knowledge and the technical
expertise in the discipline.
Communication skills: Experts must communicate their finding and recommendations
effectively to the decision-makers in government – ministers, senior public servants – and
executives of corporations as an independent/third party observer.
This assignment is designed to help you develop the skills of critically interpreting and
analysing macroeconomic data and effectively communicating your findings to the targeted
audience.
Page 2 of 8
ECON1010, 2019S2, Policy Brief Instructions
Page 2 of 8
There will be three parts to this assignment:
Part A: Diagnostics (macroeconomics data collection and interpretations)
Task: You apply knowledge to the macroeconomics data and present a diagnostic
analysis of the economy. Make important observations and assess the current
situation of the economy; finally, identify if economy is ‘stable’ or showing
any signs of ‘economic downturn’ or any other problem.
Part B: Policy brief report
Task: Based on your ‘Diagnostics’ in Part A, you suggest the ‘Policy
Recommendations’. These recommendations must be backed by proper
justification and rationale. As the last step, communicate everything
(diagnostics, policy recommendations, justification/rationale) effectively to
your client in the form of a policy brief. Policy briefs aim to be practical and
well-researched to make it useful and worthwhile for your clientele.
Part C: Micro-credential (Information Literacy)
Task: You are required to complete the micro-credential (Information Literacy)
which will help enhance your skills in searching for, organising and
interpreting information.
1. Submission
In principle, you need to form a group with a size of TWO(2) students. All group
members must be enrolled in the same tutorials (a strict requirement).
In the case that you would like to form a group with a student from a different tutorial or you
like to submit as the individual work, you will need to seek approval from the course
co.
AFRICAResearch Paper AssignmentInstructionsOverview.docxSALU18
AFRICA
Research Paper Assignment
Instructions
Overview
In developing your expertise in transnational
organized crime (TOC) you will be writing a series of research papers. All
together the writing contained in all these papers combined would be quite
significant project! You will find that in some modules, the research papers
mimic our readings with respect to subject matter and some modules, the
research papers do not mimic the reading. Again, the goal of these research
papers is to stretch the depth and breadth of your knowledge. You should feel
well prepared to teach a course in TOCs after completing this course. The
research papers and PowerPoints you create could serve as the basis for such
class. Additionally, you will find that this course and the course CJUS701
Comparative Criminal Justice Systems complement each other very well.
Instructions
·
Each
research paper should be a minimum of 6 to 8 pages.
·
The
vast difference in page count is because some countries and/or crime/topics are
quite easy to study and some countries and/or crime/topics have very limited
information.
·
In
some instances, there will be a plethora of information and you must use
skilled writing to maintain proper page count.
·
Please
keep in mind that this is doctoral level analysis and writing – you are to take
the hard-earned road – the road less travelled – the scholarly road in forming
your paper.
·
The
paper must use current APA style, and the page count does not include the title
page, abstract, reference section, or any extra material.
·
The
minimum elements of the paper are listed below.
·
You
must use a
minimum
of 8 recent (some
countries/crimes/topics may have more recent research articles than others),
relevant, and academic (peer review journals preferred and professional
journals allowed if used judiciously) sources, at least 2 sources being the
Holy Bible, and one recent (some countries/crime/topics have more recent than
others) news article. Books may be used
but are considered “additional: sources beyond the stated minimums. You may use
.gov sources as your recent, relevant, and academic sources if the writing is
academic in nature (authored works). You may also use United Nations and
Whitehouse.gov documents as academic documents.
·
Again,
this paper must reflect graduate level research and writing style. If you need to go over the maximum page count
you must obtain professor permission in advance! Please reference the Research
Paper Rubric when creating your research paper.
These are minimum guidelines – you may expand the
topics covered in your papers.
1)
Begin
your paper with a
brief
analysis of the following elements:
a.
Country
analysis
i.
Introduction
to the country
ii.
People
and society of the country
iii.
What
is the basic government structure?
2)
Analyze
the nature of organized crime in the assigned area (you may narrow the scope of
your analysis through your introduction or thesis stat.
Adversarial ProceedingsCritically discuss with your classmates t.docxSALU18
Adversarial Proceedings
Critically discuss with your classmates the claim that adversarial proceedings can be distinguished as relying more on the government’s ability to prove guilt (following specific rules of criminal procedure the defendant’s guilt whereas the inquisitorial process spends more time on investigations to determine if the defendant truly committed the crime).
.
Advances In Management Vol. 9 (5) May (2016)
1
Generation Gaps: Changes in the Workplace due to
Differing Generational Values
Carbary Kelly, Fredericks Elizabeth, Mishra Bharat and Mishra Jitendra*
Management Department, Grand Valley State University, 50 Front Ave, SW Grand Rapids Michigan 49504-6424, USA
*[email protected]
Abstract
The purpose of this study is to discuss the
generational gaps that are found in the workplace
today. With multiple generations working together,
and the oldest generation having to work longer and
retire later, generational changes are occurring in the
workplace and for management. There is a lack of
communication and understanding between the
different generations caused through differing values
and goals. Younger generations are also entering
different fields than those that were popular for older
generations. There is a serious new problem in the
workplace, and it has nothing to do with downsizing,
global competition, pointy-haired bosses, stress or
greed. Instead, it is the problem of distinct
generations — the Veterans, the Baby Boomers, Gen
X and Gen Y — working together and often colliding
as their paths cross.
Individuals with different values, different ideas,
different ways of getting things done and different
ways of communicating in the workplace have always
existed. So, why is this becoming a problem now? At
work, generation differences can affect everything
including recruiting, building teams, dealing with
change, motivating, managing, and maintaining and
increasing productivity All of these ideas are
explored, discussed, and evaluated, through looking
at current research on the topic and case studies that
have been conducted not only in the United States but
around the world.
Keywords: Generation gap, workplace, values.
Introduction
Throughout the years, as the population has continued to
both grow and age, it has caused generational changes to
take place in the various aspects of life. With the changes in
the demographics of the world’s population, there have also
been changes in how each group thinks and what they
value. This not only affects the way people behave in their
personal lives, but it also affects the workplace. As
generational changes occur in the workplace, a lack of
communication has caused adisconnect to occur between
the values and goals present among the different age groups
along with newer generations choosing different career
paths.
* Author for Correspondence
In order to understand where these differences stem from,
you need to analyze how each generation is different when
it comes to their beliefs and values. So, it is best to identify
the different groups present in workplace which range from
those born in 1922 to those born in the early 1990’s.
Moving chronologically, the fi.
African-American Literature An introduction to major African-Americ.docxSALU18
African-American Literature: An introduction to major African-American writers from the earliest expressions to the present. An examination of the cultural milieu from which the writing arose, the ideological stance of each writer studied, and the styles and structure of the works considered
8 wks
.
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MAN00034MPart ATHE YORK MANAGEMENT SCHOOLModule .docxjessiehampson
MAN00034M
Part A
THE YORK MANAGEMENT SCHOOL
Module: Ethics & Sustainability Reporting
Module Co-ordinator: Matthias HambachAssessment: Open
Word count: 1500 words
Release: Spring Term Week 2
Submission: Tuesday 21st April 2020
Weighting 50%
Important information.
A penalty of FIVE marks will be deducted for late submissions that are made up to and including the first hour of the deadline. Submissions that are more than one hour late but within the first 24 hours of the deadline will incur a penalty of TEN marks. After the first 24 hours have passed, 10 marks will be deducted for every 24 hours (or part thereof) that the submission is late for a total of 5 days. After 5 days it is treated as a non-submission and given a mark of zero. The consequences of non-submission are serious and can include de-registration from the University.
If you are unable to complete your open assessment by the submission date indicated above because of Exceptional Circumstances you can apply for an extension. If unforeseeable and exceptional circumstances do occur, you must seek support and provide evidence as soon as possible at the time of the occurrence. Applications must be made before the deadline to be considered.
Full details of the Exceptional Circumstances Policy and claim form can be found here: https://www.york.ac.uk/students/studying/progress/exceptional-circumstances
If you submit your open assessment on time but feel that your performance has been affected by Exceptional Circumstances you may submit an Exceptional Circumstances Affecting Assessment claim form by 11am, [7 days from the published assessment submission deadline]. If you do not submit by the deadline indicated without good reason your claim will not be considered.
Please take proper precautions to safeguard your work and remember to make backup copies of your data. The University provides all its students with storage space on the University server and you should save and back up any work in progress on this server on a regular basis. Computer failure and theft of your equipment or storage media are not considered exceptional circumstances and extensions cannot be granted for work lost for these reasons.
Word count requirements
· The word count for this assignment is 1500.
· You must state on the front of your assignment the number of words used and this will be checked.
· The main text for this assignment must be word-processed in Times New Roman, Font 12, double spacing, minimum 2cm margins all around.
· You must observe the word count specified in this assignment brief. The School has a policy of accepting variations to the recommended word count of plus or minus 10%.
What does this mean for you?
Markers will mark your work up to the word count maximum plus 10% and then will stop marking; therefore all words which are in excess of the word count plus 10% will not be marked.
Where your word count is more than 10% below that specifie.
MITS6004:Enterprise Resource Planning
MITS6004
Enterprise Resource Planning
Assignment 2
Research Study
March 2020
MITS6004:Enterprise Resource Planning
Research Study
Assignment 2 - Research Report - 10% (Due Session 8) Individual Assignment
For this component you will be required to analyze a case study of an organization and write
a report on it on a recent academic paper on a topic related to ERP implementation on any
organization. Some possible topic areas include but are not limited to:
• Digital Transformation
• An analysis of success and failure factors for ERP Systems in Engineering and
Construction Firms.
• System Integration Challenges
• Project Management methodologies
• Securing an ERP implementation
• Web based ERP Systems
• Promise and Performance of ERP
• Critical success factors for ERP Implementation in a company
• Role of management in designing enterprise systems integration
• Risk areas found in ERP Implementation
• IoT and ERP
• Supply chain planning and Execution
• Warehouse Management
• Data Intelligence for Enterprise AI
The paper you select must be directly relevant to one of the above topics or another topic
and be related to ERP or Software Engineering. The paper must be approved by your lecturer
and be related to what we are studying this semester in Enterprise Resource Planning. The
paper can be from any academic conference or other relevant Journal or online sources such
as Google Scholar, Academic department repositories, or a significant commercial company
involved in research such as IBM etc. All students must select a different paper. Thus, the
paper must be approved by your lecturer before proceeding. In case two students are wanting
to present on the same paper, the first who emails the lecturer with their choice will be
allocated that paper. Please note that popular magazine or web-site articles are not academic
papers.
A grade of 10% of the Units mark will be awarded for your presentation and your participation
in other student presentations. You are to prepare a set of powerpoint slides for your
presentation. If you do not participate in at least 70% of other student’s presentations, you
will forfeit a significant proportion of the marks for this component.
MITS6004:Enterprise Resource Planning
Note: if class numbers are large the presentations may be organized into groups, but students
will still all need to select their own individual paper for Assignment 2. In the case where
presentations are arranged in groups each group can decide which students’ paper will be
used for the presentation.
The presentations will occur in sessions 5-12 on the academic calendar for the semester and
the order of presentations will be by arrangement, but these will be evenly spread over those
sessions.
What to Submit.
For this component you will write a report or critique on the paper yo.
MITS6004:Enterprise Resource Planning
MITS6004
Enterprise Resource Planning
Assignment 2
Research Study
March 2020
MITS6004:Enterprise Resource Planning
Research Study
Assignment 2 - Research Report - 10% (Due Session 8) Individual Assignment
For this component you will be required to analyze a case study of an organization and write
a report on it on a recent academic paper on a topic related to ERP implementation on any
organization. Some possible topic areas include but are not limited to:
• Digital Transformation
• An analysis of success and failure factors for ERP Systems in Engineering and
Construction Firms.
• System Integration Challenges
• Project Management methodologies
• Securing an ERP implementation
• Web based ERP Systems
• Promise and Performance of ERP
• Critical success factors for ERP Implementation in a company
• Role of management in designing enterprise systems integration
• Risk areas found in ERP Implementation
• IoT and ERP
• Supply chain planning and Execution
• Warehouse Management
• Data Intelligence for Enterprise AI
The paper you select must be directly relevant to one of the above topics or another topic
and be related to ERP or Software Engineering. The paper must be approved by your lecturer
and be related to what we are studying this semester in Enterprise Resource Planning. The
paper can be from any academic conference or other relevant Journal or online sources such
as Google Scholar, Academic department repositories, or a significant commercial company
involved in research such as IBM etc. All students must select a different paper. Thus, the
paper must be approved by your lecturer before proceeding. In case two students are wanting
to present on the same paper, the first who emails the lecturer with their choice will be
allocated that paper. Please note that popular magazine or web-site articles are not academic
papers.
A grade of 10% of the Units mark will be awarded for your presentation and your participation
in other student presentations. You are to prepare a set of powerpoint slides for your
presentation. If you do not participate in at least 70% of other student’s presentations, you
will forfeit a significant proportion of the marks for this component.
MITS6004:Enterprise Resource Planning
Note: if class numbers are large the presentations may be organized into groups, but students
will still all need to select their own individual paper for Assignment 2. In the case where
presentations are arranged in groups each group can decide which students’ paper will be
used for the presentation.
The presentations will occur in sessions 5-12 on the academic calendar for the semester and
the order of presentations will be by arrangement, but these will be evenly spread over those
sessions.
What to Submit.
For this component you will write a report or critique on the paper yo ...
1
Faculty of Business and Law
ACADEMIC YEAR 2018/19
ASSESSMENT BRIEF
Module Code: UMACLK-15-M
Module Title: Financial Statement Analysis
Submission Deadline: 2.00pm Thursday 11th April 2019
Assessment Component B
Assessment Weighting: 70 per cent of total module mark
Marking and feedback
deadline (20 working days)
Wednesday 15th May 2019
Assessment Instructions
You are a respected city analyst who specialises in advising clients who are interested in purchasing
equities in a given industry sector. You are asked to give investment advice on a company to be
agreed at an early opportunity with the module leader.
Your company must be:
• Discussed and agreed with the module leader by Friday 1st February 2019
• Quoted on a major stock exchange (e.g. LSE, NYSE, NASDAQ)
• A prominent company, for which significant information is publicly available in English (both
financial and non-financial information)
• Drawn from a mainstream industry where there are readily identifiable peers (competitors)
for which you can also gather good financial information
• Drawn from an industry where you can gather good industry-wide information and from a
country where there is readily available macroeconomic indicator information
Requirement for the Equity Analyst’s Report
You are to produce a company (equity) analysis report. It is expected that you will use the full range
of information sources available to you (including DataStream, Osiris, and Bloomberg, where
possible) to complete your assignment.
Once you have completed your student tearsheet presentation exercise and received some informal,
formative feedback from your module leader and informal feedback from your module colleagues,
you must engage in deeper analysis to produce a full equity analyst’s report. The report must be
word-processed and the length must not exceed 3,000 words. Your report must contain the following
sections:
a) Analyst’s tearsheet;
b) Company profile, including a segmental analysis;
c) Macroeconomic analysis;
d) Industry analysis;
e) Competitor analysis, using Porter’s Five Forces model;
f) Discussion of the company’s business model and corporate strategy;
g) Analysis of key corporate events and activities (if relevant);
h) A summary analysis of the company’s financial statements;
i) A full financial ratio analysis, including trend analysis, comparison with industry ratios, the
identification and computation of customised industry ratios;
j) Company valuations, employing dividend models (where appropriate) and multiples models, with
all assumptions justified;
k) A basic free cash flow model, with an Excel printout of that model to be placed in the appendix,
along with a justification of the assumptions made;
2
l) A conclusion which summarises the key points made across your report, the outlook for the
company, and the investment recommendation, the latter of which compares your valuations wi.
Total Quality Management (BUSS 20005) – Spring - 2021 – CW MoseStaton39
Total Quality Management (BUSS 20005) – Spring - 2021 – CW 1(Assignment) – Session A – QP
MEC_AMO_TEM_035_02 Page 1 of 12
Instructions to Student
General Instructions/information for the students for completing the assignment
Answer all questions.
Deadline of submission: 21/04/2021 23:59
The marks received on the assignment will be scaled down to the actual weightage
of the assignment which is 50 marks
Word Count 1500 +/- 10%
Formative feedback on the complete assignment draft will be provided if the draft is
submitted at least 10 days before the final submission date.
Feedback after final evaluation will be provided by 08/05/2021
Module Learning Outcomes
The following LOs are achieved by the student by completing the assignment successfully
1) Apply the fundamentals of Total Quality Management and various quality systems like
ISO and its standards.
2) Evaluate various tools and techniques for Total Quality Management.
Assignment Objective
After completing this assignment, You will be able to apply the fundamentals of Total Quality
Management and various quality systems like ISO and its standards. You will also be able to evaluate
various tools and techniques for Total Quality Management.
Assignment Tasks
Case Study
In the 1970s, a General Electric task force studied consumer perceptions of the quality
of various GE product lines. Lines with relatively poor reputations for quality were found
to de-emphasize the customer's viewpoint, regard quality as synonymous with tight
tolerance and conformance to specifications, tie quality objectives to manufacturing
flow, express quality objectives as the number of defects per unit, and use formal quality
control system only in manufacturing. In contrast, product lines that received customer
`
IN SEMESTER (INDIVIDUAL) ASSIGNMENT
Module Code: BUSS 20005 Module Name: Total Quality Management
Level: 2 Max. Marks: 100
Total Quality Management (BUSS 20005) – Spring - 2021 – CW 1(Assignment) – Session A – QP
MEC_AMO_TEM_035_02 Page 2 of 12
praise were found to emphasize satisfying customer expectations, determine customer
needs through market research, use customer-based quality performance measures
and have formalised quality control systems in place for all business functions, not
solely for manufacturing. The task force concluded that "Quality must not be viewed
solely as a technical descipline, but rather as a managerial discipline". That is, quality
issues permeate all aspects of business enterprise: design, marketing, manufacturing,
human resources management, supplier relations and financial management, to name
just a few. As companies came to recognise the broad concept of quality, the concept
of total quality emerged.
The principles of total quality at General Electric become an essential part of the
organisation's culture. The ...
1
Assessment Brief
Module Code
Module Name Managing Operations and the Supply Chain
Level
7
Module Leader Andrew Gough
Module Code
BSOM046
Assessment title:
AS1: The Future of Work
Weighting: 40%
Submission dates:
13 December 2022, please see NILE (Northampton Integrated
Learning Environment) under Assessment Information
Feedback and Grades
due:
12 January 2023
Please read the whole assessment brief before starting work on the Assessment Task.
The Assessment Task
You will conduct a review of the literature to identify the origins of the concept of the
Technological Unemployment and to chart its development up to the present day.
Following your review, you are to critically evaluate the impact of Technological
Unemployment on a company of your choice.
You will be expected to illustrate your discussion with examples from the trade press
and other authoritative sources.
The word count limit for this assessment is 1800 words (+/- 10%). In line with normal
practice, tables, figures, references and appendices are excluded from this word count.
Pawanrat Meepian
Pawanrat Meepian
2
Assessment Breakdown
1. Establish the scenario for your report by selecting an organisation of any type, sector and
size to focus your report on. Describe:
a) Which organisation is it? (type, sector and size)
b) What are the main products and/or services provided by the organisation?
c) Who are the main customers?
(10% of word count)
2. Prepare a literature review, charting the development of the concept of Technological
Unemployment from its inception until the present day.
Ensure that you include references to at least 10 peer-reviewed articles, including the 2017
paper by Frey and Osborne that has been supplied. You may also find relevant reviews in
the trade press and from other authoritative sources.
(45% of word count)
3. Apply Frey and Osborne’s findings (Appendix A) in the context of your chosen company.
Consider a low impact scenario, when only jobs at high risk (> 70%) are replaced
by technology. How does Frey and Osborne’s study suggest that the company will change?
Compare the predictions implied by Frey and Osborne’s study with the recent work by
Cords and Prettner (2022).
In your view, is Technological Unemployment a net benefit to society?
(45% of word count)
Learning Outcomes
On successful completion of this assessment, you will be able to:
a) Recognise, analyse and critically reflect on key concepts, managerial frameworks
and techniques available to operations managers.
b) Demonstrate conceptual and practical understanding of the opportunities and
constraints that organisational characteristics place on operations managers and on
operational decision making in the supply chain context.
f) Demonstrate ability to relate theory to practice and to identify and proactively
anticipate broader implications for.
Table of Contents Table of Contents1Assessmenpearlenehodge
Table of Contents
Table of Contents1
Assessment instructions3
Assessment requirements6
Candidate Details7
Assessment – BSBFIN501 - Manage budgets and financial plans7
Activity8
Activity 1A8
Activity 1B9
Activity 1C10
Activity 1A-1C Checklist11
Activity 2A12
Activity 2B13
Activity 2C14
Activity 2D15
Activity 2A-2D Checklist16
Activity 3A18
Activity 3B19
Activity 3C20
Activity 3D21
Activity 3A-3D Checklist22
Knowledge Activity (Q & A)23
Section B: Knowledge Activity (Q&A) Checklist24
Performance Activity25
Performance Activity Checklist29
Competency record to be completed by the assessor31
Case Study A – Communicate details of agreed budget and financial plans to relevant team members32
Case Study B33
Case Study C – Providing support34
Case Study D35
Case Study E36
Case Study F37
Appendix 138
Appendix 239
Appendix 341
Appendix 4- Cash flow Projections for 2021 and 202242
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
· Address each question including any sub-points
· Demonstrate that you have researched the topic thoroughly
· Cover the topic in a logical, structured manner
· Your assessment tasks are well presented, well referenced and word processed
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
· Presenting any work by another individual as one's own unintentionally
· Handing in assessments markedly similar to or copied from another learner
· Presenting the work of another individual or group as their own work
· Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the present ...
Assignment Brief Template Page 1 of 8 Faculty of Busines.docxrock73
Assignment Brief Template
Page 1 of 8
Faculty of Business, Environment and Society
Assignment Brief Semester 2
Module Title: Essential Skills for
the Project
Manager
Assignment
Number
1
Module Code: A200SAM Assignment Title Bank Station Capacity
Upgrade (BSCU)
Submission
Date:
5
th
May 2017
(23:55)
Module Leader Anmoal Thethi
Submission
Time and Place:
Submission through
Turnitin ONLY
Module Team
Assessment Information
This assignment is designed to assess learning outcomes and accounts for 100% of the
overall module mark.
Aim:
The aim of this assignment is to assess the following learning outcomes –
Learning Outcome
Explore the key variables required to meet project objectives
Understand the different planning tools required to manage a project
Application of project management theory and framework to a practical scenario
Critically reflect on the skills required to manage a project effectively
Part 1 (worth 80% of the module mark)
You have been appointed as project manager to oversee the planning, managing and
monitoring of the Bank Station Capacity Upgrade (BSCU) Project. Your first task is to
prepare a project report (1500 words) through critically evaluating the project and drawing
on relevant project management theory and framework to present to your company’s
board of directors for approval. In order to write this report please refer to the following
project overview document:
https://tinyurl.com/bscu-overview
Please note this overview document is just a starting point. You will need to study the
additional factsheets found in the ‘Factsheets’ section at the ‘Bank station capacity upgrade’
website, (https://tinyurl.com/bscu-website). Drawing on relevant project management
theory, you should critically evaluate the project, focussing your report on two of the
Assignment Brief Template
Page 2 of 8
following areas of project management; you should ensure that your report is underpinned
by reference to relevant project management theory presented in academic and
professional publications:
1. Stakeholder Management
2. Risk Management
3. Project Planning
4. Process for recording lessons learned
Part 2 (worth 20% of the module mark)
Thinking about the discipline of project management and the topics covered in the module,
reflect upon the technical and management skills required for the role of a project manager
to manage the project. What technical and management skills do you think a project
manager should have and how effectively they can integrate it to manage the project
successfully? (500 words)
Assignment Guidance
Parts 1 and 2 of your assignment should be clearly labelled and presented as a single
document, submitted to Turnitin. A list of references must be included. Important points to
remember:
• All analysis and recommendations should be supported by reference to
relevant project management theory presented i ...
ESSAYLINK.NET/ORDER
TASK
A) Read the case study below:
SAR Health Services (SARHS) are part of a multi-national enterprise based in Switzerland. They supply sophisticated diagnostic equipment to hospitals across Europe and have recently entered new marks in Asia. SARHS’s relationship with its customers is based on high trust, high quality products and in Europe on 24/7 servicing. The company employs around 3000 staff, consisting of technicians, production, office staff (sales, marketing, distribution) managers and drivers.
SARHS puts particular emphasis on environmental education through staff training and induction. New staff receive a half-day session on sustainability. In addition, monthly departmental meetings in head office include a ‘green slot’ where updates and activities regarding environmental sustainability are discussed. The organisation also runs an internship, which has proved to be a useful source of ideas regarding green initiatives.
This document is for Coventry University students for their owGrazynaBroyles24
This document is for Coventry University students for their own use in completing their assessed work for this module and should not be
passed to third parties or posted on any website. Any infringements of this rule should be reported to [email protected]
Assignment Brief
Page 1 of 4
Faculty of Business and Law
Assignment Brief
Module Title: Business Analytics Assignment
Number and
Weighting
CW2 (50%)
Module Code: 1004SSL Assignment Title CW2
Release Date: 25/03/19 Module Leader Amritpal Slaich
Submission
Date/Time:
29/04/19 at 18:00:00
(6pm)
Module Team Evans Gyasi, Ahmad Daowd,
Abdulrahman Al-Surmi, Amir
Daneshvar, Chiwuokem Nwoko
Submission
Time and Place:
Submission online
through Turnitin
ONLY
Assignment Information
Module learning outcomes being assessed:
LO1. Define and evaluate key concepts of business analytics
LO2. Critically apply business analytical skills in business cases.
LO3. Critically apply and interpret the outputs of data mining models and forecasting results for
end-users.
LO4. Solve managerial problems and make systematic decisions by applying business data analysis
techniques.
This is an individual coursework.
Your coursework consists of the following tasks. Some similar tasks will be performed in
seminars with the tutors’ guidance. However, some parts of these tasks will require
independent study.
Attempt all three tasks.
Maximum total word count: 2250 words
mailto:[email protected]
This document is for Coventry University students for their own use in completing their assessed work for this module and should not be
passed to third parties or posted on any website. Any infringements of this rule should be reported to [email protected]
Assignment Brief
Page 2 of 4
For this individual coursework you will be assigned a set of time series data covering 5
years.
You are required to:
Experiment with different forecasting models and decide on the most appropriate time series
model for your data. Use your model to forecast the four quarterly figures for the year
following the end of your data. Compare your forecasts with the actual figures for that year,
which you will have been given. Investigate and give a brief explanation of how clustering
could be used as a part of your time series analysis. Write a well-structured report of your
findings.
The marking scheme is as follows:
Report Structure and Presentation [10 Marks]
Introduction to the data [10 Marks]
Time series analysis [30 Marks]
Forecasts [20 Marks]
Critical explanation of using clustering as part of time series analysis [20 Marks]
Copies of the 2 models in appendix of report [10 Marks]
mailto:[email protected]
This document is for Coventry Universit ...
Built Environment BSc Architectural Design & Technology BSc Buildi.docxchestnutkaitlyn
Built Environment
BSc Architectural Design & Technology BSc Building Surveying
BSc Construction Project Management BSc Quantity Surveying
Procurement and Administration
Coursework
Submission Deadline: Friday 24
th
April 16:00hrs
This assessment contributes 50% of the marks for the above module. 4000 word limit
1. BRIEF
1.1 About You
You are employed by the GMSA as independent construction procurement professional for this project.
1.2 Background
The Greater Manchester Strategic Alliance (GMSA) is a partnership of universities, colleges, work based learning providers and other stakeholders who collectively deliver a Lifelong Learning Network (LLN) and promotes the progression of vocational learners into Higher Education. GMSA have identified within their strategic plan for 2014 - 2019, the opportunities presented by recent government commitment to fund a significant increase in the delivery of Higher Apprenticeships. As a result, GMSA are consulting on the viability of a new "Advanced Manufacturing Research Centre" situated alongside the M62 Corridor in Greater Manchester. The centre will draw on the specialist skills of both the four Greater Manchester universities together with a series of local colleges
1
including those in Rochdale, Oldham and Bury together with leading business organisations located in the Greater Manchester area.
Important features of the development to note:
10 storey, 30,000m
2
main building including 3 250 seat lecture theatres,
30 seminar rooms, a central catering facility, Coffee shop styled area,
office accommodation and student support areas.
2 storey, 5.000m
2
‘advanced engineering’ centre, providing specialist
engineering laboratory and workshop facilities.
4 Storey, 8,000m
2
central learning centre, providing student services
including open access rooms, silent study areas, group study rooms and a
library facility
External works including infrastructure development.
The Client requires the building to be carbon neutral. In addition, to illustrate both aspirations of both Central Government and the GMSA the facility should make a clear architectural statement and must be constructed to the highest aesthetic and qualitative standards. Value for money given the current economic climate is also a key consideration.
The budget to cover the total development cost, inclusive of construction works, external works, statutory and professional fees is estimated to be £71 million. The completion date is critical, as the building requires handover by August 2017 at the very latest, to accommodate the new academic year.
Title to the land is currently under negotiation. As the scheme forms part of the
‘Northern Power House’
vision, public funding (provided by the Department of Education) has been approved. Who will operate the facility on completion is yet to be decided.
1.3 Assessment Requirements
Task 1 (word limit 3000):
GMSA have commissioned you to recommend the most app.
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CMIT 451 6380 Implementing Cisco IP Routing (2162)
University of Maryland University College • Adelphi • Syllabus •
CMIT 451 6380 Implementing Cisco IP Routing (2162) CMIT-451
· Spring 2016
· Section 6380
· 3 Credits
· 01/11/2016 to 03/06/2016
Faculty Contact
Robert Chubbuck [email protected]
Course Description
Designed to help students prepare for the Cisco 300-101 ROUTE [Implementing Cisco IP Routing] Exams.) Prerequisite: CMIT 350. A comprehensive study of the implementation of a routed network using Cisco Systems Technologies. The goal is to use advanced IP routing and scalability solutions to increase the number of routers and sites without redesigning the LAN or WAN. Topics include configuration of secure routing solutions, configuration and troubleshooting of various routed environments (access, distributed, and core), and management of access and control. Students may receive credit for only one of the following: CMIT 451 or CMIT 499E.
Course Introduction
This course covers the requirements for one of the qualifying exams for the Cisco Certified Network Professional (CCNP), Cisco Certified Internetwork Professional (CCIP), and Cisco Certified Design Professional (CCDP) certifications.
Projects include configuring and implementing EIGRP, OSPF, and BGP routing protocols, implementing teleworking support services, configuring basic broadband connections, and using GRE tunnels for implementing VPNs.
UMUC does not guarantee that by completing this course you will pass the exam, nor does it provide the exam to you. The cost of the exam is not included in registration fees for the course. Registration for the exam can be done online at www.prometric.com or www.vue.com
Course Outcomes
After completing this course, students should be able to
· analyze network requirements to determine appropriate routing solutions for an organization's needs
· develop valid and reliable implementation, verification, and proactive monitoring plans based on industry standards
· configure and implement appropriate routing solutions that are scalable and secure
Course Materials
Click to access your course materials information
Class Guidelines
Students with Questions or Concerns
If you have questions related to the course content or any of the graded deliverables, contact me. For questions and concerns related to advising, e-mail [email protected] or call 301-985-7000 (toll-free: 800-888-8682).
For other questions and concerns, you can contact your academic director by writing to [email protected] or calling (240) 684-2882. Be sure to mention the course name, course number, and your section number in the subject field of your e-mail. Your e-mail will be treated confidentially.
Writing and Research
Effective w.
Title of PaperYour nameHCA375– Continuous Quality Monito.docxjuliennehar
Title of Paper
Your name
HCA375– Continuous Quality Monitoring and Accreditation
Type Instructor Name Here
Type Date
HCA375 - WEEK 4 ASSIGNMENT
PART 1 – DETAIL OF THE ADVERSE EVENT CHOSEN
Refer to the instructions in the Week 4 Assignment of your online course to understand what is expected in each row. This completed template should be between eight to ten pages in length. Include APA citations within the description row where appropriate. List your references in APA format according to the Ashford Writing Center guidelines on the last page of this template.
CONTENT
DESCRIPTION
ADVERSE EVENT
HISTORICAL BACKGROUND
LEGAL & ACCREDITING AGENCY REQUIREMENTS
CQI TEAM COMMUNICATION
OPERATIONAL OR SAFETY PROCESSES
IMPACT OF THIS EVENT
WEEK 4 ASSIGNMENT
PART 2 - GRAPH THE DATA
You are tasked with graphing the data in Excel for your chosen event. The data is located in the classroom under the Week 4 Assignment Directions. Make sure to use only the data for your chosen event. The directions identify which columns of information to use depending on the chosen adverse event. Once you complete the graph in Excel, copy/paste your graph below.
Include an analysis of the data in paragraph format.
Discuss the frequency of the adverse event as compared to the increase or decrease of patient discharges.
What is the data telling you?
What possible factors in your opinion could be attributed to the change?
WEEK 4 ASSIGNMENT
PART 3 – CQI TOOL
· Choose one of the CQI Tools listed below to illustrate the use of the tool with your chosen Adverse Event.
· You will be responsible for creating the CQI Tool, completing the tool, taking a screenshot, and copying/pasting the screenshot into the space below. If you are unfamiliar with these tools, please refer to the recommended readings, specifically the article from Week 2, which is listed below. You can locate the article in the Ashford Library.
· In addition, as a learning resource, the CQI tools listed below are hyperlinked to the Institute for Health Care Improvement website, which discusses and illustrates examples of each type of tool.
Siriwardena, A. (2009). Using quality improvement methods for evaluating health care. Quality in Primary Care, 17(3), 155-159. ISSN: 1479-1072 PMID: 19622265
· Choose a CQI Tool that best suits your chosen Adverse Event from the following list.
· Fishbone (Cause and Effect) Diagram
· Flowchart
· Pareto Diagram
WEEK 4 ASSIGNMENT
PART 4 - FUTURE PREVENTION
APPLYING PDSA - Worksheet
PHASE
PHASE ACTIVITIES
EXPLANATION
PLAN
Problem
Objective
Team members
Communication
Data collected
Pilot phase
DO
Three possible solutions
One solution to implement
Result of pilot (create own scenario)
Methods of communication
STUDY
Summarize data
Observations and problems
Comparison of pilot plan to pilot results
Revisions needed to meet objective
ACT
Revised improvement plan
How to Implement the plan hospital wide
Plan for monitoring the improvemen ...
Page 1 of 8 ECON1010, 2019S2, Policy Brief Instructions .docxsmile790243
Page 1 of 8
ECON1010, 2019S2, Policy Brief Instructions
Page 1 of 8
ECON 1010 – Macroeconomics 1
Policy Brief Project (40 marks)
1. Overview
We have developed the analytical tools that economists use when discussing policy options
and have discussed its likely impacts on the economy in theory.
In this assignment you take the role of the policy advisors, employed by government
departments or big corporations (your clients are therefore the government and its ministers
and big corporate organisations) to apply those skills and expertise knowledge accumulated
in this course so far.
As an expert’s role in the government /corporation decision making process, your task has
the following two objectives:
Analysis: Experts are responsible for analysing the economic scenario (depicting the likely
impact of the policy on the economy), using the specialised knowledge and the technical
expertise in the discipline.
Communication skills: Experts must communicate their finding and recommendations
effectively to the decision-makers in government – ministers, senior public servants – and
executives of corporations as an independent/third party observer.
This assignment is designed to help you develop the skills of critically interpreting and
analysing macroeconomic data and effectively communicating your findings to the targeted
audience.
Page 2 of 8
ECON1010, 2019S2, Policy Brief Instructions
Page 2 of 8
There will be three parts to this assignment:
Part A: Diagnostics (macroeconomics data collection and interpretations)
Task: You apply knowledge to the macroeconomics data and present a diagnostic
analysis of the economy. Make important observations and assess the current
situation of the economy; finally, identify if economy is ‘stable’ or showing
any signs of ‘economic downturn’ or any other problem.
Part B: Policy brief report
Task: Based on your ‘Diagnostics’ in Part A, you suggest the ‘Policy
Recommendations’. These recommendations must be backed by proper
justification and rationale. As the last step, communicate everything
(diagnostics, policy recommendations, justification/rationale) effectively to
your client in the form of a policy brief. Policy briefs aim to be practical and
well-researched to make it useful and worthwhile for your clientele.
Part C: Micro-credential (Information Literacy)
Task: You are required to complete the micro-credential (Information Literacy)
which will help enhance your skills in searching for, organising and
interpreting information.
1. Submission
In principle, you need to form a group with a size of TWO(2) students. All group
members must be enrolled in the same tutorials (a strict requirement).
In the case that you would like to form a group with a student from a different tutorial or you
like to submit as the individual work, you will need to seek approval from the course
co.
Similar to Academic Year 201920Assessment GuideTerm .docx (18)
AFRICAResearch Paper AssignmentInstructionsOverview.docxSALU18
AFRICA
Research Paper Assignment
Instructions
Overview
In developing your expertise in transnational
organized crime (TOC) you will be writing a series of research papers. All
together the writing contained in all these papers combined would be quite
significant project! You will find that in some modules, the research papers
mimic our readings with respect to subject matter and some modules, the
research papers do not mimic the reading. Again, the goal of these research
papers is to stretch the depth and breadth of your knowledge. You should feel
well prepared to teach a course in TOCs after completing this course. The
research papers and PowerPoints you create could serve as the basis for such
class. Additionally, you will find that this course and the course CJUS701
Comparative Criminal Justice Systems complement each other very well.
Instructions
·
Each
research paper should be a minimum of 6 to 8 pages.
·
The
vast difference in page count is because some countries and/or crime/topics are
quite easy to study and some countries and/or crime/topics have very limited
information.
·
In
some instances, there will be a plethora of information and you must use
skilled writing to maintain proper page count.
·
Please
keep in mind that this is doctoral level analysis and writing – you are to take
the hard-earned road – the road less travelled – the scholarly road in forming
your paper.
·
The
paper must use current APA style, and the page count does not include the title
page, abstract, reference section, or any extra material.
·
The
minimum elements of the paper are listed below.
·
You
must use a
minimum
of 8 recent (some
countries/crimes/topics may have more recent research articles than others),
relevant, and academic (peer review journals preferred and professional
journals allowed if used judiciously) sources, at least 2 sources being the
Holy Bible, and one recent (some countries/crime/topics have more recent than
others) news article. Books may be used
but are considered “additional: sources beyond the stated minimums. You may use
.gov sources as your recent, relevant, and academic sources if the writing is
academic in nature (authored works). You may also use United Nations and
Whitehouse.gov documents as academic documents.
·
Again,
this paper must reflect graduate level research and writing style. If you need to go over the maximum page count
you must obtain professor permission in advance! Please reference the Research
Paper Rubric when creating your research paper.
These are minimum guidelines – you may expand the
topics covered in your papers.
1)
Begin
your paper with a
brief
analysis of the following elements:
a.
Country
analysis
i.
Introduction
to the country
ii.
People
and society of the country
iii.
What
is the basic government structure?
2)
Analyze
the nature of organized crime in the assigned area (you may narrow the scope of
your analysis through your introduction or thesis stat.
Adversarial ProceedingsCritically discuss with your classmates t.docxSALU18
Adversarial Proceedings
Critically discuss with your classmates the claim that adversarial proceedings can be distinguished as relying more on the government’s ability to prove guilt (following specific rules of criminal procedure the defendant’s guilt whereas the inquisitorial process spends more time on investigations to determine if the defendant truly committed the crime).
.
Advances In Management Vol. 9 (5) May (2016)
1
Generation Gaps: Changes in the Workplace due to
Differing Generational Values
Carbary Kelly, Fredericks Elizabeth, Mishra Bharat and Mishra Jitendra*
Management Department, Grand Valley State University, 50 Front Ave, SW Grand Rapids Michigan 49504-6424, USA
*[email protected]
Abstract
The purpose of this study is to discuss the
generational gaps that are found in the workplace
today. With multiple generations working together,
and the oldest generation having to work longer and
retire later, generational changes are occurring in the
workplace and for management. There is a lack of
communication and understanding between the
different generations caused through differing values
and goals. Younger generations are also entering
different fields than those that were popular for older
generations. There is a serious new problem in the
workplace, and it has nothing to do with downsizing,
global competition, pointy-haired bosses, stress or
greed. Instead, it is the problem of distinct
generations — the Veterans, the Baby Boomers, Gen
X and Gen Y — working together and often colliding
as their paths cross.
Individuals with different values, different ideas,
different ways of getting things done and different
ways of communicating in the workplace have always
existed. So, why is this becoming a problem now? At
work, generation differences can affect everything
including recruiting, building teams, dealing with
change, motivating, managing, and maintaining and
increasing productivity All of these ideas are
explored, discussed, and evaluated, through looking
at current research on the topic and case studies that
have been conducted not only in the United States but
around the world.
Keywords: Generation gap, workplace, values.
Introduction
Throughout the years, as the population has continued to
both grow and age, it has caused generational changes to
take place in the various aspects of life. With the changes in
the demographics of the world’s population, there have also
been changes in how each group thinks and what they
value. This not only affects the way people behave in their
personal lives, but it also affects the workplace. As
generational changes occur in the workplace, a lack of
communication has caused adisconnect to occur between
the values and goals present among the different age groups
along with newer generations choosing different career
paths.
* Author for Correspondence
In order to understand where these differences stem from,
you need to analyze how each generation is different when
it comes to their beliefs and values. So, it is best to identify
the different groups present in workplace which range from
those born in 1922 to those born in the early 1990’s.
Moving chronologically, the fi.
African-American Literature An introduction to major African-Americ.docxSALU18
African-American Literature: An introduction to major African-American writers from the earliest expressions to the present. An examination of the cultural milieu from which the writing arose, the ideological stance of each writer studied, and the styles and structure of the works considered
8 wks
.
African American Women and Healthcare I want to explain how heal.docxSALU18
African American Women and Healthcare
I want to explain how healthcare is perceived in the African American community especially amongst women and if their concerns and apprehension are justified. The paper must include a title page, introduction section, abstract section, literature review section, methods section, results section, discussion section, and a signature page. I will attach some samples that were given to me.
.
Advocacy & Legislation in Early Childhood EducationAdvocacy & Le.docxSALU18
Advocacy & Legislation in Early Childhood Education
Advocacy & Legislation in Early Childhood Education
Advocating for Early Childhood Education
Rasmussen College
COURSE#: EEC 4910
Doreen Anzalone
July 15, 2019
Advocating for Early Childhood Education
· What is advocacy?
Advocacy is how we support our children. We as teachers give advice for our children or we listen. We let the children and families know that we believe in them and we will be there for them. Teachers, admin, staff can advocate for children as long as they are in school. Advocates are also trained people and they are not lawyers. One of their responsibility is to stay up to date with the regulations of the educational laws.
· Why is advocacy important to early childhood education?
Its important to help the families because they might be vulnerable in society. We as teachers need to make sure our children and families are being heard. We as teachers need to make sure their wishes and views are being considered when it’s about their child or family. Its because we are helping the family make life decisions about their children and even their family life. Its also important to make sure we are not judging the family or having or our own personal opinions about what is going on when we are helping advocate for the family, we need to make sure we are stating the facts for the family.
· What is your role as an early childhood educator in making legislative changes?
Our role is to be able to email them or decide how to get a hold of them and let them know our questions, comments or suggestions on things that need to be changed, updated. We need to let them know so we can support our school, children, and families. It is our role as educators to stay aware of the laws. The Federal laws we need to make sure we are aware of the
· Family Education Rights & Poverty Act
· The No Child Left Behind
· Individuals with Disabilities Education Act
With these laws and many more they need to hear from schools in the United States. The federal laws mean we need to address the issues. These issues usually involve infringement of the student’s rights and they are to protect the rights. The state laws depend on the state you are in. The state laws this is where you would go if you have a problem or need to voice about
· Teacher Retirement
· Teacher evaluations
· Charter schools
· State Testing requirements
· The required learning standards
· Much more
Your school board is also a great place to help with policies and regulations and any revisions that need to be done.
· What ethical issues must early childhood education professionals consider related to advocacy and why do those issues exit?
In NAEYC the code of Ethical Conduct and in their it describes how any educator is required to act and what they do and not to do. At times as an educator as staff we tend to do what is the simplest or sometimes, we want to please others but when it comes to this, we must remember to follow our responsi.
Advertising is one of the most common forms of visual persuasion we .docxSALU18
Advertising is one of the most common forms of visual persuasion we encounter in everyday life. The influence of advertising in our society is persuasive and subtle. Part of its power comes from our habit of internalizing the intended messages of words and images without thinking deeply about them. Once we begin decoding the ways in which advertisements are constructed, once we view them critically, we can understand how, or if, they work as arguments. We may then make better decisions about whether to buy products and what factors convinced us or failed to convince us.
What are the different forms of advertising?
Modern media comes in many different formats, including print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet. Each type of media involves both content and also a device or object through which that content is delivered.
TEAM TASK:
As a team you are going to Review Chapter 4: Visual Rhetoric: Thinking About Images as Arguments. You will
be assigned a Section of the Chapter (written, visual, unfit, political, caricature, photography-maps graphs charts ) and as a Team you willResearch
the content of that Chapter Area (you will see topic page overlap ) and implement the following:
You will look at and interpret a media campaign or advertisement. Focus on social or ethical aspects * Seek to find one or more of the FALLACY TYPES identified Chapter 9 pages 363- 380. Include this information in your findings. Consider and incorporate as many of the following 16 categories :
The objectives: What role does the ad play in the economy?
The audience: Is it targeted to a group that could be considered vulnerable?
Effectiveness: Does it promote something that is socially desirable?
Role in marketing mix: What role does the ad play in the economy?
Image, product differentiation and branding: Is the ad misleading?
Other promotion factors
The unique selling proposition.
The basis for the appeal(s).
How would you make improvements?
The creative philosophy
The slogan
Secondary or supporting points or claims
The tone or mood and manner: Is the ad misleading?
Type of presenter
The motivational appeal: Does it promote something that is socially desirable?
Executional style
Each TEAM will develop a
15 minute class presentation
about their researched area. You have
options to use
power points, maps, videos, and other resources that will help educate your audience about your research.
Your Presentation should include:
A Power Point, the media piece or some type of visual presentation~~
A Question and Answer {Q & A} & Interactive session, quiz,.
Adult Health 1 Study GuideSensory Unit Chapters 63 & 64.docxSALU18
Adult Health 1 Study Guide
Sensory Unit
Chapters 63 & 64
Remember that assigned textbook readings should be supplemental to reviewing & studying the Powerpoint presentations. Answers to these study guide questions can be obtained from the textbook chapters, Powerpoint presentations, as well as class lectures & in-class activities.
Chapter 63: Assessment & Management of Patients with Eye & Vision Disorders
Conditions to Know
: Glaucoma, Cataracts, Retinal Detachment, Macular Degeneration, Conjunctivitis, Eye trauma
· Know the basic structures & functions of the eye – lens, pupil, iris, cornea, conjunctiva, retina, and sclera
· Questions to ask patients regarding issues with the eyes/vision – Chart 63-1
· Snellen Chart is used to assess visual acuity – 20/20 is considered perfect vision (patient can read line 20 of chart while standing 20 feet away) – this is tested in each eye
1. What are some of the most common causes of blindness?
2. What is responsible for the damage to the optic nerve in patients diagnosed with glaucoma?
3. Glaucoma can lead to what primary complication if not treated properly?
4. What are the differences between open-angle & closed-angle glaucoma?
5. What are the primary signs & symptoms of glaucoma?
6. What are the primary treatment goals for patients with glaucoma?
7. What is the first line treatment of glaucoma? What medication teaching points would you want to include in your patient education?
8. What are some common risk factors for the development of cataracts? See Chart 63-7.
9. What are the primary signs & symptoms of cataracts?
10. The most common treatment for cataracts is outpatient surgery, in which the lens affected by the cataract is replaced with a man-made one. Explain the pre and post-operative nursing management & education that is needed for patients undergoing cataract surgery. See Chart 63-8.
11. Retinal detachment is considered a medical emergency. What happens during retinal detachment?
12. What are some symptoms of retinal detachment?
13. Macular degeneration is the most common cause of vision loss in people > 60 years old. What is macular degeneration?
14. What are some risk factors for dry macular degeneration?
15. What are some signs and symptoms of macular degeneration?
16. Nursing management for patients diagnosed with macular degeneration focus on safety & supportive measures. What are some accommodations we should make or educate patients on regarding how to help improve their vision & ADLs when they have this condition?
17. Conjunctivitis is also called “pink eye”. What are the different types of conjunctivitis and what are some symptoms of this condition? Are any of these types considered contagious?
18. What are some teaching points to include when educating a patient diagnosed with viral conjunctivitis? See Chart 63-11.
19. Explain the emergency nursing treatment needed when a patient presents with eye trauma.
Chapter 64: Assessment & Manag.
Advertising Campaign Management Part 3Jennifer Sundstrom-F.docxSALU18
Advertising Campaign Management
Part 3
Jennifer Sundstrom-Fitzgerald
1
Learning Objectives
Analyze advertising campaign parameters
Identify how a creative brief facilitates effective advertising
Describe the implications of advertising management in the global arena
2
Advertising Campaign Parameters
Advertising goals
Media selection
Tagline
Consistency
Positioning
Campaign duration
Effective advertising campaigns require careful planning and attention to specific parameters including Advertising goals, media selection, tagline, consistency, positioning and campaign duration. We will review each parameter beginning with goals.
3
Advertising Goals
A primary goal of advertising is to build brand awareness among existing and new customers. The creative should inform and persuade them to make purchases and build brand loyalty.
4
Build brand awareness
Inform, persuade, support marketing efforts
Encourage purchase decisions
Building Brand Awareness
Successful brands possess two characteristics. Top-of-mind are brands a consumer mentions first when asked about brands in a particular product category – these are brands in our Evoked Set. Top choice is the brand within a product category that consumers prefer the most. So top choice requires top-of-mind. Brand equity, which is the level of brand strength perceived by consumers, leads to top-of-mind and top choice brands.
This is also applicable on the B2B side when business people are faced with modified rebuy situations. A common dilemma I had was for every Fox Graduation Ceremony, there are three per year, and the need for graduation program booklets. There was a printer who I always wanted to hire because I enjoyed working with them, they always had fair prices and delivered high-quality programs in a timely manner. However, due to non-profit regulations, I had to bid the job to at least three vendors. So my top-of-mind, first choice brand was always included but I had to add two other vendors as well. Tell story about Bill DeVece and misspelled student names and how wonderful he was in fixing these issues.
5
Brand image begins with awareness
Consumers recognize the brand
Brand equity leads to top-of-mind and top choice
B2B important in modified rebuy situations
Building Brand Awareness
Successful brands possess:
Top-of-mind
Top choice
The 10 Most Valuable Brands in the World per 2018 study
Coca Cola brand is a good example of a brand with these characteristics. Here is a recent list of a top 10 most valuable and recognized list of global brands. (click link)
6
Goal to Persuade
Dare to be Devoted Campaign
Every Kiss Begins with Kay Campaign
Another common goal of advertising is to persuade consumers that a particular brand is superior to others and should be their top choice. Both of these brands, owned by the same parent company (Signet), do extensive advertising, but only Kay Jewelers has successfully used the same slogan, “Every Kiss Begins w.
Adopt-a-Plant Project guidelinesOverviewThe purpose of this.docxSALU18
Adopt-a-Plant Project guidelines
Overview:
The purpose of this project is for you to choose a plant, conduct online research into the biology of the plant, and communicate what you have learned. You will be preparing an annotated bibliography on the plant you choose. The entire project is worth 50 points
Annotated Bibliography (50 points)
You will prepare an annotated bibliography with a list of the top 10 most interesting facts about your plant.
· Each fact should be paraphrased (i.e. written in your own words, no quotations allowed).
· Then tell me why this is interesting to you – make connections to your life or to currents issues in our world.
· Finally, give a full citation and tell me why you think this is a reliable, trustworthy source. Use this libguide to help you come up with reasons why your source is trustworthy.
· At least one of your sources should be from a peer-reviewed, science journal article.
Here is an example:
Fact 1: Taxol is a chemotherapy agent derived from the bark of the Pacific Yew Tree. The chemical itself is derived from a fungal endophtye within the bark. I thought this was very interesting, because the Pacific Yew tree is native to the state of Washington, and my aunt Jane received Taxol while undergoing chemotherapy for ovarian cancer. I also thought it was interesting because of the mutualistic relationship between the plant and the fungus.Citation: Plant natural products from cultured multipotent cells
Roberts, Susan; Kolewe, Martin. Nature Biotechnology28.11 (Nov 2010): 1175-6.
This is a reliable source because it is published in a peer-reviewed science journal article, written by two PhDs that are providing a review of the current literature on the topic
To complete the assignment, you should first choose a plant, gather articles discussing your plant, read the articles sufficiently enough to discuss the plant, and finally write the annotated bibliography. You are expected to produce original work, and any plagiarism will receive a zero. The paper should be double-spaced, and typed in 12 point font size, with normal margins. The instructions for how to properly cite your sources are at the end of this handout.
*** Reminder: The scientific name of a plant should always be typed in italics, with the first letter of the Genus capitalized. For ex.: Digitalis lanata. When you search for information on your plant online, make sure to use the scientific name, which will bring back a wider variety of results
The bibliography is worth 50 points and will be graded on:
1. Effort
• Quality of references
•Depth/breadth/quality of material covered
2. Following directions/ requirements
I will use the following rubric to grade your bibliography:
Research, Critical Reading and Documentation
Balanced, authoritative sources; correctly cited sources; effectively integrated outside sources. Most sources from science journals
10 pts
Effective sources, correctly cited, Could have a few more.
ADM2302 M, N, P and Q Assignment # 4 Winter 2020 Page 1 .docxSALU18
ADM2302 M, N, P and Q Assignment # 4
Winter 2020 Page 1
Assignment # 4
Decision Analysis and Project Scheduling
ADM2302 students are reminded that submitted assignments must be typed (i.e. can NOT be hand
written), neat, readable, and well-organized. Assignment marks will be adjusted for sloppiness, poor
grammar, spelling, for technical errors as well as if you submit a PDF file.
The assignment is to be submitted electronically as a single Word Document file via Brightspace by
Friday April 3rd prior to 23:59. Front page of the Word document has to include title of the assignment,
course code and section, student name and student number. Second page is the individual/group
statement of integrity that must be signed.
E-mail questions related to the assignment should be sent to the Teaching Assistant or posted on the
Brightspace course website “Discussion page” (viewed by all).
Section M: Parisa Keshavarz ([email protected])
Section N: : Niki Khorasanizadeh ([email protected])
Section P: Makbule Kandakoglu ([email protected])
Section Q: Afshin Kamyabniya ([email protected])
Problem 1: Payoffs/Decision Table (13 points)
A small building contractor has recently experienced two successive years in which work opportunities
exceeded the firm’s capacity. The contractor must now make a decision on capacity for next year.
Estimated profits (in $ thousands) under each of the two possible states of nature are as shown in the
table below.
NEXT YEAR’S DEMAND
Alternative Low High
Do nothing
Expand
Subcontract
$50**
20
40
$60
80
70
** Profit in $ thousands.
Which alternative should be selected if the decision criterion is:
a. The optimistic approach? (3 points)
b. The conservative approach? (3 points)
c. Minimize the regret? (7 points)
Problem 2: Payoffs/Decision Table (15 points)
Dorothy Stanyard has three major routes to take to work. She can take Tennessee Street the entire way,
she can take several back streets to work, or she can use the expressway. The traffic patterns are,
however, very complex. Under good conditions, Tennessee Street is the fastest route. When Tennessee
is congested, one of the other routes is preferable. Over the past two months, Dorothy has tried each of
route several times under different traffic conditions. This information is summarized in minutes of
travel time to work in the following table:
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
ADM2302 M, N, P and Q Assignment # 4
Winter 2020 Page 2
No Traffic Congestion
(Minutes)
Mild Traffic
Congestion
(Minutes)
Severe Traffic
Congestion
(Minutes)
Tennessee Street
Back roads
Expressway
15
20
30
30
25
30
45
35
30
In the past 60 days, Dorothy encountered severe traffic congestion 10 days and mild traffic congestion
20 days. Assume that the past 60 days are typical of traffi.
After completing the assessment, my Signature Theme Report produ.docxSALU18
After completing the assessment, my Signature Theme Report produced the following results: Communication, Relator, Individualization, Consistency, and Strategic. When I first saw the themes presented, I was a little skeptical at first but after reading the detailed descriptions I felt like it made a lot of sense and mirrored a lot of what I had already thought about myself.
A core value that I would like to continue to strengthen would be the value of acceptance. One of my top five themes was relator which explained that I have a comfortability with gravitating towards people I already know and building relationships from there. I don’t have issues with making new relationships, but I can see that sometimes I close myself off initially to embracing new ones. With acceptance, you have to understand that there are some situations you can control and some that you can’t but embracing the latter can lead to new experiences that could be beneficial (Riley, 2021). Another core value that I would like to improve upon would be calmness. This fits in well with my theme of consistency. While I am a firm believer of things being fair and consistent, I can get easily upset when things don’t balance out like they are expected to. I know that working on being calm in tense situations will help me adapt easier when things don’t always work out as they should.
One of the strengths that I would like to embrace fully and continue to improve upon is communication. It was no surprise to me that communication was at the top of my list for my themes. When I am in a position of leadership at work, I make it a priority to keep my staff updated on everything that is going on for that night and it is something I expect from my charge nurse when I am working the floor also. A communicator is only effective when they are aware of their style of communicating and how others perceive or respond to it (Marshall & Broome, 2021). As a communicator I know that I can always work on how I communicate non-verbally and with body language especially. The other strength that I would like to continue to work on is of being strategic. The report explained that the strategic theme fit me because I am able to sort through the clutter and find the best route when I am trying to accomplish something. I really believe this about myself because when I have a task I need to accomplish, whether I am in a leader position or not, I will break everything down and reorganize it to make sure I have come up with the best solution. I feel like the best way to do something is the way that makes it concise and without a lot of excess getting in the way.
A characteristic of mine that I would like to strengthen would be that of instinct. My theme of individualization points out that I have an instinct about others and how they work and function. I have always felt that I easily read people and can get a sense of who they truly are and for example in the workplace how they are as a staff member. S.
After careful reading of the case material, consider and fully answe.docxSALU18
After careful reading of the case material, consider and fully answer the following questions:
1. What were the primary reasons for changing the current system at Butler?
2. What role did Butler's IS department play?
3. List the objectives of the pilot. Were there any problems?
4. Do you think Butler made the right decision to utilize this new technology? What implications does this decision hold for Butler's IT department in the long run?
NOTE: Butler refers to it's IT department as IR. You may consider these two acronyms as synonymous (i.e. IT = IS = IR for purposes of this assignment)
.
Affluent
Be unique to
Conform
Debatable
Dominant
Enforce
Ethnic
Internalize
Rank
Restrict
You will write your own sentences using each of the vocabulary words. The sentence
must be an
original sentence
created by you, AND it must use the vocabulary word correctly.
Your sentence
MUST
demonstrate that you understand the meaning of the word.
.
Advanced persistent threats (APTs) have been thrust into the spotlig.docxSALU18
Advanced persistent threats (APTs) have been thrust into the spotlight due to their advanced tactics, techniques, procedures, and tools. These APTs are resourced unlike other types of cyber threat actors.
Your chief technology officer (CTO) has formed teams to each develop a detailed analysis and presentation of a specific APT, which she will assign to the team.
.
Your report should use
The Cybersecurity Threat Landscape Team Assignment Resources
to cover the following five areas:
Part 1: Threat Landscape Analysis
Provide a detailed analysis of the threat landscape today.
What has changed in the past few years?
Describe common tactics, techniques, and procedures to include threat actor types.
What are the exploit vectors and vulnerabilities threat actors are predicted to take advantage of?
Part 2: APT Analysis
Provide detailed analysis and description of the APT your group was assigned. Describe the specific tactics used to gain access to the target(s).
Describe the tools used. Describe what the objective of the APT was/is. Was it successful?
Part 3: Cybersecurity Tools, Tactics, and Procedures
Describe current hardware- and software-based cybersecurity tools, tactics, and procedures.
Consider the hardware and software solutions deployed today in the context of defense-in-depth.
Elaborate on why these devices are not successful against the APTs.
Part 4: Machine Learning and Data Analytics
Describe the concepts of machine learning and data analytics and how applying them to cybersecurity will evolve the field.
Are there companies providing innovative defensive cybersecurity measures based on these technologies? If so, what are they? Would you recommend any of these to the CTO?
Part 5: Using Machine Learning and Data Analytics to Prevent APT
Describe how machine learning and data analytics could have detected and/or prevented the APT you analyzed had the victim organization deployed these technologies at the time of the event. Be specific.
Part 6: Ethics in Cybersecurity.
Ethical issues are at the core of what we do as cybersecurity professionals. Think of the example of a cyber defender working in a hospital. They are charged with securing the network, medical devices, and protecting sensitive personal health information from unauthorized disclosure. They are not only protecting patient privacy but their health and perhaps even their lives. Confidentiality, Integrity, Availability - the C-I-A triad - and many other cybersecurity practices are increasingly at play in protecting citizens in all walks of life and in all sectors. Thus, acting in an ethical manner is one of the hallmarks of cybersecurity professionals.
Do you think the vulnerability(ies) exploited by the APT constitutes an ethical failure by the defender? Why or why not?
For the APT scenario your group studied, were there identifiable harms to privacy or property? How are these harms linked to C-I-A? If not, what ethically si.
Advanced persistent threatRecommendations for remediation .docxSALU18
Advanced persistent threat
Recommendations for remediation of the threat
Research the use of network security controls associated to your threat and industry
Do Not use topics network security,VPN,FIREWALL,ETC
10-12 pages. Double spaced APA style
At least 10 REFERENCES
5 ATLEASt PEER REVIEWED SCHOLARLY
.
Adultism refers to the oppression of young people by adults. The pop.docxSALU18
Adultism refers to the oppression of young people by adults. The popular saying "children should be seen and not heard" is used as a way to remind a child of his or her place and reaffirm the adult's power in the relationship. The saying suggests that children's voices are not as important or as valid as an adult's and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth's self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case.
By Day 3
Post
an analysis of the influence of adultism in the Logan case. Then, explain how gender, race, class, and privilege interact with adultism to influence the family's discourse related to Eboni's pregnancy as well as other family dynamics.
.
ADVANCE v.09212015
•
APPLICANT DIVERSITY STATEMENT IN FACULTY SEARCH PROCESS
FREQUENTLY ASKED QUESTIONS
1) How does University of California define “diversity?”
A: The academic senate adopted in 2009 the following broad definition of diversity:
Diversity - defining features of California past, present and future - refers to a variety of
personal experiences, values, and worldviews that arise from differences of culture and
circumstance. Such differences include race, ethnicity, gender, age, religion, language,
abilities/disabilities, sexual orientation, socioeconomic status, geographic region and more.
2) Why does UC Irvine expect a diversity statement from applicants for faculty positions?
A: UC Irvine’s commitment to inclusive excellence is integral to our ascendancy among globally
preeminent universities. It provides applicants with an opportunity to discuss how their past or
future contributions will advance this enduring campus commitment. For more information,
please see the Provost’s memo on Inclusive Excellence.
3) Is the diversity statement consistent with University of California policy?
A: Yes. APM 210.1-d, which governs appointment, appraisal and promotion, recommends that
faculty be both encouraged and rewarded for activity that promotes inclusive excellence:
“The University of California is committed to excellence and equity in every facet of its mission.
Teaching, research, professional and public service contributions that promote diversity and
equal opportunity are to be encouraged and given recognition in the evaluation of the
candidate's qualifications. These contributions to diversity and equal opportunity can take
a variety of forms including efforts to advance equitable access to education, public
service that addresses the needs of California's diverse population, or research in a
scholar's area of expertise that highlights inequities.”
4) Is UC Irvine alone among UC campuses in adopting this statement?
A: No. UC San Diego adopted this statement in 2010.
5) How will applicants learn about the diversity statement expectation?
A: Per Provost Gillman’s memo of June 2014, all ads for faculty positions will include the following
sentence: “Applicants are encouraged to share how their past and/or potential contributions to
diversity, equity and inclusion will advance UC Irvine’s commitment to inclusive excellence.”
6) How do applicants provide their diversity statement?
A: There is a dedicated field in UC Recruit for applicants to submit their diversity statement.
7) If an applicant does not provide a diversity statement, will his or her application be considered
incomplete?
A: Yes
http://www.provost.uci.edu/news/InclusiveExcellence.html
http://www.ucop.edu/academic-personnel/_files/apm/apm-210.pdf
http://www.provost.uci.edu/news/Diversity-Statement-June-2014.html
ADVANCE v.09212015
8) What are the components of a diversity statement?
.
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.
A Strategic Approach: GenAI in EducationPeter 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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. Academic Year 2019/20
Assessment Guide
Term 2 20th January 2020 - 08th April 2020
Module Leader
Name: Dr Lazarus T. Mabvira
Email: [email protected]
Room: US2.33
Student Hours: Monday 15-1700hrs
Wednesday 14-1600hrs
Other Tutors
Kwabena AGYEMANG-BADU
Igbekele OSINUBI
Aini SHAHAR
Hatem ELFEITURI
Nurat AJIBADE
2. Assessment
Individual Coursework
10th April 2020 @ 2359hrs
This assignment accounts for 50% of the module marks.
Your Task:
The Fleet Highlands Café is a company that prepares meals for
tourists and citizens in its kitchen located next to the local
airport. The company’s planning and actual budgets for March
appears below:
The Fleet Highlands Café
Planning and actual budgets for the month ended March 31,
2019
PLANNING ACTUAL
Budgeted meals quantity (q)20 000 18 000
Revenues (£5.00q) £100 000 £90 000
Expenses:
3. Raw material (£2.50q) 50 000 45 000
Wages and salaries (£5 500+£0.25q) 10 500 10 000
Utilities (£2 500 + £0.05q) 3 500 3 400
Facility rent 5 000 5 500
Insurance 2 800 3 200
Fuel 2 500 2 800
Net Operating Income£25 700 £20 100
Required:
a) What is the objective of preparing a budget for Fleet
Highlands Café? (10 marks)
b) Prepare a report showing the company’s revenue and
spending variance for March? (20 marks)
c) Which variances should be of concern to management?
Explain (40 marks)
d) Advise the Fleet Highlands Café on what they need to do to
maintain their profitability and sustainability going forward. (20
marks)
The word count for this assignment is 1,500 words and will not
include the title page, executive summary, contents page or
bibliography.
It is important that you show knowledge of key debates within
the wider literature. Also, it is strongly advised that you are
critical in your writing and ensure a good level of integration
and coherence in applying theories. Please work on, and ensure
an excellent level of criticality, coherence, and flow of your
report. This will require effective discussion and clarity.
Please note that a significant amount of the marks is awarded
based on wider reading, critical and logical presentation, quality
of argument, referencing, academic integrity and academic
writing conventions. Please see Assessment Criteria on the
Moodle.
4. Reassessment
The reassessment will be a resubmission of this report, with
tracked changes made in response to the feedback given. The
date for Reassessment is 30th May 2020.
The Learning Outcomes assessed by this assessment are:
Knowledge
1. Demonstrate an understanding of different markets and
sources of finance; and the role of budgeting in an organisation.
2. Be able to assess budgets based financial data to support
organisational objectives (CMI Los 2).
Thinking skills
3. Analyse the information contained in a company’s annual
report; and appraise finance and investment decision.
Skills for life and work (general skills)
4. Demonstrate an understanding of the context within which
accounting operates, and the various local and international
standards that need to be complied with.
Subject-based practical skill
5. Effectively apply key ratios appropriate for analysing the
financial performance of the organisation.
6. Effectively apply budgets and investment appraisal
techniques.
We strongly suggest that you try to submit all coursework by
the deadline set as meeting deadlines will be expected in
employment. However, in our regulations, UEL has permitted
students to be able to submit their coursework up to 24 hours
after the deadline. The deadline is published in this module
5. guide. Coursework, which is submitted late, but within 24
hours of the deadline, will be assessed but subjected to a fixed
penalty of 5% of the total marks available (as opposed to marks
obtained). If you submit twice, once before the deadline and
once during the 24-hour late period, then the second submission
will be marked and 5% deducted. This rule only applies to
coursework. It does not apply to examinations, presentations,
performances, practical assessments or viva voce examinations.
If you miss these for a genuine reason, then you will need to
apply for extenuating circumstances, or accept that you will
receive a zero mark.
Further information is available in the Assessment & Feedback
Policy at
https://www.uel.ac.uk/Discover/Governance/Policies-
Regulations-Corporate-documents/Student-Policies (click on
other policies)
a) Assessment criteria for the task:
Assessment Criteria
Maximum Mark
Objectives of Preparing a Budget
10
Revenue and Spending Variance Report
20
Variance which should concern Management
40
Advising Twin Rivers Café
20
Clarity & Structure: i.e. detailed, coherent and formal structure
should be demonstrated. It also should be well presented
6. 5
Referencing: appropriate application of Harvard referencing
should be evident
5
Total Mark
100
b) Guidance on referencing
As a student you will be taught how to write correctly
referenced essays usingUEL's standard Harvard referencing
system from Cite Them Right. Cite them Right is the standard
Harvard referencing style at UEL for all Schools apart from the
School of Psychology which uses the APA system. This book
will teach you all you need to know about Harvard referencing,
plagiarism and collusion. The electronic version of “Cite Them
Right: the essential referencing guide” 9th edition, can be
accessed whilst on or off campus, via UEL Direct. The book can
only be read online and no part of it can be printed nor
downloaded.
Further information is available at:
https://uelac.sharepoint.com/LibraryandLearningServices/Pages/
default.aspx
c) Details of submission procedures:
Notice is hereby given that all submissions for this component
must be submitted to Turnitin.” If you fail to submit component
to Turnitin, in accordance with the guidance provided on the
Virtual Learning Environment (Moodle), a mark of 0 will be
awarded for the component.
Submitting Assessments Using Turnitin:
Turnitin is required for coursework assessments, such as
7. report/research papers or projects in Microsoft Word,
PowerPoint, and in PDF format. There are two main reasons we
want you to use Turnitin:
· Turnitin can help you avoid academic breaches and plagiarism.
When you use Turnitin before a submission deadline, you can
use the Originality Report feature to compare your work to
thousands of other sources (like websites, Wikipedia, and even
other student papers). Anything in your work that identically
matches another source is highlighted for you to see. When you
use this feature before the deadline, you will have time to revise
your work to avoid an instance of academic breach/plagiarism.
· Turnitin saves paper. When using Turnitin to electronically
submit your work, you will almost never have to submit a paper
copy.
Late Submissions Using Turnitin
UEL has permitted students to be able to submit their
coursework up to 24 hours after the deadline. Assessments that
are submitted up to 24 hours late are still marked, but with a 5%
deduction. However, you must be very careful when you are
submitting your assessment. If you submit your work twice,
once using the original deadline link and then again using the
late submission link on Turnitin, your assignment will be
graded as late with the 5% deduction.
Turnitin System Failure
Best Advice: Don’t wait until the last minute to submit your
assessments electronically. If you experience a problem
submitting your work with Turnitin, you should notify your
lecturer / tutor by email immediately. However, deadlines are
not extended unless there is a significant systems problem with
Turnitin. UEL has specific plans in place to address these
issues. If UEL finds that the issue with the system was
significant, you will receive an email notifying you of the issue
and that you have been given a 24-hour extension. If you don’t
receive any email that specifically states you have been given
8. an extension, then the original deadline has not been changed.
d) Feedback and return of work:
Work should be submitted on Turnitin and all feedback will be
on Turnitin. This will be released to students on 01st May 2020
at 1700hrs.
You may submit formative work to your seminar tutor by 03rd
April 2020. Generic feedback will be given to the whole class.
1
Updated January 2020
GENERAL COMMENTS—CASE 3
Incorporate statesmanship model within case. Apply the model
rather than just state it.
Importance of planning and implementation of policy/programs
applied to character(s) and
organizations in case, not just mentioned.
Much of text is not supported by citations but opinion.
Integrate Biblical principles within the analysis of the paper not
just added at the end of case.
Importance of Program Evaluation not just mentioned but
analyzed as part of case.
Importance of Conflict resolution/Consensus building not just
mentioned but analyzed as part of case.
9. Importance of Covenant not just mentioned but analyzed as part
of case.
Importance of Statescraft not just mentioned but analyzed as
part of case.
The case is fabricated or an opinion of the student. Choose
specific case with characters,
organizations, events, decisions, actions, etc.
Does not use most of previous articles/materials offered in the
course.
Check Box1: OffCheck Box3: OffCheck Box4: OffCheck Box5:
OffCheck Box6: OffCheck Box8: OffCheck Box9: OffCheck
Box10: OffCheck Box11: OffCheck Box12: Off
GENERAL COMMENTS—CASE 3
Incorporate statesmanship model within case. Apply the model
rather than just state it.
Importance of planning and implementation of policy/programs
applied to character(s) and
organizations in case, not just mentioned.
Much of text is not supported by citations but opinion.
Integrate Biblical principles within the analysis of the paper not
just added at the end of case.
Importance of Program Evaluation not just mentioned but
10. analyzed as part of case.
Importance of Conflict resolution/Consensus building not just
mentioned but analyzed as part of case.
Importance of Covenant not just mentioned but analyzed as part
of case.
Importance of Statescraft not just mentioned but analyzed as
part of case.
The case is fabricated or an opinion of the student. Choose
specific case with characters,
organizations, events, decisions, actions, etc.
Does not use most of previous articles/materials offered in the
course.
Check Box1: OffCheck Box3: OffCheck Box4: OffCheck Box5:
OffCheck Box6: OffCheck Box8: OffCheck Box9: OffCheck
Box10: OffCheck Box11: OffCheck Box12: Off
Evidence in Public
Administration
Thomas J. Catlaw is the Frank
and June Sackton Professor of Public
Administration and associate professor of
public affairs in the School of Public Affairs
12. The American Society for Public Administration.
DOI: 10.1111/puar.12520.
dynamics that lend a unique quality to governing that
deserves more attention from researchers.
In this sense, Trautman’s article is particularly wel-
come in this new section of Public Administration
Review. First, while the United States is an increas-
ingly urbanized society, 1 in 10 Americans still lives
in a small town; yet small-town government is one of
the least researched arenas of governance. Second, the
intertwined issues that she raises point to the chal-
lenge of mobilizing evidence in a straightforward,
instrumental manner to address governance dilemmas.
Th is confi rms that we do need practitioner stories
to guide both what we research and how we teach
(Hummel 1991).
Responding to the complexity of issues that con-
front leaders in small-town government is like a
game of pick-up sticks.2 Myriad issues overlap; pull
on one and another shifts place, and getting that
winning black stick out of the pile can seem nearly
impossible. Small-town government is complicated
because it is where nearly every issue of society comes
home to roost, often in one-on-one “public encoun-
ters” (Bartels 2015) that are magnifi ed and quite
personalized.
In this response, we comment on some of the “sticks”
in the pile. We want to emphasize, however, that
there is great variation in the political, economic, and
historical specifi cs of each small town, and we do not
13. know much about Trautman’s town and its context.
Th us, we off er relevant evidence from social research
Abstract: Th is essay examines the governance of small towns in
the United States. Small towns have received little
attention in the public administration literature to date, yet 1 in
10 Americans still lives in one, representing roughly
75 percent of all municipalities in the United States and some
33 million people. Small towns are characterized as
dense, multiplex networks that lend unique dynamics to local
politics. However, they face signifi cant social, economic,
technological, and demographic trends that compromise towns’
prevailing frame of reference, fracture their networks,
and alter the traditional setting of small-town governance. In
the face of these issues, “thicker,” more active ways of
engaging the public are needed to reknit community bonds and
build civic capacity. Service learning for master of
public administration students is proposed as a way to develop
the emotional intelligence necessary to make sense of the
complex social dynamics of small towns and to facilitate the
hard work of building enabling relationships.
Governing Small-Town America Today:
Th e Promise and Dilemma of Dense Networks
Kimberley R. Isett, Brian W. Head, and Gary VanLandingham,
Editors
Thomas J. Catlaw
Arizona State University
Margaret Stout
West Virginia University
Small towns occupy an ambiguous place in the American
political imagination. Th ink, for example, about the 1998 fi lm
14. Pleasantville.
In Pleasantville, life is orderly, predictable, and, as
many of the characters confi rm, downright pleasant.
Neighbors know one another and seem to treat one
another with care and concern. But there is a dark
underbelly. Th e residents are also closed-minded
and unwelcoming of change and diff erence. In his
recent study, sociologist Robert Wuthnow writes
that a similar duality characterizes media coverage of
small towns. On the one side, there are “wouldn’t it
be nice?” nostalgia pieces, and on the other, portray-
als of a “sorry remnant of an America that has been
left behind . . . [home] of hapless, poorly educated
Americans who have little better to do than watch the
grass grow” (2013, xii).
In contrast to these stereotypical portrayals in fi lm
and the media, Rhonda Riherd Trautman off ers an
on-the-ground view of the challenges of governing
in a real small town today in her article “Small-Town
Policy Makers.”1 She shows that these towns share
many of the same issues as large cities: how to encour-
age broader public involvement, work with conten-
tious residents and overcome factionalism, and make
the most of new information technologies. Other
research indicates that small towns also deal with “big
city” issues such as racial polarization, drugs, poverty,
immigration, and increasing diversity (Carr, Lichter,
and Kefals 2012; Lichter and Brown 2011). But, as
Trautman writes, small towns do remain distinctive:
their social and geographic scale can create particular
226 Public Administration Review • March | April 2016
15. (Stout, Dougherty, and Dudley, forthcoming). Th ird, they can
lead
to incivility among factions that do not engage with one another
personally or through business dealings. Fourth, just as in any
other
instance of pressure politics, they lead to preferential policy
deci-
sions based on social and business ties. Th us, small towns can
vacil-
late between “rancorous confl ict” and “superfi cial harmony”—
both
of which hamper eff ective policy making and implementation
(Flora
and Flora 1993, 51).
The Changing Nature of American Small Towns
For many residents of small towns, the town is its people. But
many
small towns today are changing rapidly and facing new stressors
that
push and pull on interpersonal relationships. In other words,
“the
people” are changing in important ways (Catlaw 2007), and this
creates new challenges and opportunities for government.
For starters, over the last several decades, there has been
consider-
able out-migration of the more highly educated, human-capital-
rich
members of small towns. Th is “brain drain” (Lichter and
Brown
2011; Weber et al. 2007) often leaves behind an aging
population
and an anemic economy. Yet this vacuum invites new migration
trends.
16. While small towns have rarely been as homogeneous as
Pleasantville
(Macgregor 2010, especially chapters 4 and 5), small towns are
more diverse than ever. For example, many are new destinations
for predominantly poor Latino/a immigrants that bring with
them
new languages, norms, and transnational social ties (Lichter and
Brown 2011). Th is can threaten people’s sense of “belonging”
and
alienate new arrivals from social and political engagement
(Chavez
2009; McConnell and Miraftab 2009). Th ere can be strong
social
pressures to conform to dominant largely white, middle-class
norms
(Leitner 2012).
At the other end of the economic spectrum, small-town America
is
increasingly desirable as providing recreational, leisure, and
retire-
ment amenities for urban dwellers. Th ese “external” audiences
shape
gentrifi cation dynamics that can, for instance, pit economic
devel-
opment against environmental and agricultural protection. Th is
can
also entail an infl ux of newcomers—often affl uent and
educated—
with “urban” sensibilities and expectations. Th ese demographic
changes generate new cleavages to bridge before communities
can
benefi t from the infusion of new kinds of human and social
capital
(Lichter and Brown 2011; Salamon 2003).
17. Finally, as Trautman notes, information technology is an ever
more
important part of government today (Mergel 2012; Zavattaro
and
Bryer 2016). While we can constructively use the Internet to
build
community (Castells 2015), technologies are shaping small-
town
life in complex ways. First, information technologies can
further
unsettle the boundedness of small-town networks. Even
residents
in remote areas now access infi nite news, media, and
information
sources from around the globe. Th is complicates “the local” as
the
prevailing frame of reference at the same time that it opens
com-
munities to new ideas and information. Second, the anonymity
of
many online platforms can cut against the power of visibility
and
familiarity in small-town networks (Borah 2013). For example,
one
of the more toxic platforms is Topix.com, which ostensibly
exists to
bring to light “Your Town. Your News. Your Take.” While
laudable
and Margaret Stout’s own experience doing community develop-
ment work in small-town Appalachia that, we hope, speaks to
issues
in both small-town America generally and Trautman’s
experience in
particular.
18. Small Towns as Dense Networks
One way to understand small towns and their dynamics is to
view
them as dense, multiplex networks of relationships; as the
saying
goes, “everyone knows everyone.” It is rarely the case, of
course,
that everyone really knows everyone. But this phrase works as
shorthand to describe a situation in which “enough interaction
does occur over suffi ciently extended periods that people gain
familiarity with one another, become visible in the community,
and share background information with each other” (Wuthnow
2013, xv). In other words, even if everyone does not know you,
“everyone knows your business” (Macgregor 2010, 3). To say
these
networks are multiplex is just to give a technical name to the
reality
that Trautman captures when she writes that elected offi cials
may
also be bankers, lawyers, doctors, business owners, teachers,
pas-
tors, and so on: people in small towns encounter one another
across
multiple roles.
As in the case Trautman describes, research shows that dense
networks and multiplex relations have their upsides and
downsides
(Portes 1998). Advantageously, dense networks can be eff
ective at
enforcing and maintaining social norms. Th is can help produce
solidarity and the kind of “we’re in it together” community
spirit
that small-town life conjures. Dense, overlapping networks can
also help the fl ow of information and increase the likelihood
that
19. people hear the same information from more than one source.
Th is,
in turn, can speed diff usion of information and actually
encourage
behavior change (Centola and Macy 2007). Well-known areas of
research on these kinds of benefi ts are immigrant enclaves in
cities.
In these communities, various kinds of social, human, and fi
nancial
capital fl ow through the networks, enabled by regulating
norms. In
theory, small towns’ dense, multiplex relations can create norms
that
are empowering and community oriented.
However, these same dense relationships and norms can be
exclu-
sionary and constraining. For example, one of the typical expec-
tations in small-town America is self-suffi ciency and “not to
be
burden on the community . . . unless you are in desperate
straits”
(Wuthnow 2013, 120). Sherman’s (2006) study of a small town
in
Northern California demonstrates how relational pressures
encour-
aged poor residents to develop “socially acceptable” coping
strategies
outside the welfare system. Th is can create unique diffi culties
for
poorer members of small towns.
Trautman’s commentary attributes similar social norms and
politi-
cal dynamics to “proximity.” Her depictions of small-town
politics
20. are substantiated in other studies, where a thicket of
interpersonal
dynamics complicates attempts at collaborative governance
between
residents and formal groups (Stout 2015; Stout and Kunz 2015).
First, small-town norms of civility and conviviality (Wuthnow
2013) may discourage direct confrontation and open confl ict,
thereby encouraging backroom dealings that may break open
meeting laws and generating gossip and rumors that quickly
spread
across town. Second, these dense relations may discourage
people
from public service in both elected and formal volunteer
positions
Governing Small-Town America Today: The Promise and
Dilemma of Dense Networks 227
States in large cities, experiences in Latin America and Canada
show
it can be done in small towns. Indeed Clarkson, Georgia
(popula-
tion about 7,500), launched its fi rst participatory budgeting eff
ort
in July 2015. It is critical, though, that public managers be clear
about the purpose of these eff orts, and thoughtful in the design
and
implementation of them. Disingenuous, poorly planned, or half-
hearted eff orts to involve the public can do more harm than
good
(Bryer 2011).
“The Blame Game”
Understandably, Trautman might fi nd some of these
21. suggestions
unworkable. If people do not read informational fl yers, how
can we
expect them to come to participatory meetings? She attributes
the
public’s lack of participation in governance to “indiff erence,
lack
of time, or information.” However, the story is more
complicated.
“Apathy” is often attributable to repeated experiences of ineff
ectual
participation (Stout 2010). Other research generally confi rms
that
there is an increasingly strong class infl ection in American
political
participation (Leighley and Nagler 2013; Gilens and Page
2014).
Institutional experiences at home, work, and school also can
con-
tribute to whether people engage in political and civic life
(Kupchik
and Catlaw 2015; Rawlings and Catlaw 2011).
Clearly, government cannot control all the factors that shape
whether people participate. But it needs to shoulder its share of
the
blame for a lack of constructive public engagement and limited
suc-
cess in including its full community. A much more active,
informed,
and committed eff ort from government is needed to strengthen
civic capacity.
Getting Administrators Ready to Go
In closing, we want to echo Trautman’s concerns about the edu-
cation of master of public administration (MPA) students. One
22. fruitful response to the limited public management literature on
small-town governance is fi eld-based experiential learning.
Indeed,
the inability of theory to meet the complexities of real world
prac-
tice is one motivation for service learning through MPA
capstone
courses, applied research assignments, and internships (Stout
and
Holmes 2013). It also speaks to the importance of
“pracademics”
(Posner 2009), clinical professors, and professors of practice.
Service learning is designed to produce curriculum-driven
learning
outcomes and applied research knowledge (Stout 2013).
Analytical
refl ection on those experiences fosters the linkage of theory
and
practice (Collier and Williams 2005; Cunningham 1997;
Imperial,
Perry, and Katula 2007; Stout and Holmes 2013). Th ese
pedago-
gies prepare students for real-world expectations of self-
direction,
teamwork, and interorganizational confl ict and collaboration
(Abel
2009; Bushouse and Morrison 2001; Dicke, Dowden, and Torres
2004; Imperial, Perry, and Katula 2007; Killian 2004;
Lambright
and Lu 2009; Waldner and Hunter 2008; Whitaker and Berner
2004). Perhaps of greatest interest here is the opportunity to
develop
the emotional intelligence (Kramer 2007) necessary to make
sense
of the complex social dynamics of small towns and to facilitate
23. the
hard work of building enabling relationships.
In the end, we suggest that the unique interpersonal dynamics of
small towns are under great strain, making it ever more
challeng-
ing to govern and build community. In the face of new
challenges,
in theory, posts often contain diatribes and misinformation
about
anyone who dares step into a community leadership role.
However,
it may be possible to moderate such online forums in ways that
encourage civil, productive exchanges without censoring
criticism
(Lampe et al. 2014).
In short, to varying degrees American small towns are being
shaped
by economic and demographic forces that complicate the
potential
of dense networks to stage positive change. But the
opportunities
aff orded by the small scale and multiplex relationships of small
towns remain.
Rebuilding Civic Infrastructure though Thicker
Participation
To make the most of this potential, small-town governments
need
to think broadly about the importance of building and
strengthen-
ing community capacity (Chaskin et al. 2001). Trautman seems
to
support this idea when she writes of “building a strong
24. community
base.” While they often get the most attention, fi nancial,
techni-
cal, and physical resources are not always the missing
ingredient.
Paradoxically, while community members frequently laud “the
people” of their towns as their most treasured asset,
dysfunctional
relationships among them hinder their ability to collaborate—
even
when ample opportunities for economic growth and
revitalization
are at hand (Stout 2015). Th us, the challenge is to build bridges
across diff erence through relational attitudes, cooperative
inter-
personal styles, and participatory modes of association that
enable
integrative approaches to collective action (Stout and Love
2015).
Th is work can leverage the potential of the social and
geographic
scale of small towns.
Indeed, fl ourishing communities provide the civic
infrastructure
necessary to build robust bridging networks (National Civic
League
1999), enabling other resources to be mobilized. Flora and
Flora’s
(1993) extensive fi eldwork on social infrastructure in rural
commu-
nities confi rms this. Stout’s (2015) preliminary study of
Appalachian
towns explores specifi c barriers to the development of eff
ective social
and civic infrastructure that are similar to the challenges
25. Trautman
describes. Without question, strengthening these networks
requires
patience and the ability to engage diff erence and confl ict as a
crea-
tive opportunity. But it can be done. Th e work emphasizes
process
rather than winning or losing; depersonalizing politics;
cultivating a
broad, diversifi ed sense of who “we” are in community; and
sharing
leadership and decision-making roles beyond established civic
and
political leaders (Flora and Flora 1993).
Unfortunately, traditional public engagement typically
constrains
dialogue to serial one-way statements between the public and
deci-
sion makers. Building civic infrastructure requires robust, face-
to-
face public encounters and “thick” forms of public engagement
(Nabatchi and Leighninger 2015). Th ese participatory practices
aim
to foster mutual understanding and meaningful policy infl uence
(see, e.g., King 2011; King, Feltey, and Susel 1998; Roberts
2004).
Well-known examples include citizen assemblies, citizen juries,
and
study circles. In the context of small towns, participatory
budgeting
may hold promise because it involves opening up both the
decision-
making and resource-allocation process for specifi c portions of
the
local budget (see http://www.participatorybudgeting.org/).
26. While
participatory budgeting has been used only selectively in the
United
228 Public Administration Review • March | April 2016
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“thicker,” more active ways of engaging the public are needed
to
reknit community bonds and build civic capacity.
Notes
1. It is hard to defi ne “small town” in a single way that is
satisfying for all purposes.
Population, population density, commuting rates to a central
metropolis, and
levels of “urbanization” are used. Th e issue has become even
more diffi cult as the
line between urban and rural blurs (Lichter and Brown 2011).
For purposes of
30. this article, we follow Wuthnow (2013, 8) and loosely defi ne
“small towns” as
jurisdictions of fewer than 25,000 residents that are not
considered part of an
“urban fringe.” Th is represents roughly 75 percent of all towns
and cities in the
United States and includes some 33 million people.
2. In the game of pick-up sticks, also called jackstraws or
spillikins, a bundle of
multicolored sticks is held vertically on a fl at surface and then
released. Th e
sticks fall at random, creating a jumbled, disordered fi eld or
pile of sticks. Players
remove as many sticks as possible without disturbing the other
sticks. Th e goal is
to remove a single black stick.
Acknowledgments
Th e authors gratefully acknowledge the assistance of the
follow-
ing colleagues in the preparation of this article: Spiro Maroulis,
Staci Zavattaro, Daniel Schugurensky, Josh Lerner, Erik
Johnston,
Ines Mergel, and Linda Williams. Xuefan Zhang provided
valuable
research assistance. Responsibility for the fi nal content of the
article
belongs to the authors.
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Donald P. Moynihan is professor in
the La Follette School of Public Affairs,
University of Wisconsin–Madison. He is
fellow of the National Academy of Public
35. Administration, author of The Dynamics
of Performance Management:
Constructing Information and Reform
(Georgetown University Press, 2008), and
winner of the ASPA/NASPAA Distinguished
Research Award.
E-mail: [email protected]
Joe Soss is the inaugural Cowles Chair for
the Study of Public Service at the University
of Minnesota, where he holds faculty
positions in the Hubert H. Humphrey School
of Public Affairs and the Departments of
Political Science and Sociology. His research
and teaching explore the interplay of
democratic politics, societal inequali-
ties, and public policy. His most recent
coauthored book is Disciplining the
Poor: Neoliberal Paternalism and the
Persistent Power of Race (with Richard
37. tional capacity, structures, rou-
tines, authorities, motivations and
cultures. Th ese sorts of admin-
istrative themes have received
little attention in policy feedback
research, just as the political eff ects
of policies have been overlooked
in public administration studies.
Bridging these perspectives off ers a basis for exciting new
agendas and advances in public administration research.
What is the relationship between admin-istration and politics?
Few questions in the study of bureaucracy are as vexed and
enduring. Many scholars sidestep it, opting to remain
silent on politics and, thus, drain it from their accounts
of administration. Yet it is rare today to fi nd explicit
Wilsonian claims that the two exist in separate spheres.
Indeed, the dialogue between administrative and polit-
ical analysis has grown decidedly richer in recent years.
Scholars increasingly recognize that bureaucracies must
serve many political masters at once (Derthick 1990).
Political interests design bureaucratic structures to
advance political goals (Moe 1989). Administrators
are politically situated in governing networks (Lynn,
Heinrich, and Hill 2001) and are often called on to
bring stakeholders together in participatory processes
(Feldman and Khademian 2007).
In this article, we aim to deepen this dialogue by
introducing students of administration to the concept
of policy feedback and elaborating its implications
for the fi eld. Policy is typically studied as an outcome
of politics. Feedback research complements this view
with its opposite, asking how “new policies create
new politics” (Schattschneider 1935). Conceiving the
38. relationship between policy and politics as an ongoing
interplay, researchers analyze how each shapes the
other over time (Soss, Hacker, and Mettler 2007).
As with any eff ort to import a concept, ours requires
some bridging assumptions. Th e administrative
signifi cance of the claim that “policies shape politics”
depends on how one con-
ceives policies and politics,
respectively.
First, we assume that a policy
is more than the letter of the
law: it also includes administra-
tive practices of translation and
implementation. If one accepts this assumption, then
the claim “policy shapes politics” implies the subclaim
“administration shapes politics.” Th is assertion directs
scholars to study not just how political forces impinge
on administration but also how administrative organi-
zations act on and transform political relations. Th e
political eff ects of policy implementation, in this view,
can matter for a society at least as much as the social
and economic impacts that scholars typically study. At
the same time, because political forces aff ect admin-
istration, a feedback perspective suggests an evolving
transaction of the two: bureaucracies are not only
creatures but also creators of the political forces that
impinge on them.
Second, we assume that administrative organizations
are, in their own right, sites of politics. Th ey are other
things as well, of course. But they are political insofar
as they entail phenomena such as power relations,
39. authority structures, ideological commitments, rights
and obligations, and decisions regarding “who gets
what, when, how” (Lasswell 1936). If one accepts
this idea, then the claim that “policy shapes politics”
Policy Feedback and the Politics of Administration
Th e administrative signifi cance
of the claim that “policies shape
politics” depends on how one
conceives policies and politics.
Policy Feedback and the Politics of Administration 321
Contemplating the welfare state, Marshall (1964) argued that
poli-
cies institutionalize social rights in ways that transform civil
and
political rights, while Piven and Cloward (1971) argued that
welfare
policies function as tools for pacifying political unrest, shoring
up
political legitimacy, and setting the terms of power relations
between
labor and capital. Lipsky (1980) suggested that the experiences
of
street-level bureaucracy infl uence citizens’ political beliefs and
orien-
tations, and Edelman (1977) argued that administrative
categories
and divisions could structure political cognitions in mass
publics.
Beginning in the early 1990s, scholars began to connect these
40. themes and develop policy feedback as a distinct approach to
politi-
cal analysis. To understand what emerged, it is helpful to
concep-
tualize the literature along two dimensions. Th e fi rst
distinguishes
between eff ects on political elites and mass publics (Pierson
1993).
Focusing on elites, institutionalist scholars emphasized how
new
policies aff ect the positions, capacities, and beliefs of actors in
inter-
est groups and at various levels of the state (Skocpol 1992;
Pierson
1994; Th elen 2004). Even minor policy changes, they demon-
strated, can set “path-dependent” processes in motion that
constrain
political possibilities and future policy development (Pierson
2000;
Mahoney 2006). Policies establish templates for governance that
offi cials learn to use refl exively, even when alternatives are
avail-
able (Heclo 1974). Th ey shape institutional capacities in ways
that
raise or lower the diffi culty of pursuing new initiatives
(Skocpol
1992). As organized interests adapt to new
policies, they often grow dependent on them
and become invested in their continuation
(Hacker 2002). In these and other ways, poli-
cies can reshape the assumptions, positions,
interests, identities, and capacities of elite
actors in the state, surrounding issue net-
works, and interest group systems.
41. At the mass level, feedback research has explored how policies
“make citizens” and infl uence publics (Mettler and Soss 2004).
As
Campbell summarizes, policies shape patterns of citizen
participa-
tion by “aff ecting levels of politically relevant resources, aff
ect-
ing feelings of political engagement such as political effi cacy
and
political interest, and aff ecting the likelihood of political
mobiliza-
tion by interest groups and other political entrepreneurs” (2012,
336). Policies convey cues to the public about civic standing,
group
deservingness, and the nature of social problems (Schneider and
Ingram 1997; Soss and Schram 2007). As the GI Bill provided
educational benefi ts to military veterans, for example, it
cultivated
political beliefs, identities, and skills that bolstered civic
engagement
(Mettler 2005). By contrast, experiences with criminal justice
and
paternalist welfare policies contribute to negative views of
govern-
ment and political marginalization (Bruch, Ferree, and Soss
2010;
Weaver and Lerman 2010).
Along a second dimension, feedback scholarship can be seen as
encompassing both causal and constructivist approaches to
expla-
nation. For many, it represents a causal proposition in eff orts
to
explain political outcomes and policy trajectories. In feedback
research, as Pierson (1993) explains, “eff ect becomes cause.”
Th rough the political dynamics they set in motion, earlier
42. policy
outcomes play a causal role in constraining or promoting later
policy developments. Th ey operate as state-crafted institutions
that
implies the subclaim “policy shapes administration.” Th is
assertion
directs scholars to study not just how administrators transform
policy but also how policies shape administrative organizations.
Most studies in the fi eld treat administrators as agents who use
their
discretion to reshape policy objects. Feedback scholarship
suggests
a more dialogic relationship. As organizations implement a
policy,
they transform it and are themselves transformed.
Administrators
shape policy outcomes, but policies also have the power to
disrupt
and reconfi gure administration. Th ey can restructure
authorities,
alter routines, redistribute resources, and reframe culture,
identity,
and motivation.
Our article proceeds in four stages. Th e fi rst defi nes policy
feedback
and outlines its implications for political analysis. Th e second
clari-
fi es how administration matters for the broader polity and oper-
ates to transform political relations and environments. Th e
third
describes how public policies operate as active forces in the
order-
ing of administration. Th e fourth section presents a more
concrete
43. discussion of how policies infl uence administration by
exploring
the eff ects of welfare reform in three areas: organizational
culture,
worker discretion, and personnel motivation.
What Is Policy Feedback?
Policy feedback denotes the potential for policies to transform
poli-
tics and, as a result, infl uence future courses of policy
development.
Political scientists have long acknowledged
that policies can have political repercus-
sions. For example, conventional models of
democratic politics—from pluralist models
of group grievances (Dahl 1971) to rational
choice models of retrospective voting (Fiorina
1981) to systems models in which citizens
respond to policy outputs (Easton 1957) —
entail dynamics of public accountability in
some form. Yet policies in these sorts of analyses are rarely
studied as
more than objects of political approval or disapproval. Political
actors
respond to policies after enactment just as they would have
before
passage: they take action or do not, they reward or punish
public
offi cials, and so on, because, for reasons that are exogenous to
the
policy itself, they approve or disapprove of particular
governmental
actions.
In contemporary political science, the concept of policy
feedback
44. suggests that policies can transform the political landscape in
ways
that are far more fundamental and varied. Policies, in this view,
are not just political objects; they are political forces that
recon-
fi gure the underlying terms of power, reposition actors in
political
relations, and reshape political actors’ identities,
understandings,
interests, and preferences. Indeed, to explain policy outcomes,
this
approach suggests, one must often look to the political
dynamics set
in motion by policy actions at earlier points in time.
Recent scholarship in this area builds on a variety of
intellectual
foundations. In an early landmark, Schattschneider (1935)
argued
that new policies reconfi gure the terms of pressure group confl
ict.
Lowi (1964) suggested that terms of political interaction depend
on
whether the policy at issue is distributive, redistributive, or
regula-
tory. Wilson (1973) theorized that patterns of political
engagement
depend on the ways that policies distribute costs and benefi ts.
Policy feedback denotes
the potential for policies to
transform politics and infl uence
future courses of policy
development.
45. 322 Public Administration Review • May | June 2014
provide the most formal rendering of this perspective, but its
logic is
deployed widely in the fi eld (Waterman and Meier 1998).
Th e second conception identifi es politics as a terrain that
adminis-
trators navigate in their eff orts to achieve goals. Th us, agency
direc-
tors are forced to think about how to serve “multiple masters” at
once (Derthick 1990). Th e polity is an “authorizing
environment”
that public managers must approach creatively if they hope to
secure
legitimacy and support for their visions of the public good
(Moore
1995). Active eff orts to engage stakeholders and acquire
political
support are seen today as central to eff ective public
management
(Moynihan and Hawes 2012). Th us, politics is not only a force
that
shapes bureaucracy; it is also an obstacle course that
administrators
must traverse to achieve their goals.
Th e concept of policy feedback does not deny these insights. It
incorporates them in an analysis of how administration fi ts
into,
and matters for, the broader interchange of politics and policy
in a
society. To develop this kind of analysis, scholars must specify,
46. fi rst,
how policies shape the political environment for administration
and, second, how administration of a policy can transform
broader
relations in the polity.
Policy implementation can reorganize power relations in a
society,
redefi ne terms of political confl ict, mobilize or pacify
constituen-
cies, and convey cues about group deservingness.
Administrative
categories can divide one social group from another and frame
perceptions of societal problems. As policies are put into
practice,
they can produce new social identities and political interests or
establish new confi gurations of rights and obligations.
Bureaucratic
encounters can teach citizens lessons about the state, mark them
in
politically consequential ways, alter their political capacities,
and
reposition them in relation to other citizens and dominant
institu-
tions. Th rough these and other processes, bureaucracies shape
their
own political environments and alter the broader organization
and
functioning of the polity.
As students of administration have left these dynamics
unattended,
scholars in other fi elds have pointed the way toward promising
avenues of research. Th eir eff orts provide a foundation for
exciting
new agendas in the fi eld of public administration.
47. Feedback research suggests, for example, that more attention
should
be paid to the political consequences of administrative divisions
and categories. Census categories, for instance, have repeatedly
redefi ned racial distinctions in the United
States, often with profound consequences for
political identities, solidarities, and inter-
ests (Hochschild, Weaver, and Burch 2012;
Yanow 2002). Out of the continuous process
of aging, the Social Security Administration
delineated, and thereby produced, “seniors” as
a distinct social and political group (Campbell
2003). Military, welfare, and immigration agencies specifi ed
“the homosexual” as a knowable and governable political
subject
(Canaday 2009). Th ese and related cases underscore how
adminis-
trative categories can become embedded in normative
assumptions,
functioning as seemingly natural “principles of vision and
division”
that organize perception, choice, and action (Bourdieu 1999).
structure political interaction and have both intended and unin-
tended causal eff ects on political actors (Pierson 2006).
A second strand of argument stresses more constructivist and
relational themes. Here, feedback scholars build on
participatory
democratic arguments that citizens—both as individuals and as
collectives—are constructed through experiences with political
institutions and relations (Dewey 1927; Pateman 1970). Many
also draw on the work of Edelman (1964, 1977), who theorized
48. governmental actions as moves in an ongoing political transac-
tion. Policies, Edelman argued, can threaten or reassure,
cultivate
beliefs, and evoke mass arousal or quiescence—not so much as
a
causal eff ect but rather as one statement elicits a response in an
ongoing dialogue. Schneider and Ingram’s (1997) theory of
“target
populations” can be seen as a prominent inheritor of this
tradition.
Feedback scholarship in this vein analyzes how policies fi t into
ongoing political transactions and construct objects and subjects
of
governance.
Across these diff erences, feedback scholarship off ers a
coherent
prescription for political analysis: public policy must be
analyzed
as a political outcome and as a force that infl uences political
actors,
organizes political understandings, and structures political
relations.
“Th e same political process that assembles [public policy] is,
in turn,
reshaped by its own products” (Soss 1999, 377).
In political analysis, the concept of policy feedback poses a
direct
challenge to systems theories that treat citizen demands as
inputs
and public policies as outputs (Easton 1957). In policy analysis,
it is
equally hard to square with models that envision “the policy
proc-
ess” as a linear series of stages (Bardach 1977). In normative
49. political
theory, it complicates eff orts to use “responsiveness to
citizens” as
a yardstick for evaluating representative democratic systems
(Disch
2013). In the sections that follow, we explore its implications
for the
study of public administration.
Policy Implementation Matters for the Polity
Implementation is often a pivotal moment in the interplay of
politics and policy—a moment with signifi cant consequences
for
the polity as a whole. Yet students of administration rarely
study it
from this perspective. In the fi eld today, two conceptions of
politics
prevail instead.
Th e fi rst locates administration at the receiving end of
politics.
Political forces, in this view, create bureaucracies and act on
them
as they implement policy. “Governance can
be delineated as a hierarchy of relationships”
that moves from politics to management to
administrative performance (Lynn, Heinrich,
and Hill 2001, 239). “Responding to citizen
and stakeholder interests,” “enacting coali-
tions” design bureaucracies to “stack the deck”
in their favor (Lynn, Heinrich, and Hill 2001,
137–38). Political principals impose agendas on administrators
at
unpredictable intervals, based on limited understandings of
bureau-
cratic capacities, cultures, and operations (Derthick 1990; Light
50. 2007; Moynihan and Lavertu 2012). Th ey strive, often with
mixed
results, to oversee and control multisided networks of
implementing
organizations (Meier and O’Toole 2006). Principal–agent
models
More attention should be paid
to the political consequences
of administrative divisions and
categories.
Policy Feedback and the Politics of Administration 323
common employment benefi t. Responding to this administrative
“fact on the ground,” employers designed their private plans to
take
advantage of Social Security’s potential to absorb business
costs.
In the process, they developed interests in supporting the Social
Security Administration and its programs. By contrast, private
health
care plans emerged earlier than public programs. Th us, state
offi cials
were forced to adapt in ways that “created an expensive,
fragmented
system of health care fi nance and delivery that undercut the
con-
stituency for reform while raising the political and budgetary
costs
of policy change, eventually pressing reformers to focus on
residual
populations left out of private coverage” (Hacker 2002, 278).
51. Building on these insights into group preferences and powers,
policy
feedback research encourages scholars to ask how
administrative
changes may infl uence state preferences and powers. Th e
corrupt
administration of Civil War pensions, for example, weakened
sup-
port for expansions of the welfare state and
created presumptions of waste, fraud, and
abuse that have plagued social welfare admin-
istrators for generations (Skocpol 1992). More
generally, administrative eff orts to impose
categories, compile social data, and organize
social and physical environments can alter the
“legibility” of landscapes for state interven-
tion (Scott 1998). In the process, they defi ne
parameters for the state’s “power to” serve the
citizenry, as well as for its “powers over” the
citizenry, understood in both coercive and
productive forms. From this perspective, the fi eld of public
admin-
istration encompasses the study of how administrative eff ects
defi ne
possibilities for state action and set terms of power relations
linking
state and society.
Market interventions are particularly important as modes of
state
intervention that defi ne patterns of citizen standing, opportu-
nity, and power. Social policies in the mid-twentieth century,
for
52. example, ameliorated the negative eff ects of market forces in
ways
that shored up and, in some ways, deepened racial and gender
inequalities (Katznelson 2005; Mettler 1998). A particularly
stark
example is provided by the Federal Housing Authority’s promo-
tion of “redlining,” which structured mortgage banking behavior
in
ways that exacerbated race-based segregation in neighborhoods
and
schools (Freund 2007). Th is development, in turn, played a key
role
in “race making” itself, altering the meanings, practices, and
powers
associated with racial classifi cations (Hayward 2013).
As this example suggests, feedback research encourages
scholars to
pay particular attention to administrative eff ects on citizens
and
citizenship. “Mass feedback” eff ects have been reviewed
extensively
elsewhere (e.g., Campbell 2012; Mettler and Soss 2004). Yet
few
scholars have pursued their implications for the fi eld of public
administration.
Policy feedback research contests the conventional treatment of
citizen interests, preferences, and attitudes as exogenous
“inputs” in
governance. Under German unifi cation, for example, the exten-
sion of West German administrative arrangements moved the
welfare state preferences of former East Germans closer to
those of
former West Germans over time (Svallfors 2010). Likewise,
when
53. Structural divisions in the administrative state can be equally
con-
sequential. More egalitarian and universal welfare institutions,
for
example, promote political trust and solidarity, social capital,
and
broader coalitions of public support (Kumlin and Rothstein
2005;
Rothstein and Uslaner 2005; Svallfors 2007). In the United
States,
by contrast, administrative divisions—for example, between
Social
Security and means-tested welfare—encourage bifurcated
“deserv-
ing versus undeserving” public understandings, isolate poor
families
as a vulnerable group with few coalition partners, and facilitate
racial framings of social policy confl icts (Soss, Fording, and
Schram
2011).
A feedback perspective also highlights how policy
implementation
can generate powerful new political interests. Civil War
pensions
stimulated the growth of new veterans’ organizations that
pressed
for expanded benefi ts (Skocpol 1992). Similarly, modern
welfare
states have created administrative constitu-
encies that act today as powerful defenders
of their programs, often inhibiting reform
eff orts (Pierson 1994). In the United States,
the Social Security Administration anchored
a political process that gave rise to power-
54. ful advocacy groups, such as AARP (Béland
2010; Campbell 2003). Th e American Farm
Bureau, a dominant agricultural interest
group since the New Deal, arose as a direct
result of publicly funded cooperative exten-
sion services (Olson 1965). Such cases under-
score that studies of how administrators engage stakeholders
can be
signifi cantly enriched by attention to how administrative
actions
produce stakeholders.
Feedback research also suggests how organized interests and
bureaucracies can develop through relations of reciprocal
empower-
ment. On one side, administrative agencies mobilize
collaborators
and constituents as allies to bolster their eff ectiveness and
advance
their agendas. Th e Social Security Administration is often cited
as
an example (Béland 2010), and recent research suggests that the
U.S. Department of Education benefi ted from a similar
dynamic as
it implemented Title IX (Sharrow 2013).
On the other side, political groups may enjoy reciprocal benefi
ts as
the administrative agency becomes a political resource
empowering
the group and generating terms of political confl ict more
favorable
to its interests. As bureaucracies disseminate policy-relevant
analyses,
they alter political distributions of knowledge and expertise. As
they
55. make rules and acquire capacities, they become tools that inter-
ests can deploy against their opponents in the “organized
combat”
of politics (Hacker and Pierson 2010). Th ese and other mutual
political benefi ts are rarely addressed in studies of
collaborative
governance or even bureaucratic capture. Th ey encourage
scholars
to study the complex reciprocal ways that administrative infl
uence
and capacity can be related to an interest group’s power to
defeat its
opponents.
In addition to aff ecting a group’s ability to get what it what it
wants,
administrative arrangements can change what a group wants in
the
fi rst place. Jacob Hacker (2002), for example, explains that
public
pension implementation took root before pension plans became
a
Th e fi eld of public administra-
tion encompasses the study
of how administrative eff ects
defi ne possibilities for state
action and set terms of power
relations linking state and
society.
56. 324 Public Administration Review • May | June 2014
negative eff ects on beliefs about government and levels of
civic and
political engagement (Weaver and Lerman 2010).
Administrative
encounters with paternalist welfare programs have similarly
negative
eff ects (Bruch, Ferree, and Soss 2010; Soss 1999, 2000).
In sum, administrative operations can matter greatly for the
scope,
meaning, and practice of democratic citizenship. Feedback
research-
ers have shone a light on these eff ects but have rarely pursued
their
implications for the study of administration. Some recent works
have begun to fi ll the void, asking, for example, how
experiences
of “red tape” may aff ect citizens’ political beliefs and
behaviors
(Moynihan and Herd 2010) and how performance measures
might
incorporate civic and political eff ects (Wichowsky and
Moynihan
2008). As a fi eld, however, public administration continues to
devote little attention to the ways citizens are positioned and
shaped
by policy implementation.
In pursuing these questions, students of administration should
bear
in mind that the kinds of eff ects described earlier are variable
out-
comes of contingent processes. Policy implementation can
empower
57. a constituency (e.g., Campbell 2003), marginalize it (Soss
2000), or
have no observable eff ect at all (Patashnik and Zelizer 2013).
Major
changes to welfare administration have shifted public attitudes
in
some cases (Svallfors 2010) but have also failed to generate
attitudi-
nal change in some cases in which expectations of feedback eff
ects
were high (Soss and Schram 2007). New administrative
categories
may fail to achieve cultural resonance and political
institutionaliza-
tion (Hochschild, Weaver, and Burch 2012). More generally,
policy
implementation may fail to generate feedbacks because of
design
fl aws, poor timing, or inadequate or confl icting institutional
sup-
ports (Patashnik and Zelizer 2013). Indeed, administrators may
play
a key role in stifl ing feedback eff ects, just as they may play a
part in
their production.
To note these various possibilities is to underscore how much
work
there is to do. For scholars of administration, the policy
feedback
concept is an invitation to clarify the conditions under which
administrative organizations transform political landscapes—for
themselves, for stakeholders and political principals, for
organized
interests and citizens, and for citizenship and democracy as a
whole.
59. American Bar Association Section of Dispute
Resolution Award for Outstanding Scholarly
Work, her research addresses collaborative
governance, public engagement, public law,
and dispute resolution.
E-mail : [email protected]
Public
Administration
and the
Disciplines
Abstract : Scholars have engaged in an ongoing dialogue
about the relationships among management, politics, and
law in public administration. Collaborative governance presents
new challenges to this dynamic. While scholars have
made substantial contributions to our understanding of the
design and practice of collaborative governance, others
suggest that we lack theory for this emerging body of research.
Law is often omitted as a variable. Scholarship generally
does not explicitly include collaboration as a public value. This
article addresses the dialogue on management,
politics, and law with regard to collaborative governance. It
provides an overview of the current legal framework for
collaborative governance in the United States at the federal,
state, and local levels of government and identifies gaps.
The institutional analysis and development framework provides
a body of theory that incorporates rules and law into
research design. The article concludes that future research on
collaborative governance should incorporate the legal
framework as an important variable and collaboration as a
60. public value.
Practitioner Points
• In designing public engagement and collaborative processes,
public managers must consider the legal
framework that governs their action.
• Relevant law varies across the federal, state, and local arenas
and shapes design choices.
• Collaboration itself is an important value to the public and
stakeholders.
• Public managers must acquire an understanding of basic
constitutional and administrative law to plan
effective public engagement and collaborative governance.
• In seeking to innovate, public managers should consider what
the relevant legal framework is and consult
with legal counsel. However, they should also consider the
likelihood that in-house counsel may be risk
averse.
• When innovation presents a case of first impression, one for
which there is no case law, managers should ask
not whether they can innovate by using participatory and
collaborative processes but how to do it consistent
with their legal authority.
Public administration scholars have engaged in an ongoing
dialogue about the relationships among management, politics,
and law in public
agencies’ work (Christensen, Goerdel, and Nicholson-
Crotty 2011 ; Rosenbloom 1983 , 2013 ). Collaborative
governance presents a new challenge for this dialogue.
As an umbrella term, it describes various system
designs and processes through which public agencies
61. work together with the private sector, civil society,
and the public to identify problems, issues, and
potential solutions; design new policy frameworks for
addressing them; implement programs; and enforce
policies.
Public law is an important variable that is often
missing in collaborative governance scholarship.
Moreover, some scholars question whether adequate
theory exists to motivate public administration ’ s
collaborative governance research program
(Rosenbloom 2013 ). Additionally, the public
administration literature generally has not explicitly
addressed collaboration as a public value.
This article reviews the current dialogue on
management, politics, and law as a framework for
public administration research and reviews the role
of law and public values. It suggests that a body of
theory, the institutional analysis and development
(IAD) framework (Ostrom 2005 , 2011 ), can frame
our collaborative governance research explicitly
around law as rules. The article argues for explicitly
including collaboration as a public value. It provides
an overview of the existing legal framework for
collaborative governance at the federal, state, and local
levels of government and identifies gaps and public
values reflected in administrative laws. Administrative
Rosemary O’Leary, Editor
Lisa Blomgren Amsler
Indiana University, Bloomington
Collaborative Governance:
62. Integrating Management, Politics, and Law
Collaborative Governance: Integrating Management, Politics,
and Law 701
law provides rules as variables for future research using the
IAD
framework on the relations among management, politics, and
law
in collaborative governance.
The Dialogue on Management, Politics, and Law
in Public Administration Research
Running federal agencies requires expertise in public law
(Campbell
2005 ). Agencies function as a “fourth branch of
government”: they
act in both quasi-legislative and quasi-judicial ways in
executing law
(Schwartz 1991 ) and develop policy by filling in details left
open
in legislation and serving as supplementary lawmakers
(Schwartz
1991 , §§ 1.7–1.9). Agencies administer their legislative
scheme
through their enabling statute; they adopt and implement rules
and
regulations and manage projects and programs (Rosenbloom
2015 ,
63–88; Rubin 1989 , 387–97). Through informal agency
action and
informal and formal adjudication resulting in orders, they
enforce
63. rules and regulations (Rosenbloom 2015 , 89–122). Agencies
affect
the legal rights and obligations of the public and stakeholders
(Rubin 1984 ).
The three branches supervise agency action through various
means:
the executive branch using executive orders, judicial branch
using
judicial review, and Congress through legislation and oversight.
Congress may control administrative agencies through the
budget, legislative instructions, and structural constraints, using
legislation to react to agency action and committees, hearings,
and
investigations for oversight (Shipan 2005 ). Congress can use
an
agency ’ s individual legislative authorization to limit it
procedurally
or use crosscutting statutes on public information, public
participation, due process, and judicial review to control all
agencies
(Shipan 2005 , 442–44). Understanding basic administrative
and
constitutional law is essential for public managers (Cooper and
Newland 1997 ; Rosenbloom 2015 ).
David Rosenbloom ( 1983 ) provided a framework for public
administration theory suggesting three lenses: management,
politics, and law, reflecting action by the executive, legislative,
and judicial functions of government, respectively. Management
focuses on efficiency and effectiveness, analogous to private
sector
organizations. Politics examines legislative representativeness,
responsiveness, and how interest groups shape policy and its
implementation. Law focuses on accountability, procedural
integrity, individual constitutional rights, and judicial review.
64. One approach to management, the New Public Management
(NPM), rose to prominence in the 1980s as a reform movement
(Hood 1991 ; Osborne and Gaebler 1992 ) to allow public
agencies
to move toward results-based accountability rather than
compliance
with rules and processes (Hood 1995 ). NPM uses
professional
managers as principals dealing with contractors as agents. It
employs
performance measures, tools such as output controls,
competition,
and market-like instruments to achieve public values of
efficiency
and results-based accountability (Hood 1991 ). Public
agencies
around the globe have adopted and institutionalized NPM
practices
(Dunleavy et al. 2006 ; O ’ Leary 2014 ).
Rosenbloom ’ s ( 1983 ) managerial perspective encompasses
NPM,
although he notes (Rosenbloom 2013 ) that NPM disregards
certain
values that fall outside the narrow scope of an agency ’ s
mission.
Other critics observe that NPM ’ s privatization of public work
through contracts and partnerships removes administrative law ’
s
legal oversight, threatening democratic values, such as
accountability
and citizen participation (Freeman 2000 ). O ’ Leary ( 2014 )
reports
on how full implementation of NPM has created agency silos in
65. New Zealand and interfered with interagency collaboration.
In response to perceived weaknesses in NPM, the New Public
Governance (NPG) and/or public value movement arose
(Bryson,
Crosby, and Bloomberg 2014 ; Morgan and Cook 2014 ).
NPG
encompasses public values and considers “collectively
expressed,
politically mediated preferences consumed by the citizenry”
(O ’ Flynn 2007 , 358), including both value added to the
public
interest and processes that promote trust and fairness (Moore
1994 ; O ’ Flynn 2007 ). The public value approach calls for
more
public opportunities to deliberate and participate in
administration
(Nabatchi 2012 ) and identify public values (Stoker 2006 ).
Drawing
on Rosenbloom ’ s ( 2013 ) category of the political
perspective, it suits
postcompetitive, collaborative, and networked forms of
governance
by using dialogue to build relationships in the context of mutual
respect and shared learning (Stoker 2006 ). O ’ Leary ’ s (
2006 ) analysis
of guerilla government illustrates conflict over values when
public
employees seek goals contrary to those of their supervisors;
dialogue
and conflict management are important within the agency as
well as
with the public in NPG.
However, some observe that law is often overlooked in public
administration (Box et al. 2001 ; Moe and Gilmour 1995 ;
66. Rosenbloom 2007 ). Wright ( 2011 ) and Rosenbloom and
Naff
( 2010 ) find that public administration underutilizes legal
resources.
Newbold ( 2014 ) advocates a constitutional approach to
reintegrate
law and management to build civic literacy, preserve sectoral
boundaries and accountability, embed constitutional values in
management, and advance NPG ’ s normative agenda. Recent
reviews of collaborative governance scholarship (Ansell and
Gash
2008 ; Bryson, Crosby, and Stone 2015 ; Emerson,
Nabatchi, and
Balogh 2012 ) and collaboration in environmental planning
and
management (Margerum 2011 ) acknowledge the role of rules
and
law but generally do not address specific statutes.
Recently, Rosenbloom ( 2013 ) revisited his tripartite
framework in
light of developments in collaborative governance and
reinventing
government. This article responds to his query regarding
collaborative governance theory. For law and collaborative
governance, he focuses on government work, state action, and
more
formal collaborative relationships such as contracting.
However,
collaborative governance encompasses a broader reach of
networks
and collaborative public management; many are informal and
not
reduced to a contract (e.g., Gazley, Chang, and Bingham 2010
).
67. Christensen, Goerdel, and Nicholson-Crotty ( 2011 ) review
the perceived conflict between law as a necessary constraint on
government power and management as an essential source of
innovation in the public interest. Law enables managers to do
the
public ’ s work (Cooper 1997 ) and to address democratic
values,
including public participation, pluralism, and representation;
involving public managers in legislation or litigation may
advance
democratic values and the public good (Christensen, Goerdel,
and Nicholson-Crotty 2011 , i131–33). This lawmaking role
may
702 Public Administration Review • September | October 2016
provide a synthesis for management, politics, and law;
indirectly,
it recognizes the increasingly networked and intersectoral, and
therefore collaborative, context.
In public administration ’ s ongoing dialogue on the
relationship of
law to management and politics, some public values may
compete
with others. Rosenbloom ( 2013 , 3) suggests management ’ s
values
are market-based efficiency such as cost effectiveness and
customer
orientation; politics’ values are representation, responsiveness,
and
political accountability; and law ’ s values are constitutional
integrity,
rights, and procedural due process. He observes elsewhere that
68. values such as “social equity, social capital, citizen
engagement,
and vibrant democracy” (2013, 7) need more salience in law and
practice.
Although scholars urge public managers to collaborate, they do
not
expressly list collaboration as a public value. Moore ( 1994 )
uses
the word “collective” but not “collaborative.” O ’ Flynn ( 2007
) and
Stoker ( 2006 ) use “collaborative” as a public management
process
for achieving public value, but not as a value in itself. Thomson
and Perry ( 2006 , 21) unpack collaboration as a process with
five
dimensions: governance, administration, organizational
autonomy,
mutuality, and norms of trust and reciprocity, citing Ostrom ’ s
( 1990 ) extensive work on collective action in managing
common
pool resources. Fung ( 2015 ) discusses how citizen
participation may
advance effectiveness, legitimacy, and social justice. Nabatchi (
2012 )
provides a broader, pluralistic range of public values that
emerge
from deliberative democratic discourse yet treats collaboration
as a
process in designing participation to identify public values.
Collaboration, like participation, is indeed a process, and it has
instrumental value as a means to an end. However, it also has
intrinsic value as an end in itself, unlike conflict or adversarial
governance. As an end, collaboration represents broader
acceptance
69. of a policy or decision. Omitting collaboration from public
values
is significant because collaboration is both
explicit and implicit in constitutional and
administrative law. It is inherent as an end
in the constitutional structure for separation
of powers, which prevents meaningful
action absent collaboration within and
across the branches of U.S. government. The
Federalist Papers illustrate that the founders
anticipated and designed for collaboration in
government ’ s work (Bingham and O ’ Leary
2011 ). In sum, the ongoing dialogue on management,
politics, and
law has not sufficiently addressed rules as independent
variables or
collaboration as a public value in collaborative governance.
Management, Politics, Law, and Collaborative
Governance
Rosenbloom ( 2013 , 8) observes that traditional hierarchical
Weberian organizations remain dominant in government;
contracting may be in decline in public cross-sectoral
collaboration.
Scholars have not reached consensus on what collaborative
governance means (Rosenbloom 2013 , 8). Emerson,
Nabatchi, and
Balogh ( 2012 ) acknowledge that the term is amorphous and
its
use inconsistent. Bryson et al. ( 2013 ) provide an analysis of
design
for public participation but refer largely to stakeholder
processes.
Ansell and Gash ( 2008 ) perform a meta-analysis of case
studies on
70. public policy and environmental dispute resolution as
collaborative
governance; their literature largely ignores collaborative public
management (O ’ Leary, Bingham, and Gerard 2006 ). Some
see
collaborative governance as a descriptive term, not a theoretical
construct.
Despite this terminological ambiguity, collaboration is here to
stay.
To respond to Rosenbloom ( 2013 ) on whether existing theory
can
help clarify collaborative governance research, this article uses
a
broad conception of collaborative governance as an umbrella
term;
it describes a family of governance processes that entail voice
and
collaboration among government, the private and nonprofit or
civic sectors, and/or the public to accomplish the public ’ s
work.
It encompasses public voice: the public and stakeholders
working
together across the policy continuum. It includes policy making
in the legislative branch upstream. Within the executive branch,
it includes the quasi-legislative arena upstream, implementation
and management midstream, and quasi-judicial adjudication
downstream. In the judicial branch, it includes adjudication
downstream. It includes system designs through which public
agencies can work with private and nonprofit sectors, civil
society,
and/or the public. Collaborative governance differs from
traditional
command and control arrangements in its use of negotiation,
dialogue, deliberation, and consensus.
71. Scholars made substantial theoretical contributions to our
understanding of collaborative governance in work predating
use
of the term. Examples include earlier work on new governance
(Bingham, Nabatchi, and O ’ Leary 2005 ; Salamon 2002 ),
networks
(O ’ Toole 1997 ; Provan and Milward 2001 ), collaborative
public
management (Agranoff 2007 ; Agranoff and McGuire 2003 ;
O ’ Leary, Bingham, and Gerard 2006 ), and consensus-
building
processes involving public, private, and nonprofit stakeholders
(O ’ Leary and Bingham 2003 ; Susskind, McKearnan, and
Thomas-
Larmer 1999 ).
Broadly conceived, collaborative governance
encompasses public and stakeholder voice
influencing decisions across the policy
continuum; figure 1 (adapted from Bingham
2009, 287) provides a map of collaborative
governance from upstream to downstream in
the policy process.
The stream can include all three branches of government or
focus
within a single agency (Bingham 2009). Upstream entails a
broader
spectrum of participants; generally, the stream moves from the
diffuse public, to stakeholders, to parties to a dispute. Upstream
in the quasi-legislative policy-making arena, it includes public
engagement (Rosenbloom 2013 , 8; Yang and Bergrud 2008
),
dialogue, and public deliberation (Fung 2006 , 2015 ;
Nabatchi
72. and Leighninger 2015 ). Midstream in policy implementation
and
management, all three families of voice overlap, incorporating
collaborative public and network management with stakeholders
(Agranoff 2007 ; Agranoff and McGuire 2003 ; Bingham
and
O ’ Leary 2008 ; McGuire 2006 ; O ’ Leary and Bingham
2009 ;
O ’ Toole 1997 , 2015; Provan and Milward 2001 ) and
potentially
public engagement and environmental dispute resolution
Th e ongoing dialogue on man-
agement, politics, and law has
not suffi ciently addressed rules
as independent variables or col-
laboration as a public value in
collaborative governance.
Collaborative Governance: Integrating Management, Politics,
and Law 703
(Margerum 2011 ; O ’ Leary and Bingham 2003 ; Podziba
2012 ;
Susskind and Cruikshank 1987 ). Downstream, in the
executive
branch quasi-judicial arena, it includes negotiation, mediation,
and
other forms of dispute resolution involving a government actor
(Bingham 2008–09; Susskind, McKearnan, and Thomas-Larmer
1999 ).
Some suggest that we lack theory to frame our research on
73. collaborative governance (Rosenbloom 2013 , 8) and would
benefit
from an explicitly systemic approach to the relationship among
management, politics, and law. We actually do have sufficient
theory, but we have not always used it. We can find it in the
work of
Nobel laureate Elinor Ostrom.
In one of the 75 most influential articles published in Public
Administration Review, Vincent Ostrom and Elinor Ostrom
(1971)
addressed Wilson ’ s advocacy of hierarchical organizations to
produce
efficient management outcomes and Simon ’ s
alternative of empirical studies to test theory
in a variety of organizational forms. They
elaborated on public choice theory (Buchanan
and Tullock 1962 ) as substituting “man the
decision maker” for “economic man” (Ostrom
and Ostrom 1971 , 205). They provided a way
to integrate management, politics, and law by
incorporating how rules shape decisions: “[P]ublic choice
theory is
concerned with the effect that different decision rules or
decision-
making arrangements will have upon the production of those
events
conceptualized as public goods and services” (205). Law
provides
a set of decision rules; management and politics provide and
shape
decision-making arrangements.
Anticipating networked governance in 1961, Vincent Ostrom
introduced the concept of polycentricity to describe “multiple
levels
74. and diverse types of organizations drawn from the public,
private,
and voluntary sectors that have overlapping realms of
responsibility
and functional capacities” (McGinnis and Ostrom 2012 , 15).
The
Ostroms observed that overlapping jurisdictions may be more
efficient in some circumstances:
Once we contemplate the possibility that public
administration can be organized in relation to diverse
collectivities organized as concurrent political regimes, we
might further contemplate the possibility that there will
not be one rule of good administration for all governments
alike. Instead of a single integrated hierarchy of authority
coordinating all public services, we might anticipate the
existence of multiorganizational arrangements in the public
sector that tends to take on the characteristics of public-
service industries composed of many public agencies
operating with substantial independence of one another.
(Ostrom and Ostrom 1971 , 212)
They anticipated public managers negotiating to coordinate
across
different collectivities.
The Ostroms built the institutional analysis and development
framework, a set of variables and relationships among variables
(Emerson, Nabatchi, and Balogh 2012 , 8). Elinor Ostrom
( 2005 ) described a set of universal building blocks and a
method
for studying how institutions function: participants or actors,
positions filled by participants, allowable actions and their
linkage
to outcomes, the range of potential outcomes, participant
control,
75. accessible information, and costs and benefits. Using the IAD
framework, an analyst can focus on the simplest unit of
analysis,
the action situation, which can vary in scale. Action situations
and
institutions are nested; families, firms, communities, industries,
states, nations, and transnational alliances are all structures that
can
be viewed in isolation or as part of a larger whole (Ostrom
2005 , 6).
Beyond the initial action situation, a researcher can “zoom out”
to
understand the exogenous variables. Ostrom ( 2005 ) suggested
three
exogenous categories: (1) the rules that participants use to order
their relationships, (2) the biophysical world ’ s attributes that
the
arena acts upon, and (3) the structure of the arena ’ s more
general
community. Ostrom defined rules as “shared understandings by
participants about enforced prescriptions concerning what
actions
(or outcomes) are required, prohibited,
or permitted” (2005, 18). Rules can
emerge through processes of democratic
governance or through groups that organize
privately, such as corporations, membership
associations, families, or work teams (18–19).
Working rules can evolve as functions of
individual decisions in practice. Rules can be
rules on paper or rules in use.
Researchers have used the IAD framework extensively to study
76. collaborative community systems for managing common pool
resources such as forests and seas (Ostrom 1990 ; for a
searchable
database of studies, see
https://ostromworkshop.indiana.edu/library/
database ). Based on extensive empirical research, Ostrom (
2000 ,
151–52) identified eight key design principles for effective and
enduring collaborative institutions:
1. Boundary rules are clear.
2. Local rules in use assign costs proportional to benefits.
3. Members participate in making and modifying the rules.
4. Members select their own monitors, who are accountable.
Figure 1 Collaborative Governance: Voice
Processes across the
Policy Continuum
Law provides a set of decision
rules; management and politics
provide and shape decision-
making arrangements.
704 Public Administration Review • September | October 2016
5. Sanctions are graduated.
6. Users have “access to rapid, low-cost, local arenas to
resolve conflict among users or between users and officials”
(Ostrom 2000 , 152).
7. National or local governments recognize the right to
77. organize.
8. Governance activities are nested in multiple layers of an
enterprise.
These principles suggest a framework for
collaborative governance research that
incorporates law, politics, and management.
Formal rules and rules in use are a critical
piece of institutional infrastructure in
IAD. All forms of law are rules within this
framework, whether in a constitution,
statutes, regulations, executive orders, or
court decisions. Similarly, rules in use can be
contracts, policies, or text to codify practices.
Scholars are using Ostrom ’ s work to analyze collaborative
governance
(Emerson, Nabatchi, and Balogh 2012 ) and collaboration in
land use, urban, and environmental planning and management
(Margerum 2011 ); they expressly reference rules within the
IAD
framework. Other scholars are explicitly examining the
institutional
structures embedded in legal text. For example, Feiock et al.
( 2016 ) use IAD to analyze city charters to identify structural
and institutional diversity in the mayoral position, a question of
management and politics. They propose a research agenda using
this approach (Feiock and Scholz 2010 ) and intend to code
for
meaningful avenues for citizen input into public decision
making,
in part a political question. Siddiki et al. ( 2015 ) use a content
analysis of policies and IAD to determine how policy rules
affect
collaborative governance arrangements in local food systems.
78. Other
theoretical approaches to empirical research on rules as law or
rules
in use, including sociolegal studies on procedural justice,
legitimacy,
and compliance (Tyler 1990 ), use the IAD framework.
Emerson,
Nabatchi, and Balogh ( 2012 , 2, 6, 14–15) incorporate Ostrom
’ s
notion of rules in their work on collaborative governance
regimes.
We do, then, have a theoretical framework that brings together
management, politics, and law. In the IAD universal building
blocks, arguably politics includes participant control,
management
includes costs and benefits, and law includes allowable actions
and
accessible information. Ostrom ’ s ( 2000 ) design criteria
include
members participating in making rules and selecting their own
monitors, which are questions of politics. Monitor
accountability,
graduated sanctions, and contexts in nested layers of
governance
are all questions of management. Moreover, Ostrom ( 2000 ,
2005 )
makes controlling for rules and laws as independent variables
an
essential part of comprehensive empirical research on
governance
systems. To advance research on public administration
generally, we
need to examine formal rules and rules in use that constitute the
legal framework and practices for management and governance.
79. Collaboration as a Public Value: The Federal Legal
Framework for Collaborative Governance
Collaboration is both a process and an outcome, both a means
and
an end in itself. As an end, it is a public value that is reflected
in
the history and language of administrative law. Rules in law and
practice vary across national contexts. They shape the
institutional
structure on which we conduct public administration research.
For this reason, scholars should both control for and be explicit
regarding rules as variables. An agency ’ s enabling statute may
be an
independent variable as to the agency ’ s work; however, the
agency ’ s
regulations may be dependent variables shaped in part by the
enabling statute.
In the United States, administrative law
reflects six key public values: those commonly
addressed in the literature—accountability,
efficiency, effectiveness, transparency,
participation—but also collaboration
(Bingham 2010, 303–5). Administrative law
at the federal, state, and local levels has similar
features but varies substantially. Moreover,
collaborative governance may involve
intergovernmental relations across these
three arenas. The following is an overview of
these arenas of administrative law and how specific statutes
either
facilitate or obstruct collaborative governance.
Over time, Congress has modified how it controls
80. administrative
agencies, particularly in relation to participation and
collaboration.
Independent from their enabling statutes, executive branch
agencies must comply with many general crosscutting laws that
affect collaboration. These include the Administrative
Procedure
Act (APA, 5 U.S.C. §§ 551–59, 701–6, …
JPART 2 5 :5 - 2 5
Transactional Authority and Bureaucratic
Politics
Daniel Carpenter,* George A. Krausef
*Harvard University; University o f Pittsburgh
ABSTRACT
Bureaucratic politics research couched within the new
institutionalism paradigm has largely
focused on principal authority rooted in formal (institutional)
mechanisms that are ulti-
mately both devised and chosen by politicians. A nascent
literature has emerged over the
past two decades whose underpinnings reflect increasing
gravitation towards a transactional
authority perspective, one that is compatible with behavioral
theories of organizations. This
transactional authority perspective departs from an exclusive
reliance on formal mecha-
nisms insofar that agent compliance is motivated by either
mutual or bilateral agreement
for both the principal and the agent. This perspective is rooted
in not only the agent's "sanc-
81. tioned acceptance" of the principal's authority but also the
principal's "sanctioned accept-
ance" of the agent's legitimacy. We explore the logical
implications of this transactional
authority perspective for better understanding principal-agent
relationships in the study of
bureaucratic politics. We conclude by recommending that future
research should redirect
scholarly attention towards analyzing informal compliance and
resistance mechanisms in
bureaucratic politics, as well as offer a richer pluralist
conception of bureaucratic governance
in a democracy.
"........ authority nevertheless rests upon the acceptance or
consent of individuals...........
authority fails because individuals in sufficient numbers regard
the burden involved in
accepting necessary orders as changing the balance of advantage
against their interest,
and they withdraw or withhold the indispensable contributions.”
(Chester I. Barnard, 1938: 163-164)
‘Authority that is viewed as legitimate is not felt as coercion or
manipulation, either by
the man who exercises it or by the man who accepts it.”
(Herbert A. Simon, 1957: 106)
This essay is based on George A. Krause’s 2012 Herbert A.
Simon Award Lecture entitled “Organizations,
Transactional Authority, and the Study o f Bureaucratic
Politics” to the Midwest Political Science Association.
We thank Dan Berkowitz, Anthony Bertelli, David Lewis,
Denise Rousseau, and the anonymous JPART