CONTEXT ASSIGNMENT # 6For this assignment, we are going to take .docx
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CONTEXT ASSIGNMENT # 6 For this assignment, we are going to take president Obama’s State-of the-Union speech out of context . You will go through the speech looking for phrases to spin out-of-context. You will use at least three quotes from the speech. Please put the quotes in a bold font. Pay extra attention to how the quote is introduced. Make sure it flows. Make sure it is set up so that the quote illustrates a point . Also, pay extra attention to your rhetoric after the quote. Make sure it explains (or feeds off of) the quote you used. Just like all the assignments in this portfolio, you will be developing points. The difference here is that your example / illustration will be a quote from the president. ADDITIONAL REQUIREMENTS 1. Exactly 1 page long so the last word is the last word that can fit on the page. 2. No grammar errors! 3. Pay extra close attention to the way the quotes are introduced. 4. Make sure your writing is clear, direct, concise, and strong. In other words, revise, proofread and edit your work. Use the 5-editing techniques after you’ve written the first draft eliminate redundancies avoid wordy expressions cut awkward sentence openings vary your sentence structure use strong verbs .
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This module is designed to show the basic elements of APA style .docx
This module is designed to show the basic elements of APA style writing and provide examples of appropriate APA guidelines
Sixth Edition of the APA Manual
APA Style and Formatting
American Public University System
American
Military
UniversityAmerican
Public
University
Updated 12/09
APA Style and Formatting
This module is designed to show the basic elements of APA style writing and provide examples of appropriate APA guidelines; however, it is not intended as an exhaustive reference guide.
(Sixth Edition - 2010)
Why Use APA?
APA writing style is used to assist in the formatting and organization of written work for the presentation of ideas
APA rules permit uniformity of many styles to one consistent style
APA (Sixth Edition – effective 2010) has broadened its audience since it is consulted not only by psychologists but also by students & researchers in many fields such as business, education, social work, nursing and many other behavioral and social sciences
Basic APA paper consist of:
The title page
Abstract (optional – ask instructor)
Text of the paper
Reference page
The Title Page
APA requires five basic elements to your title page:
Note: We require you also
add course, professor name
and date – See next slide.
Running head: TITLE OF PAPER 1
Title of Paper
Author's Name
American Public University
2. Title should typed in upper and lower letters, centered and positioned in the upper half of page
Running head is aligned on the left margin on the same line as page number (page number is flush right margin). Should read “Running head: <space> Notice the Running head is flush left and the page number is flush right on the same line. They are permanent. (NOTE: “Running head:” should appear before the short title in the header on the title page only. Thereafter, the short title should appear in the header on its own appearing on each page of the paper with only page numbers changing). The title should be no more than 12 words in length and should not contain abbreviations. All letters of the title are capitalized. Headers must be PERMANENT. The Title page is always page 1. “Running head:” should appear before the short title in the header on the title page only. Thereafter, the short title should appear in the header on its own.
The Cover Page (or Title Page) is always page 1.
3. Author’s Name
4. Institution affiliation
#5: Sixth Edition requires an author’s note which is not needed for essay papers.
Elements of the header
Elements of the running head:
Make sure the words Running head are written out.
The word Running is capitalized, but the word head is not.
Place a colon (:) following the word head.
The running head title (not to exceed 50 characters, including spaces and punctuation) is written in all capital letters.
The number of the page should be on the same line flush right.
See 8.03 APA Manual (Sixth Edition)
6
Title
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5 notes)
fpw this
Nation-
CHAPTER 6
Using Sources Effectively
The abilities to find and document sources and to develop an argument about or
interpretation of them have many applications in school and on the job. The genres of
researched writing used in academic disciplines include the argumentative research
paper (often called a term paper), the proposal, the annotated bibliography, the book
review, the literature review, the personal research report (often called an "I-Search"
paper, the name given to it by Ken Macrorie, an early advocate of this genre). You may be
asked to a build a Web site based on library research. You may be asked to simply report
on your research, or to use it as a starting point for experimentation or observation in the
laboratory or on field observations. Usually oral presentations and the visuals that sup-
port them are rooted in extensive research. Research reports in the sciences (lab reports)
and social sciences, although their formats differ from papers in the humanities, usually
begin with a review of the previous research that led to the hypothesis currently under
investigation. All these genres of researched writing involve similar strategies for find-
ing and evaluating sources, taking notes, and using quotations, summaries, and para-
phrases skillfully. However, when and how sources are used and how they are cited vary
for different kinds of writing and from field to field. Thus, these general information
literacy and research writing skills must be adapted to meet discipline-specific expecta-
tions for format, style, and means of presentation in specific academic fields.
SKILLS FOR ACADEMIC INQUIRY: QUOTATION,
PARAPHRASE, SUMMARY, AND SYNTHESIS
There are four basic means for using sources when writing researched papers and reports:
quotation, paraphrase, summary, and synthesis. These techniques help writers progress
from taking notes to drafting. It is always necessary to cite sources as you use them and to
consistently distinguish between your own words and ideas and those of your sources.
1. Quotations are exact repetitions of a writer's work. Quotations are less often used
in disciplines that use APA (American Psychological Association) style than those
who use MLA (Modern Language Association) style because arguments in most
101
102 Chapter 6 • Using Sources Effectively
disciplines that use APA depend more on summary and synthesis of previous
research than on close analysis of texts.
2. Paraphrases are restatements of the writer's ideas in your own words, following
the source closely in the order in which an argument is developed or evidence is
laid out. Paraphrases must be clearly identified as such, by direct attribution to the
author, because they can be mistaken for your own thinking.
3. Summaries give an overall representation of a writer's argument or part of one,
and also must ...
Recommended
This module is designed to show the basic elements of APA style .docx
This module is designed to show the basic elements of APA style writing and provide examples of appropriate APA guidelines
Sixth Edition of the APA Manual
APA Style and Formatting
American Public University System
American
Military
UniversityAmerican
Public
University
Updated 12/09
APA Style and Formatting
This module is designed to show the basic elements of APA style writing and provide examples of appropriate APA guidelines; however, it is not intended as an exhaustive reference guide.
(Sixth Edition - 2010)
Why Use APA?
APA writing style is used to assist in the formatting and organization of written work for the presentation of ideas
APA rules permit uniformity of many styles to one consistent style
APA (Sixth Edition – effective 2010) has broadened its audience since it is consulted not only by psychologists but also by students & researchers in many fields such as business, education, social work, nursing and many other behavioral and social sciences
Basic APA paper consist of:
The title page
Abstract (optional – ask instructor)
Text of the paper
Reference page
The Title Page
APA requires five basic elements to your title page:
Note: We require you also
add course, professor name
and date – See next slide.
Running head: TITLE OF PAPER 1
Title of Paper
Author's Name
American Public University
2. Title should typed in upper and lower letters, centered and positioned in the upper half of page
Running head is aligned on the left margin on the same line as page number (page number is flush right margin). Should read “Running head: <space> Notice the Running head is flush left and the page number is flush right on the same line. They are permanent. (NOTE: “Running head:” should appear before the short title in the header on the title page only. Thereafter, the short title should appear in the header on its own appearing on each page of the paper with only page numbers changing). The title should be no more than 12 words in length and should not contain abbreviations. All letters of the title are capitalized. Headers must be PERMANENT. The Title page is always page 1. “Running head:” should appear before the short title in the header on the title page only. Thereafter, the short title should appear in the header on its own.
The Cover Page (or Title Page) is always page 1.
3. Author’s Name
4. Institution affiliation
#5: Sixth Edition requires an author’s note which is not needed for essay papers.
Elements of the header
Elements of the running head:
Make sure the words Running head are written out.
The word Running is capitalized, but the word head is not.
Place a colon (:) following the word head.
The running head title (not to exceed 50 characters, including spaces and punctuation) is written in all capital letters.
The number of the page should be on the same line flush right.
See 8.03 APA Manual (Sixth Edition)
6
Title
The title is typed in u ...
2 otherbrmat,fevelop-tof sitesgyour herp..docx
2 other
brmat,
fevelop-
tof sites
|gyou?
\r her
p. (^ V is
[e, what
lirWeb
b a look
Iprofile,
archer.
5 notes)
fpw this
Nation-
CHAPTER 6
Using Sources Effectively
The abilities to find and document sources and to develop an argument about or
interpretation of them have many applications in school and on the job. The genres of
researched writing used in academic disciplines include the argumentative research
paper (often called a term paper), the proposal, the annotated bibliography, the book
review, the literature review, the personal research report (often called an "I-Search"
paper, the name given to it by Ken Macrorie, an early advocate of this genre). You may be
asked to a build a Web site based on library research. You may be asked to simply report
on your research, or to use it as a starting point for experimentation or observation in the
laboratory or on field observations. Usually oral presentations and the visuals that sup-
port them are rooted in extensive research. Research reports in the sciences (lab reports)
and social sciences, although their formats differ from papers in the humanities, usually
begin with a review of the previous research that led to the hypothesis currently under
investigation. All these genres of researched writing involve similar strategies for find-
ing and evaluating sources, taking notes, and using quotations, summaries, and para-
phrases skillfully. However, when and how sources are used and how they are cited vary
for different kinds of writing and from field to field. Thus, these general information
literacy and research writing skills must be adapted to meet discipline-specific expecta-
tions for format, style, and means of presentation in specific academic fields.
SKILLS FOR ACADEMIC INQUIRY: QUOTATION,
PARAPHRASE, SUMMARY, AND SYNTHESIS
There are four basic means for using sources when writing researched papers and reports:
quotation, paraphrase, summary, and synthesis. These techniques help writers progress
from taking notes to drafting. It is always necessary to cite sources as you use them and to
consistently distinguish between your own words and ideas and those of your sources.
1. Quotations are exact repetitions of a writer's work. Quotations are less often used
in disciplines that use APA (American Psychological Association) style than those
who use MLA (Modern Language Association) style because arguments in most
101
102 Chapter 6 • Using Sources Effectively
disciplines that use APA depend more on summary and synthesis of previous
research than on close analysis of texts.
2. Paraphrases are restatements of the writer's ideas in your own words, following
the source closely in the order in which an argument is developed or evidence is
laid out. Paraphrases must be clearly identified as such, by direct attribution to the
author, because they can be mistaken for your own thinking.
3. Summaries give an overall representation of a writer's argument or part of one,
and also must ...
Paraphrasing and List of ReferencesIn the previous three modul.docx
Paraphrasing and List of References
I
n the previous three modules
, you found and evaluated your sources for the Final Project. Now, in Module 4, you will practice the skill of paraphrasing to learn how to use a source appropriately as evidence to support your argument, without using its language verbatim. Then, you will practice putting all of your sources into proper APA format for a reference list. APA is the citation style required in all courses at Excelsior College, so learning the details of APA formatting is important for your future academic success.
This assignment will be completed in two steps. Use the
Milestone 4 Template
to see an example of each step and to submit your own work.
Step 1: Paraphrasing Activity
First, read pages 4.11 through 4.13 of the webtext on paraphrasing and use the following resources to learn more:
Start by reading more about
paraphrasing (Links to an external site.)
in the Excelsior OWL
Then, try the
OWL’s paraphrasing activity (Links to an external site.)
to make sure you understand what you need to do.
Read the
APA In-Text Citations (Links to an external site.)
resources in the Excelsior OWL
Next, pick a key passage from one of your Final Project sources. The passage should be relevant to your topic and thesis statement, something that you will be likely to use as evidence when you write your final paper. The passage you choose should also be
at least 5 sentences long
. Next, copy/paste this passage into the Template, place it inside
quotation marks
.
Then, below your quoted passage, paraphrase the material in your own words and then include an in-text citation of the source at the end of your paragraph. Your paraphrase should be
at least 2-3 sentences.
Paraphrasing is more than just replacing individual words here and there. Be careful about relying on the thesaurus. The goal is to put the idea fully in your own words by changing the structure, voice, and significantly changing the wording in order to differentiate it from the original. If you find this difficult to do with the source in front of you, try reading the source and then putting it out of sight. Then reword it from memory and your understanding of the passage. Understanding correct paraphrasing is important because if you paraphrase incorrectly by only replacing words sporadically or keeping the original wording without putting it inside quotes, it is considered a form of academic dishonesty.
Step 2: Reference List in APA Format
Next, read page 4.14 of the webtext and use the following resources to learn more:
Read and view the resources on
APA References (Links to an external site.)
in the Excelsior OWL
Review the
Intro to APA Citations
(Links to an external site.)
tip sheet from the Excelsior Library
Try the OWL’s
APA Activity (Links to an external site.)
to make sure you understand the basics of APA formatting
Tip: Autogenerated citations are not always correct!
Library sources often include automa.
Academic writing training simplified 0702612523
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Research Proposal 6 - How to Write the Definitions of Terms
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Understanding Plagiarism: Maintaining Academic Honesty
In this detailed PowerPoint presentation, created by the AUM Learning Center, you will learn step-by-step strategies to avoid plagiarism in your assignments.
The 7 Steps of the Writing Process by Monica Fox, M.A.
In order to write a good college essay, it is imporant for the writing to follow a process. Writing, like cooking from scratch, requires a number of steps. Those steps will look for each writer. For beginning college writers, it is very important to understand the writing process, thesis statement, and the revision and editing steps. The following PowerPoint explains the seven steps: Understanding the Assignment, Generating Ideas during Pre-Writing, Planning, Drafting, Revising, Editing and Proofreading, and Preparing a Final Draft. The PowerPoint also provides some good examples of what a thesis statement and outline look like.
Running head Digital Tools .docx
Running head: Digital Tools
1
Digital Tools
5Digital Tools and Effective Strategies for Engaging the Adult LearnerDavid JonesCollege 100
American Military University
Sharie Adamson
(Title of paper)Digital tools and effective strategies for engaging the adult learner
Begin your paper here. Double space the entire document and be sure that you put two spaces between each sentence. Indent the first line of each paragraph between five and seven spaces by pressing the Tab key one time on the keyboard. Start with a strong introduction that includes a thesis statement (what the point of the paper is).
Then add at least three additional paragraphs of details that support your theme or thesis. These paragraphs should end with a sentence that transition to the next paragraph in order to create a paper that reads well and “flows” from one idea or concept to the next. Do not forget PIE: Proof, Information, and/or Evidence to support your points. PIE can be in the form of examples from your own life and/or citations from your resources.
End your paper with a strong conclusion. Think of the conclusion as the closing arguments presented by a lawyer to a jury. Include the most important points from your paper you want your reader to remember. Do not introduce any new ideas or topics in your conclusion. If you feel the need to add more content, go back and add that information to the body of your text.
Happy writing!
Final Paper Editing Checklist
The following checklist will assist you in editing your final paper. Please ensure you have:
You used the APA paper template provided in class;
You have reviewed and modeled your paper after the APA Perfect Paper Template;
You have a properly APA formatted Title Page making any corrections suggested by the Instructor based on a prior review;
The Body of your paper, not including Title and Reference page, is 3-5 pages double-spaced following the properly formatted APA style;
The Reference page is formatted in APA style and reflects any corrections suggested by the Instructor;
You wrote in the third person avoiding pronouns such as I, we, my, our (first person) and you, yours, your, us, we (second person);
You used complete sentences contain both subjects and verbs;
You checked subjects and verbs for agreement - for example, “they are” rather than “they is,” “they did” rather than “they done.”;
You used active voice rather than passive voice;
You used standard or formal English, not slang or text phrasing;
Words were spelled out words rather than abbreviated;
You avoided using the phrase “a lot or alot” and instead used much, many or “a great deal” where appropriate;
You checked to ensure that each of your paragraphs were 5 – 7 sentences in length as you don’t want them too short or too long;
You used quotes sparingly meaning that you needed to put the information into your own words (paraphrased) rat.
Continually in our changing society we are learning how to interact .docx
Continually in our changing society we are learning how to interact with people who have different beliefs, values, and attitudes. In 1-2 pages, describe a time when you had to learn about a new culture or way of life. (This could be another country, a different part of the USA, a new business, or a different school or family, and so on.) Using one theory from Module 02's reading and study, explain how the experience helped sharpen your communication skills. Explain how you were enriched by the experience.
If you quote an outside resource, please follow APA citation format.
.
Context There are four main categories of computer crimeComput.docx
Context:
There are four main categories of computer crime:
Computer as the target of criminals,
criminals using computers to commit crimes,
computers being incidental to a crime, and
crime being facilitated due to the vast numbers of computers and digital devices in use today.
It is important to distinguish between these categories of computer crime in order to realize the different ways that digital devices can be involved in criminal activity.
Task Description:
Search the Internet or the library and find a real-world example of each of the four types of computer crime. Write a 5 page (1800 words) paper using APA Style. Discuss the specific crime that you found in each category, its effects on the target, and the social and economic cost of recovering from the crime.
.
More Related Content
Similar to CONTEXT ASSIGNMENT # 6For this assignment, we are going to take .docx
Paraphrasing and List of ReferencesIn the previous three modul.docx
Paraphrasing and List of References
I
n the previous three modules
, you found and evaluated your sources for the Final Project. Now, in Module 4, you will practice the skill of paraphrasing to learn how to use a source appropriately as evidence to support your argument, without using its language verbatim. Then, you will practice putting all of your sources into proper APA format for a reference list. APA is the citation style required in all courses at Excelsior College, so learning the details of APA formatting is important for your future academic success.
This assignment will be completed in two steps. Use the
Milestone 4 Template
to see an example of each step and to submit your own work.
Step 1: Paraphrasing Activity
First, read pages 4.11 through 4.13 of the webtext on paraphrasing and use the following resources to learn more:
Start by reading more about
paraphrasing (Links to an external site.)
in the Excelsior OWL
Then, try the
OWL’s paraphrasing activity (Links to an external site.)
to make sure you understand what you need to do.
Read the
APA In-Text Citations (Links to an external site.)
resources in the Excelsior OWL
Next, pick a key passage from one of your Final Project sources. The passage should be relevant to your topic and thesis statement, something that you will be likely to use as evidence when you write your final paper. The passage you choose should also be
at least 5 sentences long
. Next, copy/paste this passage into the Template, place it inside
quotation marks
.
Then, below your quoted passage, paraphrase the material in your own words and then include an in-text citation of the source at the end of your paragraph. Your paraphrase should be
at least 2-3 sentences.
Paraphrasing is more than just replacing individual words here and there. Be careful about relying on the thesaurus. The goal is to put the idea fully in your own words by changing the structure, voice, and significantly changing the wording in order to differentiate it from the original. If you find this difficult to do with the source in front of you, try reading the source and then putting it out of sight. Then reword it from memory and your understanding of the passage. Understanding correct paraphrasing is important because if you paraphrase incorrectly by only replacing words sporadically or keeping the original wording without putting it inside quotes, it is considered a form of academic dishonesty.
Step 2: Reference List in APA Format
Next, read page 4.14 of the webtext and use the following resources to learn more:
Read and view the resources on
APA References (Links to an external site.)
in the Excelsior OWL
Review the
Intro to APA Citations
(Links to an external site.)
tip sheet from the Excelsior Library
Try the OWL’s
APA Activity (Links to an external site.)
to make sure you understand the basics of APA formatting
Tip: Autogenerated citations are not always correct!
Library sources often include automa.
Academic writing training simplified 0702612523
This course will guide you around academic writing step by step. From the various strictures given various academic writing tasks to common loopholes that affect your credibility negatively
Research Proposal 6 - How to Write the Definitions of Terms
Research Proposal 6 - The Definitions of Terms
Understanding Plagiarism: Maintaining Academic Honesty
In this detailed PowerPoint presentation, created by the AUM Learning Center, you will learn step-by-step strategies to avoid plagiarism in your assignments.
The 7 Steps of the Writing Process by Monica Fox, M.A.
In order to write a good college essay, it is imporant for the writing to follow a process. Writing, like cooking from scratch, requires a number of steps. Those steps will look for each writer. For beginning college writers, it is very important to understand the writing process, thesis statement, and the revision and editing steps. The following PowerPoint explains the seven steps: Understanding the Assignment, Generating Ideas during Pre-Writing, Planning, Drafting, Revising, Editing and Proofreading, and Preparing a Final Draft. The PowerPoint also provides some good examples of what a thesis statement and outline look like.
Running head Digital Tools .docx
Running head: Digital Tools
1
Digital Tools
5Digital Tools and Effective Strategies for Engaging the Adult LearnerDavid JonesCollege 100
American Military University
Sharie Adamson
(Title of paper)Digital tools and effective strategies for engaging the adult learner
Begin your paper here. Double space the entire document and be sure that you put two spaces between each sentence. Indent the first line of each paragraph between five and seven spaces by pressing the Tab key one time on the keyboard. Start with a strong introduction that includes a thesis statement (what the point of the paper is).
Then add at least three additional paragraphs of details that support your theme or thesis. These paragraphs should end with a sentence that transition to the next paragraph in order to create a paper that reads well and “flows” from one idea or concept to the next. Do not forget PIE: Proof, Information, and/or Evidence to support your points. PIE can be in the form of examples from your own life and/or citations from your resources.
End your paper with a strong conclusion. Think of the conclusion as the closing arguments presented by a lawyer to a jury. Include the most important points from your paper you want your reader to remember. Do not introduce any new ideas or topics in your conclusion. If you feel the need to add more content, go back and add that information to the body of your text.
Happy writing!
Final Paper Editing Checklist
The following checklist will assist you in editing your final paper. Please ensure you have:
You used the APA paper template provided in class;
You have reviewed and modeled your paper after the APA Perfect Paper Template;
You have a properly APA formatted Title Page making any corrections suggested by the Instructor based on a prior review;
The Body of your paper, not including Title and Reference page, is 3-5 pages double-spaced following the properly formatted APA style;
The Reference page is formatted in APA style and reflects any corrections suggested by the Instructor;
You wrote in the third person avoiding pronouns such as I, we, my, our (first person) and you, yours, your, us, we (second person);
You used complete sentences contain both subjects and verbs;
You checked subjects and verbs for agreement - for example, “they are” rather than “they is,” “they did” rather than “they done.”;
You used active voice rather than passive voice;
You used standard or formal English, not slang or text phrasing;
Words were spelled out words rather than abbreviated;
You avoided using the phrase “a lot or alot” and instead used much, many or “a great deal” where appropriate;
You checked to ensure that each of your paragraphs were 5 – 7 sentences in length as you don’t want them too short or too long;
You used quotes sparingly meaning that you needed to put the information into your own words (paraphrased) rat.
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If you quote an outside resource, please follow APA citation format.
.
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Context:
There are four main categories of computer crime:
Computer as the target of criminals,
criminals using computers to commit crimes,
computers being incidental to a crime, and
crime being facilitated due to the vast numbers of computers and digital devices in use today.
It is important to distinguish between these categories of computer crime in order to realize the different ways that digital devices can be involved in criminal activity.
Task Description:
Search the Internet or the library and find a real-world example of each of the four types of computer crime. Write a 5 page (1800 words) paper using APA Style. Discuss the specific crime that you found in each category, its effects on the target, and the social and economic cost of recovering from the crime.
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Ishikawa diagrams.
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Oral Culture – all interactions take place in face-to-face discussions.
Written Culture – a shared system of inscription in a literate society exists so that communication can take place outside of face-to-face discussions across time and space.
Print Culture – an expansion of Written Culture that encompasses the consequent social and cultural changes that result from the proliferation of printer material.
Electronic Culture – communication transcends time and space.
There is a different sense of time in Oral Culture, according to Ong.
Since there are no records, memory cannot be recorded. History
can only reside in the present, in the telling of the story. Memory
is thematic and formulaic. The story may vary very little from telling to
telling over time, but the words and phrases used may differ.
Performance is the key to authorship. Every time a story is told or a work is
performed, it is shaped by the performer and provides a new model for future performances.
Oral cultures are relatively homogeneous with respect to knowledge and social norms but public and shared across generations.
Written Culture, according to McLuhan , has been the means of creating
‘civilized man.’
According to Innis, written communication allowed societies to persevere through time by creating durable texts which could be handed down and referred to. This allowed for control of knowledge by certain hierarchies and also allowed for centralized control to expand over a wider area.
Audiences could be remote in time and space, and the communicator could guarantee that the message received is identical to the one sent without having to rely on the memory of the messenger. The communicator could reach a wider and more disparate audience.
Print Culture – the ability to mechanically reproduce text freed writing
from its reliance on an elite group of individuals and guaranteed that
each copy of the text would be identical to every other copy.
Printing was instrumental in the development of a secular society and in the establishment of a democracy among the upper classes in early
modern Europe, according to historian, Elizabeth Eisenstein.
Printing reinforced the sense of individuality and privacy and makes
Introspection possible.
Printing enabled the emergence of the newspaper and the novel, and
altered the very structure of human consciousness and thought.
Electronic Culture – the telegraph reorganized people’s perception of space and time; it enabled the transmission of messages across space, and it fostered a rational reorganization of time. The telegraph also separated transportation from communication.
According to Innis, electronic culture allows for a new fo.
Coping with Terrorism Is the United States making progress in re.docx
Coping with Terrorism"
Is the United States making progress in reducing or preventing terrorism? Explain your answer.
If the United States is NOT making progress, what would have to happen to make the efforts against terrorism more effective?
If the United States IS making progress, to what do you attribute this success?
.
MEDIA AND DIVERSITY IN CULTURECOM-530 MEDIA AND DIVE.docx
MEDIA AND DIVERSITY IN CULTURE
COM-530 MEDIA AND DIVERSITY IN CULTURE
COLLABORATIVE LEARNING COMMUNITY ASSIGNMENT - MICROCULTURES
JENNI ZIMMER
HELEN CHLUPSA
GLADYS NIEVES
*
EFFECTS OF MEDIA ON DIVERSITY IN CULTUREKey ConceptsMicroculture RepresentationAudience PerceptionCritical Culture ApproachMedia Literacy
*
KEY CONCEPTS ON MICROCULTURES AND MEDIA
MICROCULTURES AND MEDIA VOCABULARY
Media literacy: the ability to identify the different forms of media and understand the messages they are sending (Grace, 2005). Hyper-commercialism: mixing media to increase exposure with the intent to generate a higher profit I haven’t studied this and struggled to find information…do you have some?Scientific theory: Should we change this to social learning theory?Critical culture approach: rooted in critiquing and changing the whole, rather than understanding or explaining it (Straubhaar, LaRose & Davenport, 2018)Stereotypes: “making of generalizations about groups of people on the basis of limited information” (Straubhaar et al., 2018, p. 419)
MICROCULTURES REPRESENTATIONIdentityParticipation CommunityAgreementDiversity
MICROCULTURES REPRESENTATION(Hi Gladys and Jenni) You can write and cite something in here… Let’s text or post to CLC Forum the slides we are going to work on.
AUDIENCE PERCEPTION
AUDIENCE PERCEPTION
CRITICAL CULTURE APPROACH
CRITICAL CULTURE AND MEDIA
*
MEDIA LITERACY
Traditionally, literacy has been confined to printed materials such as newspapers, magazines and journalsToday, media is received in several ways; social, television, music, video games and traditional printMedia has different effects on different people and interpretation variesMedia literacy requires strong critical thinking skills that ideally are developed at an early ageAbility to decode messages and understand the meaning behind them
*
REFERENCES Grace, D. J. (2005). Media Literacy: What, Why, and How? Educational Perspectives, 38(2), 5–8. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ877622&site=eds-live&scope=siteStraubhaar, J. D., LaRose, R., & Davenport, L. (2018). Media now: Understanding media, culture, and technology. Boston, MA: Cengage Learning.
.
Medeiros LNB de, Silva DR da, Guedes CDFS et al. .docx
Medeiros LNB de, Silva DR da, Guedes CDFS et al. Prevalence of pressure ulcers in intensive...
English/Portuguese
J Nurs UFPE on line., Recife, 11(7):2697-703, July., 2017 2697
ISSN: 1981-8963 ISSN: 1981-8963 DOI: 10.5205/reuol.10939-97553-1-RV.1107201707
PREVALENCE OF PRESSURE ULCERS IN INTENSIVE CARE UNITS
PREVALÊNCIA DE ÚLCERAS POR PRESSÃO EM UNIDADES DE TERAPIA INTENSIVA
PREVALENCIA DE ÚLCERAS POR PRESIÓN EN UNIDADES DE TERAPIA INTENSIVA
Luan Nogueira Bezerra de Medeiros1, Deyvisson Ribeiro da Silva2, Cintia Danielle Faustino da Silva Guedes3,
Thuanne Karla Carvalho de Souza4, Belisana Pinto de Abreu Araújo Neta5
ABSTRACT
Objective: to detect the prevalence of Pressure Ulcers (PUs) in patients admitted to Intensive Care Units
(ICUs). Method: cross-sectional, quantitative study, developed in an emergency and trauma reference
hospital in the State of Rio Grande do Norte located in the eastern sanitary district of Natal (RN), Brazil.
Results: the prevalence found of PUs was 69% in the four ICUs. Individually, the Cardiac ICU had an incidence
of 44.4%; the Bernadete ICU, 85.7%; the General ICU, 60%; and the Emergency ICU, 87.5%. Conclusion: It is
necessary to focus on a strategic planning for prevention and treatment measures to reduce the PU indexes in
the institution. Descriptors: Nursing; Pressure Ulcer; Intensive Care Units; Prevalence.
RESUMO
Objetivo: detectar a prevalência de Úlceras por Pressão (UPs) em pacientes internados em Unidades de
Terapia Intensiva (UTIs). Método: estudo transversal, de abordagem quantitativa, desenvolvido em um
hospital de referência para o estado do Rio Grande do Norte em urgência e trauma, situado no distrito
sanitário leste do município de Natal (RN), Brasil. Resultados: a prevalência encontrada de UPs foi de 69% nas
quatro UTIs. Individualmente, a UTI Cardiológica apresentou 44,4%; UTI Bernadete, 85,7%; UTI Geral, 60%; e
UTI do Pronto-Socorro, 87,5% de prevalência de UPs. Conclusão: é necessário nortear um planejamento
estratégico para medidas de prevenção e tratamento para redução dos índices de UPs na instituição.
Descritores: Enfermagem; Úlcera por Pressão; Unidades de Terapia Intensiva; Prevalência.
RESUMEN
Objetivo: detectar la prevalencia de Úlceras por Presión (UPs) en pacientes internados en Unidades de
Terapia Intensiva (UTIs). Método: estudio transversal, de enfoque cuantitativo, desarrollado en un hospital de
referencia para el estado de Rio Grande do Norte en urgencia y trauma, situado en el distrito sanitario este
del municipio de Natal (RN), Brasil. Resultados: la prevalencia encontrada de UPs fue de 69% en las cuatro
UTIs. Individualmente, la UTI Cardiológica presentó 44,4%; UTI Bernadete, 85,7%; UTI General, 60%; y UTI de
Pronto-Socorro, 87,5% de prevalencia de UPs. Conclusión: es necesario guiar un planeamiento estrategico
para medidas de prevención y tratamiento para reducción de los índices de U.
Measuring to Improve Medication Reconciliationin a Large Sub.docx
Measuring to Improve Medication Reconciliation
in a Large Subspecialty Outpatient Practice
Elizabeth Kern, MD, MS; Meg B. Dingae, MHSA; Esther L. Langmack, MD; Candace Juarez, MT; Gary Cott, MD;
Sarah K. Meadows, MS
Background: To assess performance in medication reconciliation (med rec)—the process of comparing and reconciling
patients’ medication lists at clinical transition points—and demonstrate improvement in an outpatient setting, sustainable
and valid measures are needed.
Methods: An interdisciplinary team at National Jewish Health (Denver) attempted to improve med rec in an ambulatory
practice serving patients with respiratory and related diseases. Interventions, which were aimed at physicians, nurses (RNs),
and medical assistants, involved changes in practice and changes in documentation in the electronic health record (EHR).
New measures designed to assess med rec performance, and to validate the measures, were derived from EHR data.
Results: Across 18 months, electronic attestation that med rec was completed at clinic visits increased from 9.8% to 91.3%
(p < 0.0001). Consistent with this improvement, patients with medication lists missing dose/frequency for at least one prescription-
type medication decreased from 18.1% to 15.8% (p < 0.0001). Patients with duplicate albuterol inhalers on their list decreased
from 4.0% to 2.6% (p < 0.0001). Percentages of patients increased for printing of the medication list at the visit (18.7% to
94.0%; p < 0.0001) and receipt of the printed medication list at the visit (52.3% to 67.0%; p = 0.0074). Documentation
that patient education handouts were offered increased initially then declined to an overall poor performance of 32.4% of
clinic visits. Investigation of this result revealed poor buy-in and a highly redundant process.
Conclusion: Deriving measures reflecting performance and quality of med rec from EHR data is feasible and sustainable
over the time periods necessary to demonstrate change. Concurrent, complementary measures may be used to support the
validity of summary measures.
Medication reconciliation (med rec) is the process of sys-tematically and comprehensively reviewing the
medications a patient is taking, to ensure that medications
added, changed, or discontinued are evaluated for poten-
tial safety concerns. One of the three current Joint
Commission National Patient Safety Goals (NPSGs) on med-
ication safety (Goal 3), concerns medication reconciliation,
which ambulatory care organizations have been expected to
perform since 2005. The current version of the goal
(NPSG.03.06.01), effective July 1, 2011, stipulates that am-
bulatory care organizations maintain and communicate
accurate patient medication information.1 One require-
ment is that the organization obtain the patient’s medication
information at the beginning of an episode of care, with the
information to be updated when the patient’s medications
change. Ideally, med rec should occur at each transition of
care or han.
Meaningfulness vs. S.docx
Meaningfulness vs. Statistical Significance
Meaningfulness vs. Statistical Significance
Program Transcript
MATT JONES: Statistical significance deals with the critical value of a statistic.
And in a certain philosophy, making a determination of whether the null
hypothesis is rejected or you fail to reject the null hypothesis. That is statistical
significance.
Meaningfulness is taking that statistic and determining it's applicability out in the
real world. So all too often, as researchers, we get caught up in chasing
statistical significance. And certainly while that's part of statistics, we also want to
focus on the tie back to the real world.
So while we might find statistical significance in a very large sample, once we
look at the effect that's present there, or the strength of the relationship, or the
magnitude of the difference, they all might be extremely small. So while we might
have quote unquote, "highly statistically significant results, the effect,
relationship, or differences are rather small and almost meaningless in the
applied real world."
It's important to understand the difference between statistical significance and
meaningfulness. Because as a critical consumer of research, when you're
evaluating claims, you want to match up the actual statistics with the claims
being made. So if a claim is being made of how large an effect was or how
important something is, you want to go back to the statistical analysis and see if
that is indeed the case.
So just because something says there was a statistically significant result doesn't
necessarily mean you can make claims about how profound an impact that it
might have out in the real world. Because that might be an overreach of what the
statistics were actually doing. Statistics will tell you only a small little piece of the
pie. It's up to us as researchers to put the results into a specific context and
understand that alignment between the statistics and the results with a possible
misalignment.
History has given us a lot of examples of where statistics and statements don't
necessarily match up. It's important to have a critical eye when it comes to
statistical significance and meaningfulness to evaluate results, not only of other
researchers, but also your own. And when you're making a claim about an effect
or a relationship or an intervention, we're able to make that claim with some
degree of authority. So just because you have statistical significance, i.e. a P
value below 0.01, that doesn't necessarily mean the magnitude of the effect was
strong where there's a large difference between two groups when in fact it might
be very small.
©2016 Laureate Education, Inc. 1
Meaningfulness vs. Statistical Significance
The danger in not understanding the difference between statistical significance
and meaningfulness is our potential to overreach with resul.
Contributing to the Team’s Work Score 20 pts.20 - 25 pts..docx
Contributing to the Team’s Work
Score : 20 pts.
20 - 25 pts.
Feedback:
High contribution
Interacting with Teammates
Score : 19 pts.
13 - 23 pts.
Feedback:
Moderate level of interaction
Keeping the Team on Track
Score : 23 pts.
20 - 25 pts.
Feedback:
Highly skilled at keeping on track
Expecting Quality
Score : 14 pts.
12 - 15 pts.
Feedback:
High quality expectations
Having Relevant Knowledge, Skills, and Abilities (KSAs)
Score : 9 pts.
8 - 10 pts.
Feedback:
Highly relevant knowledge and skills
Feedback score:
Score : 85 pts.
Range-based Feedback:
84 - 105 pts.
Feedback:
Highly effective team member
Complete
the "Evaluate Team Member Effectiveness" self-assessment.
Write
a 700- to 1,050-word paper in which you address the following:
Do you agree with your results?
Based on your self-assessment, what do you see as your strengths and weaknesses regarding working on a team?
Have you ever engaged in social loafing while on a team? Why or why not?
How does working effectively on a team give you an advantage in the workplace?
How do groups normally develop?
How does the effectiveness of the team members influence the group's development process?
Format
your paper consistent with APA guidelines.
.
Measuring Performance at Intuit A Value-Added Component in ERM Pr.docx
Measuring Performance at Intuit: A Value-Added Component in ERM Programs
ABC Organization is looking to improve on their Enterprise Risk Management (ERM) program. A board member saw Intuit’s ERM Performance Measurement Model case study. As with any ERM program, Intuit’s program has continued to evolve since 2009.
Intuit’s ERM program began with the company's practice of risk management on an ad hoc basis. When a problem occurred, team were formed to address the issue. When it was over, it was back to business as usual. In the late 2000’s, Intuit’s ERM program focused on building a sustainable risk management capability. The program provided leadership with current and emerging risks to help them make strategic decisions. Intuit built the program using a ERM maturity model to get the right foundation. It was realized that executive leadership needed to measure the performance of the program. So key risk indicators (KRIs) were used to understand the potential emerging risks and any trends that may impact current risks. Also, key performance indicators (KPIs) can help in understanding and manage current risks. By identifying these KRIs and KPIs in the, the case study reader should gain an understanding of the importance of and the need to incorporate these indicators.
As risk manager, you are responsible for ensuring your organization minimizes its risks. Your board became aware of this case study and has asked you to create a presentation for the next board meeting where you will present information about this case study and the effects of implementing KPIs and KRIs at Intuit.
Create a PowerPoint® narration report of at least 20 slides based on your findings about this case study along with the message that is delivered based upon this case (not including the cover page and reference page). If you do not own a copy of Microsoft PowerPoint use a comparable slide software or Google Slides (free and accessible from Google.com). In the presentation, address the following from the Intuit ERM program:
· What represents the key performance indicators of the ERM program?
· What represents the key risk indicators of the ERM program?
· What improvements would you make?
· Does this represent an effective risk management program? If not, what is missing? (Support your response with details from the case study and properly cited references.)
· Would this program work for a publicly traded corporation of similar size?
· How important do you view alignment and accountability among a management team?
Make sure to provide a reference slide that provides APA citations of any sources used in the PowerPoint presentation. This slide does not require narration. Written Parameters/Expectations:
· At least 20 slides in length, with each slide having a written narration in Standard English explaining the key ideas in each slide.
· The written narrative presentation should have a highly developed and sustained viewpoint and purpose.
· The written communication.
Controversial Issue in Microbiology Assignment Use of antibacte.docx
Controversial Issue in Microbiology Assignment
:
Use of antibacterial soaps. Are they helpful? Are they potentially harmful?
Assignment due (uploaded to Acorn) on: Oct 16
Format: Essay (1-2 pages, double spaced plus references)
The assignment should include:
- a discussion of a controversial issue in microbiology (in list provided or propose an idea to me)
- literature supporting / denying the controversial issue
- your ideas on the issue
- the real world relevance of the issue
- a list of references (primary literature should be the majority of your sources and each idea mentioned should be cited)
.
Control measures for noncommunicable disease may start with basic sc.docx
Control measures for noncommunicable disease may start with basic screening initiatives and end with the development and implementation of preventive population-based measures and activities.
As a newly trained Epidemic Intelligence Service (EIS) officer, you are asked to develop a population-based prevention program for a chronic disease.
Identify a chronic disease that can be detected through screening. Describe how screening influences and enhances prevention. Discuss how and where you would implement a screening initiative and who would be the core or target population.
.
Contrasting Africa and Europes economic development.Why did Europ.docx
Contrasting Africa and Europe's economic development.
Why did Europe develop more quickly than Africa?
Using the text book and/or lecture notes:
list and explain 5 advantages Europe possessed that Africa lacked in its economic development.
Minimum requirement 1 (one) page, typed, doubled spaced.
due 10/26 noon LAtime
.
Measure the dependence of the resistance in the spinel Lu2V2O7 on .docx
Measure the dependence of the resistance in the spinel Lu2V2O7 on ionic liquid doping
"I Have a Dream," Address Delivered at the March on Washington for Jobs and Freedom
Author:
King, Martin Luther, Jr. (Southern Christian Leadership Conference)
Date:
August 28, 1963
Location:
Washington, D.C.
Genre:
Audio
Speech
Topic:
March on Washington for Jobs and Freedom, 1963
Audio:
Listen to Audio
Details
In his iconic speech at the Lincoln Memorial for the 1963 March on Washington for Jobs and Freedom, King urged America to "make real the promises of democracy." King synthesized portions of his earlier speeches to capture both the necessity for change and the potential for hope in American society.
I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. [applause]
Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves [Audience:] (Yeah) who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity. (Hmm)
But one hundred years later (All right), the Negro still is not free. (My Lord, Yeah) One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. (Hmm) One hundred years later (All right), the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later (My Lord) [applause], the Negro is still languished in the corners of American society and finds himself in exile in his own land. (Yes, yes) And so we’ve come here today to dramatize a shameful condition.
In a sense we’ve come to our nation’s capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence (Yeah), they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men (My Lord), would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness. It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. (My Lord) Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked insufficient funds. [enthusiastic applause] (My Lord, Lead on, Speech, speech)
But we refuse to believe that the bank of justice is bankrupt. (My Lord) [laughter] (No, no) We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. (Sure enough) And so we’ve come to cash this check (Yes), a check that will give us upon demand the riches of freedom (Yes) and the security of justice. (Yes Lord) [enthusiastic applause]
.
Measures of Similaritv and Dissimilaritv 65the comparison .docx
Measures of Similaritv and Dissimilaritv 65
the comparison between people will be dominated by differences in income. In
particular, if the similarity or dissimilarity of two people is calculated using the
similarity or dissimilarity measures defined later in this chapter, then in many
cases, such as that of Euclidean distance, the income values will dominate the
calculation.
The mean and standard deviation are strongly affected by outliers, so the
above transformation is often modified. First, the mean is replaced by the
median, i.e., the middle value. Second, the standard deviation is replaced by
the absolute standard deviation. Specifically, if r is a variable, then the
absolute standard deviation of r is given by oa : Dlrl*n - ltl, where ri is
lhe 'ith value of the variable, rn is the number of objects, and. p, is either the
mean or median. Other approaches for computing estimates of the location
(center) and spread of a set of values in the presence of outliers are described
in Sections 3.2.3 and 3.2.4, respectively. These measures can also be used to
define a standardi zation transformation.
2.4 Measures of Similarity and Dissimilarity
Similarity and dissimilarity are important because they are used by a number
of data mining techniques, such as clustering, nearest neighbor classification,
and anomaly detection. In many cases) the initial data set is not needed once
these similarities or dissimilarities have been computed. Such approaches can
be viewed as transforming the data to a similarity (dissimilarity) space and
then performing the analysis.
We begin with a discussion of the basics: high-level definitions of similarity
and dissimilarity, and a discussion of how they are related. For convenience,
the term proximity is used to refer to either similarity or dissimilarity. Since
the proximity between two objects is a function of the proximity between the
corresponding attributes of the two objects, we first describe how to measure
the proximity between objects having only one simple attribute, and then
consider proximity measures for objects with multiple attributes. This in-
cludes measures such as correlation and Euclidean distance, which are useful
for dense data such as time series or two-dimensional points, as well as the
Jaccard and cosine similarity measures, which are useful for sparse data like
documents. Next, we consider several important issues concerning proximity
measures. The section concludes with a brief discussion of how to select the
right proximity measure.
2.4
66 Chapter 2 Data
2.4.L Basics
Definitions
Informally, the similarity between two objects is a numerical measure of the
degree to which the two objects are alike. Consequently, similarities are hi,gher
for pairs of objects that are more alike. Similarities are usually non-negative
and are often between 0 (no similarity) and 1 (complete similarity).
The dissimilarity between two objects is a numerical measure of the de-
gree to which the two obj.
MDS 4100 Communication Law Case Study Privacy CASE .docx
MDS 4100 Communication Law
Case Study: Privacy
CASE STUDY: PRIVACY
You are a reporter for WKRN-TV, covering local police activity as part of your beat. Your editor
tells you to get over to McGavock High School as quickly as possible. An anonymous caller,
saying she lives across the street from the public school, told a news editor she heard four or
five gunshots coming from the school building as she was outside walking her dog. Within
seconds, she says, students were running outside and screaming. A listen to the police band
receiver in the newsroom indicates something is up at the school.
You take a videographer and arrive on the scene about 1:30 p.m. Five or six Metro police cars
are parked near the school, and an ambulance arrives seconds later as you get out of your car.
The entrance to the school building is blocked off and police are guarding the area, admitting no
one except authorities into the building.
After questioning police, you confirm the fact there has been a shooting, but that’s as far as you
get. You begin asking bystanders for more information. A number of McGavock students have
remained at the scene. Several tell you a student was shot in a first-floor restroom. A girl who
claims to be a friend of the victim says his name is James DeVore, a freshman. She said she
thinks he is 14 years old. Another student says DeVore recently turned 15.
No one present knows who is responsible for the shooting. Minutes later police escort a young
man, handcuffed, from the school building. They place him in a squad car and drive away. You
ask people in the crowd if anyone can identify the alleged suspect. At least four tell you he is
Brian Samuels, a sophomore. You ask police at the scene to confirm this information, but no one
will reply.
Your videographer tells you she got footage of the boy being placed in the squad car. While
talking to her, you hear screams in the background. You run around the side of the building to
the loading dock area. Police have taped off the immediate area but you can see what’s going
on. EMTs are wheeling the covered body of the victim to an ambulance waiting near the dock.
Some students are crying. The videographer gets shots of the body being placed into the
ambulance and close-ups of crying students.
You approach several police officers standing near a squad car, hoping to get more facts. Inside
the squad car an officer is radioing into police headquarters. You hear him saying “the victim is
James DeVore, age 15.” The officer radios that the suspect, Samuels, has admitted to the
shooting. You also hear the following: “Samuels said it was it was payback, that DeVore had
sexually assaulted Samuels’ 6-year-old sister.” Because you are under deadline, you decide not
to interview the officers personally and head back to the station.
When you get back to the station, a colleague tells you he covered a story two years ago on
another in.
MDDtoDOC - GSS2018 Ballot 1 - English Table Of Contents.docx
MDDtoDOC - GSS2018 Ballot 1 - English
Table Of Contents
SU_ID: Text .......................................................................................................................................... 35
BALLOT: Text ....................................................................................................................................... 35
VERXY: Text ......................................................................................................................................... 35
RANDOM: Text .................................................................................................................................... 36
VIGVER18: Text ................................................................................................................................... 36
ADDRESS: Text .................................................................................................................................... 36
APRTMNT: Text ................................................................................................................................... 36
CITY: Text ............................................................................................................................................ 36
STATE: Text ......................................................................................................................................... 36
ZIP: Text............................................................................................................................................... 36
SKIPTOEND: Categorical (Single) ......................................................................................................... 37
QUEXLANG: Categorical (Single) ......................................................................................................... 39
SkipSection: Categorical (Single) ......................................................................................................... 40
HANDCARD: Info ................................................................................................................................. 41
SEX: Categorical (Single)...................................................................................................................... 41
HLTHSTRT: Categorical (Single) ........................................................................................................... 42
PRECONSENT: Info .............................................................................................................................. 42
CONSENT: Categorical (Single) ............................................................................................................ 42
ACONFIRM: Categorical (Single) ......................................................................................................... 43
NATSPAC: Categorical (Single) ......................................................
McGraw-HillIrwin .docx
McGraw-Hill/Irwin ©2009 The McGraw-Hill Companies, All Rights Reserved
Chapter 5: The Five Generic Competitive Strategies
Screen graphics created by:
Jana F. Kuzmicki, Ph.D.
Troy University
*
McGraw-Hill/Irwin ©2009 The McGraw-Hill Companies, All Rights Reserved
“Competitive strategy is about being different. It means deliberately choosing to perform activities differently or to perform different activities than rivals to deliver a unique mix of value.”
*
McGraw-Hill/Irwin ©2009 The McGraw-Hill Companies, All Rights Reserved
“Winners in business play
rough and don’t apologize for
it. The nicest part of playing hardball is watching your competitors squirm.”
*
1-*
Chapter Learning Objectives
Gain command of how each of the five generic competitive strategies lead to competitive advantage and deliver superior value to customers.
Learn why some of the five generic strategies work better in certain kinds of industry and competitive conditions than in others.
Learn the major avenues for achieving a competitive advantage based on lower costs.
Learn the major avenues for developing a competitive advantage based on differentiating a company’s product or service offering from the offerings of rivals in ways that better satisfy buyer needs and preferences.
*
1-*
Chapter RoadmapThe Five Competitive StrategiesLow-Cost Provider StrategiesBroad Differentiation StrategiesBest-Cost Provider StrategiesFocused (or Market Niche) StrategiesThe Contrasting Features of the Five Generic Competitive Strategies: A Summary
*
1-*
Strategy and Competitive AdvantageCompetitive advantage exists when a firm’s strategy gives it an edge inAttracting customers andDefending against competitive forces
Convince customers firm’s product / service offers superior valueA good product at a low priceA superior product worth paying more forA best-value product
Key to Gaining a Competitive Advantage
1-*
What Is Competitive Strategy?Deals exclusively with a
company’s business plans
to compete successfullySpecific efforts to please customersOffensive and defensive moves
to counter maneuvers of rivalsResponses to prevailing market conditionsInitiatives to strengthen its market positionNarrower in scope than business strategy
1-*
Figure 5.1: The Five Generic Competitive Strategies
*
1-*
Low-Cost Provider StrategiesMake achievement of meaningful
lower costs than rivals the theme
of firm’s strategyInclude features and services in product
offering that buyers consider essentialFind approaches to achieve a cost advantage in ways difficult for rivals to copy or match
Keys to Success
Low-cost leadership means low overall costs, not just low manufacturing or production costs!
*
1-*
Option 1: Use lower-cost edge to
under-price competitors and attract
price-sensitive buyers.
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