ESSAY 5—Writing about Drama
The goal of this assignment is to understand the relevance of a play’s overall message (or messages) for
today’s society. Many passionate issues are presented in the major plays that are assigned for Comp. II.
Hopefully, you can find one or two that might get your juices flowing enough to develop a sound argument
based on logical reasoning! I expect you to use the literature as a springboard to the issues themselves.
Put on your critical thinking caps and discover the connections that link earlier societies to today’s society,
based on the issues identified in the play. For example, you might discuss the cultural stereotypes of
Eastern and Western societies and how they are distorted in M. Butterfly. Consider the theme of Women
and the Law and how Trifles illustrates stereotypical male/female roles in earlier Americana. Finally, you
might analyze the irony in Beauty. The sky’s the limit!
Once you decide upon a focus for your paper, you must provide examples or illustrations as evidence that
will support your argument. Quotes from the play will enhance your paper, but be careful not to overdo!
(Critical questions for reading plays can be found in your textbook on page 722.)
For an effective argument, you must include the following information:
Make an overall claim--your thesis about an issue presented in the literature.
Briefly describe the drama being used to illustrate the issue.
Select specific details and quotes from the play as evidence to support your ideas.
Provide support from at least four (4) credible outside sources.
Organize your argument in a manner that is easy to follow—introduce the play and playwright in the
introductory paragraph and include your thesis statement. The body paragraphs will continue to develop
the arguments you are making about the issues presented in the play along with evidence from credible
sources supporting or refuting your argument. Support each opinion sufficiently. Avoid over-generalizing
in your judgments or claims. Be sure to have an effective introduction, clear thesis, and effective
conclusion.
**Since this is a major research assignment, you must include at least four (4) properly documented
outside reference sources, in addition to quoting from the text, and include a Works Cited page.
Sources that are by themselves considered “substantial” are articles in scholarly journals or separate
critical books that either focus specifically on the author or the particular text you've selected or
provide critical/theoretical background for the subject, period or genre. Select secondary material
that can give you historical, sociological, psychological, feminist, theoretical, etc., perspectives on the
play you’ve chosen. Do not use encyclopedias, quotation books/websites, student essays posted
online, study guides, or other similar sources. You will find a wealth of wonderful sources by
accessing the online d ...
The topic of my Literature Review is Gender and CompetitionLiter.docxssusera34210
The topic of my Literature Review is Gender and Competition
Literature Review Paper (25%)
What is a Literature Review?
It is very important that you know what a literature is, its purpose, and how it is organized. A literature review is a summary of previous research on a topic. Its' purpose is to review the scholarly literature relevant to the topic you are studying. Some questions you may think about as you develop your literature review:
· What is known about the subject?
· Are there any gaps in the knowledge of the subject?
· Is there consensus about the topic (subtopics)?
· What aspects have generated significant debate on the topic?
· What methods or problems were identified by others studying in the field?
· What is the current status of research in this area or what direction do researchers feel need to be addressed in the future?
How do you write a Literature Review?
Summarize and explain what research has been done on the topic, citing the sources as you mention them. Point out the different ways researchers have treated the topic. Point out any connections between the sources especially where one source built upon prior study. Explain how this past work fits together and where scholars believe future research is headed.
You will be required to write a literature review on a specific (pre-approved) gender communication topic. This paper is to be presented in proper APA format (with the exception that it must be single spaced NOT double spaced) and it should be six full single spaced pages in length (not including the title page and the references page). This paper should expand your knowledge of the subject area, clearly demonstrate your vast understanding of the topic to the professor and provide readers with the most current, scholarly research on the topic. I must approve your topic before you begin to gathering your research.
The research project requires you to:
· select a topic within gender communication to research (must receive my approval before you begin your research on your topic)
· provide a title page
· include an introduction section (generates interest in the topic, stresses the importance of the subject matter and includes a clear preview) 3/4 page in length
· provide a body section that is well organized with sub-sections of the various important aspects of your topics that are properly cited with in-text citations (use subheadings to organize the body of your paper) 5 pages in length
· end with your conclusion (provides closure to your paper) 1/4 page in length -be sure to label your conclusion
· provide a list of references in proper APA format (on a separate page entitled "References")
· Note the page requirements above and adhere to them. You may be over requirement for each section, but not under.
· Make sure the vast majority of your literature review is paraphrased (use direct quotations sparingly).
· You may site both texts, but you still need the additional 8 (minimum) scholarly ...
Term Research PaperOne of the primary goals of this course is to.docxmehek4
Term Research Paper
One of the primary goals of this course is to give students a broad understanding of the different components and the current state of the criminal justice system. Given however the number of components and the complexity of topics in the criminal justice field, another aim of this course is to guide students into becoming experts in one or more very specific areas.
*You are expected to work independently on this paper throughout the duration of the course (this paper should be a work in progress throughout the term, if left until the end, it will conflict with your other exams/assignments). For this paper, each student is required to identify one specific topic of their interest and write a term paper. THE TOPIC FOR YOUR TERM PAPER CAN EITHER FOCUS ON AN ISSUE (e.g. the low ratio of women to men as state police officers, the use of bail as a proxy for discrimination based on race and poverty), OR SIMPLY DESCRIBE THE HISTORY/CURRENT STATE OF A CERTAIN AREA OF A COMPONENT OF THE SYSTEM (e.g. the police’s use of recording devices, riots in prisons, work programs in prison, increased militarization of the police). BE SURE TO SPECIFY IN YOUR PAPER, WHICH OF THESE TWO GOALS YOU ARE TRYING TO ACCOMPLISH. Finding a topic that is narrow is crucial (e.g. officers accepting small gratuities, media coverage of mass murders). A large and vague topic is likely to produce a vague and low quality paper (e.g. discrimination in the CJ system is a large an vague topic). YOU MUST, PERSONALLY, OR THROUGH EMAIL, CONFIRM YOUR TOPIC WITH ME BY THE END OF THE THIRD WEEK OF THE COURSE.
First, introduce this topic (i.e., introduce the topic to a casual reader), being sure to present evidence (from the literature) that supports your conclusion that the problem is worthy of concern (How serious is the problem? How common is the problem? And so on). This section should be about a page. Then summarize the available literature on the topic. It is wise to organize this review with appropriate subheadings to help you organize this information (e.g. historical overview, the role of certain key issues such as race or gender, as they relate to your topic, the role of policy, or whatever subheadings best fit your topic). Your review of the literature should constitute at least 5-6 pages of your paper. The last section of your paper—the discussion, should summarize the findings in your literature review and should include your own conclusion regarding your topic. This section gives you the opportunity to add your own opinion, based of course on what you have found in the literature.
Your paper should have at least 8 scholarly sources (most of which will be journal articles or books) cited throughout the paper, and contain a bibliography at the end.
As we review each week's chapters, I highly suggest being on the lookout for possible topics for your paper. As soon as you have one, email me so that I can approve it. Note: You may also identify topics from f ...
DUE TONIGHT BEFORE MIDNIGHT CENTRAL TIME ZONE Final Paper Guid.docxkanepbyrne80830
DUE TONIGHT BEFORE MIDNIGHT CENTRAL TIME ZONE
Final Paper Guidelines
Final Paper-
Students will select a topic from a list of Pre-Approved Topics for their final paper. Students will develop a focused literature review based on scientific and peer-reviewed research. The paper will develop 2-3 main claims, then support those claims with literature and scientific evidence. Papers should draw from the course textbooks and a
minimum of 4-5 outside, non-textbook, sources
(books, scientific research, peer-reviewed journal articles) to support main claims. Papers should be 5-7 pages double-spaced.
All papers should:
a) identify the main concepts and approaches for this topic
b) provide a comprehensive overview of the main theory/literature
c) discuss real life events and situations where these issues are playing out in society, politics, and/or the environment.
Pre-Approved Topics
1. Approaches to identifying and overcoming stereotypes
2. Intercultural transitions and cultural assimilation
3. Non-verbal communication differences across cultures.
4. Challenges and benefits of establishing intercultural relationships
5. Managing intercultural conflicts effectively
6. Cultural influences on communication
7. Language and cultural identity (bi or multilingualism, code-switching)
8. Challenges and benefits to migration in the modern era (forced and voluntary)
9. Causes and effects of xenophobic attitudes, beliefs, and behaviors.
10. Student Specific Ethnic & Cultural Identity and History
Please consult the paper writing guidelines and grading rubric, listed here and under the assignment in BB, for instructions on this assignment. The final paper is
the major assignment
that will usually determine how well someone does in this course,
regardless of your grade going into the final paper assignment
.
Suggested Layout For Final Paper
Introduction -The Intro includes introducing the topic/issues to the reader.
Attention Device (Poignant Story, Statistic, or Question)
Touch briefly on the background of main topics. What is this paper about?
Justify the importance of this particular topic. Why should the reader care about this issue in terms of the main topics of this course?
Thesis Example: This paper will review current approaches to understanding intercultural relationships, as well as some ways to effectively resolve intercultural conflicts. The paper will also discuss current events that highlight intercultural conflicts that have been resolved effectively in the modern era.
Body-The Body includes the Main Claims, which are supported by Research and Literature. Papers should draw from Textbooks and a
minimum of 4-5 outside sources
to support main claims.
Main Claim 1, For Example: “There are several motivations that people may have.
Essay Writing Guide INR and PLT – Dr Keating June 2018 .docxdebishakespeare
Essay Writing Guide INR and PLT – Dr Keating June 2018 Page | 2
Writing a Research Essay in International Relations and Political Science
This is some basic advice on writing an essay in International Relations. The advice is generic, and obviously particular assignments, topics, questions have their own requirements – but this general advice should apply most of the time.
Be aware of what a criteria grading sheet looks like, as this sets out the way in which the essay will be graded. The standard grading sheet looks like this, and you will notice that there are four separate criteria. We will deal with each in turn.
1. Structure/Organization: Have you answered the question? Do you have a clear argument that you defend throughout? Is it well organized with appropriate use of paragraphs?
2. Research: Are you demonstrating research skills? Have you used a range of sources? Is it thoroughly referenced, using an appropriate system, with a bibliography?
3. Content: Do you set out clear arguments/evidence to support your position? Have you considered counter-arguments/evidence? Is their evidence of critical thinking?
4. Presentation: Is the paper well-written? Is it proof-read for grammar and spelling errors?
1. Structure/Organisation
Essays need a clear and concise introduction, which sets out a position: the thesis or argument that the essay will defend. If a question has been set, the introduction needs to clearly answer this question. It does not provide a broad introduction to the topic (avoid waffle or ‘flowery’ introductions), but rather, specifies the particular position that the essay will pursue. The essay then defends this position clearly throughout! I strongly suggest beginning the essay with the line “This essay argues…”. If you can clearly set out your position at the start, it will solve a lot of the structural problems that many essays have. You can then use the rest of the introduction to expand on your argument, detail the case material you are using to support your position, explain how your position allows you to propose an answer to the question(if one is set), and outline the structure of the essay. When outlining the structure of the essay, using first, second, third can be a clear and informative approach for the reader.
The main body of the essay is organised in short, sharp, concise paragraphs. It is important to consistently link the material, ideas, theories, concepts, debates, arguments, evidence, and case studies that you evaluate in the main body of the essay back to the question, and to your argument. Though different courses and different types of written assignments have different objectives, normally it is a good idea to have a balance between theoretical/conceptual debates and discussion, and empirical evidence. Theory comes first – detail the argument/counter-argument, analyse this material in the context of your argument (as clearly .
Family Issues Research Paper Sociology of the Family, spring .docxlmelaine
Family Issues Research Paper Sociology of the Family, spring ‘19
SOCY 214: Sociology of the Family (35375)
Family Issues Research Paper
Final Paper
Due: Sunday, May 5, 2019
For this assignment, you are expected to delve into an area of the family that most
interests you. You will be exploring a specific issue dealing with what you consider to be
one of the most pressing issues facing families today.
Using scholarly research and class readings and discussions, write a 5-8 page research
paper that explores an important aspect of families. In the first part of the assignment, you were
asked to simply summarize the peer-reviewed journal articles and describe how you will
approach your topic. In this final part of the assignment you will be expected to:
find (at least) one additional peer-reviewed scholarly journal article in order to focus
your topic and add academic weight to your paper;
find connections and discrepancies between the readings;
use the research you have gathered to argue the “why”, “how”, and “what” behind
what you see as an important issue facing families today; and
critically analyze your chosen topic.
In other words, what have you learned from your research that helps give you
more insight into how/in what ways the family is affected by your chosen topic?
Organize your paper to include the following sections:
o Begin the paper with a very clear introduction in which you state your general topic/research
question and the 3-5 specific themes/subtopics you will write about in the paper.
o Demonstrate/argue that it (your topic) is a problem to/for families.
• Although not required, you are encouraged to use information from the class readings, class
discussion, and/or websites that I have suggested/used in class in order to make the
argument that the topic you have chosen is worth paying attention to. Use current,
authoritative, reliable statistics in order to give context to this issue facing families.
• Please be sure that your sources are authoritative (a .gov site is a great site to use for these
purposes), and that you cite accordingly. You MUST cite the place from which you got
ANY statistic that you use throughout your paper.
o Summarize the research methods (explain how the data were collected) for each of the three
academic articles. This section of your paper should be approximately 1-3 paragraphs. Include
the general focus of each article writing about the types of research questions each article was
answering. Identify how the data were collected for each of the studies you read. (Did the
researchers conduct surveys? Interviews? Use data from a larger data set?)
Family Issues Research Paper Sociology of the Family, spring ‘19
o Then, present 3-5 very specific issues/themes/subtopics related to your chosen topic. You
should write 2-4 paragraphs per theme. These specific subtopics should emerge by fin ...
The purpose of this paper is to1. increase your knowledge oBHANU281672
This document provides instructions for a strategic management project on Caterpillar Inc. Students will take on the role of an Assistant Strategic Development Analyst at Caterpillar and maintain a Strategic Management Research Journal to appraise Caterpillar's corporate data, competitors, strategy, and recommend strategic actions. They will then present their findings and recommendations to Caterpillar's leadership team. The project involves analyzing Caterpillar's current strategic management over 4 weeks and presenting proposed improvements in the 5th week.
Summary Exercise InstructionsFor this assignment only, there is .docxpicklesvalery
This document provides instructions for an assignment to summarize a source related to the student's research topic. It outlines two options - interviewing an expert from a relevant non-profit organization or summarizing an article from a credible periodical. For either option, the summary must include an introduction with background on the source, 3 body paragraphs summarizing the source's key points, and a conclusion explaining how the source informs the student's research topic. The assignment requires a 1-2 page double-spaced summary in MLA format with an underlined thesis statement.
The topic of my Literature Review is Gender and CompetitionLiter.docxssusera34210
The topic of my Literature Review is Gender and Competition
Literature Review Paper (25%)
What is a Literature Review?
It is very important that you know what a literature is, its purpose, and how it is organized. A literature review is a summary of previous research on a topic. Its' purpose is to review the scholarly literature relevant to the topic you are studying. Some questions you may think about as you develop your literature review:
· What is known about the subject?
· Are there any gaps in the knowledge of the subject?
· Is there consensus about the topic (subtopics)?
· What aspects have generated significant debate on the topic?
· What methods or problems were identified by others studying in the field?
· What is the current status of research in this area or what direction do researchers feel need to be addressed in the future?
How do you write a Literature Review?
Summarize and explain what research has been done on the topic, citing the sources as you mention them. Point out the different ways researchers have treated the topic. Point out any connections between the sources especially where one source built upon prior study. Explain how this past work fits together and where scholars believe future research is headed.
You will be required to write a literature review on a specific (pre-approved) gender communication topic. This paper is to be presented in proper APA format (with the exception that it must be single spaced NOT double spaced) and it should be six full single spaced pages in length (not including the title page and the references page). This paper should expand your knowledge of the subject area, clearly demonstrate your vast understanding of the topic to the professor and provide readers with the most current, scholarly research on the topic. I must approve your topic before you begin to gathering your research.
The research project requires you to:
· select a topic within gender communication to research (must receive my approval before you begin your research on your topic)
· provide a title page
· include an introduction section (generates interest in the topic, stresses the importance of the subject matter and includes a clear preview) 3/4 page in length
· provide a body section that is well organized with sub-sections of the various important aspects of your topics that are properly cited with in-text citations (use subheadings to organize the body of your paper) 5 pages in length
· end with your conclusion (provides closure to your paper) 1/4 page in length -be sure to label your conclusion
· provide a list of references in proper APA format (on a separate page entitled "References")
· Note the page requirements above and adhere to them. You may be over requirement for each section, but not under.
· Make sure the vast majority of your literature review is paraphrased (use direct quotations sparingly).
· You may site both texts, but you still need the additional 8 (minimum) scholarly ...
Term Research PaperOne of the primary goals of this course is to.docxmehek4
Term Research Paper
One of the primary goals of this course is to give students a broad understanding of the different components and the current state of the criminal justice system. Given however the number of components and the complexity of topics in the criminal justice field, another aim of this course is to guide students into becoming experts in one or more very specific areas.
*You are expected to work independently on this paper throughout the duration of the course (this paper should be a work in progress throughout the term, if left until the end, it will conflict with your other exams/assignments). For this paper, each student is required to identify one specific topic of their interest and write a term paper. THE TOPIC FOR YOUR TERM PAPER CAN EITHER FOCUS ON AN ISSUE (e.g. the low ratio of women to men as state police officers, the use of bail as a proxy for discrimination based on race and poverty), OR SIMPLY DESCRIBE THE HISTORY/CURRENT STATE OF A CERTAIN AREA OF A COMPONENT OF THE SYSTEM (e.g. the police’s use of recording devices, riots in prisons, work programs in prison, increased militarization of the police). BE SURE TO SPECIFY IN YOUR PAPER, WHICH OF THESE TWO GOALS YOU ARE TRYING TO ACCOMPLISH. Finding a topic that is narrow is crucial (e.g. officers accepting small gratuities, media coverage of mass murders). A large and vague topic is likely to produce a vague and low quality paper (e.g. discrimination in the CJ system is a large an vague topic). YOU MUST, PERSONALLY, OR THROUGH EMAIL, CONFIRM YOUR TOPIC WITH ME BY THE END OF THE THIRD WEEK OF THE COURSE.
First, introduce this topic (i.e., introduce the topic to a casual reader), being sure to present evidence (from the literature) that supports your conclusion that the problem is worthy of concern (How serious is the problem? How common is the problem? And so on). This section should be about a page. Then summarize the available literature on the topic. It is wise to organize this review with appropriate subheadings to help you organize this information (e.g. historical overview, the role of certain key issues such as race or gender, as they relate to your topic, the role of policy, or whatever subheadings best fit your topic). Your review of the literature should constitute at least 5-6 pages of your paper. The last section of your paper—the discussion, should summarize the findings in your literature review and should include your own conclusion regarding your topic. This section gives you the opportunity to add your own opinion, based of course on what you have found in the literature.
Your paper should have at least 8 scholarly sources (most of which will be journal articles or books) cited throughout the paper, and contain a bibliography at the end.
As we review each week's chapters, I highly suggest being on the lookout for possible topics for your paper. As soon as you have one, email me so that I can approve it. Note: You may also identify topics from f ...
DUE TONIGHT BEFORE MIDNIGHT CENTRAL TIME ZONE Final Paper Guid.docxkanepbyrne80830
DUE TONIGHT BEFORE MIDNIGHT CENTRAL TIME ZONE
Final Paper Guidelines
Final Paper-
Students will select a topic from a list of Pre-Approved Topics for their final paper. Students will develop a focused literature review based on scientific and peer-reviewed research. The paper will develop 2-3 main claims, then support those claims with literature and scientific evidence. Papers should draw from the course textbooks and a
minimum of 4-5 outside, non-textbook, sources
(books, scientific research, peer-reviewed journal articles) to support main claims. Papers should be 5-7 pages double-spaced.
All papers should:
a) identify the main concepts and approaches for this topic
b) provide a comprehensive overview of the main theory/literature
c) discuss real life events and situations where these issues are playing out in society, politics, and/or the environment.
Pre-Approved Topics
1. Approaches to identifying and overcoming stereotypes
2. Intercultural transitions and cultural assimilation
3. Non-verbal communication differences across cultures.
4. Challenges and benefits of establishing intercultural relationships
5. Managing intercultural conflicts effectively
6. Cultural influences on communication
7. Language and cultural identity (bi or multilingualism, code-switching)
8. Challenges and benefits to migration in the modern era (forced and voluntary)
9. Causes and effects of xenophobic attitudes, beliefs, and behaviors.
10. Student Specific Ethnic & Cultural Identity and History
Please consult the paper writing guidelines and grading rubric, listed here and under the assignment in BB, for instructions on this assignment. The final paper is
the major assignment
that will usually determine how well someone does in this course,
regardless of your grade going into the final paper assignment
.
Suggested Layout For Final Paper
Introduction -The Intro includes introducing the topic/issues to the reader.
Attention Device (Poignant Story, Statistic, or Question)
Touch briefly on the background of main topics. What is this paper about?
Justify the importance of this particular topic. Why should the reader care about this issue in terms of the main topics of this course?
Thesis Example: This paper will review current approaches to understanding intercultural relationships, as well as some ways to effectively resolve intercultural conflicts. The paper will also discuss current events that highlight intercultural conflicts that have been resolved effectively in the modern era.
Body-The Body includes the Main Claims, which are supported by Research and Literature. Papers should draw from Textbooks and a
minimum of 4-5 outside sources
to support main claims.
Main Claim 1, For Example: “There are several motivations that people may have.
Essay Writing Guide INR and PLT – Dr Keating June 2018 .docxdebishakespeare
Essay Writing Guide INR and PLT – Dr Keating June 2018 Page | 2
Writing a Research Essay in International Relations and Political Science
This is some basic advice on writing an essay in International Relations. The advice is generic, and obviously particular assignments, topics, questions have their own requirements – but this general advice should apply most of the time.
Be aware of what a criteria grading sheet looks like, as this sets out the way in which the essay will be graded. The standard grading sheet looks like this, and you will notice that there are four separate criteria. We will deal with each in turn.
1. Structure/Organization: Have you answered the question? Do you have a clear argument that you defend throughout? Is it well organized with appropriate use of paragraphs?
2. Research: Are you demonstrating research skills? Have you used a range of sources? Is it thoroughly referenced, using an appropriate system, with a bibliography?
3. Content: Do you set out clear arguments/evidence to support your position? Have you considered counter-arguments/evidence? Is their evidence of critical thinking?
4. Presentation: Is the paper well-written? Is it proof-read for grammar and spelling errors?
1. Structure/Organisation
Essays need a clear and concise introduction, which sets out a position: the thesis or argument that the essay will defend. If a question has been set, the introduction needs to clearly answer this question. It does not provide a broad introduction to the topic (avoid waffle or ‘flowery’ introductions), but rather, specifies the particular position that the essay will pursue. The essay then defends this position clearly throughout! I strongly suggest beginning the essay with the line “This essay argues…”. If you can clearly set out your position at the start, it will solve a lot of the structural problems that many essays have. You can then use the rest of the introduction to expand on your argument, detail the case material you are using to support your position, explain how your position allows you to propose an answer to the question(if one is set), and outline the structure of the essay. When outlining the structure of the essay, using first, second, third can be a clear and informative approach for the reader.
The main body of the essay is organised in short, sharp, concise paragraphs. It is important to consistently link the material, ideas, theories, concepts, debates, arguments, evidence, and case studies that you evaluate in the main body of the essay back to the question, and to your argument. Though different courses and different types of written assignments have different objectives, normally it is a good idea to have a balance between theoretical/conceptual debates and discussion, and empirical evidence. Theory comes first – detail the argument/counter-argument, analyse this material in the context of your argument (as clearly .
Family Issues Research Paper Sociology of the Family, spring .docxlmelaine
Family Issues Research Paper Sociology of the Family, spring ‘19
SOCY 214: Sociology of the Family (35375)
Family Issues Research Paper
Final Paper
Due: Sunday, May 5, 2019
For this assignment, you are expected to delve into an area of the family that most
interests you. You will be exploring a specific issue dealing with what you consider to be
one of the most pressing issues facing families today.
Using scholarly research and class readings and discussions, write a 5-8 page research
paper that explores an important aspect of families. In the first part of the assignment, you were
asked to simply summarize the peer-reviewed journal articles and describe how you will
approach your topic. In this final part of the assignment you will be expected to:
find (at least) one additional peer-reviewed scholarly journal article in order to focus
your topic and add academic weight to your paper;
find connections and discrepancies between the readings;
use the research you have gathered to argue the “why”, “how”, and “what” behind
what you see as an important issue facing families today; and
critically analyze your chosen topic.
In other words, what have you learned from your research that helps give you
more insight into how/in what ways the family is affected by your chosen topic?
Organize your paper to include the following sections:
o Begin the paper with a very clear introduction in which you state your general topic/research
question and the 3-5 specific themes/subtopics you will write about in the paper.
o Demonstrate/argue that it (your topic) is a problem to/for families.
• Although not required, you are encouraged to use information from the class readings, class
discussion, and/or websites that I have suggested/used in class in order to make the
argument that the topic you have chosen is worth paying attention to. Use current,
authoritative, reliable statistics in order to give context to this issue facing families.
• Please be sure that your sources are authoritative (a .gov site is a great site to use for these
purposes), and that you cite accordingly. You MUST cite the place from which you got
ANY statistic that you use throughout your paper.
o Summarize the research methods (explain how the data were collected) for each of the three
academic articles. This section of your paper should be approximately 1-3 paragraphs. Include
the general focus of each article writing about the types of research questions each article was
answering. Identify how the data were collected for each of the studies you read. (Did the
researchers conduct surveys? Interviews? Use data from a larger data set?)
Family Issues Research Paper Sociology of the Family, spring ‘19
o Then, present 3-5 very specific issues/themes/subtopics related to your chosen topic. You
should write 2-4 paragraphs per theme. These specific subtopics should emerge by fin ...
The purpose of this paper is to1. increase your knowledge oBHANU281672
This document provides instructions for a strategic management project on Caterpillar Inc. Students will take on the role of an Assistant Strategic Development Analyst at Caterpillar and maintain a Strategic Management Research Journal to appraise Caterpillar's corporate data, competitors, strategy, and recommend strategic actions. They will then present their findings and recommendations to Caterpillar's leadership team. The project involves analyzing Caterpillar's current strategic management over 4 weeks and presenting proposed improvements in the 5th week.
Summary Exercise InstructionsFor this assignment only, there is .docxpicklesvalery
This document provides instructions for an assignment to summarize a source related to the student's research topic. It outlines two options - interviewing an expert from a relevant non-profit organization or summarizing an article from a credible periodical. For either option, the summary must include an introduction with background on the source, 3 body paragraphs summarizing the source's key points, and a conclusion explaining how the source informs the student's research topic. The assignment requires a 1-2 page double-spaced summary in MLA format with an underlined thesis statement.
Rhetorical Analysis Prompt and Rubric Length 3-5 full .docxSUBHI7
Rhetorical Analysis Prompt and Rubric
Length: 3-5 full pages. Your "Works Cited" page does not count.
Due dates:
First draft due by Wednesday September 13 @ 11:55 PM (Online Peer Review)
Second draft due Friday September 22 @ 11:55 PM
All optional drafts of all essays are due by December 8 @ 11:55 PM.
Select and closely read one of the following essays from your textbook:
"Is Google Making Us Stupid?" by Nicholas Carr; page 735
"Our Fear of Immigrants" by Jeremy Adam Smith; page 750
“Anti-Intellectualism: Why We Hate the Smart Kids” by Grant Penrod; page 759
After selecting one, please follow the guidelines below, and articulate your argument of the
essay’s effectiveness. Use the following questions for analyzing an argument on pages 115-116
in your textbook as a guide:
• What is the claim? What is the main point the writer is trying to make? How does the
author qualify his/her thesis?
• What support does the writer offer for the claim? What reasons are used to support the
claim? What evidence does author use to back up those reasons (e.g., anecdotes, data,
statistics, etc.)? Are the reasons and evidence convincing?
• How does the author appeal to the audience? These discussions will require you to
demonstrate your knowledge of the rhetorical appeals we discussed in class.
o pathos – appeal to emotion
o ethos – appeal to credibility
o logos – appeal to logic
o kairos/“kairotic moment” – “of the time;” what motivated the author to write
the argument at the time?
• Is the argument balanced? Does the author address potential counterarguments? If so,
how? Does he/she respond to them reasonably and with respect, or is he/she dismissive of
them?
Be sure to properly cite your article, both in-text and on a "Works Cited" page. See the
Purdue OWL resource at the top of our Moodle page and/or pages 496-548 of your textbook for
MLA rules/guidelines.
Getting Started: Consider the following organization:
Paragraph One: Summary
Begin your essay with an effective, brief summary of the source text. The key here is
brevity.
Paragraph Two: Introduction of Purpose, Audience, Effectiveness of Source
Follow your summary paragraph with another brief paragraph that transitions from
your summary to your thesis and rhetorical analysis. This paragraph should introduce two
key components: the author’s intended purpose and intended audience. Most
importantly, this paragraph must end with a well-developed thesis statement arguing the
effectiveness or ineffectiveness of the source author’s argument.
Your thesis should clearly state whether the source essay was effective or ineffective (use
the "because clause") and should be the last sentence of your second paragraph.
Here are a few models:
Although [author]’s essay was intended to [purpose of essay], “[title of essay]”
is ultimately ineffective because [forecast major points of your analysis (reasons
for ineffectiveness)].
[Author’s] es ...
This document outlines the required sections and formatting for a thesis or dissertation. It includes preliminaries like the title page, recommendation page, and abstract. It also describes the typical chapters which cover the introduction/problem statement, literature review, research methodology, results and discussion, and conclusions. Key sections and subsections are defined, such as defining terms, theoretical frameworks, data collection sources and procedures. Formatting guidelines are provided for citations, appendices, and curricula vitae.
Compare and Contrast Essay AssignmentA Compare and Contrast essaLynellBull52
This document provides instructions for a compare and contrast essay assignment. Students are asked to write a 2-3 page essay comparing and contrasting two topics related to generations or families. The document provides the requirements for the essay, including length, formatting, and content. It also describes the process for writing the essay, including brainstorming, researching the topics, identifying similarities and differences, developing a thesis statement, and organizing the paper.
This article provides advice on writing successful articles for academic journals. It begins by emphasizing that a good article is tailored specifically for the target journal by considering its geographical scope, subject focus, and format preferences. Common mistakes authors make include submitting papers that are too similar to student work or dissertation chapters, lacking a clear sociological question, and failing to adhere to the journal's submission guidelines. The article encourages authors to read potential target journals closely and write each paper from scratch with the specific publication in mind.
Essay #2 Proposing a SolutionIn ClassFor this essay, you.docxrusselldayna
Essay #2: Proposing a
Solution
In Class:
For this essay, your task is to propose a realistic, thoughtful solution to a problem that affects you or someone you know.
This could be a large scale problem (such as profound national frustration with our electoral system) or a smaller scale
problem (such as a general lack of exciting social life for students who live on campus). While you might need to provide
some “proof ” that your problem is really a problem, the bulk of your argument should aim to convince your reader that your solution is
a very good option for all parties involved.
As you begin drafting in class, your goal should be to produce 2-4 pages of thoughtful prose that:
• briefly introduces your chosen problem and the stakes (why the problem needs to be addressed)
• proposes a realistic and fair minded solution (it could actually work, and people would likely accept it)
• develops 1-3 supporting points for your argument (research sources optional for the first draft)
• pays close attention to the basic features as outlined in SMG
Feel free to use the following template for effective structure:
• an intro paragraph that describes your problem and solution and gives your reader a reason to care
• 1-3 body paragraphs that develop individual points of support
• a brief conclusion that wraps up your argument
First draft requirements:
• To receive full credit for this portion of essay #1, your in-class draft must be at least one full page.
• Our purpose is not to produce final draft quality writing at this phase. Just start by getting your ideas on paper, for
now.
Subsequent Drafts:
Now that you have a basic argument on paper, continue to develop and focus your argument. Feel free to bring this draft
to office hours. Be sure to improve your draft prior to the peer review workshop, to help you produce a solid final draft.
Peer Review Requirements:
Bring three copies for peer-review. This draft should preferably be a full draft, but must be at least 3-4 pages. If you’re
short of 4-5 full pages, include a well-developed outline for the rest of your argument.
Final Draft Requirements:
• 4-5 pages of cleanly written, well-organized, lucid, insightful prose
• 2-4 scholarly or credible sources, with ALL borrowed words and information appropriately cited.
• MLA format (double-spaced, 12 pt. Times New Roman font, etc.) incl. Works Cited page
• Submit via SafeAssign, and turn in all invention work and drafts with your final draft
Additional Tips:
• Most any problem you choose can provide options for effective use of research, though you might need to be
inventive in identifying relevant, useful research sources. I’m happy to provide suggestions for research, if you like.
• Remember that opposing viewpoints are not just bowling pins to knock down—your overall solution must account
for major potential objections, rather than ignoring them or hoping your reader won’t notice (for instance, if you
propose to solve climat.
This document provides guidance on developing key components of a research proposal, including a title page, abstract, keywords, introduction, problem statement, purpose statement, research objectives, and research questions. It discusses the purpose and structure of each component. For the introduction, it describes different approaches for qualitative, quantitative, and mixed methods introductions. It also discusses writing research objectives and questions for qualitative, quantitative, and mixed methods studies. The document provides examples and design features for effectively writing each component of a research proposal.
This document provides guidance on conducting a literature review, including how to:
- Narrow your topic to a focused area and develop an organizing thesis
- Categorize sources chronologically, thematically, or by trend
- Synthesize information across sources rather than summarizing individual studies
- Balance direct quotations with paraphrasing and choose tenses appropriately
- Avoid common pitfalls like vagueness, limited scope, and irrelevant information
What is Renewable Energy? - A-Level Science - Marked by Teachers.com. Renewable Energy - A-Level Science - Marked by Teachers.com. Renewable Energy Development Free Essay Sample on Samploon.com. My Interest to Renewable Energy Free Essay Sample on Samploon.com. Energy Resources - Concept 3 Renewable energy sources. - A-Level .... Renewable Energy Definition, Sources amp; Use - Video amp; Lesson .... The Application of Renewable Energy in the Building Energy Efficiency .... Renewable and non-renewable energy sources. - A-Level Science - Marked .... Renewable Energy Types. Wind and water provide most renewable electricity - Produit Actualité .... 2 x A Grade Higher English Creative / Persuasive Essays Climate Change .... CMU Named a Leader in Renewable Electricity Production - Wilton E .... Renewable Energy PowerPoint Template - SlideModel. Can Japan Go 100 Renewable by 2050? - Our World. Renewable Energy Engineering BEng Undergraduate Study University of .... Energies Free Full-Text A Review on Sustainable Energy Sources .... Renewable energy will result in significant job losses. Renewable energy sources Free Essay Example. Essay on Renewable Energy essay on energy - YouTube. Renewable Energy - Essay. PDF Three Essays on Renewable Energy. Benefits of Renewable Energy on the Environment Essay - Free Essay .... Essay On Renewable Energy Renewable Energy Essay for Students and .... Short essay about renewable energy. Essay on Renewable Energy Types, Examples amp; Benefits - Student Essays. Essays on renewable energy resources - writefiction581.web.fc2.com. Essay on renewable energy. Renewable energy thesis topics. Renewable Energy Essays: Examples .... Essay on new energy sources - ghostwriternickelodeon.web.fc2.com. Help on dissertation renewable energy - thejudgereport674.web.fc2.com. Renewable vs. Non-Renewable Energy Resources - pdfsdocnts.x.fc2.com. Save energy essay writing - educationcoursework.x.fc2.com. Essay on renewable energy sources - educationcoursework.x.fc2.com. Alternative energy essay - articleeducation.x.fc2.com Essays On Renewable Energy Essays On Renewable Energy
Option 1 Final Paper Essay PSYC 2301Your essay should include.docxvannagoforth
Option 1: Final Paper Essay
PSYC 2301
Your essay should include the following format and items to be considered complete. You may choose any topic from the textbook that you would like to learn more about. Your topic should be narrow enough to be able to write the paper without being overwhelmed and broad enough to gather enough information for the paper requirements.
Broad topic: sleep
Subtopic: shift work
Paper Topic: Does shift work create health problems for individuals.
Locate 3-5 academic articles related to your topic. All articles should be a minimum of 3 pages in length. Your articles should be current and no older than 2008. Your articles should come from peer-reviewed journals that you can get from the CTC Library database. Articles from newspapers, popular magazines, book reviews, or websites are not acceptable for this paper. All of your articles should not come from the same publication.
Intro: Must contain an attention grabber for the reader or at least make the essay sound interesting, may begin with a quote about the particular topic Ensure that the intro moves from the general to the specific in regards to the topic Provides the reader with a "road map" of the essay in a logical order At the end there should be what is called a thesis statement, arguably the most important component of the intro The thesis statement states the aim of the paper and may give insight into the author’s examples and evidence
Body:Includes the evidence and support of the paper in addition to the author’s ideas Paragraphs must include a topic sentence which relates the discussion back to the thesis statement
Logical ordering of ideas: 3 types of order Chronological order---order of time, good for narratives Spatial order-good for descriptions of locations; top to bottom, e.g. Emphatic order-least important to most important; most common for college writing Ensure that transition sentences are present to create a good flow to the essay Include substantial examples and evidence to support your argument and remember to cite, cite, cite! Make sure each example is relevant to your particular topic
Conclusion:This section should wrap all of your arguments and points Should restate the main arguments in a simplified manner Ensure that the reader is left with something to think about, particularly if it is an argumentative essay
Grading Rubric: Total value: 200 points
30-50
10-29
0
Introduction
The introduction includes a clear thesis statement, provides a clear direction for the paper, and grabs the reader’s attention.
The thesis statement is not clear but the reader can infer the paper topic. There is direction for the paper, and the introductions moves smoothly into the body of the paper.
There is no clear thesis statement.
Body
Includes evidence and support of the author’s thesis statement. Each paragraph includes an easy to read topic sentence and transitions are smooth. The paper is logical and easy to read while ...
Media Analysisby Kelechi OnyekwereSubmission date 07-JuAbramMartino96
Media Analysis
by Kelechi Onyekwere
Submission date: 07-Jul-2021 10:31PM (UTC-0400)
Submission ID: 1616968636
File name: oodle_temp_turnitintool_1301193303.Media_Analysis_Onyekwere.docx (17.87K)
Word count: 617
Character count: 3105
1
Hello!
*Revise T
Wordy
*Format citati
1
Review to
CTRL - C
2
*Format citatio
*Develop id
Include evid
*Develop id
*Revise parenthet
Connect to
Revise conclus
3%
SIMILARITY INDEX
3%
INTERNET SOURCES
0%
PUBLICATIONS
0%
STUDENT PAPERS
1 3%
Exclude quotes Off
Exclude bibliography On
Exclude matches < 3 words
Media Analysis
ORIGINALITY REPORT
PRIMARY SOURCES
theloraxfilm.wikia.com
Internet Source
QM
QM
FINAL GRADE
1/1
Media Analysis
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
Hello, Kelechi! I enjoyed reading your media
analysis essay. You have a great draft going here
as you've included many specific details and
examples throughout to examine how one part
affects the whole media production.
I've made some rubric-specific notes throughout
for your consideration. For example, you'll need to
clarify your introduction to introduce the film right
from the beginning.
Also, you should revise your thesis a bit as well as
add content throughout. Make sure to use
citations in MLA style as well.
I look forward to reading more of your work,
Kelechi.
JV
PAGE 1
Hello!
My name is J.V. I hope these comments will assist you as you continue to learn about the
writing process. I look forward to reading your work!
*Revise Title* | Format
Here, instead of using the topic of the assignment or a shortened title, you could create a
title which captures the reader's attention. Example:
QM
QM
A narrative essay on a first road trip: Waterfalls and Concrete
A compare and contrast essay: Is One Mode of Technology Better?
A research/argumentative essay: Spyware: What Matters Most
A persuasive letter: Families Should Spend Time Together
What do you think?
Wordy | Language
Wordy:
If you use too many words to describe a relatively minor point, your paper may seem wordy.
In order to be as concise as possible, trim your sentences down and use longer, more
meaningful words. Try to use fewer two- and three-letter words, passive constructions, and
weak verbs such as "seem" and "appear."
Additional Comment
Instead, introduce the film or book you'll be discussing (the Lorax).
*Format citation to meet MLA style | Research
You should punctuate/format your citations correctly (here's a link to MLA In-Text Citations
Basics).
Also, here's an example:
Paraphrase:
...and then the economy would flourish (Smith 45).
Direct quote:
"...and the economy would do well" (Smith 45).
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_in_text_citations_the_basics.html
QM
QM
QM
Or, you'll use part of the name of the article (1-3 words) if there is no author, like this:
("Global Warming" 562).
No page numbers:
("Global Warming").
Always place ...
Chapter 12: Abstract ( english for writing research papers)Hafiza Abas
This document provides guidance on writing abstracts for research papers and conference presentations. It discusses the four main types of abstracts and recommends using a structured format that addresses why the research was conducted, how it was done, the main results, and implications. The document advises beginning abstracts with a brief statement of the research and key findings to attract readers' interest. It also provides tips on style, structure, word choice and avoiding unnecessary details to ensure abstracts effectively summarize the full paper or presentation.
Paper Details• 6 – 8 pages, double spaced, 12 point Arial or T.docxherbertwilson5999
Paper Details
• 6 – 8 pages, double spaced, 12 point Arial or Times New Roman font.
•1” margins.
• Citations in APA style.
• Your paper must be an original work. Papers that you have written or are writing for another course are not allowed.
• You should use 12 reliable references for your paper. In general, if it is only available on the web it is suspect. Only use such sources if this is the only source for the information (extremely unlikely), or if you are using the source to critique popular opinions or preconceptions. Use web references rarely, if at all.Wikipedia is not reliable. Corporate web sites are not reliable.
Introduction
Thesis statement: The thesis is essentially a succinct and direct explanation of your conclusions. A successful thesis will answer your research question by explaining both focal aspects of your chosen plant independently and then assessing the interaction between them.
e.g: Thesis statement: The rapid dispersal and current world-wide distribution of the chili pepper is the result of an innately human desire for painful, but safe, sensory experiences.
How to come up with a thesis
· Strong, argumentative statement that can be backed up with facts
· Good example (specific, can be supported):
“Banana (Musa acuminata) was a commodity responsible for the creation of corrupt governments and extreme wealth for a handful of people in the early 1900s.”
· Bad example (can be supported, but not specific):
“Banana (Musa acuminata) was heavily traded in the early 1900s.”
http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml
Background section: This explains why your topic is interesting to a general audience and how it is relevant to your thesis.
e.g: Background: The biological need for carbohydrates and proteins most likely drove the domestication and development of staple crops such as legumes and cereal grains (Kislev and Bar-Yosef 1988); however, the motivation behind the production of crops which do not provide necessary nutrients in not well understood (but see Sherman and Billing 1999). Since spices do not satisfy biological need, their current worldwide usage may be a result of cultural desires.
Grading Rubric for Papers
The Superior Paper (A/A-)
Thesis: Easily identifiable, plausible, sophisticated, focused, insightful, clearly connected to a point of significance. Interesting.
Structure: Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences.
Use of evidence/development: Appropriate and reliable sources used to support every point with at least one example. Multiple sources are used for major points. If used, excellent integration of quoted material into sentences.
Analysis / Synthesis: Author clearly relates / discusses evidence to thesis; analysis is solid, posing new ways to think of the material. Excellent use of secondary sources.
Logic and Argumentation All ideas in the paper flow logically; the.
Text Analysis – Current Educational Philosophy Issue Your Text a.docxmehek4
Text Analysis – Current Educational Philosophy Issue
Your Text analysis assignment is an analysis of a current philosophy of education issue. The selected text must have been constructed within the past year. The assignment requires that you make links between your chosen text, concepts, videos, and readings from the course. The purpose of the exercise is to help you to critically examine the way how text inscribe meanings that influence how we conduct education in this country. You may do this paper with a partner.
GUIDELINES
All papers must be typed and should be between 3 to 5 pages long.
Use the handout on Text Analysis while working to make sure all criteria are met. If you work with a partner, only one paper is required. The grade the paper achieves will be assigned to both students.
The format for the paper should be analytic, interpretive, and normative – do not mix up the order of the three perspectives. These perspectives must be clearly delineated in your paper in order to ensure full credit.
It is essential that you remember that this is an analysis and not a report. As such, your goal is to analyze the text not “re-describe” it. Remember! This is not a book report or a “text” description.
Restrict your analysis to a few themes of the text (preferably the main theme), focus on how the argument was constructed and how the text informs education in contemporary society. Utilize course concepts, videos, written texts, quotes, paraphrases, readings, discussion, etc. to help ground your ideas. Failure to do so will result in a weak, one-sided paper.
If you work with a partner, note where you disagree (on what and why). Not everyone shares the same position.
Refer to the "Worksheet on Reading Texts" handout below for explicit questions to guide you in the text analysis.
Worksheet For Reading Text
To really “read” a text, as opposed to just decoding it, requires the reader to construct meaning from the text. To help you in this process, you should attempt to answer at least the following questions for each text? ANALYTIC READING
1. What is the major argument (conclusions) presented in the text?
a. What is the author/speaker trying to convince you?
2. What is the evidence presented to support that claim (Premise)?
3. Is the argument implicit or explicit?
4. Is it an empirical (facts, statistics, etc.), analytical (concepts and definitions) or normative (making a moral claim) argument?
5. What type of reasoning does the author employ (inductive or deductive)?
6. How is the argument presented, i.e. what rhetorical devices are used to make the argument (narrative, metaphors, visual imagery, imagery, ideographs, euphemisms, rhetorical questions, labels, etc.)?
7. Are you able to detect any fallacies in the argument? INTERPRETIVE READING
1. When was the text made?
2. What was going on around that time that might have influenced the writing of this text or the way audiences interpreted it?
3. What might those who r ...
This document provides an overview of how to write a research paper. It begins by explaining why learning to write research papers is important for college students. It then outlines the typical structure of a research paper, including sections like the abstract, introduction, literature review, methodology, results, discussion, and conclusion. The document discusses how to choose a research topic and gather materials. It provides guidance on writing each section and emphasizes using a consistent format for citations and references. The goal is to teach students the key components of a successful research paper.
Discussion 1IsaIn the healthcare industry, the necessity of teVinaOconner450
This document provides guidelines and requirements for a term project option involving a comparative analysis of tourism impacts. Students must choose one of three topics: 1) a comparative analysis of tourism's environmental impacts across communities/countries, 2) a comparative analysis of sociological/cultural impacts of tourism, or 3) a comparative analysis of tourism's economic impacts. For their analysis, students must synthesize at least 10-12 sources from leading tourism journals. The project should be 8 pages, follow APA style, and demonstrate critical thought and analysis of tourism impacts based on the literature. Plagiarism will not be tolerated and proper citation of sources is required.
Writing Assignment #4
The Multiple-Source Synthesis Essay:
Literature Review
Summary of assignment
• Task: The multiple-source essay asks you to synthesize the arguments of at least 10
sources
• Length: 2000-3000 words
• Format: APA
• Sources: a total of at least 10 sources, all of which should be from scholarly journals or
credible trade journals. You should find your sources through library searches.
o If you cite sources from websites or popular journals, these sources should be in
addition to the 10 sources you have cited from scholarly or trade journals.
• Topic: Please use the same topic that you used for writing assignment #3. It is
recommended that you focus on or expand on the essay that you wrote for writing
assignment #3. You will continue with the topic you have selected and will conduct
additional searches in the library databases, hopefully focus the topic more, and
determine the 10 or more sources to use in this essay.
• Integration of Sources: At least eight sources must be cited in the body of the essay.
You may cite sources in your introduction to help you define terms, and you may cite
sources in your conclusion to help you direct the reader to further inquiry. However, the
body of the essay should synthesize at least eight sources.
Strategies in Developing the Topic for this Essay
Up to this point in the semester, you have completed an annotated bibliography. You have also
incorporated and synthesized four sources into writing assignment #2 and six sources into
writing assignment #3. The work you have completed for these assignments provides a solid
foundation for writing assignment #4. In this assignment you will synthesize the ideas of at least
10 sources in a synthesis essay, or literature review.
For your annotated bibliography, you selected a topic based on your interests and, possibly, your
major. You constructed a list of five references and summarized and critically analyzed them in
150-200 words each. You then completed the four-source essay and the six-source essay.
Through this process, you may have seen patterns in the scholarly literature in the topic on which
you conducted research. For example, consider the following examples:
•You may have researched studies in criminal justice and found that there are varying
opinions on how to respond to criminal behavior among youth.
•You may have researched studies in psychology and found that counseling strategies
for victims of domestic abuse tend to fall into four categories.
•You may have researched articles on gerontology and found studies that answered
three basic questions on how older adults respond to training for physical performance.
•You may have researched articles on environmental management and found studies
on climate change. You noticed that various demographic factors influence whether
individuals believe in climate change and, if so, whether they believe it is caused b.
The assignment is posted below. The topic can be anywhere along the .docxanhcrowley
The assignment is posted below. The topic can be anywhere along the lines of whatever is the simplest:
Race issues in the workplace
Gender issues in the workplace
The new Jim Crow
LGBT movement
or a variation of the above in whatever way
Has to be written in MLA or APA. References required.
The assignment details are posted below:
FINAL TERM PAPER replaces the Final Exam - Original Cultural Paper
You are to individually prepare a Research Term Paper (Word document) of 12-15 double-spaced pages in regular 12 point size font (including a reference list). Be sure to list your full name and topic. Your topic analysis may deal with Race and Gender Issues in Careers and Interview Communication; New Jim Crow Mass Incarceration of Minority Males, Tuskegee Syphilis Experiments, or Indian Removals as Counter-Cultural Communication; LBTQIA+ as a Mass Movement; Cultural Communication Gone Right (or Wrong), etc.
As an alternative, Research Study/Survey, Thematic Poems, Thematic Songs, or Business Plans dealing with Crosscultural Communication—at least 12 Pages double-spaced, 12 pt. font. (15 pages for Graduate Students). Use MLA or APA writing style:
For citing references in APA style see:
http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
(Links to an external site.)
Your information must be valid. You will need to
make the connection and relate your topic to crosscultural and communication issues by specifically matching your paper claims and concepts to course material concepts.
The topic
can
be the same as the one used for the Literature Review—in fact the Literature Review entries can be used (without the annotated descriptions) as the Reference List for the Final Paper.
The paper should be well-written with appropriate grammar and correct spelling. It should also be attractive, creative, tightly organized, and substantive. To ensure your learning, and to ensure fairness to all students, your work must be your own and is subject to
Turnitin (
educational author authentication software
).
Be sure the assignment is original to the course and adheres to copyright guidelines.
Refer to the sample evaluation Rubric included for the Final Term Paper assignment. The instructor will use a similar one for evaluation. So use it as a general guide in preparing your paper.
PROCEDURES
Most research term papers include: a) an Introduction, Thesis/Claim or Hypothesis; b) Literature Review (1-2 paragraphs statement); c) Clear Methodology identified & used—“How” you will do the study systematically; d) Analysis/Essay, Findings (the longest part of the paper); e) Implications/Conclusion to support Thesis/Claim or Hypothesis; and f) a Reference List.
Introduction
- Start with a profound attention-grabbing statement that is “news.” This may only be 1-3 sentences in length. (Example: “The very technology that can bring people who are thousands of miles away together may also be serving to breakdown the deep cultural values of families.”)
Thesis/C.
This document provides guidance on conducting and writing up a case study for a research methods course. It discusses selecting an appropriate subject for analysis and research strategy. It provides a sample that describes using thematic analysis to identify key themes in existing literature on social movements in Thailand related to LGBT rights, military service, and capital punishment. The document also offers tips for writing the research method section, including introducing the method, search terms, databases, and the writing process.
April 19, 2018 Course #Title MATU-203 – Introduction.docxYASHU40
April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
DEVELOPING
EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
understanding of all
topics.
20-29
Three required elements
for Part 1 are missing,
incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
Four or more required elements
for Part 1 are missing,
incomplete or underdeveloped.
Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 2 is missing,
incomplete or
underdeveloped. Most
data and statistics are
presented mostly
clearly and are mostly
correct. Most graphs
are presented correctly
and clearly with proper
labeling. Most
questions are
thoroughly answered
20-29
Three required elements
for Part 2 are missing,
incomplete or
underdeveloped. Some
data and statistics are
presented somewhat
clearly and are somewhat
correct. Some graphs are
presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
April 19, 2018
and answers
demonstrate good
understanding of all
topics.
demonstrate good
understanding of most,
but not al.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
Appropriate TopicsThe Research Report, select one of the fo.docxYASHU40
Appropriate Topics:
The Research Report, select one of the following research areas:
i) 5G Networks
ii) Serverless Computing
iii) Blockchain
iv) 3D Printing
vii) Artificial Intelligence
viii) Internet of Things (IoT)
ix) Medical Technology
Introduction
Literature Review
Methodology Specifics (comparative analysis)
Findings and Results
Conclusion and Future Recommendations
References - APA
Appendices
Your
paper is to have a title page, introduction, well defined literature review(body), findings, conclusion, and reference pages. The paper must be at least 2,500 words.
Use
graphs, charts, tables or figures.
The research paper must be at least 2,500 words supported by evidence (citations from
peer-reviewed sources).
Note: the research should be thorough and exhaustive.
A minimum of five
(5) peer-reviewed journal citations
are required.
Formatting should be double-spaced, one-inch boarders, no extra space for headings, no
extra white space, no more than two levels of heading, page numbers, front and back
matter). Extra white space use to enhance page count will negatively affect student grade.
The research paper
must only
include materials derived solely from peer reviewed
journals or peer reviewed conference proceedings. Newspapers, websites (URLs),
magazines, technical journals, hearsay, personal opinions, and white papers
are NOT
acceptable citations.
All images, tables, figures are to be included in the appendices and
IS NOT
included in the 15-page requirement. This means appendices are not included in the 15 pages requirement.
A total of at least 15 full pages is required (no extra whitespace).
Formatting Details
Margins
The left-hand margin must be 1inches (4 cm.). Margins at the right, top, and bottom of the page
should be 1.0 inch. (See exception for chapter title pages below.) The Research Report text may
be left-aligned (leaving a ragged right edge) or may be both left- and right-aligned (justified).
Line Spacing
Double-spacing is required for most of the text in documents submitted during the Research
Report process.
Paragraph Spacing
The text of the document is double-spaced. There should be no extra spaces between paragraphs
in sections, however, indent the first line of each paragraphs five spaces.
Page Numbering
All pages should have page numbers in Arabic numerals in the upper right-hand corner.
Type Style
The body text, the student should use 12-point Times New Roman. Text for the cover page may
be larger but should not exceed 14-point size. Text for the chapter title text should be 14-point
size. Be consistent in the use of typefaces throughout the document. Do not use a compressed
typeface or any settings on the word processor that would decrease the spacing between letters or
words. Sans serif typefaces such as Helvetica or Arial may be used for relatively short blocks of
text such as chapter headings and captions but should be avoided in long passages of text as the.
More Related Content
Similar to ESSAY 5—Writing about Drama The goal of this assignment i.docx
Rhetorical Analysis Prompt and Rubric Length 3-5 full .docxSUBHI7
Rhetorical Analysis Prompt and Rubric
Length: 3-5 full pages. Your "Works Cited" page does not count.
Due dates:
First draft due by Wednesday September 13 @ 11:55 PM (Online Peer Review)
Second draft due Friday September 22 @ 11:55 PM
All optional drafts of all essays are due by December 8 @ 11:55 PM.
Select and closely read one of the following essays from your textbook:
"Is Google Making Us Stupid?" by Nicholas Carr; page 735
"Our Fear of Immigrants" by Jeremy Adam Smith; page 750
“Anti-Intellectualism: Why We Hate the Smart Kids” by Grant Penrod; page 759
After selecting one, please follow the guidelines below, and articulate your argument of the
essay’s effectiveness. Use the following questions for analyzing an argument on pages 115-116
in your textbook as a guide:
• What is the claim? What is the main point the writer is trying to make? How does the
author qualify his/her thesis?
• What support does the writer offer for the claim? What reasons are used to support the
claim? What evidence does author use to back up those reasons (e.g., anecdotes, data,
statistics, etc.)? Are the reasons and evidence convincing?
• How does the author appeal to the audience? These discussions will require you to
demonstrate your knowledge of the rhetorical appeals we discussed in class.
o pathos – appeal to emotion
o ethos – appeal to credibility
o logos – appeal to logic
o kairos/“kairotic moment” – “of the time;” what motivated the author to write
the argument at the time?
• Is the argument balanced? Does the author address potential counterarguments? If so,
how? Does he/she respond to them reasonably and with respect, or is he/she dismissive of
them?
Be sure to properly cite your article, both in-text and on a "Works Cited" page. See the
Purdue OWL resource at the top of our Moodle page and/or pages 496-548 of your textbook for
MLA rules/guidelines.
Getting Started: Consider the following organization:
Paragraph One: Summary
Begin your essay with an effective, brief summary of the source text. The key here is
brevity.
Paragraph Two: Introduction of Purpose, Audience, Effectiveness of Source
Follow your summary paragraph with another brief paragraph that transitions from
your summary to your thesis and rhetorical analysis. This paragraph should introduce two
key components: the author’s intended purpose and intended audience. Most
importantly, this paragraph must end with a well-developed thesis statement arguing the
effectiveness or ineffectiveness of the source author’s argument.
Your thesis should clearly state whether the source essay was effective or ineffective (use
the "because clause") and should be the last sentence of your second paragraph.
Here are a few models:
Although [author]’s essay was intended to [purpose of essay], “[title of essay]”
is ultimately ineffective because [forecast major points of your analysis (reasons
for ineffectiveness)].
[Author’s] es ...
This document outlines the required sections and formatting for a thesis or dissertation. It includes preliminaries like the title page, recommendation page, and abstract. It also describes the typical chapters which cover the introduction/problem statement, literature review, research methodology, results and discussion, and conclusions. Key sections and subsections are defined, such as defining terms, theoretical frameworks, data collection sources and procedures. Formatting guidelines are provided for citations, appendices, and curricula vitae.
Compare and Contrast Essay AssignmentA Compare and Contrast essaLynellBull52
This document provides instructions for a compare and contrast essay assignment. Students are asked to write a 2-3 page essay comparing and contrasting two topics related to generations or families. The document provides the requirements for the essay, including length, formatting, and content. It also describes the process for writing the essay, including brainstorming, researching the topics, identifying similarities and differences, developing a thesis statement, and organizing the paper.
This article provides advice on writing successful articles for academic journals. It begins by emphasizing that a good article is tailored specifically for the target journal by considering its geographical scope, subject focus, and format preferences. Common mistakes authors make include submitting papers that are too similar to student work or dissertation chapters, lacking a clear sociological question, and failing to adhere to the journal's submission guidelines. The article encourages authors to read potential target journals closely and write each paper from scratch with the specific publication in mind.
Essay #2 Proposing a SolutionIn ClassFor this essay, you.docxrusselldayna
Essay #2: Proposing a
Solution
In Class:
For this essay, your task is to propose a realistic, thoughtful solution to a problem that affects you or someone you know.
This could be a large scale problem (such as profound national frustration with our electoral system) or a smaller scale
problem (such as a general lack of exciting social life for students who live on campus). While you might need to provide
some “proof ” that your problem is really a problem, the bulk of your argument should aim to convince your reader that your solution is
a very good option for all parties involved.
As you begin drafting in class, your goal should be to produce 2-4 pages of thoughtful prose that:
• briefly introduces your chosen problem and the stakes (why the problem needs to be addressed)
• proposes a realistic and fair minded solution (it could actually work, and people would likely accept it)
• develops 1-3 supporting points for your argument (research sources optional for the first draft)
• pays close attention to the basic features as outlined in SMG
Feel free to use the following template for effective structure:
• an intro paragraph that describes your problem and solution and gives your reader a reason to care
• 1-3 body paragraphs that develop individual points of support
• a brief conclusion that wraps up your argument
First draft requirements:
• To receive full credit for this portion of essay #1, your in-class draft must be at least one full page.
• Our purpose is not to produce final draft quality writing at this phase. Just start by getting your ideas on paper, for
now.
Subsequent Drafts:
Now that you have a basic argument on paper, continue to develop and focus your argument. Feel free to bring this draft
to office hours. Be sure to improve your draft prior to the peer review workshop, to help you produce a solid final draft.
Peer Review Requirements:
Bring three copies for peer-review. This draft should preferably be a full draft, but must be at least 3-4 pages. If you’re
short of 4-5 full pages, include a well-developed outline for the rest of your argument.
Final Draft Requirements:
• 4-5 pages of cleanly written, well-organized, lucid, insightful prose
• 2-4 scholarly or credible sources, with ALL borrowed words and information appropriately cited.
• MLA format (double-spaced, 12 pt. Times New Roman font, etc.) incl. Works Cited page
• Submit via SafeAssign, and turn in all invention work and drafts with your final draft
Additional Tips:
• Most any problem you choose can provide options for effective use of research, though you might need to be
inventive in identifying relevant, useful research sources. I’m happy to provide suggestions for research, if you like.
• Remember that opposing viewpoints are not just bowling pins to knock down—your overall solution must account
for major potential objections, rather than ignoring them or hoping your reader won’t notice (for instance, if you
propose to solve climat.
This document provides guidance on developing key components of a research proposal, including a title page, abstract, keywords, introduction, problem statement, purpose statement, research objectives, and research questions. It discusses the purpose and structure of each component. For the introduction, it describes different approaches for qualitative, quantitative, and mixed methods introductions. It also discusses writing research objectives and questions for qualitative, quantitative, and mixed methods studies. The document provides examples and design features for effectively writing each component of a research proposal.
This document provides guidance on conducting a literature review, including how to:
- Narrow your topic to a focused area and develop an organizing thesis
- Categorize sources chronologically, thematically, or by trend
- Synthesize information across sources rather than summarizing individual studies
- Balance direct quotations with paraphrasing and choose tenses appropriately
- Avoid common pitfalls like vagueness, limited scope, and irrelevant information
What is Renewable Energy? - A-Level Science - Marked by Teachers.com. Renewable Energy - A-Level Science - Marked by Teachers.com. Renewable Energy Development Free Essay Sample on Samploon.com. My Interest to Renewable Energy Free Essay Sample on Samploon.com. Energy Resources - Concept 3 Renewable energy sources. - A-Level .... Renewable Energy Definition, Sources amp; Use - Video amp; Lesson .... The Application of Renewable Energy in the Building Energy Efficiency .... Renewable and non-renewable energy sources. - A-Level Science - Marked .... Renewable Energy Types. Wind and water provide most renewable electricity - Produit Actualité .... 2 x A Grade Higher English Creative / Persuasive Essays Climate Change .... CMU Named a Leader in Renewable Electricity Production - Wilton E .... Renewable Energy PowerPoint Template - SlideModel. Can Japan Go 100 Renewable by 2050? - Our World. Renewable Energy Engineering BEng Undergraduate Study University of .... Energies Free Full-Text A Review on Sustainable Energy Sources .... Renewable energy will result in significant job losses. Renewable energy sources Free Essay Example. Essay on Renewable Energy essay on energy - YouTube. Renewable Energy - Essay. PDF Three Essays on Renewable Energy. Benefits of Renewable Energy on the Environment Essay - Free Essay .... Essay On Renewable Energy Renewable Energy Essay for Students and .... Short essay about renewable energy. Essay on Renewable Energy Types, Examples amp; Benefits - Student Essays. Essays on renewable energy resources - writefiction581.web.fc2.com. Essay on renewable energy. Renewable energy thesis topics. Renewable Energy Essays: Examples .... Essay on new energy sources - ghostwriternickelodeon.web.fc2.com. Help on dissertation renewable energy - thejudgereport674.web.fc2.com. Renewable vs. Non-Renewable Energy Resources - pdfsdocnts.x.fc2.com. Save energy essay writing - educationcoursework.x.fc2.com. Essay on renewable energy sources - educationcoursework.x.fc2.com. Alternative energy essay - articleeducation.x.fc2.com Essays On Renewable Energy Essays On Renewable Energy
Option 1 Final Paper Essay PSYC 2301Your essay should include.docxvannagoforth
Option 1: Final Paper Essay
PSYC 2301
Your essay should include the following format and items to be considered complete. You may choose any topic from the textbook that you would like to learn more about. Your topic should be narrow enough to be able to write the paper without being overwhelmed and broad enough to gather enough information for the paper requirements.
Broad topic: sleep
Subtopic: shift work
Paper Topic: Does shift work create health problems for individuals.
Locate 3-5 academic articles related to your topic. All articles should be a minimum of 3 pages in length. Your articles should be current and no older than 2008. Your articles should come from peer-reviewed journals that you can get from the CTC Library database. Articles from newspapers, popular magazines, book reviews, or websites are not acceptable for this paper. All of your articles should not come from the same publication.
Intro: Must contain an attention grabber for the reader or at least make the essay sound interesting, may begin with a quote about the particular topic Ensure that the intro moves from the general to the specific in regards to the topic Provides the reader with a "road map" of the essay in a logical order At the end there should be what is called a thesis statement, arguably the most important component of the intro The thesis statement states the aim of the paper and may give insight into the author’s examples and evidence
Body:Includes the evidence and support of the paper in addition to the author’s ideas Paragraphs must include a topic sentence which relates the discussion back to the thesis statement
Logical ordering of ideas: 3 types of order Chronological order---order of time, good for narratives Spatial order-good for descriptions of locations; top to bottom, e.g. Emphatic order-least important to most important; most common for college writing Ensure that transition sentences are present to create a good flow to the essay Include substantial examples and evidence to support your argument and remember to cite, cite, cite! Make sure each example is relevant to your particular topic
Conclusion:This section should wrap all of your arguments and points Should restate the main arguments in a simplified manner Ensure that the reader is left with something to think about, particularly if it is an argumentative essay
Grading Rubric: Total value: 200 points
30-50
10-29
0
Introduction
The introduction includes a clear thesis statement, provides a clear direction for the paper, and grabs the reader’s attention.
The thesis statement is not clear but the reader can infer the paper topic. There is direction for the paper, and the introductions moves smoothly into the body of the paper.
There is no clear thesis statement.
Body
Includes evidence and support of the author’s thesis statement. Each paragraph includes an easy to read topic sentence and transitions are smooth. The paper is logical and easy to read while ...
Media Analysisby Kelechi OnyekwereSubmission date 07-JuAbramMartino96
Media Analysis
by Kelechi Onyekwere
Submission date: 07-Jul-2021 10:31PM (UTC-0400)
Submission ID: 1616968636
File name: oodle_temp_turnitintool_1301193303.Media_Analysis_Onyekwere.docx (17.87K)
Word count: 617
Character count: 3105
1
Hello!
*Revise T
Wordy
*Format citati
1
Review to
CTRL - C
2
*Format citatio
*Develop id
Include evid
*Develop id
*Revise parenthet
Connect to
Revise conclus
3%
SIMILARITY INDEX
3%
INTERNET SOURCES
0%
PUBLICATIONS
0%
STUDENT PAPERS
1 3%
Exclude quotes Off
Exclude bibliography On
Exclude matches < 3 words
Media Analysis
ORIGINALITY REPORT
PRIMARY SOURCES
theloraxfilm.wikia.com
Internet Source
QM
QM
FINAL GRADE
1/1
Media Analysis
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
Hello, Kelechi! I enjoyed reading your media
analysis essay. You have a great draft going here
as you've included many specific details and
examples throughout to examine how one part
affects the whole media production.
I've made some rubric-specific notes throughout
for your consideration. For example, you'll need to
clarify your introduction to introduce the film right
from the beginning.
Also, you should revise your thesis a bit as well as
add content throughout. Make sure to use
citations in MLA style as well.
I look forward to reading more of your work,
Kelechi.
JV
PAGE 1
Hello!
My name is J.V. I hope these comments will assist you as you continue to learn about the
writing process. I look forward to reading your work!
*Revise Title* | Format
Here, instead of using the topic of the assignment or a shortened title, you could create a
title which captures the reader's attention. Example:
QM
QM
A narrative essay on a first road trip: Waterfalls and Concrete
A compare and contrast essay: Is One Mode of Technology Better?
A research/argumentative essay: Spyware: What Matters Most
A persuasive letter: Families Should Spend Time Together
What do you think?
Wordy | Language
Wordy:
If you use too many words to describe a relatively minor point, your paper may seem wordy.
In order to be as concise as possible, trim your sentences down and use longer, more
meaningful words. Try to use fewer two- and three-letter words, passive constructions, and
weak verbs such as "seem" and "appear."
Additional Comment
Instead, introduce the film or book you'll be discussing (the Lorax).
*Format citation to meet MLA style | Research
You should punctuate/format your citations correctly (here's a link to MLA In-Text Citations
Basics).
Also, here's an example:
Paraphrase:
...and then the economy would flourish (Smith 45).
Direct quote:
"...and the economy would do well" (Smith 45).
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_in_text_citations_the_basics.html
QM
QM
QM
Or, you'll use part of the name of the article (1-3 words) if there is no author, like this:
("Global Warming" 562).
No page numbers:
("Global Warming").
Always place ...
Chapter 12: Abstract ( english for writing research papers)Hafiza Abas
This document provides guidance on writing abstracts for research papers and conference presentations. It discusses the four main types of abstracts and recommends using a structured format that addresses why the research was conducted, how it was done, the main results, and implications. The document advises beginning abstracts with a brief statement of the research and key findings to attract readers' interest. It also provides tips on style, structure, word choice and avoiding unnecessary details to ensure abstracts effectively summarize the full paper or presentation.
Paper Details• 6 – 8 pages, double spaced, 12 point Arial or T.docxherbertwilson5999
Paper Details
• 6 – 8 pages, double spaced, 12 point Arial or Times New Roman font.
•1” margins.
• Citations in APA style.
• Your paper must be an original work. Papers that you have written or are writing for another course are not allowed.
• You should use 12 reliable references for your paper. In general, if it is only available on the web it is suspect. Only use such sources if this is the only source for the information (extremely unlikely), or if you are using the source to critique popular opinions or preconceptions. Use web references rarely, if at all.Wikipedia is not reliable. Corporate web sites are not reliable.
Introduction
Thesis statement: The thesis is essentially a succinct and direct explanation of your conclusions. A successful thesis will answer your research question by explaining both focal aspects of your chosen plant independently and then assessing the interaction between them.
e.g: Thesis statement: The rapid dispersal and current world-wide distribution of the chili pepper is the result of an innately human desire for painful, but safe, sensory experiences.
How to come up with a thesis
· Strong, argumentative statement that can be backed up with facts
· Good example (specific, can be supported):
“Banana (Musa acuminata) was a commodity responsible for the creation of corrupt governments and extreme wealth for a handful of people in the early 1900s.”
· Bad example (can be supported, but not specific):
“Banana (Musa acuminata) was heavily traded in the early 1900s.”
http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml
Background section: This explains why your topic is interesting to a general audience and how it is relevant to your thesis.
e.g: Background: The biological need for carbohydrates and proteins most likely drove the domestication and development of staple crops such as legumes and cereal grains (Kislev and Bar-Yosef 1988); however, the motivation behind the production of crops which do not provide necessary nutrients in not well understood (but see Sherman and Billing 1999). Since spices do not satisfy biological need, their current worldwide usage may be a result of cultural desires.
Grading Rubric for Papers
The Superior Paper (A/A-)
Thesis: Easily identifiable, plausible, sophisticated, focused, insightful, clearly connected to a point of significance. Interesting.
Structure: Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences.
Use of evidence/development: Appropriate and reliable sources used to support every point with at least one example. Multiple sources are used for major points. If used, excellent integration of quoted material into sentences.
Analysis / Synthesis: Author clearly relates / discusses evidence to thesis; analysis is solid, posing new ways to think of the material. Excellent use of secondary sources.
Logic and Argumentation All ideas in the paper flow logically; the.
Text Analysis – Current Educational Philosophy Issue Your Text a.docxmehek4
Text Analysis – Current Educational Philosophy Issue
Your Text analysis assignment is an analysis of a current philosophy of education issue. The selected text must have been constructed within the past year. The assignment requires that you make links between your chosen text, concepts, videos, and readings from the course. The purpose of the exercise is to help you to critically examine the way how text inscribe meanings that influence how we conduct education in this country. You may do this paper with a partner.
GUIDELINES
All papers must be typed and should be between 3 to 5 pages long.
Use the handout on Text Analysis while working to make sure all criteria are met. If you work with a partner, only one paper is required. The grade the paper achieves will be assigned to both students.
The format for the paper should be analytic, interpretive, and normative – do not mix up the order of the three perspectives. These perspectives must be clearly delineated in your paper in order to ensure full credit.
It is essential that you remember that this is an analysis and not a report. As such, your goal is to analyze the text not “re-describe” it. Remember! This is not a book report or a “text” description.
Restrict your analysis to a few themes of the text (preferably the main theme), focus on how the argument was constructed and how the text informs education in contemporary society. Utilize course concepts, videos, written texts, quotes, paraphrases, readings, discussion, etc. to help ground your ideas. Failure to do so will result in a weak, one-sided paper.
If you work with a partner, note where you disagree (on what and why). Not everyone shares the same position.
Refer to the "Worksheet on Reading Texts" handout below for explicit questions to guide you in the text analysis.
Worksheet For Reading Text
To really “read” a text, as opposed to just decoding it, requires the reader to construct meaning from the text. To help you in this process, you should attempt to answer at least the following questions for each text? ANALYTIC READING
1. What is the major argument (conclusions) presented in the text?
a. What is the author/speaker trying to convince you?
2. What is the evidence presented to support that claim (Premise)?
3. Is the argument implicit or explicit?
4. Is it an empirical (facts, statistics, etc.), analytical (concepts and definitions) or normative (making a moral claim) argument?
5. What type of reasoning does the author employ (inductive or deductive)?
6. How is the argument presented, i.e. what rhetorical devices are used to make the argument (narrative, metaphors, visual imagery, imagery, ideographs, euphemisms, rhetorical questions, labels, etc.)?
7. Are you able to detect any fallacies in the argument? INTERPRETIVE READING
1. When was the text made?
2. What was going on around that time that might have influenced the writing of this text or the way audiences interpreted it?
3. What might those who r ...
This document provides an overview of how to write a research paper. It begins by explaining why learning to write research papers is important for college students. It then outlines the typical structure of a research paper, including sections like the abstract, introduction, literature review, methodology, results, discussion, and conclusion. The document discusses how to choose a research topic and gather materials. It provides guidance on writing each section and emphasizes using a consistent format for citations and references. The goal is to teach students the key components of a successful research paper.
Discussion 1IsaIn the healthcare industry, the necessity of teVinaOconner450
This document provides guidelines and requirements for a term project option involving a comparative analysis of tourism impacts. Students must choose one of three topics: 1) a comparative analysis of tourism's environmental impacts across communities/countries, 2) a comparative analysis of sociological/cultural impacts of tourism, or 3) a comparative analysis of tourism's economic impacts. For their analysis, students must synthesize at least 10-12 sources from leading tourism journals. The project should be 8 pages, follow APA style, and demonstrate critical thought and analysis of tourism impacts based on the literature. Plagiarism will not be tolerated and proper citation of sources is required.
Writing Assignment #4
The Multiple-Source Synthesis Essay:
Literature Review
Summary of assignment
• Task: The multiple-source essay asks you to synthesize the arguments of at least 10
sources
• Length: 2000-3000 words
• Format: APA
• Sources: a total of at least 10 sources, all of which should be from scholarly journals or
credible trade journals. You should find your sources through library searches.
o If you cite sources from websites or popular journals, these sources should be in
addition to the 10 sources you have cited from scholarly or trade journals.
• Topic: Please use the same topic that you used for writing assignment #3. It is
recommended that you focus on or expand on the essay that you wrote for writing
assignment #3. You will continue with the topic you have selected and will conduct
additional searches in the library databases, hopefully focus the topic more, and
determine the 10 or more sources to use in this essay.
• Integration of Sources: At least eight sources must be cited in the body of the essay.
You may cite sources in your introduction to help you define terms, and you may cite
sources in your conclusion to help you direct the reader to further inquiry. However, the
body of the essay should synthesize at least eight sources.
Strategies in Developing the Topic for this Essay
Up to this point in the semester, you have completed an annotated bibliography. You have also
incorporated and synthesized four sources into writing assignment #2 and six sources into
writing assignment #3. The work you have completed for these assignments provides a solid
foundation for writing assignment #4. In this assignment you will synthesize the ideas of at least
10 sources in a synthesis essay, or literature review.
For your annotated bibliography, you selected a topic based on your interests and, possibly, your
major. You constructed a list of five references and summarized and critically analyzed them in
150-200 words each. You then completed the four-source essay and the six-source essay.
Through this process, you may have seen patterns in the scholarly literature in the topic on which
you conducted research. For example, consider the following examples:
•You may have researched studies in criminal justice and found that there are varying
opinions on how to respond to criminal behavior among youth.
•You may have researched studies in psychology and found that counseling strategies
for victims of domestic abuse tend to fall into four categories.
•You may have researched articles on gerontology and found studies that answered
three basic questions on how older adults respond to training for physical performance.
•You may have researched articles on environmental management and found studies
on climate change. You noticed that various demographic factors influence whether
individuals believe in climate change and, if so, whether they believe it is caused b.
The assignment is posted below. The topic can be anywhere along the .docxanhcrowley
The assignment is posted below. The topic can be anywhere along the lines of whatever is the simplest:
Race issues in the workplace
Gender issues in the workplace
The new Jim Crow
LGBT movement
or a variation of the above in whatever way
Has to be written in MLA or APA. References required.
The assignment details are posted below:
FINAL TERM PAPER replaces the Final Exam - Original Cultural Paper
You are to individually prepare a Research Term Paper (Word document) of 12-15 double-spaced pages in regular 12 point size font (including a reference list). Be sure to list your full name and topic. Your topic analysis may deal with Race and Gender Issues in Careers and Interview Communication; New Jim Crow Mass Incarceration of Minority Males, Tuskegee Syphilis Experiments, or Indian Removals as Counter-Cultural Communication; LBTQIA+ as a Mass Movement; Cultural Communication Gone Right (or Wrong), etc.
As an alternative, Research Study/Survey, Thematic Poems, Thematic Songs, or Business Plans dealing with Crosscultural Communication—at least 12 Pages double-spaced, 12 pt. font. (15 pages for Graduate Students). Use MLA or APA writing style:
For citing references in APA style see:
http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
(Links to an external site.)
Your information must be valid. You will need to
make the connection and relate your topic to crosscultural and communication issues by specifically matching your paper claims and concepts to course material concepts.
The topic
can
be the same as the one used for the Literature Review—in fact the Literature Review entries can be used (without the annotated descriptions) as the Reference List for the Final Paper.
The paper should be well-written with appropriate grammar and correct spelling. It should also be attractive, creative, tightly organized, and substantive. To ensure your learning, and to ensure fairness to all students, your work must be your own and is subject to
Turnitin (
educational author authentication software
).
Be sure the assignment is original to the course and adheres to copyright guidelines.
Refer to the sample evaluation Rubric included for the Final Term Paper assignment. The instructor will use a similar one for evaluation. So use it as a general guide in preparing your paper.
PROCEDURES
Most research term papers include: a) an Introduction, Thesis/Claim or Hypothesis; b) Literature Review (1-2 paragraphs statement); c) Clear Methodology identified & used—“How” you will do the study systematically; d) Analysis/Essay, Findings (the longest part of the paper); e) Implications/Conclusion to support Thesis/Claim or Hypothesis; and f) a Reference List.
Introduction
- Start with a profound attention-grabbing statement that is “news.” This may only be 1-3 sentences in length. (Example: “The very technology that can bring people who are thousands of miles away together may also be serving to breakdown the deep cultural values of families.”)
Thesis/C.
This document provides guidance on conducting and writing up a case study for a research methods course. It discusses selecting an appropriate subject for analysis and research strategy. It provides a sample that describes using thematic analysis to identify key themes in existing literature on social movements in Thailand related to LGBT rights, military service, and capital punishment. The document also offers tips for writing the research method section, including introducing the method, search terms, databases, and the writing process.
Similar to ESSAY 5—Writing about Drama The goal of this assignment i.docx (19)
April 19, 2018 Course #Title MATU-203 – Introduction.docxYASHU40
April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
DEVELOPING
EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
understanding of all
topics.
20-29
Three required elements
for Part 1 are missing,
incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
Four or more required elements
for Part 1 are missing,
incomplete or underdeveloped.
Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 2 is missing,
incomplete or
underdeveloped. Most
data and statistics are
presented mostly
clearly and are mostly
correct. Most graphs
are presented correctly
and clearly with proper
labeling. Most
questions are
thoroughly answered
20-29
Three required elements
for Part 2 are missing,
incomplete or
underdeveloped. Some
data and statistics are
presented somewhat
clearly and are somewhat
correct. Some graphs are
presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
April 19, 2018
and answers
demonstrate good
understanding of all
topics.
demonstrate good
understanding of most,
but not al.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
Appropriate TopicsThe Research Report, select one of the fo.docxYASHU40
Appropriate Topics:
The Research Report, select one of the following research areas:
i) 5G Networks
ii) Serverless Computing
iii) Blockchain
iv) 3D Printing
vii) Artificial Intelligence
viii) Internet of Things (IoT)
ix) Medical Technology
Introduction
Literature Review
Methodology Specifics (comparative analysis)
Findings and Results
Conclusion and Future Recommendations
References - APA
Appendices
Your
paper is to have a title page, introduction, well defined literature review(body), findings, conclusion, and reference pages. The paper must be at least 2,500 words.
Use
graphs, charts, tables or figures.
The research paper must be at least 2,500 words supported by evidence (citations from
peer-reviewed sources).
Note: the research should be thorough and exhaustive.
A minimum of five
(5) peer-reviewed journal citations
are required.
Formatting should be double-spaced, one-inch boarders, no extra space for headings, no
extra white space, no more than two levels of heading, page numbers, front and back
matter). Extra white space use to enhance page count will negatively affect student grade.
The research paper
must only
include materials derived solely from peer reviewed
journals or peer reviewed conference proceedings. Newspapers, websites (URLs),
magazines, technical journals, hearsay, personal opinions, and white papers
are NOT
acceptable citations.
All images, tables, figures are to be included in the appendices and
IS NOT
included in the 15-page requirement. This means appendices are not included in the 15 pages requirement.
A total of at least 15 full pages is required (no extra whitespace).
Formatting Details
Margins
The left-hand margin must be 1inches (4 cm.). Margins at the right, top, and bottom of the page
should be 1.0 inch. (See exception for chapter title pages below.) The Research Report text may
be left-aligned (leaving a ragged right edge) or may be both left- and right-aligned (justified).
Line Spacing
Double-spacing is required for most of the text in documents submitted during the Research
Report process.
Paragraph Spacing
The text of the document is double-spaced. There should be no extra spaces between paragraphs
in sections, however, indent the first line of each paragraphs five spaces.
Page Numbering
All pages should have page numbers in Arabic numerals in the upper right-hand corner.
Type Style
The body text, the student should use 12-point Times New Roman. Text for the cover page may
be larger but should not exceed 14-point size. Text for the chapter title text should be 14-point
size. Be consistent in the use of typefaces throughout the document. Do not use a compressed
typeface or any settings on the word processor that would decrease the spacing between letters or
words. Sans serif typefaces such as Helvetica or Arial may be used for relatively short blocks of
text such as chapter headings and captions but should be avoided in long passages of text as the.
Archaic sapiens, Neandertals and the Last 10,000 YearsWhat.docxYASHU40
Archaic sapiens, Neandertals and the Last 10,000 Years
What physical and cultural adaptations allowed the genus
Homo
to migrate throughout the world? Did these adaptations help or harm
Homo
?
Once
Homo
migrated, what happened to the different species within this genus? Why is there only one species that is in the
Homo
genus? What is the evidence to support your claim?
.
Applying Evidence-Based Practice”Population groups with differe.docxYASHU40
Evidence-based practice guidelines should be applied when managing illnesses for patient populations that are at risk due to cultural, religious or ethnic differences. These population groups may exhibit different illness behaviors and beliefs. Guidelines should be applied across all ages to properly manage illnesses for at-risk patient populations with consideration for cultural factors that influence health behaviors.
Applying Learning Theory to LifePrior to beginning work on t.docxYASHU40
Applying Learning Theory to Life
Prior to beginning work on this activity read all of the required reading, review the content from weeks one through three, visit the website
http://selfdeterminationtheory.org (Links to an external site.)
, and review the Instructor Guidance. This week you will be discussing the multiple perspectives about how we learn, based on your developing knowledge about learning theory, and how it affects your own ability to perform at desired levels.
Required elements:
Explain behaviorism, cognitivism, constructivism, and humanism as applied to learning.
Suggested template
.
Summarizes at least two sub-theories/ideologies within each framework.
Examples include:
From behaviorism
associative learning, classical conditioning, operant Conditioning, conditioning, extinction, and ratio/interval schedules
From cognitivism
schema theory, memory development, elaboration theory (i.e. Bloom’s taxonomy), cognitive load theory, and social learning/cognitive theory.
From constructivism (conceptions of knowledge are derived from the process of constructing individual interpretations of one’s experiences)
cognitive constructivism, dialectical (social) constructivism, zone of proximal development, and discovery learning
From humanism
motivational theories of learning (i.e. self-determination theory, Maslow’s hierarchy of needs), experiential learning, and Steiner pedagogy or Waldorf education.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help you to increase
your own
learning success.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help someone in your personal or professional circle.
Apply basic methods of psychological research skills to this content by synthesizing supporting evidence from at least three scholarly sources from the Ashford University Library that defend the strategies you have chosen.
The Applying Learning Theory to Life paper
Must be seven to eight double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of [paper, project, etc.]
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use headings and sub-headings.
See example. (Links to an external site.)
Must use appropriate research methods (e.g. use of the Ashford library) and skeptical inquiry (
http://www.criticalthinking.org/ (Links to an external site.)
).to support the content inclusions.
Must begin with an introductory paragraph that introduces what you will be outlining in your paper.
Must end with a conclusion that reaffirms the learn.
Apply the Symbolic Interaction Perspective to ImmigrationD.docxYASHU40
Apply the
Symbolic Interaction Perspective
to Immigration
Define the symbolic interaction perspective
How do symbols through words contribute to the perception of immigrants in a negative way?
What do
some
Americans fear when it comes to immigration or immigrants?
.
April is a fourth grader with a language impairment, but no physical.docxYASHU40
April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression.
Communication goals in IEP:
April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials.
April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials.
April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials.
Part 1: 3 Day Unit Plan
Use the “3 Day Unit Plan Template” to complete this assignment.
Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state's ELA fourth grade literacy standards specific to vocabulary acquisition and use. Includethe following in the unit plan:
Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section.
Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section.
Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression.
Specifically, incorporate the following into the unit plan to meet April’s needs:
The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning.
Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1.
Part 2: Rationale
Provide a 250-500 word rationale that explains:
Why the instructional choices specifically meet April’s needs.
How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs.
Support your work with 2-3 scholarly resources.
This assignment uses a rubric. Review the rubric prior to beginning the .
Approximately 1000 words.Synthesizing the theories (you do not.docxYASHU40
Approximately 1000 words.
Synthesizing the theories (you do not need to draw from ALL the theories/readings), use at least three readings to develop your own view that describes and understands the relationship between technology and society. In developing your view, take the most important and persuasive parts of the existing theories and explain them. In the end, be sure to clearly articulate and define the relationship between technology and society: which has more power or control? How do they relate to one another?
Journal of Communication ISSN 0021-9916
O R I G I N A L A R T I C L E
The Social Life of Wireless Urban Spaces:
Internet Use, Social Networks, and the Public
Realm
Keith N. Hampton, Oren Livio, & Lauren Sessions Goulet
Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA 19104, USA
This study explores the role of urban public spaces for democratic and social engagement.
It examines the impact of wireless Internet use on urban public spaces, Internet users, and
others who inhabit these spaces. Through observations of 7 parks, plazas, and markets in 4
North American cities, and surveys of wireless Internet users in those sites, we explore how
this new technology is related to processes of social interaction, privatism, and democratic
engagement. Findings reveal that Internet use within public spaces affords interactions with
existing acquaintances that are more diverse than those associated with mobile phone use.
However, the level of colocated social diversity to which Internet users are exposed is less
than that of most users of these spaces. Yet, online activities in public spaces do contribute
to broader participation in the public sphere. Internet connectivity within public spaces
may contribute to higher overall levels of democratic and social engagement than what is
afforded by exposure within similar spaces free of Internet connectivity.
doi:10.1111/j.1460-2466.2010.01510.x
Internet access in public parks, plazas, markets, and streets has been made possible
through the proliferation of broadband wireless Internet in the form of municipal
and community wi-fi (e.g., NYC Wireless) and advanced mobile phone networks
(e.g., 3G). The experience of wireless Internet use in the public realm contrasts with
traditional wired Internet use, which is confined primarily to the private realm of the
home and the parochial realm of the workplace. An extensive literature has addressed
the influence of Internet use on the composition of people’s social networks
(Hampton, Sessions, & Her, in press), their engagement in political, voluntary, and
other organizational activities (Boulianne, 2009), and their interactions within home
and workplaces (Bakardjieva, 2005; Quan-Haase & Wellman, 2006). But, Internet
use in the public realm has remained relatively unexplored. This type of use carries
with it significant implications for urban planning, the structure of community, and
the nature of democracy.
Inte.
Approaches to Forecasting Policy Outcomes Please respond to th.docxYASHU40
"Approaches to Forecasting Policy Outcomes" Please respond to the following:
Provide a real or hypothetical public policy issue and select an appropriate criterion for policy prescription to use in deciding a policy's (a) effectiveness, (b) efficiency, (c) adequacy, (d) equity, (e) responsiveness, and (f) appropriateness. Provide at least two reasons why you selected the criterion.
.
Apply the course concepts of the dark side of self-esteem and .docxYASHU40
Apply the course concepts of the
dark side of self-esteem
and
moral hypocrisy
to this type of behavior. What do you conclude about people who behave in such a way? Hint: Explicitly use each concept by name and also give a one sentence definition of it before explaining how the concepts apply to these people.
.
Apply information from the Aquifer Case Study to answer the foll.docxYASHU40
Apply information from the Aquifer Case Study to answer the following discussion questions:
Discuss the Mrs. Gomez’s history that would be pertinent to her difficulty sleeping. Include chief complaint, HPI, Social, Family and Past medical history that would be important to know.
Describe the physical exam and diagnostic tools to be used for Mrs. Gomez. Are there any additional you would have liked to be included that were not?
Please list 3 differential diagnoses for Mrs. Gomez and explain why you chose them. What was your final diagnosis and how did you make the determination?
What plan of care will Mrs. Gomez be given at this visit, include drug therapy and treatments; what is the patient education and follow-up?
THe example is uplaod
.
Apply appropriate elements of the U.S. legal system and the U.S. Con.docxYASHU40
Apply appropriate elements of the U.S. legal system and the U.S. Constitution to business scenarios for impacting decisions in authentic situation
Apply concepts of ethics, morality, and civil and criminal law to business scenarios for informed corporate decision makingAnalyze the basic elements of a contract and a quasi-contract for their application to commercial and real estate scenarios
Differentiate between the various types of business organizations for informing rights and responsibilities
.
APA format Analysis of the Culture using a Culturally Competent.docxYASHU40
APA format
"Analysis of the Culture using a Culturally Competent Model"
1. Use "giger and davidhizar transcultural assessment model" to evaluate the jewish population.
2. Explain the model.
3. Apply this model to the jewish cultural group.
4. Using this model, develop a plan of care at it relates to culturally diverse needs of this cultural group (jewish).
· Include 2-3 highest priority health care needs.
· Use an interdisciplinary approach including community resources, governmental organizations, non-for-profit organizations, outreach centers, religious organizations and hospital provided community activities and professional associations like nursing and health care associations.
Identify other Health Care Professionals that should be included in your plan (interdisciplinary)
NOTE: use the background information from the attachment below for the jewish population in nursing titled "assignment culture part 1"
.
APA less than 10 similarityWeek 7 Discussion Question Chapter.docxYASHU40
APA less than 10 % similarity
Week 7 Discussion Question: Chapter 29, Mental Health Disorders
Part One
: Hypochondriasis can be a problem for older adults. What situations contribute to hypochondriasis and what interventions can nurses provide that will address this problem in older adults?
.
APPLE 13Business Analytics Plan for BIAM300Author Miguel .docxYASHU40
APPLE 13
Business Analytics Plan for BIAM300
Author: Miguel Canales
Date: March 16, 2020
SECTION 1: Company Background and Strategy
Organization Name
Apple Inc.
1.2. LexisNexis Dossier
Strategic Positioning Diagram
Product Innovation
Explanation of Product Innovation Positioning
In Apple Company, the main aspect behind its growth is product innovation. The main two factors for the success of Apple Company is creating ideas as well as testing their products. Without the several innovations that the company implement the company will still grow since it has loyal customers that use their existing products. The organizations might not consist new clients, so that they can get new clients they need to develop new ideas. Development and research are the main key performance indicator that are advantage to the company. Carrying out research to find out what kind of products the clients need and providing the exact products that people need is what improve the organization strategic position. Researching on what type of products the market need will assist Apple Company to develop products needed by their customers. Assessing the company additional Key Performance Indicator under the current innovation is what offers advantages to the organization (Elmansy, 2016).
SMART Objective for Strategic Positioning
The most relevant section in product innovation is the testing of the products. Ensuring that products and that the products are operating properly is an important factor for the organization business to improve. The technology is the main strategy is the main performance indicator that assist to meet their objectives. Coming up with a state product art to maintain their clients happiness and ensure that they expect for the company to come up with new and well improved products. Through coming up with technology that is easy and dependable to utilize will be an advantage to the organization all the products need to be made with the inclusion of the client and what the client will require. Having the clients to test the company products is also an important thing that the company should practice (Elmansy, 2016).
Customer Intimacy
Explanation of Customer Intimacy Positioning
Another necessary section of Apple organization is the client intimacy. Customer intimacy is mostly concerned on the understanding of client problems. It is important that the Apple Company understand the client wants before the clients, either to be a new product or to be an improved product. Apple Company is organizing their products in the need of client’s need. Since Apple Company have more loyal clients, it is an evidence that the company offer relevant products to their clients. Tracking the client’s incidents as the key performance indicators that is utilize in this region. The Apple Company provides several way to offer assistances to the clients when there is an issue with some of their products.
SMART Objective for Customer Intimacy
What assist Apple organizat.
APAless than 10 similarityWeek 4 Discussion Question .docxYASHU40
APA
less than 10 % similarity
Week 4 Discussion Question: Chapter 13, Comfort and Pain Management
With the realization that pain is highly prevalent among older adults, please answer the following questions:
Part Two
: What is the prevalence of pain in older adults? How will you, as a nurse, be more aware of
pain issues related to older adults and what will the nurse incorporate into practice to alleviate these
issues?
.
APA Style [Sources, included] single-spaced, one to two-page paper r.docxYASHU40
APA Style [Sources, included] single-spaced, one to two-page paper responding to the prompt: What should be the primary roles of higher education institutions in our society?
Include:
Knowledge enterprise, research, continuing our democracy, and Source of expertise as primary roles.
.
Application Case Siemens Builds a Strategy-Oriented HR System.docxYASHU40
Application Case Siemens Builds a Strategy-Oriented HR System
Siemens is a 150-year-old German company, but it’s not the company it was even a few years ago. Until recently, Siemens focused on producing electrical products. Today the firm has diversified into software, engineering, and services. It is also global, with more than 400,000 employees working in 190 countries. In other words, Siemens became a world leader by pursuing a corporate strategy that emphasized diversifying into high-tech products and services, and doing so on a global basis.
With a corporate strategy like that, human resource management plays a big role at Siemens. Sophisticated engineering and services require more focus on employee selection, training, and compensation than in the average firm, and globalization requires delivering these services globally. Siemens sums up the basic themes of its HR strategy in several points. These include:
A living company is a learning company.
The high-tech nature of Siemens’ business means that employees must be able to learn on a continuing basis. Siemens uses its system of combined classroom and hands-on apprenticeship training around the world to help facilitate this. It also offers employees extensive continuing education and management development.
Global teamwork is the key to developing and using all the potential of the firm’s human resources.
Because it is so important for employees throughout Siemens to feel free to work together and interact, employees have to understand the whole Siemens process not just bits and pieces. To support this, Siemens provides extensive training and development. It also ensures that all employees feel they’re part of a strong, unifying corporate identity. For example, HR uses cross-border, cross-cultural experiences as prerequisites for career advances.
A climate of mutual respect is the basis of all relationships—within the company and with society.
Siemens contends that the wealth of nationalities, cultures, languages, and outlooks represented by its employees is one of its most valuable assets. It therefore engages in numerous HR activities aimed at building openness, transparency, and fairness, and supporting diversity.
Assignment Content
Read
“Application Case: Siemens Builds a Strategy-Oriented HR System” in Ch. 3 of
Human Resource Management
.
Write
350- to 700-word response to the following after reading the case:
Identify examples of at least four strategically required organizational outcomes, and four required workforce competencies and behaviors for Siemens, based on the information in this case.
Identify at least four strategically relevant HR policies and activities that Siemens has instituted to help human resource management contribute to achieving Siemens’ strategic goals.
Discuss the following regarding Siemens' strategic goals:
What overall goals does Siemens want to achieve?
What must Siemens do operationally to achieve its goals?
What empl.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
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The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
B. Ed Syllabus for babasaheb ambedkar education university.pdf
ESSAY 5—Writing about Drama The goal of this assignment i.docx
1. ESSAY 5—Writing about Drama
The goal of this assignment is to understand the relevance of a
play’s overall message (or messages) for
today’s society. Many passionate issues are presented in the
major plays that are assigned for Comp. II.
Hopefully, you can find one or two that might get your juices
flowing enough to develop a sound argument
based on logical reasoning! I expect you to use the literature as
a springboard to the issues themselves.
Put on your critical thinking caps and discover the connections
that link earlier societies to today’s society,
based on the issues identified in the play. For example, you
might discuss the cultural stereotypes of
Eastern and Western societies and how they are distorted in M.
Butterfly. Consider the theme of Women
and the Law and how Trifles illustrates stereotypical
male/female roles in earlier Americana. Finally, you
might analyze the irony in Beauty. The sky’s the limit!
Once you decide upon a focus for your paper, you must provide
examples or illustrations as evidence that
will support your argument. Quotes from the play will enhance
your paper, but be careful not to overdo!
(Critical questions for reading plays can be found in your
textbook on page 722.)
For an effective argument, you must include the following
information:
--your thesis about an issue presented
2. in the literature.
s evidence
to support your ideas.
sources.
Organize your argument in a manner that is easy to follow—
introduce the play and playwright in the
introductory paragraph and include your thesis statement. The
body paragraphs will continue to develop
the arguments you are making about the issues presented in the
play along with evidence from credible
sources supporting or refuting your argument. Support each
opinion sufficiently. Avoid over-generalizing
in your judgments or claims. Be sure to have an effective
introduction, clear thesis, and effective
conclusion.
**Since this is a major research assignment, you must include at
least four (4) properly documented
outside reference sources, in addition to quoting from the text,
and include a Works Cited page.
Sources that are by themselves considered “substantial” are
articles in scholarly journals or separate
critical books that either focus specifically on the author or the
particular text you've selected or
provide critical/theoretical background for the subject, period or
genre. Select secondary material
that can give you historical, sociological, psychological,
feminist, theoretical, etc., perspectives on the
play you’ve chosen. Do not use encyclopedias, quotation
books/websites, student essays posted
online, study guides, or other similar sources. You will find a
wealth of wonderful sources by
3. accessing the online databases in the Rose State College
Learning Center.
Requirements:
- 6 pages, Times New Roman 12-pt. font, double-spaced,
1” margins.
-style “Works Cited” page (does
not count towards the 4 ½ -page
minimum)
-text citations.
in THIRD PERSON POINT OF
VIEW!
Case Study Rubric
APA Grading
Missing Title Page
Incorrect Margins
Incorrect Header/Footer
Missing Abstract
Missing References Page
Incorrectly Formatted References
Spelling and Grammar
-10 points
-2 points
-2 points
-10 points
-10 points
-2 points
4. -2 points for each occurrence
SUPERIOR SCORE 94 - 100
Content and Subject: Easily identifiable, clear. Meets or
exceeds page or word length requirement.
Structure: Apparent, understandable, and applicable. Excellent
flow and well-structured.
Examples/Sources: Examples were used. Integration of external
sources occurred.
Analysis: Interesting and novel. Provides different Marketing
Principles based perspectives; demonstrates critical thinking
and critical analysis at a high level.
Mechanics: Excellent APA format. Virtually devoid of errors in
grammar, syntax, punctuation, and spelling.
ACHIEVING SCORE 86 - 93
Content and Subject: Overall concrete, but may be slightly
unclear. Meets or exceeds page or word length requirement.
Structure: Generally clear and appropriate.
Examples/Sources: Examples were used to support most points.
Analysis: Evidence relates to the Marketing Principles based
content. Evidence may lack some clarity. Critical analysis and
critical thinking is apparent.
Mechanics: APA format above average. Good sentence structure
(syntax), grammar, punctuation, and spelling, with minor
errors.
AVERAGE SCORE 78 – 85
Content and Subject: Fairly easy to read and understand, but the
paper meanders from the topic or lacks cohesion/content. Meets
page or word length requirement.
Structure: Overall good, with minor shortfalls.
Examples/Sources: Examples used to support most points.
Arguments sometimes lack supporting evidence and
5. some critical analysis. Limited external source use to support
paper.
Analysis: Cited references appear intermittently, with some
Marketing Principles based critical thinking, but with minimal
or no analysis or further discussion by the adult learner.
Mechanics: APA format may contain intermittent problems.
Sentence structure may have some errors relative to syntax,
grammar, punctuation, and spelling.
BELOW AVERAGE Less than 77
Content and Subject: Often unstructured and vague. Content not
totally applicable to the paper's requirements.
Structure: Mostly unclear and difficult to visualize.
Examples/Sources: Very few examples used to support points.
Minimal, if any, citations.
Analysis: External references not used or very limited with
no Marketing Principles based analysis or further discussion by
the adult learner that demonstrates adult learner critical
thinking/analysis.
Mechanics: APA format not followed. Numerous mistakes in
sentences, paragraph formatting, spelling, and grammar that
subtract from the content of the paper. The writing errors
suggest minimal likelihood that this paper was proofread for
errors prior to submission. Writing is not at a graduate level.
European Journal of Marketing
Emerald Article: Exploring the dynamics of market orientation
in turbulent
environments: a case study
Geir Grundvåg Ottesen, Kjell Grønhaug
Article information:
To cite this document: Geir Grundvåg Ottesen, Kjell Grønhaug,
6. (2004),"Exploring the dynamics of market orientation in
turbulent
environments: a case study", European Journal of Marketing,
Vol. 38 Iss: 8 pp. 956 - 973
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Geir Grundvåg Ottesen, Kjell Grønhaug, (2004),"Exploring the
dynamics of market orientation in turbulent environments: a
case
study", European Journal of Marketing, Vol. 38 Iss: 8 pp. 956 -
973
http://dx.doi.org/10.1108/03090560410539113
Geir Grundvåg Ottesen, Kjell Grønhaug, (2004),"Exploring the
dynamics of market orientation in turbulent environments: a
case
study", European Journal of Marketing, Vol. 38 Iss: 8 pp. 956 -
973
http://dx.doi.org/10.1108/03090560410539113
Geir Grundvåg Ottesen, Kjell Grønhaug, (2004),"Exploring the
dynamics of market orientation in turbulent environments: a
7. case
study", European Journal of Marketing, Vol. 38 Iss: 8 pp. 956 -
973
http://dx.doi.org/10.1108/03090560410539113
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Exploring the dynamics of market
orientation in turbulent
8. environments: a case study
Geir Grundvåg Ottesen
Norwegian Institute of Fisheries and Aquaculture Research,
University of Tromsø, Tromsø, Norway, and
Kjell Grønhaug
Norwegian School of Economics and Business Administration,
Bergen, Norway
Keywords Market orientation, Turbulence
Abstract This paper explores whether and how firms and their
management are influenced by
two types of environmental turbulence which have only been
given scant attention in past research
on market orientation, i.e. turbulence due to unpredictable
supply conditions and turbulence
created by frequent and unpredictable interactions with multiple
market actors. The paper reports
a case study of one successful firm exposed to these types of
environmental turbulence. Here, the
focus is on central aspects of the firm’s environmental contact
over time, including who it interacts
with and the informational content and direction of interactions.
In this way the authors are able to
investigate important aspects of how firms keep in touch with,
learn about, and are influenced and
restricted in a turbulent environment. The study reveals several
intriguing findings. For example,
external actors initiated the majority of firm-environment
interactions and the firm focuses more
on other constituencies than customers. Findings are discussed
and implications highlighted.
9. Introduction
In the literature on market orientation it is emphasised that the
usefulness of a market
orientation depends on the degree of market turbulence,
technological turbulence, and
competitive intensity (Greenley, 1995; Kohli and Jaworski,
1990; Narver and Slater,
1990). Market turbulence refers to “changes in the composition
of customers and their
preferences” and technological turbulence refers to rapid
changes in “the entire process
of transforming inputs to outputs and the delivery of those
outputs to the end
customer” (Kohli and Jaworski, 1990, p. 14). Competitive
intensity is another type of
turbulence, which relates to the presence of multiple choices for
customers (Kohli and
Jaworski, 1990). It is argued that with high market turbulence
and high competitive
intensity it is crucial continually to gather and utilise market
information to adapt
adequately. Under these conditions, a market orientation is
assumed to represent a
superior market learning capability, giving a competitive
advantage (Dickson, 1992;
Hunt and Morgan, 1995; Slater and Narver, 1995, 1998).
The focus on market information processing is reflected in the
way market
orientation is understood and defined. For example, a much-
cited definition of market
orientation is that provided by Kohli and Jaworski (1990, p. 3),
i.e.:
The Emerald Research Register for this journal is available at
The current issue and full text archive of this journal is
10. available at
www.em eraldinsight.com/res earchregister www.em
eraldinsight .com/0309-0566. htm
The authors thank two anonymous reviewers for the European
Journal of Marketing for their
valuable comments and suggestions. They also thank Lene Foss
and other colleagues in the
research programme Enterprise Development 2000 for their
support.
EJM
38,8
956
Received August 2002
Revised January 2003
European Journal of Marketing
Vol. 38 No. 8, 2004
pp. 956-973
q Emerald Group Publishing Limited
0309-0566
DOI 10.1108/03090560410539113
http://www.emeraldinsight.com/researchregister
http://www.emeraldinsight.com/0309-0566.htm
. . . a market orientation refers to the organizationwide
generation, dissemination, and
responsiveness to market intelligence.
The same authors describe market-oriented firms as actively
11. collecting and using
market intelligence to select target markets and design and offer
products that satisfy
current and future needs. This way of describing market-
oriented activity is common
in the literature on market orientation (e.g. Narver and Slater,
1990; Day, 1994). It does,
however, leave the impression that with the proper resources
and focus, a firm can
become more market-oriented and thus that market orientation
can be actively
managed (Noble et al., 2002). In this way market orientation
implies rather proactive
firms and also that when firms have the proper competence,
customers and market
segments can rather easily be monitored, understood, selected
and satisfied. Little
consideration is given to other constituents such as suppliers,
shareholders and
regulatory authorities/bodies or other constituents. This means
that firms are
conceived more or less implicitly as autonomous actors which
are “in-control”, whereas
customers and other market actors are conceived as “objects”,
and also that the
necessary input factors can be obtained rather easily.
Two types of turbulence have been given scant attention in past
research on market
orientation, i.e. interactional turbulence due to frequent
interactions between more or
less interdependent market actors, and turbulence due to the
“states of nature”
(Sutcliffe and Zaheer, 1998, p. 6). The first type of turbulence
can be explained as
follows: market actors such as manufacturing firms, various
12. types of suppliers and
customers depend on each other and interact to obtain the
advice, information, status,
material and financial resources they need to operate
effectively. This implies frequent
and unpredictable interactions between heterogeneous market
actors. These
interactions may bring relevant and timely information, but may
also distort
management’s activities. They can also be time-consuming to
deal with and may not
always be relevant for the actors involved because each
individual actor focuses on
their own needs and goals. Different market actors may also
influence each other by
providing information and “worldviews” that they feel are
meaningful and important.
In this way, firms’ activities and focus, including their ability to
behave proactively,
might be influenced and restricted.
Another type of turbulence, which has been partly overlooked in
past research on
market orientation, is turbulence due to the “states of nature”,
for example, as faced by
firms depending on catches of wild fish which often show a
stochastic pattern. This
may cause problems in satisfying the needs and wants of
customers, e.g. by limiting
the product range of the firm, affecting the quality of the
products offered, or
disturbing the ability to deliver on schedule (Ottesen and
Grønhaug, 2002a). However,
firms must try to the best of their abilities to cope with the
situation if they are to
survive and prosper. This is likely to imply the allocation of
13. considerable resources and
attention, which means that firms’ focus and activities can be
influenced by turbulence
due to an uncertain supply situation.
In this article we explore whether and how turbulence caused by
the states of nature
and interactions with external actors influence and restrict
firms’ activities and focus.
To do so we conducted a case study that reveals in detail how a
medium-sized
manufacturing firm in the highly turbulent seafood industry
interacts with its
environment over time. A diary method was applied to capture
several important
dimensions of the interactions between the top management and
significant external
Dynamics of
market
orientation
957
actors such as customers, competitors and suppliers over a
period of five weeks. In this
way it was possible to examine how a firm interacted with its
specific industrial
context over time, including how and to what extent this might
influence its activities
and focus. This approach also allows us to focus on actual
behaviour rather than the
beliefs and intentions of key informants, which typically
14. underlie past research on
market orientation. The remainder of the paper is organised as
follows: in the next
section we explain the theoretical perspective underlying our
empirical study; we then
describe our research method; and finally, we report our
findings, draw conclusions,
and highlight their implications.
Environmental turbulence
Turbulence is often thought of as discrete, salient and
unpredictable events in the
environment such as significant technological changes, dramatic
changes in economic
climate (e.g. the recent economic crisis in Asia), boycotts by
environmentalists, and so
on (see, e.g. Meyer, 1982). As noted above, three forms of
turbulence are emphasised in
the market orientation literature, i.e. market turbulence,
technological turbulence and
competitive intensity. These types of turbulence underlie the
focus on understanding
and adjusting to the marketplace as evident in the market
orientation construct(s).
However, turbulence can also be caused by the ways market
actors relate to each
other, for example, in terms of opportunistic behaviour
(Sutcliffe and Zaheer, 1998).
The various needs of market actors and how these actors
interact and depend on each
other may also cause turbulent conditions, as noted above.
Whereas business firms
typically obtain valuable information and other resources
through interactions with
different types of market actors such as customers, suppliers
15. and consultants, external
interactions can also be “problematic”. For example, firms and
their management have
limited time and cognitive capacity, which implies that they
only have resources to
interact with a limited number of actors at any point in time.
Thus, firms make choices,
either consciously or unconsciously, to interact with some
partners while excluding
others (Gulati et al., 2000). Owing to lack of information, it
may be difficult to sort out
the actors or environmental sectors that are really significant. In
addition, choosing
whom to interact with may not always be a matter of deliberate
choice, as other market
actors pursue their own needs and goals and may be the ones
who initiate interactions,
not the focal firm. For example, customers and other market
actors frequently express
their diverse needs, demands and opinions. Increasingly,
customers and suppliers play
an active role in designing and modifying products and services,
sometimes to the
extent that they take charge of the process (see e.g. Kristensen,
1992). Such initiatives
may be more or less unexpected and come and go in accordance
with the changing
needs of these actors. This gives rise to turbulence in terms of
frequent,
time-consuming, and more or less unpredictable initiatives from
a range of different
market actors.
Another type of turbulence, which might influence firms’
activities and focus, is
turbulence that “arises from a profound lack of knowledge of
16. the states of nature”
resulting in unpredictable outcomes (Sutcliffe and Zaheer, 1998,
p. 6), e.g. in terms of
unpredictable variations in supply of vital input factors as
discussed above. This
represents a specific type of environmental turbulence that must
be dealt with in an
adequate manner because firms need regular supplies to operate
effectively (see Katz
and Kahn, 1978). This is evident in the large volume of research
focusing on
EJM
38,8
958
purchasing and logistics. However, the crucial role of supply
seems to have been
neglected in the literature on market orientation (Ottesen and
Grønhaug, 2002a).
Firms and their management must try to cope with turbulent
conditions. To do so
adequately requires the ability to adapt to changes. It also
requires firms to
continuously collect and analyse environmental data as
emphasised in the market
orientation construct (Kohli and Jaworski, 1990). At the same
time, however, managers
and their firms are usually exposed to far more data than they
can possibly assimilate
and comprehend. This relates to the fact that managers are busy
people, continuously
17. confronted with a wide range of tasks and demands (see
Mintzberg, 1973) and that they
(like other people) are restricted by the limits of their cognitive
capacity (Simon, 1957).
Thus, although they may try to the best of their abilities
actively to collect, interpret
and make use of environmental data, their limited time and
cognitive capacity make it
impossible to cover all issues of interest. This situation is
amplified in turbulent
environments as described above, which implies that firms’
ability to pursue
market-oriented activities proactively as typically described in
the literature on market
orientation can be restricted.
Why then has this literature seemingly neglected the realities
discussed above?
There may be many answers to this question. Even though the
literature has addressed
the issue of environmental turbulence, these efforts deviate
from what is focused on
here. In past studies environmental turbulence has primarily
been studied in terms of
its potential moderating effect on the market orientation –
performance link (see e.g.
Greenley, 1995; Jaworski and Kohli, 1993; Slater and Narver,
1994). These contributions
conceptualise environmental turbulence in terms of market
turbulence, technological
turbulence and competitive intensity as described above. Here,
in contrast, we focus on
two different types of turbulence created by the states of nature
and turbulence due to
interactions with customers, competitors and other market
actors. In addition, our
18. focus is on whether and how these types of environmental
turbulence influence and
restrict firms’ activities and focus.
Research methodology
In order to meet the stated purposes of this research, i.e. to
capture turbulence created
through interactions between market actors, as well as
turbulence caused by the states
of nature, and whether and how this influences firms’ focus and
activities, we
proceeded as follows.
Three important aspects of firms’ external interactions were
focused on, i.e.
frequency of contact, in order to reveal how time and resources
were spent on different
external sectors over time; the “direction” of external contact,
to reveal the extent to
which firms behave in a proactive manner; and the most
important topics or issues that
emerged during contact with external actors, to investigate to
what extent, and with
which external sectors, information about customers and
competitors were
emphasised. For this purpose, a method of “direct” research was
applied to capture
how firm-environment interactions play out over time (see
Mintzberg, 1979). More
specifically, a self-report diary was constructed in which the
three top managers in one
manufacturing firm, Alfa, reported a range of aspects of their
interactions with
external actors. The reason for restricting our study to one firm
only was that our
approach (as will be outlined below) is very time consuming for
19. the subjects involved.
It also requires close cooperation with managers, which is
usually difficult to obtain.
Dynamics of
market
orientation
959
The firm we selected was medium-sized. In such firms, the top
manager(s) is/are often
the founder(s) and owner(s), as well as the most competent and
thus dominant
person(s) in the firms. Our research therefore focuses on the top
management and their
interactions with external actors.
To capture turbulence due to the states of nature, we chose the
seafood industry as
our setting. In this industry, manufacturing firms face a highly
unpredictable supply
situation, giving rise to turbulence. This is due to factors such
as fish stock variations,
poor weather conditions (preventing boats from fishing), and
government regulations
(Prochaska, 1984; Dreyer and Grønhaug, 2004; Ottesen and
Grønhaug, 2002a, b). The
market situation is also rather turbulent. Firms typically sell
low-to-moderately
differentiated seafood products in global business-to-business
markets. Here, supply
variations frequently cause substantial changes in market prices,
20. which contribute to
turbulent market conditions. In addition, the seafood
industry/market is characterised
by many buyers and sellers, relatively similar products and
easily available market
information, e.g. about prices and supply and demand. This
leads to a highly
competitive environment in which only the most motivated and
competent actors will
survive and prosper, which implies turbulent conditions. In sum,
we believe that the
seafood industry is a turbulent industry, which makes it a
suitable setting for our
study.
Alfa
The selected firm, Alfa, is a medium-sized manufacturing firm
in the Norwegian
seafood industry. In addition to its turbulent context, Alfa was
chosen because it
showed willingness to engage in close and time-consuming
cooperation. Table I reports
the main characteristics of Alfa. Here we emphasise that Alfa
was established in 1939,
which indicates that it is a firm with considerable “experience”
of its industry and
Established 1939
Turnover 1998: NOK 102 million
Profitability (ROI) 1998: 6.9 per cent
1997: 13.7 per cent
1996: 9.9 per cent
Products Alfa produce two main types of frozen seafood
21. products from
whitefish species (cod, haddock and saithe): speciality products
(various types of cuts from fish fillet); and commodities (fish
fillet and
cuts from fish production, which are mixed and frozen into a
standardised fish block). The fish block is used by Alfa’s
customers in
secondary processing, in production of fish fingers and other
value-added frozen seafood products
Customers Speciality products mainly sold through Norwegian
and Danish
wholesalers. Other products (with less value added) are mainly
sold to
large customers in the UK, France and Germany. In 1997, the
five
largest customers bought 79 per cent of Alfa’s total sales
Top management team General manager, second-in-command,
sales and production manager
Other staff and workers Alfa has five administrative staff and
five middle managers
responsible for various aspects of production, and employs
some 130
workers in production
Table I.
Some firm characteristics
EJM
38,8
960
22. markets – and also that it is well known among other significant
market actors such as
suppliers and customers. Alfa’s profitability has put it among
the top 25 per cent of
firms in the filleting branch of the industry for the last three
years.
Three top managers form a top management team, i.e. the
general manager, the
second-in command, and the sales and production manager.
Details of their roles and
backgrounds are shown in Table II.
It can be seen from Table II that the three managers all have
extensive experience of
the seafood industry. The team members had worked closely
together for the last three
years. It should be noted that the general manager and the sales
and production
manager are father and son, implying that they know each other
rather well. It can also
be seen from Table II that the tasks and responsibilities of the
three managers are quite
different, indicating complementary roles.
Data collection
Contact with Alfa had been established before this research
started. At the outset of the
research, we visited the firm and explained the purpose to the
managers, emphasising
the practical usefulness of this research. It was promised that
the results and their
practical implications would be presented to the firm both in
oral presentations and in
confidential written reports. The managers at Alfa were
23. enthusiastic and seemed
highly motivated to participate[1]. The research based on the
diary served to meet a
request from the managers, who wanted to know “How do we
spend our time?” and
“Can we be more efficient in what we do?” The fact that the
research was requested by
the firm, and that several issues were covered, probably
explains the managers’ high
level of motivation to participate in the project. Their high level
of motivation was
important because the filling in of a diary is a demanding task
which requires highly
motivated subjects, and because motivated subjects are assumed
to be more accurate
in their reports (Peterson and Kerin, 1981).
The diary
The aim of the diary was to capture the managers’ varied
contacts with external actors.
These contacts included face-to-face encounters (e.g. customer
visits), phone calls, and
fax messages. Because managers usually interact with a large
number of different
external actors, a classification of external actors into a
manageable number was
needed to make the diary. To do so we first conducted lengthy
semi-structured
interviews with the managers. We asked them open-ended
questions like: “With whom
do you have contact?”; “Who did you have contact with in the
last week?”; “Who have
contacted you during the last week?” The interviews were tape-
recorded and
transcribed. We then developed a draft classification, which was
presented to the
24. managers and modified in accordance with their inputs. It
should be noted that we
were careful not to impose any classification scheme on the
managers, to ensure that
the resulting categories reflected the realities of the firm as
perceived by the managers
themselves (Grønhaug and Lines, 1995; Starbuck and Mezias,
1996). In all, 11
environmental categories or sectors were constructed (e.g.
customers, suppliers and
other manufacturing firms). A range of sub-categories were also
constructed to make it
easier for the managers to find a category for every actor. These
categories and
subcategories are shown in Table III.
Dynamics of
market
orientation
961
P
o
si
ti
o
n
A
g
e
48. Table II.
Managerial
characteristics and tasks
EJM
38,8
962
To examine what kind of information was emphasised during
interactions with
external actors, a classification of relevant topics into a
manageable number was
needed. This was necessary because managers and their external
counterparts are
likely to have diverse interests, which means that a range of
relevant topics can come
up during such interactions. In all, ten categories (topics) were
carefully developed with
the managers to ensure that the different categories were
relevant:
(1) Raw materials.
(2) Production.
(3) Customers.
(4) Suppliers.
(5) The marketplace.
(6) Industry conditions.
49. (7) Laws and regulations.
Categories Subcategories
Manufacturing firms
Interest groups Five professional and industrial bodies listed
Suppliers Accountants
Insurance companies
Financial services providers
Haulage companies
Computer services
Providers of additives
Providers of production equipment/parts
Providers of packaging materials
Raw materials suppliers
Customers Norwegian customers
Norwegian export companies
Foreign customers
Consultants
Politicians
Governmental bodies Social security office
Employment office
Tax office
Directorate of Immigration
Ministry of Fisheries
Quality inspection authorities
County administration Development programme
50. Municipal administration Harbour authorities
City manager
Immigration officer
Local community Schools
Local associations
Table III.
Categories listed in the
diary
Dynamics of
market
orientation
963
(8) Alfa’s strategy and organisation.
(9) Competitors.
(10) New technology.
The topics were carefully explained to the managers, both orally
and in a written
manual given to them before they started filling in the diary. To
simplify the filling in
of the diary, managers were asked to tick only the first two
topics that came up during
the contact (if any). It was assumed that, in general, the most
important topics would be
the first the managers would think of when reporting contacts in
51. their diary. To
capture the direction of the contact, the managers were asked to
indicate who initiated
the contact – themselves or the external actor.
The diary was presented as a ring-leaf file in which each
external contact and its
details were to be entered on a separate sheet. The managers
were instructed to register
each encounter immediately or as soon as possible after it had
occurred. The log period
lasted 24 consecutive working days, covering five weeks. A
one-day test run of the
diary was conducted to sort out any remaining
misunderstandings. The firm was
visited several times to carefully instruct the managers. The
actual log period
represents a typical time period for Alfa, i.e. a prototypical
period for a firm embedded
in a turbulent environment, or as emphasised by one of the
managers: “There are no
general periods. Every week is special”. Altogether, the three
managers reported 409
contacts with external actors during the log period[2]. Phone
calls accounted for 71 per
cent of these interactions, whereas face-to-face encounters
accounted for 15 per cent
and letters, fax messages and e-mails accounted for 14 per cent.
Findings
In this section, we present our findings. We first report the
frequency and direction of
each of the three managers’ interactions with different external
sectors. We then report
the pattern of external interactions over time. Finally, we
present findings regarding
52. issues that were emphasised during contact with external actors.
The frequency and direction of Alfa’s external interactions
Table IV shows the frequency and direction of the three
managers’ external contacts in
the five-week log period. To simplify the presentation, only the
three sectors with
which the managers had the most frequent contact are shown.
General manager
Second-in-
command
Sales/
production
manager Total contact
Direction of contact Out In n Out In n Out In n Out In n
Manufacturers 8 24 32 10 15 25 1 1 2 19 40 59
Suppliers 17 39 56 11 25 36 25 26 51 53 90 143
Customers 0 17 17 0 2 2 11 46 57 11 65 76
Other eight sectors 7 29 36 45 45 90 1 4 5 53 78 131
Total contact 32 109 141 66 87 153 38 77 115 136 273 409
Table IV.
Frequency and direction
of the managers’
interactions with selected
external sectors during
the five-week log period
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38,8
964
53. Table IV reveals several interesting results. If we first inspect
the total frequency of
contacts summated in the column to the far right, it can be seen
that suppliers are the
sector with which the top management team has had most
contact by far (143 out of
409, i.e. 35 per cent). It can also be seen that contact with
customers accounts for only
76 out of 409 interactions (19 per cent).
If we now look at the direction of the total number of contacts,
some surprising
observations are revealed. Table IV shows that as many as 273
out of 409 interactions
(67 per cent) were initiated by external actors. Further, it can be
seen that Alfa’s
management initiated only 11 out of 76 interactions (14 per
cent) with customers, and
that of the total number of contacts initiated by Alfa (136), only
11 (8 per cent) were
directed at customers.
When looking at the results for the individual managers, further
intriguing
observations are revealed. It can be seen from Table IV that,
even for the general
manager, suppliers are the sector with which he had the most
frequent contact, as 56
out of his 141 interactions are with suppliers (40 per cent). In
addition, customers
represent only 17 out of his 141 contacts (12 per cent). The
direction of the general
manager’s external contacts also reveals some very interesting
54. patterns. External
actors initiated as many as 109 out of his 141 external
interactions (77 per cent).
Moreover, it can be seen that the general manager did not
initiate any of the 17
interactions he had with customers during the five-week log
period.
If we now turn to the second-in-command, it can be seen from
Table IV that the
majority of his contacts were with sectors other than
manufacturers, suppliers and
customers. This probably reflects his responsibility for
organisation development and
projects in the local community (see Table II for description of
tasks and
responsibilities). For example, he had 32 (21 per cent) external
contacts with
consultants and research institutions, 29 (19 per cent) of his
contacts with various
actors in the local community (e.g. schools and a local trade
organisation) and 21 (14
per cent) with governmental agencies. It can also be seen that
the second-in-command
hardly had any contact with customers. Also for the second-in-
command, external
actors initiated the majority of external interactions (i.e. 57 per
cent).
Inspection of Table IV shows that the sales and production
manager had the
majority of Alfa’s customer contacts, as he had 57 (75 per cent)
of Alfa’s 76 interactions
with customers in the log period. It can also be seen that
customer interactions make up
50 per cent of his total environmental contact in the log period
55. (57 out of 115). This
strong focus on customers can be explained by his responsibility
as a link between
customers and Alfa’s production and logistics, typically
involving adjustments in
product specifications and delivery schedules (see also Table II
for managerial tasks).
The observation that customers initiated 46 (81 per cent) out of
57 interactions
indicates that customers are the active parties in initiating such
adjustments. The sales
and production manager was also in frequent contact with
suppliers during the log
period (51 out of 115, i.e. 44 per cent).
External interaction pattern over time
In order to examine how Alfa’s external contact plays out over
time, we calculated the
frequency and direction of interactions per week. This is shown
in Table V. Here we
have totalled the frequencies for the individual managers and
calculated the percentage
of incoming contacts.
Dynamics of
market
orientation
965
Inspection of Table V reveals that Alfa is under strong and
continuous external
pressure, in particular from customers. If we look at the total
56. frequency of contacts
during each of the five weeks, it can be seen that it varies
between 53 (week 5) and 134
(week 4). This variation can be explained by two factors. First,
the managers were
away for several days during the log period, which naturally
leads to lower
frequencies. And second, the variance can be explained by
variations in the firm’s
and/or external actors’ focus and activities.
Issues emphasised during external interactions
In the market orientation literature, it is claimed that firms
should emphasise
information about the preferences and behaviour of customers
and competitors. What
kind of information was emphasised in Alfa’s external contact?
During the five-week
log period the three managers reported 409 external
interactions. They were asked to
assign the two most important topics – if any – that emerged
during each contact –
522 topics were reported. Interestingly, the topic of “customers”
was emphasised in
only 40 out of 409 interactions (10 per cent); and Alfa initiated
only 20 per cent of these
interactions. Moreover, the topic of “competitors” was
emphasised in only 5 per cent of
external interactions – Alfa initiated only 35 per cent of these
interactions. These
observations show that information about customers and
competitors represents only
a very small fraction of the issues emphasised in external
interactions. What then were
the most important issues? Our results show that all ten topics
were emphasised, albeit
57. to very variable degrees. In terms of frequency, the topic
“Alfa’s strategy and
organisation” was the most important one by far. It was
emphasised in as many as 214
out of the 409 interactions (52 per cent). Interestingly, external
actors initiated 61 per
cent of these interactions.
In the market orientation literature, customers and learning
about customers is a
central topic. Two questions are pursued in the following, i.e.
“What issues were
emphasised during contact with customers?” and “From which
actors/sectors did the
managers acquire information about customers?” In Table VI
some observations are
presented relating to the first question. Here we have totalled
the number of times that
different topics were emphasised during contact with customers.
We also show who
initiated these contacts.
Inspection of Table VI reveals several interesting observations.
First, it can be seen
that Alfa’s management emphasised a range of different issues
during their contact
with customers. It can also be seen that “production” was the
most frequently
Week 1 Week 2 Week 3 Week 4 Week 5
Total
contact
Direction of contact % in n % in n % in n % in n % in n % in n
Manufacturers 60 5 100 6 50 10 50 16 73 11 63 48
58. Suppliers 79 24 43 35 68 19 67 43 60 15 63 136
Customers 100 1 82 11 90 21 79 29 92 12 85 74
Other eight sectors 46 28 60 21 68 19 54 61 40 15 53 144
Total contact 62 58 58 73 72 69 69 134 64 53 66 387
a
Note:
a The lower number of observations compared with Table IV is
due to missing dates on some of
the diary sheets
Table V.
Percentage of incoming
contacts between the top
team and selected
environmental sectors
over time
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38,8
966
emphasised topic during these interactions. Interestingly,
customers initiated 25 out of
34 contacts (74 per cent) in which “production” was
emphasised. This probably has to
do with ongoing adjustments related to products and logistics.
From which actors/sectors did Alfa’s managers acquire
customer information? In
Table VII we present findings regarding the frequency and
59. direction of interactions in
which the topic of “customers” was emphasised.
Inspection of Table VII shows that external actors initiated 80
per cent of all
interactions related to customer issues. We also see that other
actors than customers
address customer issues.
Discussion
To sum up, our findings revealed that external actors initiated
more interactions than
the focal firm and that only a relatively small fraction of the
total number of
interactions were with customers. In fact, more interactions by
far were with suppliers.
It was also observed that the intensity of interactions varied
over time. Moreover, we
observed that information about customers and competitors was
only emphasised in a
small proportion of external interactions. Also, a variety of
topics other than
customers’ needs and wants were focused on in interactions
with customers, e.g.
supplies of raw materials and aspects of production. In addition,
it was observed that
customers were discussed in interactions with actors such as
manufacturers and
suppliers and that external actors mainly initiated these
contacts. In the following we
elaborate on and try to explain these observations. After that we
discuss implications
Out In Sum
Raw materials 0 9 9
60. Production 9 25 34
Customers 2 16 18
Suppliers 0 4 4
The marketplace 1 8 9
Industry conditions 0 0 0
Laws and regulations 0 4 4
Alfa’s strategy and organisation 0 7 7
Competitors 0 2 2
New technology 0 2 2
Sum (n) 12 77 89
a
Note:
a The higher number of observations (89) compared with the
total frequency of contact with
customers (76) displayed in Table IV is due to the fact that the
managers were allowed to assign two
topics to each contact
Table VI.
Contact with customers,
topics and direction of
contact
Outgoing Incoming Sum
n Percent n Percent n Percent
Manufacturers 2 3 5 13
Suppliers 3 10 13 32
Customers 2 16 18 45
Other sectors 1 3 4 10
Total 8 20 32 80 40 100
61. Table VII.
Frequency and direction
of contact with sectors
with which the topic of
“customers” was
emphasised
Dynamics of
market
orientation
967
for market orientation in turbulent environments as described
here. Finally, we discuss
limitations and make suggestions for future research.
A particularly interesting observation was the high proportion
of
externally-initiated interactions. To some extent this was
expected due to
interdependence between goal-directed market actors interacting
with others in
order to obtain the information and resources they need to
compete effectively. Here,
however, this tendency is probably amplified by the favourable
position Alfa seems to
have achieved in its industry, making it attractive to a range of
market actors. Our
arguments are as follows: Alfa has survived for 60 years in a
highly turbulent industry
and is still performing well. In addition, Alfa’s leaders have
62. been – and still are –
active in public debates, trying to influence policy makers to
develop and improve
industry conditions. This implies that Alfa is a well-known and
respected company in
its industry. Based on its longevity and good performance it can
be asserted that Alfa
holds unique and valuable knowledge and an influential position
in its industry,
making it attractive to multiple market actors seeking its
products, advice, assistance
and opinions, or offering goods or services. Due to Alfa’s
central position in its
industry, market actors may also try to influence Alfa’s
management in order to
improve their own status and position in the industry (Rindova
and Fombrun, 1999).
Alfa may also have developed such close relationships with
external actors that both
parties initiate communications. These factors probably
contribute to the high
proportion of externally-initiated interactions.
But how can the frequent interactions with a wide range of other
actors than
customers be explained? In fact, our findings show that Alfa’s
contact with customers
accounts for less than 19 per cent of all external contact in the
log period. Several
factors may explain the relatively low proportion of contact
with customers. First, to
serve customers – and at the same time survive and prosper –
the firm must take
many other constituents and factors into account. Ongoing
interactions with a wide
range of actors are a central means of continuously gathering
63. adequate and up-to-date
information and other resources, which is required in order to
adapt. For example, the
frequent and unpredictable variations in supplies of raw
materials represent a specific
type of environmental uncertainty that must be dealt with in an
adequate manner
because the firm needs adequate supplies to operate effectively
and to create value for
customers. Past research focusing on the seafood industry has
revealed that a range of
different strategies are applied to cope with the uncertain supply
situation. For
example, Ottesen and Grønhaug (2002b) found that firms try to
understand conditions
influencing the supply situation and anticipate what is
happening. And further, that
firms compete in the raw material market by trying to build
commitment through
social relationships and by offering inducements in addition to
price to make it more
attractive to land fish at their particular plant. Such activities
depend to a large extent
on interactions with suppliers, which explains the high
interaction frequency with this
sector.
Second, Alfa’s management exchange information about
customers and their needs
and preferences also with others than customers. In fact, 55 per
cent of the external
contacts where customer issues were emphasised were with
suppliers, manufacturers
and actors other than customers (calculated from Table VII).
This indicates that Alfa
may improve its understanding of customers and how to satisfy
64. their needs through
interactions with other actors than customers. Because external
actors initiated the
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38,8
968
majority of these contacts, this indicates that the other actors
also need to understand
Alfa’s customers, which implies interdependencies between
actors and their activities.
A final factor contributing to a high proportion of interactions
with other actors than
customers is that in a turbulent environment, opportunities and
threats come and go
(Abell, 1978), which implies that the intensity of Alfa’s and
other actors’ activities and
initiatives vary. This leads to interactions with a wide range of
actors and variable
intensity of interactions over time (see Table V).
A surprising observation was that interactions with customers
focus on many other
issues than customers’ needs and wants (see Table VI). This
finding can be interpreted
in several ways. First, customers may not fully understand their
own needs and wants.
Thus, focusing on other aspects may help clarify their needs.
Second, serving
customers adequately probably depends on a variety of factors,
which may explain the
emphasis on, for example, production and supplies. Third,
65. interactions are not only
conducted to obtain information and other resources needed to
act. Interactions and
information exchanges are a central aspect of social life that
allow for mutual
understanding and trust creation (March and Savon, 1984).
Implications for market orientation
Recently, Slater and Narver (1998) noted that the understanding
of what it means to be
market-oriented and how firms may benefit from it continues to
evolve. The present
study is based on a unique research design, capturing central
aspects of how the
management of one successful manufacturing firm actually
interacts with its turbulent
industrial context over time. Based on this we offer insights
into dynamic aspects of
how firms keep in touch with, learn about and are influenced
and restricted by
customers and other market actors in a turbulent environment.
Our findings show that Alfa focus on and interact with a range
of market actors –
not only customers and competitors as emphasised in the
literature on market
orientation. Here, in an industry based on an unstable natural
resource, a particularly
strong focus is on the supply sector. This makes sense because
in industries where
critical supplies are difficult to obtain, an important aspect of
market orientation is to
secure the necessary supplies in order to meet customer
expectations and to operate
effectively (Ottesen and Grønhaug, 2002a). This also indicates
that firms will try to
66. adjust their activities and focus as appropriate, depending on
the context in which they
are embedded and operate. As shown here, this might include
emphasis on other issues
and environmental sectors than what is emphasised in the
market orientation
literature.
The observation that information about customers was
emphasised during contact
with various actors such as suppliers, manufacturers and
customers is interesting
because it shows that the preferences and behaviour of
downstream customers can be
relevant to a range of actors in the value system – not only the
focal firm. This implies
interdependencies between actors and thus that the creation of
value to downstream
customers can – to some extent – be seen as a joint effort
including multiple actors in
the value system (see Grunert et al., 2002).
The high interaction frequency and high proportion of
externally-initiated
interactions by different types of market actors focusing on a
range of different
issues is intriguing because it indicates that firms’ focus and
informational activity are
influenced and restricted. It seems reasonable to assume that the
frequency, timing,
Dynamics of
market
orientation
67. 969
and identity of external initiatives are difficult to predict, which
implies that such
initiatives disrupt management in their doings (see Mintzberg,
1973). Such
“disruptions” may be small or large and of different types. First,
because external
initiatives can be time-consuming to deal with they imply a
break or postponement in
other tasks the manager is involved in. In addition to disturbing
his or her current
focus, time pressure is likely to increase. Second, external
actors may bring surprising
news that requires immediate action, e.g. a complaint from a
valuable customer who, in
trying to comply with demands from its main customers,
requests a large order
immediately. Depending on the perceived relevance and
significance of new
information, this may lead to a series of new contacts with both
internal and
external actors in order to try to verify the content of the
information and to obtain
more detail about how to handle the situation. Thus, the
disturbance can be much
larger than the contact itself.
The above findings and discussion show that conceiving firms
as autonomous and
proactive actors constantly monitoring a rather “passive”
marketplace might not be
adequate, in particular in turbulent environments as studied
here. It seems more
68. realistic to think of firms as embedded in a dynamic network of
more or less
interdependent market actors which may easily distort each
other’s focus and
activities. However, although external interactions and
initiatives may disturb
managers and their firms’ focus and activities, this represents a
crucial way in which
firms learn about and adapt to a turbulent environment.
As noted above, actors may actively try to influence each other
by providing
information and interpretations which are of a persuasive and
self-serving nature in
order to place their own firm or organisation in a favourable
light in the industry
(Rindova and Fombrun, 1999). This indicates that firms can be
exposed to biased
information. However, reliable and up-to-date market
information is central to firms
operating in ambiguous and information-rich environments.
Thus, they may benefit
from carefully inspecting and scrutinising incoming
information. An important
strategy for doing this is triangulation, which can be achieved
by collecting
information about the same issues, events, threats and
opportunities from different
market actors or other sources (Jick, 1979). A management team
where the team
members play different roles will probably support this.
Because such practices might
lead to more accurate market information they seem relevant to
the market-oriented
firm or organisation. From the above it also follows that an
important aspect of market
69. orientation is sorting out the market actors that are really
significant and developing
and maintaining trust-based relationships with these actors. For
example, Alfa seem to
have established such close relationships with their customers
and other significant
market actors that both parties will initiate communication
flows. In this way, firms
should be in a good position to accurately capture significant
changes in the
marketplace and the wider environment, and may thus gain an
edge on their
competitors.
From our findings and discussion it follows that other market
actors can rather
easily influence and distract each other. It also follows that
firms with a central
position in their industry attract the attention of other actors.
An interesting advantage
that can be gained from a strong industry position is better
access to private
information and other valuable resources than less attractive
firms (e.g. newly founded
or poorly performing firms). Attractive firms are also in a
position where they have
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38,8
970
more options in terms of who they want to interact with, for
example, other firms
70. holding valuable knowledge and having access to other
resources needed to create
superior customer value. Further, because attractive firms
probably are perceived as
more credible and trustworthy they have more influence in the
industry than less
attractive firms. This puts them in a position where they can
influence industry
standards and measures of success, which in turn improves their
access to valuable
information and resources (Rindova and Fombrun, 1999).
Through interactions with
market actors the firm may also influence the market in ways
benefiting the firm itself
(Jaworski et al., 2000). We therefore believe that
interpretational aspects of firms’
external interactions are important aspects of market
orientation.
Limitations and future research
How trustworthy are findings and discussions based on a study
of one firm only?
Clearly, conclusions drawn from a “one-shot” case study may be
questioned. However,
the present study focuses on firm-environment interactions and
uses a sample of 409
interactions. Hence, our discussions regarding firm-environment
interactions are based
on a substantial number of observations. However, admittedly,
the external validity of
our findings depends on the extent to which relevant
characteristics of Alfa and its
environment are sufficiently similar to those of other firms and
industries. We believe
that the findings are influenced by the actual context in which
the firm is embedded;
71. for example, the external actors involved and the relative
emphasis on the various
actors may intuitively vary across firms and industries.
However, it should be noted
that parts of our discussion relate primarily to attractive firms.
But there are no
reasons not to believe that other attractive firms will be
influenced by the market
actors with whom they interact, and also that firms operating in
nature-based
industries will be influenced in their focus and activities. In
sum, we believe that our
findings relate to some rather general aspects of firm-
environment interactions.
Future research might benefit from the insights provided here
by appreciating how
firms’ focus and activities can be influenced by turbulence
caused by the states of
nature and the dynamic nature of firm-environment interactions,
as described and
discussed here. However, more research is required. For
example, similar studies
should be conducted in other industries, but also with other
organisation members and
organisational structures. Here we have mainly focused on
aspects related to how firms
relate to a wide range of external actors, including how they
exchange information
about the marketplace and the wider environment. Future
research might focus on
other issues central to firms’ market orientation such as the
interpretation and use of
market information, as well as firms’ internal dissemination
efforts.
72. Notes
1. Note that the diary was developed as part of a large research
programme focusing on
organisation development, aimed at researching several other
issues in addition to those
reported here.
2. It should be noted that the managers were in their offices
most of the time, but that they did
some travelling during the log period. Also, in busy periods,
they found it difficult to register
all external contacts. They might also have had contact with
external actors after working
hours. All these factors might have led to under-reporting of the
frequency of actual external
interactions. However, there is no reason to believe that the
reported data do not give a
reasonably accurate “picture” of the managers’ external contact
patterns.
Dynamics of
market
orientation
971
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77. Dynamics of
market
orientation
973
An Approach to Case Analysis
Preparing A Case Study
It helps to have a system when sitting down to prepare a case
study as the amount of information and issues to be resolved
can initially seem quite overwhelming. The following is a good
way to start.
Step 1: The Short Cycle Process
1. Quickly read the case. If it is a long case, at this stage you
may want to read only the first few and last paragraphs. You
should then be able to
2. Answer the following questions:
1. Who is the decision maker in this case, and what is their
position and responsibilities?
2. What appears to be the issue (of concern, problem, challenge,
or opportunity) and its significance for the organization?
3. Why has the issue arisen and why is the decision maker
involved now?
4. When does the decision maker have to decide, resolve, act or
dispose of the issue? What is the urgency to the situation?
3. Take a look at the Exhibits to see what numbers have been
78. provided.
4. Review the case subtitles to see what areas are covered in
more depth.
5. Review the case questions if they have been provided. This
may give you some clues are what the main issues are to be
resolved.
You should now be familiar with what the case study is about,
and are ready to begin the process of analyzing it. You are not
done yet! Many students mistakenly believe that this is all the
preparation needed for a class discussion of a case study. If this
was the extent of your preparation, your ability to contribute to
the discussion would likely be limited to the first one quarter of
the class time allotted. You need to go further to prepare the
case, using the next step. One of the primary reasons for doing
the short cycle process is to give you an indication of how much
work will need to be done to prepare the case study properly.
Step 2: The Long Cycle Process
At this point, the task consists of two parts:
1. A detailed reading of the case, and then
2. Analyzing the case.
When you are doing the detailed reading of the case study, look
for the following sections:
1. Opening paragraph: introduces the situation.
2. Background information: industry, organization, products,
history, competition, financial information, and anything else of
significance.
79. 3. Specific (functional) area of interest: marketing, finance,
operations, human resources, or integrated.
4. The specific problem or decision(s) to be made.
5. Alternatives open to the decision maker, which may or may
not be stated in the case.
6. Conclusion: sets up the task, any constraints or limitations,
and the urgency of the situation.
Most, but not all case studies will follow this format. The
purpose here is to thoroughly understand the situation and the
decisions that will need to be made. Take your time, make
notes, and keep focussed on your objectives.
Analyzing the case should take the following steps:
1. Defining the issue(s)
2. Analyzing the case data
3. Generating alternatives
4. Selecting decision criteria
5. Analyzing and evaluating alternatives
6. Selecting the preferred alternative
7. Developing an action/implementation plan
Defining the issue(s)/Problem Statement
The problem statement should be a clear, concise statement of
exactly what needs to be addressed. This is not easy to write!
The work that you did in the short cycle process answered the
basic questions. Now it is time to decide what the main issues to
be addressed are going to be in much more detail. Asking
yourself the following questions may help:
1. What appears to be the problem(s) here?
80. 2. How do I know that this is a problem? Note that by asking
this question, you will be helping to differentiate the symptoms
of the problem from the problem itself. Example: while
declining sales or unhappy employees are a problem to most
companies, they are in fact, symptoms of underlying problems
which need to addressed.
3. What are the immediate issues that need to be addressed?
This helps to differentiate between issues that can be resolved
within the context of the case, and those that are bigger issues
that needed to addressed at a another time (preferably by
someone else!).
4. Differentiate between importance and urgency for the issues
identified. Some issues may appear to be urgent, but upon
closer examination are relatively unimportant, while others may
be far more important (relative to solving our problem) than
urgent. You want to deal with important issues in order of
urgency to keep focussed on your objective. Important issues
are those that have a significant effect on:
1. profitability,
2. strategic direction of the company,
3. source of competitive advantage,
4. morale of the company's employees, and/or
5. customer satisfaction.
The problem statement may be framed as a question, eg: What
should Joe do? or How can Mr Smith improve market share?
Usually the problem statement has to be re-written several times
during the analysis of a case, as you peel back the layers of
symptoms or causation.
81. Analyzing Case Data
In analyzing the case data, you are trying to answer the
following:
1. Why or how did these issues arise? You are trying to
determine cause and effect for the problems identified. You
cannot solve a problem that you cannot determine the cause of!
It may be helpful to think of the organization in question as
consisting of the following components:
1. resources, such as materials, equipment, or supplies, and
2. people who transform these resources using
3. processes, which creates something of greater value.
Now, where are the problems being caused within this
framework, and why?
2. Who is affected most by this issues? You are trying to
identify who are the relevant stakeholders to the situation, and
who will be affected by the decisions to be made.
3. What are the constraints and opportunities implicit to this
situation? It is very rare that resources are not a constraint, and
allocations must be made on the assumption that not enough
will be available to please everyone.
4. What do the numbers tell you? You need to take a look at the
numbers given in the case study and make a judgement as to
their relevance to the problem identified. Not all numbers will
be immediately useful or relevant, but you need to be careful
not to overlook anything. When deciding to analyze numbers,
keep in mind why you are doing it, and what you intend to do
82. with the result. Use common sense and comparisons to industry
standards when making judgements as to the meaning of your
answers to avoid jumping to conclusions.
Generating Alternatives
This section deals with different ways in which the problem can
be resolved. Typically, there are many (the joke is at least
three), and being creative at this stage helps. Things to
remember at this stage are:
1. Be realistic! While you might be able to find a dozen
alternatives, keep in mind that they should be realistic and fit
within the constraints of the situation.
2. The alternatives should be mutually exclusive, that is, they
cannot happen at the same time.
3. Not making a decision pending further investigation is not an
acceptable decision for any case study that you will analyze. A
manager can always delay making a decision to gather more
information, which is not managing at all! The whole point to
this exercise is to learn how to make good decisions, and having
imperfect information is normal for most business decisions, not
the exception.
4. Doing nothing as in not changing your strategy can be a
viable alternative, provided it is being recommended for the
correct reasons, as will be discussed below.
5. Avoid the meat sandwich method of providing only two other
clearly undesirable alternatives to make one reasonable
alternative look better by comparison. This will be painfully
obvious to the reader, and just shows laziness on your part in
not being able to come up with more than one decent
alternative.
83. 6. Keep in mind that any alternative chosen will need to be
implemented at some point, and if serious obstacles exist to
successfully doing this, then you are the one who will look bad
for suggesting it.
Once the alternatives have been identified, a method of
evaluating them and selecting the most appropriate one needs to
be used to arrive at a decision.
Top of pageKey Decision Criteria
A very important concept to understand, they answer the
question of how you are going to decide which alternative is the
best one to choose. Other than choosing randomly, we will
always employ some criteria in making any decision. Think
about the last time that you make a purchase decision for an
article of clothing. Why did you choose the article that you did?
The criteria that you may have used could have been:
1. fit
2. price
3. fashion
4. colour
5. approval of friend/family
6. availability
Note that any one of these criteria could appropriately finish the
sentence, the brand/style that I choose to purchase must....
These criteria are also how you will define or determine that a
successful purchase decision has been made. For a business
84. situation, the key decision criteria are those things that are
important to the organization making the decision, and they will
be used to evaluate the suitability of each alternative
recommended.
Key decision criteria should be:
1. Brief, preferably in point form, such as
1. improve (or at least maintain) profitability,
2. increase sales, market share, or return on investment,
3. maintain customer satisfaction, corporate image,
4. be consistent with the corporate mission or strategy,
5. within our present (or future) resources and capabilities,
6. within acceptable risk parameters,
7. ease or speed of implementation,
8. employee morale, safety, or turnover,
9. retain flexibility, and/or
10. minimize environmental impact.
2. Measurable, at least to the point of comparison, such as
alternative A will improve profitability more that alternative B.
3. Be related to your problem statement, and alternatives. If you
find that you are talking about something else, that is a sign of a
missing alternative or key decision criteria, or a poorly formed
problem statement.
Students tend to find the concept of key decision criteria very
confusing, so you will probably find that you re-write them
several times as you analyze the case. They are similar to
constraints or limitations, but are used to evaluate alternatives.
Evaluation of Alternatives
85. If you have done the above properly, this should be
straightforward. You measure the alternatives against each key
decision criteria. Often you can set up a simple table with key
decision criteria as columns and alternatives as rows, and write
this section based on the table. Each alternative must be
compared to each criteria and its suitability ranked in some
way, such as met/not met, or in relation to the other
alternatives, such as better than, or highest. This will be
important to selecting an alternative. Another method that can
be used is to list the advantages and disadvantages (pros/cons)
of each alternative, and then discussing the short and long term
implications of choosing each. Note that this implies that you
have already predicted the most likely outcome of each of the
alternatives. Some students find it helpful to consider three
different levels of outcome, such as best, worst, and most
likely, as another way of evaluating alternatives.
Recommendation
You must have one! Business people are decision-makers; this
is your opportunity to practice making decisions. Give a
justification for your decision (use the KDC's). Check to make
sure that it is one (and only one) of your Alternatives and that it
does resolve what you defined as the Problem.
Structure of the Written Report
Different Instructors will require different formats for case
reports, but they should all have roughly the same general
content. For this course, the report should have the following
sections in this order:
1. Title page
2. Table of contents
86. 3. Executive summary
4. Problem (Issue) statement
5. Data analysis
6. Key Decision Criteria
7. Alternatives analysis
8. Recommendations
9. Action and Implementation Plan
10. Exhibits
Notes on Written Reports:
Always remember that you will be judged by the quality of your
work, which includes your written work such as case study
reports. Sloppy, dis-organized, poor quality work will say more
about you than you probably want said! To ensure the quality of
your written work, keep the following in mind when writing
your report:
1. Proof-read your work! Not just on the screen while you write
it, but the hard copy after it is printed. Fix the errors before
submitting.
2. Use spell checker to eliminate spelling errors
3. Use grammar checking to avoid common grammatical errors
such as run on sentences.
4. Note that restating of case facts is not included in the format
of the case report, nor is it considered part of analysis. Anyone
87. reading your report will be familiar with the case, and you need
only to mention facts that are relevant to (and support) your
analysis or recommendation as you need them.
5. If you are going to include exhibits (particularly numbers) in
your report, you will need to refer to them within the body of
your report, not just tack them on at the end! This reference
should be in the form of supporting conclusions that you are
making in your analysis. The reader should not have to guess
why particular exhibits have been included, nor what they mean.
If you do not plan to refer to them, then leave them out.
6. Write in a formal manner suitable for scholarly work, rather
than a letter to a friend.
7. Common sense and logical thinking can do wonders for your
evaluation!
8. You should expect that the computer lab's printer will not be
functioning in the twelve hours prior to your deadline for
submission. Plan for it!
9. Proof-read your work! Have someone else read it too!
(particularly if english is not your first language) This second
pair of eyes will give you an objective opinion of how well your
report holds together.
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