Statistic, Assignment 2
Specialty Toys, Inc. sells a variety of new and innovative children’s toys. Management learned that the preholiday season is the best time to introduce a new toy, because many families use this time to look for new ideas for December holiday gifts. When Specialty discovers a new toy with good market potential, it choses an October market entry date.
In order to get toys in its stores by October, Specialty places one-time orders with its manufactures in July of each year. Demand for children’s toys can be highly volatile. If a new toy catches on, a sense of shortage in the marketplace often increases the demand to high levels and large profits can be realized. However, new toys can also flop, leaving Specialty stuck with high levels of inventory that must be sold at reduced prices. The most important question the company faces is deciding how many units of a new toy should be purchased to meet anticipated sales demand. If too few are purchased, sales will be lost; if too many are purchased, profits will be reduced because of low prices realized in clearance sales.
For the coming season, Specialty plans to introduce a new product called Weather Teddy. This variation of a talking teddy bear is made by a company in Taiwan. When a child presses Teddy’s hand, the bear begins to talk. A built-in barometer selects one of five responses that predict weather conditions. The responses range from “It looks to be a very nice day! Have fun” to “I think it may rain today. Don’t forget your umbrella”. Tests with the product show that, even though it is not a perfect weather predictor, its predictions are surprisingly good. Several of Specialty’s managers claimed Teddy gave predictions of the weather as good as local television weather forecasters.
As with other products, Specialty faces the decision of how many Weather Teddy units to order for the coming holiday season. Members of the management team suggested order quantities of 15,000, 18,000, 24,000 or 28,000 units. The wide range of order quantities suggested indicates considerable disagreement concerning the market potential. The product management team asked you for an analysis of the stock-out probabilities for various order quantities, an estimate of the profit potential, and to help make an order quantity recommendation. Specialty expects to sell Weather Teddy for $24 based on a cost of $16 per unit. If inventory remains after the holiday season, Specialty will sell all surplus inventories for $5 per unit. Specialty’s sales forecaster predicted the demand for Weather Teddy with an expected value of 20,000 units and a standard deviation of 5,100 units.
Managerial Report
Prepare a managerial report that addresses the following issues.
1. Use the sales forecaster’s prediction to describe a normal probability distribution that can be used to approximate the demand distribution. Find the probability that the demand will vary between two most extreme order quantities suggested .
Scenario You are a lieutenant in charge of an undercove.docxkenjordan97598
Scenario:
You are a lieutenant in charge of an undercover strike force team, charged with the responsibility of apprehending fugitives from justice. Your team has been criticized by the local media for some of its members' actions in carrying out their responsibilities, such as using questionable methods that could be seen as potential violation of some individual civil rights. Your team has been very effective in carrying out its assigned duties, resulting in an 80% apprehension rate.
You have been advised by the chief that all he wants is results, not excuses. He wants you to use whatever means are necessary to apprehend fugitives because anything less would reflect badly on the department and his leadership. He reminds you that he has the firm backing of the mayor and city commission in how he runs the department.
The next day, a news reporter informs you that he is working on a story regarding the apprehension of child rapist. Information he has gathered indicates that the arresting officers on the team, under your supervision, may have used questionable methods during the apprehension, which resulted in significant injuries to the individual. He asks for you to comment on the potential violation, and you inform him that you will look into the matter and get back with him later.
Later that evening, you call a meeting of your team and advise the members of the allegations made. It is then brought to your attention that there was some force used in the apprehension that may have exceeded what was necessary. The next morning, you advise the chief of the inquiry by the media, and you tell him that based on your preliminary inquiry, there may be some validity to what the reporter told you. He reminds you of what he expects out of your team: results, not excuses.
Ethics and Police Administration
Respond to the given scenario in 500-600 words addressing the following 8 questions
Due March 5th
Primary Task Response: Write 500–600 words that respond to the following questions with your thoughts, ideas, and comments. Be substantive and clear, and use examples to reinforce your ideas:
1. What do you think are the legal issues involved in the scenario? Explain.
2. What do you think are the ethical issues involved in the scenario? Explain.
3. What are the possible consequences of not addressing these ethical issues? Explain.
4. Considering the directive given to you by your chief that he wants results and not excuses, what are some of the factors that you should take into consideration?
5. How would you respond to the follow-up questions from the reporter? Why?
6. What will most likely result from your responses, and how will you protect yourself and your career? Explain.
7. How significant is it to you that a superior officer is implying that you should make an unethical decision? Explain.
8. How did this affect what you would say to the reporter? Explain.
*Must have a minimum of 2 reliable references with websit.
ECON 301 Midterm IClosed book and notes. Calculators are a.docxbudabrooks46239
ECON 301 Midterm I
Closed book and notes. Calculators are allowed
Feb 28th, 2019
12:30pm-1:45pm
Instructions: There are two parts in this exam. Part I has three pages. Parts II has five pages. Please
inspect the exam and make sure you have all EIGHT pages of questions, ONE page of formulas and ONE
page of standard normal distribution table. Do all your work on these pages. If you use the back of a
page, make sure to indicate that. If you have to round up an answer, make sure to report TWO decimal
digits.
Remember : You must show your work to get proper credits.
NAME:
RED ID:
1
1 Part I: Material Questions (41 Points)
1. Forest Green Brown, Inc., produces bags of cypress mulch. The weight in pounds per bag varies, as
indicated in the accompanying table.
Weight in pounds 44 45 46 47 48 49 50
Proportion of bags 0.10 0.07 0.21 0.29 0.15 0.10 0.08
(a) (9 points) Calculate the mean of the weight per bag.
(b) (9 points) Calculate the standard deviation of the weight per bag.
Page 2
2. (12 points) A client has an investment portfolio whose mean value is equal to $1,000,000 with a standard
deviation of $30,000. He has asked you to determine the probability that the value of his portfolio is
between $970,000 and $1,060,000.
Page 3
3. What not to get them on Valentine’s Day! A recent study among adults in the USA shows that adults
prefer not to receive certain items as gifts on Valentine’s Day; namely, Teddy bears: 45%; Chocolate:
25%; Jewelry: 15%; Flowers: 12%; Don’t Know: 3%. A Pareto diagram picturing the ”Unwanted
Presents” is as shown below.
(a) (6 points) If you want to be 80% sure you did not get your valentine something unwanted, what
should you avoid buying? How does the Pareto diagram show this?
(b) (5 points) 400 adults are to be surveyed, what frequencies would you expect to occur for each un-
wanted item listed on the snapshot?
Page 4
2 PART II: Essay Questions (59 Points)
1. Individuals living in high-poverty areas perform worse than those living in low-poverty areas on a wide
range of outcomes such as earnings, health conditions and education levels. Motivated by such dis-
parities, the U.S. Department of Housing and Urban Development (HUD) o↵ered housing vouchers to
low-income families. These housing vouchers pay a large portion of the rents and utilities (e.g. Section
8). Image that you are a policy maker trying to evaluate the e↵ectiveness of the housing vouchers.
Suppose you are most interested in the long-term impacts of housing vouchers on children who were
young when their families received the voucher.
(a) (8 points) You want to focus on the impact of housing vouchers on children’s future earnings. Your
colleague, another policy maker, suggests you to compare the average future earnings for children
whose families received a housing voucher with those whose families didn’t received a housing
voucher. Do you think your colleague’s suggestion is a good idea? Why?
(b) (8 points) Your economist colleag.
Homework #1SOCY 3115Spring 20Read the Syllabus and FAQ on ho.docxpooleavelina
Homework #1
SOCY 3115
Spring 20
Read the Syllabus and FAQ on how to do your homework before beginning the assignment!
To get consideration for full credit, you must:
· Follow directions;
· Show all work required to arrive at answer (statistical calculations often require multiple steps, so you need to write these down, not just skip to the final answer)
· Use appropriate statistical notation at all times (e.g. if you are calculating a population mean, begin with the equation for population mean)
· Use units in your answer, where appropriate (e.g. a mean time would be “6.5 hours” rather than just “6.5”)
Understanding the Structure of Data
1. For the following rectangular dataset:
Id
Highest degree
Works full-time
Annual income cat
1
Did not grad HS
Yes
Low
2
HS dip
Yes
Low
3
HS dip
No
Med
4
BA
No
Low
5
BA
Yes
Med
6
MA
Yes
High
7
HS dip
Yes
Med
a. What is the unit-of-analysis of the dataset?
b. How many variables are in the dataset?
c. How many observations/cases are in the dataset?
d. For eachvariable that is not named “id”:
i. What is the variable name?
ii. What is the level-of-measurement?
iii. What are the values for the variable?
iv. If you had to make a guess, what do you think the “question” was that was asked of the unit-of-analysis to get these data? (for example, if we had a continuous variable called “num_pets” the question might be “How many pets live in your household?”)
2. For the following rectangular dataset:
Id
num_bdrms
num_bthrms
sqft
Ranch
1
4
3
3200
Yes
2
2
1.5
2800
Yes
3
2
1
1200
Yes
4
3
2
1500
No
5
2
2
1100
No
a. What is the unit-of-analysis of the dataset?
b. How many variables are in the dataset?
c. How many observations/cases are in the dataset?
d. For each variable that is not named “id”:
i. What is the variable name?
ii. What is the level-of-measurement? Before answering, be sure to consult the slide called “Level of measurement – language to use”. Use the formal language!
iii. What are the values for the variable?
iv. If you had to make a guess, what do you think the “question” was that was asked of the unit-of-analysis to get these data? (for example, if we had a continuous variable called “num_pets” the question might be “How many pets live in your household?”)
3. For each of the following questions (1) construct a dataset with one variable and three observations (2) add data that could have theoretically been collected (just make up the actual responses to the question); and (3) indicate the level-of-measurement of the variable. I’ve done two examples for you.
Example#1:
What is your current age? (individual is the unit-of-analysis)
idage
1 25
2 32
3 61
The age variable is continuous/interval ratio.
Example#2:
What is the size of this hospital based on number of beds? (hospital is the unit-of-analysis)? Answers can be small (1-100 beds), medium (101-500 beds), large (501 beds to 1000 beds), extra large (1001+ beds)
idhosp_size
1 med
2 med
3 ext ...
Anesthesia Business Consultants (ABC), a leading provider in billing and practice management for the anesthesia and pain management specialty, is pleased to announce that the Winter 2015 issue of its quarterly newsletter, The Communiqué, is now available.
ABC offers The Communiqué electronically as well as in hard copy, both on a complimentary basis. The Communiqué features articles focusing on the latest hot topics for anesthesiologists, nurse anesthetists, pain management specialists and anesthesia practice administrators.
Tony Mira, President & CEO, explains, “If you are a regular reader of the Communiqué, then the Winter 2015 issue will be of interest to you. We always strive to provide content that reflects reciprocal and often iterative learning. And we are taking it up a notch this issue with a very interesting give-and-take between experts such as Michael Hicks, MD, MBA, and Joe Laden in their article Point-Counterpoint: Do National Anesthesia Management Companies Increase Revenues for Acquired Groups? This discussion began in an electronic list serv on the website of the Medical Group Management Association-Anesthesia Administration Assembly, of which both Dr. Hicks and Mr. Laden are members. The dialogue between Dr. Hicks and Mr. Laden has ended up introducing an important topic that has not been touched on previously in the Communiqué—the inherent limitations of compensation surveys in a consolidating marketplace.
The QCDR is a topic on everyone’s thoughts these days. We attempt to further clarify the topic with a timely article by Richard Dutton, MD, MBA and Matthew Popovich, PhD. Their article on the ASA-Anesthesia Quality Institute’s Quality Clinical Data Registry, QCDR Made Simple—Ha! asks and answers the questions so many of you are raising about the QCDR, and the QCDR’s designers/managers, for example, “What are my options?” and “What measures can I report on?” It is a format that should make it easier for readers to assess whether and how to participate in reporting to the QCDR, even as the registry and its requirements continue to develop.
Scenario You are a lieutenant in charge of an undercove.docxkenjordan97598
Scenario:
You are a lieutenant in charge of an undercover strike force team, charged with the responsibility of apprehending fugitives from justice. Your team has been criticized by the local media for some of its members' actions in carrying out their responsibilities, such as using questionable methods that could be seen as potential violation of some individual civil rights. Your team has been very effective in carrying out its assigned duties, resulting in an 80% apprehension rate.
You have been advised by the chief that all he wants is results, not excuses. He wants you to use whatever means are necessary to apprehend fugitives because anything less would reflect badly on the department and his leadership. He reminds you that he has the firm backing of the mayor and city commission in how he runs the department.
The next day, a news reporter informs you that he is working on a story regarding the apprehension of child rapist. Information he has gathered indicates that the arresting officers on the team, under your supervision, may have used questionable methods during the apprehension, which resulted in significant injuries to the individual. He asks for you to comment on the potential violation, and you inform him that you will look into the matter and get back with him later.
Later that evening, you call a meeting of your team and advise the members of the allegations made. It is then brought to your attention that there was some force used in the apprehension that may have exceeded what was necessary. The next morning, you advise the chief of the inquiry by the media, and you tell him that based on your preliminary inquiry, there may be some validity to what the reporter told you. He reminds you of what he expects out of your team: results, not excuses.
Ethics and Police Administration
Respond to the given scenario in 500-600 words addressing the following 8 questions
Due March 5th
Primary Task Response: Write 500–600 words that respond to the following questions with your thoughts, ideas, and comments. Be substantive and clear, and use examples to reinforce your ideas:
1. What do you think are the legal issues involved in the scenario? Explain.
2. What do you think are the ethical issues involved in the scenario? Explain.
3. What are the possible consequences of not addressing these ethical issues? Explain.
4. Considering the directive given to you by your chief that he wants results and not excuses, what are some of the factors that you should take into consideration?
5. How would you respond to the follow-up questions from the reporter? Why?
6. What will most likely result from your responses, and how will you protect yourself and your career? Explain.
7. How significant is it to you that a superior officer is implying that you should make an unethical decision? Explain.
8. How did this affect what you would say to the reporter? Explain.
*Must have a minimum of 2 reliable references with websit.
ECON 301 Midterm IClosed book and notes. Calculators are a.docxbudabrooks46239
ECON 301 Midterm I
Closed book and notes. Calculators are allowed
Feb 28th, 2019
12:30pm-1:45pm
Instructions: There are two parts in this exam. Part I has three pages. Parts II has five pages. Please
inspect the exam and make sure you have all EIGHT pages of questions, ONE page of formulas and ONE
page of standard normal distribution table. Do all your work on these pages. If you use the back of a
page, make sure to indicate that. If you have to round up an answer, make sure to report TWO decimal
digits.
Remember : You must show your work to get proper credits.
NAME:
RED ID:
1
1 Part I: Material Questions (41 Points)
1. Forest Green Brown, Inc., produces bags of cypress mulch. The weight in pounds per bag varies, as
indicated in the accompanying table.
Weight in pounds 44 45 46 47 48 49 50
Proportion of bags 0.10 0.07 0.21 0.29 0.15 0.10 0.08
(a) (9 points) Calculate the mean of the weight per bag.
(b) (9 points) Calculate the standard deviation of the weight per bag.
Page 2
2. (12 points) A client has an investment portfolio whose mean value is equal to $1,000,000 with a standard
deviation of $30,000. He has asked you to determine the probability that the value of his portfolio is
between $970,000 and $1,060,000.
Page 3
3. What not to get them on Valentine’s Day! A recent study among adults in the USA shows that adults
prefer not to receive certain items as gifts on Valentine’s Day; namely, Teddy bears: 45%; Chocolate:
25%; Jewelry: 15%; Flowers: 12%; Don’t Know: 3%. A Pareto diagram picturing the ”Unwanted
Presents” is as shown below.
(a) (6 points) If you want to be 80% sure you did not get your valentine something unwanted, what
should you avoid buying? How does the Pareto diagram show this?
(b) (5 points) 400 adults are to be surveyed, what frequencies would you expect to occur for each un-
wanted item listed on the snapshot?
Page 4
2 PART II: Essay Questions (59 Points)
1. Individuals living in high-poverty areas perform worse than those living in low-poverty areas on a wide
range of outcomes such as earnings, health conditions and education levels. Motivated by such dis-
parities, the U.S. Department of Housing and Urban Development (HUD) o↵ered housing vouchers to
low-income families. These housing vouchers pay a large portion of the rents and utilities (e.g. Section
8). Image that you are a policy maker trying to evaluate the e↵ectiveness of the housing vouchers.
Suppose you are most interested in the long-term impacts of housing vouchers on children who were
young when their families received the voucher.
(a) (8 points) You want to focus on the impact of housing vouchers on children’s future earnings. Your
colleague, another policy maker, suggests you to compare the average future earnings for children
whose families received a housing voucher with those whose families didn’t received a housing
voucher. Do you think your colleague’s suggestion is a good idea? Why?
(b) (8 points) Your economist colleag.
Homework #1SOCY 3115Spring 20Read the Syllabus and FAQ on ho.docxpooleavelina
Homework #1
SOCY 3115
Spring 20
Read the Syllabus and FAQ on how to do your homework before beginning the assignment!
To get consideration for full credit, you must:
· Follow directions;
· Show all work required to arrive at answer (statistical calculations often require multiple steps, so you need to write these down, not just skip to the final answer)
· Use appropriate statistical notation at all times (e.g. if you are calculating a population mean, begin with the equation for population mean)
· Use units in your answer, where appropriate (e.g. a mean time would be “6.5 hours” rather than just “6.5”)
Understanding the Structure of Data
1. For the following rectangular dataset:
Id
Highest degree
Works full-time
Annual income cat
1
Did not grad HS
Yes
Low
2
HS dip
Yes
Low
3
HS dip
No
Med
4
BA
No
Low
5
BA
Yes
Med
6
MA
Yes
High
7
HS dip
Yes
Med
a. What is the unit-of-analysis of the dataset?
b. How many variables are in the dataset?
c. How many observations/cases are in the dataset?
d. For eachvariable that is not named “id”:
i. What is the variable name?
ii. What is the level-of-measurement?
iii. What are the values for the variable?
iv. If you had to make a guess, what do you think the “question” was that was asked of the unit-of-analysis to get these data? (for example, if we had a continuous variable called “num_pets” the question might be “How many pets live in your household?”)
2. For the following rectangular dataset:
Id
num_bdrms
num_bthrms
sqft
Ranch
1
4
3
3200
Yes
2
2
1.5
2800
Yes
3
2
1
1200
Yes
4
3
2
1500
No
5
2
2
1100
No
a. What is the unit-of-analysis of the dataset?
b. How many variables are in the dataset?
c. How many observations/cases are in the dataset?
d. For each variable that is not named “id”:
i. What is the variable name?
ii. What is the level-of-measurement? Before answering, be sure to consult the slide called “Level of measurement – language to use”. Use the formal language!
iii. What are the values for the variable?
iv. If you had to make a guess, what do you think the “question” was that was asked of the unit-of-analysis to get these data? (for example, if we had a continuous variable called “num_pets” the question might be “How many pets live in your household?”)
3. For each of the following questions (1) construct a dataset with one variable and three observations (2) add data that could have theoretically been collected (just make up the actual responses to the question); and (3) indicate the level-of-measurement of the variable. I’ve done two examples for you.
Example#1:
What is your current age? (individual is the unit-of-analysis)
idage
1 25
2 32
3 61
The age variable is continuous/interval ratio.
Example#2:
What is the size of this hospital based on number of beds? (hospital is the unit-of-analysis)? Answers can be small (1-100 beds), medium (101-500 beds), large (501 beds to 1000 beds), extra large (1001+ beds)
idhosp_size
1 med
2 med
3 ext ...
Anesthesia Business Consultants (ABC), a leading provider in billing and practice management for the anesthesia and pain management specialty, is pleased to announce that the Winter 2015 issue of its quarterly newsletter, The Communiqué, is now available.
ABC offers The Communiqué electronically as well as in hard copy, both on a complimentary basis. The Communiqué features articles focusing on the latest hot topics for anesthesiologists, nurse anesthetists, pain management specialists and anesthesia practice administrators.
Tony Mira, President & CEO, explains, “If you are a regular reader of the Communiqué, then the Winter 2015 issue will be of interest to you. We always strive to provide content that reflects reciprocal and often iterative learning. And we are taking it up a notch this issue with a very interesting give-and-take between experts such as Michael Hicks, MD, MBA, and Joe Laden in their article Point-Counterpoint: Do National Anesthesia Management Companies Increase Revenues for Acquired Groups? This discussion began in an electronic list serv on the website of the Medical Group Management Association-Anesthesia Administration Assembly, of which both Dr. Hicks and Mr. Laden are members. The dialogue between Dr. Hicks and Mr. Laden has ended up introducing an important topic that has not been touched on previously in the Communiqué—the inherent limitations of compensation surveys in a consolidating marketplace.
The QCDR is a topic on everyone’s thoughts these days. We attempt to further clarify the topic with a timely article by Richard Dutton, MD, MBA and Matthew Popovich, PhD. Their article on the ASA-Anesthesia Quality Institute’s Quality Clinical Data Registry, QCDR Made Simple—Ha! asks and answers the questions so many of you are raising about the QCDR, and the QCDR’s designers/managers, for example, “What are my options?” and “What measures can I report on?” It is a format that should make it easier for readers to assess whether and how to participate in reporting to the QCDR, even as the registry and its requirements continue to develop.
IMC – Chapter 3 – ClowBaack Group Assessment on Diverse Families.docxsheronlewthwaite
IMC – Chapter 3 – Clow/Baack Group Assessment on “Diverse Families” presented in advertising.
We all know by now that the American family looks a lot different than it used to. Whether defined by LGBT parents, nonmarried parents or stay-at-home dads, two out of five households today do not fit the traditional mold, notes a new report, "Family Diversity Is the Norm," from YouGov and Johnson & Johnson-owned parenting site BabyCenter.
But exactly what does that mean for brand marketers? Just as the makeup of families has changed, so have the ads targeted to them.
"For brands, the good news is that there's lower risk when stepping into this territory," said Ted Marzilli, CEO of YouGov BrandIndex, noting that 80 percent of parents say they like seeing diverse families in ads. (The report also found that 60 percent of parents say a brand that respects all kinds of families is an important factor in their purchasing decisions.) But, it's not just enough to show diverse families in ads. "You have to be authentic," Marzilli pointed out.
Among the campaigns depicting people outside the cookie-cutter casting call that were singled out by the report: "This Is Wholesome" from Mondelez's Honey Maid, "Learning Sign Language" from Wells Fargo and "Like a Girl" from Procter & Gamble's Always.
"This is something marketers can't ignore," said Julie Michaelson, head of global sales for BabyCenter. "The real trick, though, is, how do they do it right? How do they navigate this new reality of the American family to help them make stronger connections with today's parents and tomorrow's parents as well?"
The question will be addressed during two panel discussions on March 12 at South by Southwest Interactive in Austin, Texas: "Media's New American Family: No Norman Rockwell" and "The Scariest Word in Brand Advertising: Family."
See below for more insights from the report:
· 80 percent of parents say they like seeing diverse families in advertising.
· 66 percent of parents say a brand that respects all types of families is an important factor in their purchasing decisions.
· 41 percent of millennial parents agree that they are more likely to purchase products from brands that use more diverse family types in their advertising.
· 70 percent of millennial parents have chosen not to purchase something because they don't believe in what the company stands for
· Two out of three parents agree: a brand that realistically reflects parenting today is an important factor in their purchasing decisions.
· Three out of four parents agree: a brand that shares my values is an important factor in their purchasing decisions.
· 60 percent of single parents say the growing variety of family types is a good thing. However, 27 percent say it doesn't make a difference, and 13 percent say it's a bad thing.
· 52 percent of moms agreed that they pay more attention to ads that feature an image of a real mom (rather than actors or models). This number is even higher among millennial moms ( ...
Numbers Rule Your World: The Hidden Influence of Probabilities and Statistics...McGraw-Hill Professional
NUMBERS RULE YOUR WORLD
In the popular tradition of eye-opening bestsellers like Freakonomics, The Tipping Point, and Super Crunchers, this fascinating book from renowned statistician and blogger Kaiser Fung takes you inside the hidden world of facts and figures that affect you every day, in every way.
These are the statistics that rule your life, your job, your commute, your vacation, your food, your health, your money, and your success. This is how engineers calculate your quality of living, how corporations determine your needs, and how politicians estimate your opinions. These are the numbers you never think about-even though they play a crucial role in every single aspect of your life.
What you learn may surprise you, amuse you, or even enrage you. But there's one thing you won't be able to deny: Numbers Rule Your World…
Week 4 Assignment Exploring the Consumer and B2B Decision Making.docxcockekeshia
Week 4 Assignment: Exploring the Consumer and B2B Decision Making processes
Background of the Case
You have been hired as a marketing strategy consultant for Nighthawk Motors’ new Plug-in Hybrid, the Ecostar. Nighthawk Motors is preparing for the auto show season in the United States and plans to showcase their latest model of the Ecostar at the various auto shows around the U.S. You have been hired as a consultant to develop Nighthawk’s marketing strategy to sell the hybrid to consumers in the United States.
Below is a link about designing displays at auto shows.
Why auto show display design is tricky: Marketing executive talks strategy
The Ecostar is a five person compact hybrid automobile equipped with a 1.8L 4 cylinder engine. It has a range of 80 miles on batteries alone and 500 miles on a tank of gas. Its EPA rating is 60 miles per gallon for city driving and 55 miles per gallon for highway driving. The Ecostar is available in white, silver, blue, green, orange, and red. The Ecostar’s direct competitor is the Toyota Prius, but the Ecostar’s base price is $3,000 less than the Prius. The Ecostar is also produced mostly in the United States with over 75% of its components being built in the U.S.
Below is a link comparing the different models of hybrids.
Car Rankings: Hybrid Cars
Although hybrid automobiles have been around for well over a decade, consumers are somewhat wary of buying them because the technology is still evolving. They worry about finding skilled mechanics to repair them. Many consumers have also heard that it will be expensive to replace the batteries when they get old. As well they are worried that they won’t be able to trade them in.
Your job is to develop a marketing strategy to overcome their reluctance and make the Ecostar the first choice among all compact car buyers and not just among customers predisposed to purchase hybrid cars.
Nighthawk Motors’ goal is for the Ecostar to go beyond being a product just for “green” consumers and instead be the number one selling vehicle in the world. Priced at $3,000 less than the current leader, the Toyota Prius, Ecostar has potential to be competitive even in the tough U.S. market.
Market Research
The success of your marketing strategy will depend on your ability to design a marketing campaign that will influence the consumer decision making process. Your first step will be to research and understand the role that different steps of the consumer decision making process has in enabling the consumer to make a high value purchase decision.
Read Consumer Behavior: How People Make Buying Decisions.
Deliverables
Prepare a case analysis addressing the following issues:
1. Identify the best target market segments for the Ecostar. Provide detailed justification in support of your determination.
2. Analyze the consumer decision making process for automobiles in the segment you have identified for the Ecostar. In this connection examine how Figure 3.9 Stages in the Co.
1. What did you learn about this structure that was a surprise to .docxcarlstromcurtis
1. What did you learn about this structure that was a surprise to you or resonated with you about building relationships in the workplace? Did the people who built this wall have to work together? Are there any lessons to be learned about building relationships across philosophical divides (differing world views) in the workplace? 1 paragraph supporting these questions
Note: Please avoid comments or references to the southern border between Mexico and the USA. This is a highly controversial subject and your comments may be taken out of context and appear as harassment. Any comments about the southern border or Mexico will be immediately removed and points deducted from your score.
2. Describe the purpose of the Hajj and share two interesting aspects of this event. Explain the relationship between Mohammad and the Dome of the Rock. What happened at the Dome of the Rock? 1 paragraph supporting this
3. Consider the following products: Coca-Cola Classic, Apple Iphone, Nike basketball shoes, and Loreal Shampoo.
Products offered by a business can be actual goods, services, and ideas.
· Pick one of the products above, identify two competitors, and what they offer that competes with your product.
· For your product, describe the unique selling proposition. How is this product superior to the competitors you identified above.
Requirements: Make sure you Respond to both bullets, in at least 4 Good Sentences per bullet, making sure you address all points of each bullet.
4. Consider the following brands: McDonalds, Cadillac, and WalMart.
· When you think of a brand, it makes you think and feel a certain way. Those images are carefully crafted by Brand Managers. So for this discussion, choose one of the brands listed here and discuss what words, feelings and images immediately come to mind when you hear the brand name or see the brand logo.
· Then discuss how the marketers have created these ‘feelings’ and thoughts for consumers and why you think they created them.
Requirements-: Make sure you Respond to both bullets, in at least 4 Good Sentences per bullet, making sure you address all points of each bullet.
5. It is very important to make sure that you align your pricing strategy with your target market and branding strategy. Below are various different businesses and pricing strategies.
· Match each business with the pricing strategy that you believe the business is using.
· Discuss why you think the business is using the pricing strategy that you did.
Pricing Strategy
Penetration Pricing
Pricing Skimming
Premium Pricing
Competitive Pricing
Economy Pricing
Promotional Pricing
Business
Bentley Motors
Motorola
Kohl’s
Dish Network
Requirements: You need at least 2 full original sentences per business, telling what pricing strategy you selected and why you selected the pricing strategy you did for the business. A total of at least 8 full sentences will be needed.
Clinical Question
Comments
Is your topic HC.
EDAS 647
Case Review Assignment Instructions
After reading Chapter 1 in La Morte’s
School law: Cases and Concepts, complete the following activity:
Write a case brief using the outline for each of the cases listed below. These are basic cases impacting education. It is important that we understand that these cases are precedent-setting cases. So much of current law rests on these and many others. You may use any law review site you wish. Please make certain
to cite all relevant information and review the rubric carefully to ensure that you have met the criteria for each heading. Your submission should be in APA format and be submitted as one document. Each case review is to be at least two pages in length.
Include the following
headings in each of your reviews.
1. What are the Facts of the Case?
2. What are the Major Issues of the Case?
3. What was the Rationale Given about the Case?
4. What were the Holdings from the Judges?
5. Present Your Reaction to The Case?
For Module 1: Week 1, you will review:
Case Scenario: Kiryas Joel v. Grumet, 512 U.S. 687 (1994)
Case Scenario: Rosenberger v. University of Virginia, 515 U.S. 819 (1995)
Case Scenario: Lukumi Babalu Aye v. City of Hialeah, 508 U.S. 520 (1993)
MKT500
Part B: ABC Marketing Plan (Change to your name of business here)
Your Name
MKT500 Marketing Management
Strayer University
Dr. Your Professor
Date submitted
Introduction
Explain how you will use the feedback you received on Part A of your marketing plan to improve your plan. Do not just list the feedback.
Next, re-introduce your company you shared in Part A.
Lastly, review what you will share: branding strategy, primary and secondary target markets, positioning statement, and consumer behavior.
Branding Strategy
Write an introduction here (minimum of three sentences). Develop a branding strategy for your product that covers the brand name, logo, slogan, and at least one (1) brand extension.
For each of these sections below, provide rationale. Each section should be a minimum of three sentences.
Brand Name
Text starts here, provide rationale (minimum of three sentences).
Logo
Text starts here (do not start with an image of your logo, describe first); provide rationale (minimum of three sentences). Relay what the logo means, for example, Nike’s swoosh logo. Example below:
Figure 1. Your company name logo and short descrption.
Slogan
Text starts here (do not start with your slogan, describe first); provide rationale (minimum of three sentences).
Brand Extension
Text starts here, provide rationale (minimum of three sentences).
Primary and Secondary Target Markets
Analyze the primary and secondary target markets for your company. Thoroughly include the demographic profile (for example, age, gender, ethnicity, et cetera), psychographic profile, professional profile, and geographic profile. Factors to consider in determining your tar.
Discussion Questions Chapter 15Terms in Review1Define or exp.docxedgar6wallace88877
Discussion Questions Chapter 15
Terms in Review
1
Define or explain:
1. Coding rules.
2. Spreadsheet data entry.
3. Bar codes.
4. Precoded instruments.
5. Content analysis.
6. Missing data.
7. Optical mark recognition.
2
How should the researcher handle “don’t know” responses?
Making Research Decisions
3
A problem facing shoe store managers is that many shoes eventually must be sold at markdown prices. This prompts us to conduct a mail survey of shoe store managers in which we ask, What methods have you found most successful for reducing the problem of high markdowns? We are interested in extracting as much information as possible from these answers to better understand the full range of strategies that store managers use. Establish what you think are category sets to code 500 responses similar to the 14 given here. Try to develop an integrated set of categories that reflects your theory of markdown management. After developing the set, use it to code the 14 responses.
1. Have not found the answer. As long as we buy style shoes, we will have markdowns. We use PMs on slow merchandise, but it does not eliminate markdowns. (PM stands for “push-money”—special item bonuses for selling a particular style of shoe.)
2. Using PMs before too old. Also reducing price during season. Holding meetings with salespeople indicating which shoes to push.
3. By putting PMs on any slow-selling items and promoting same. More careful check of shoes purchased.
4. Keep a close watch on your stock, and mark down when you have to—that is, rather than wait, take a small markdown on a shoe that is not moving at the time.
5. Using the PM method.
6. Less advance buying—more dependence on in-stock shoes.
7. Sales—catch bad guys before it’s too late and close out.
8. Buy as much good merchandise as you can at special prices to help make up some markdowns.
9. Reducing opening buys and depending on fill-in service. PMs for salespeople.
10. Buy more frequently, better buying, PMs on slow-moving merchandise.
11. Careful buying at lowest prices. Cash on the buying line. Buying closeouts, FDs, overstock, “cancellations.” (FD stands for “factory-discontinued” style.)
12. By buying less “chanceable” shoes. Buy only what you need, watch sizes, don’t go overboard on new fads.
13. Buying more staple merchandise. Buying more from fewer lines. Sticking with better nationally advertised merchandise.
14. No successful method with the current style situation. Manufacturers are experimenting, the retailer takes the markdowns—cuts gross profit by about 3 percent—keep your stock at lowest level without losing sales.
4
Select a small sample of class members, work associates, or friends and ask them to answer the following in a paragraph or two: What are your career aspirations for the next five years? Use one of the four basic units of content analysis to analyze their responses. Describe your findings as frequencies for the unit of analysis selected.
Bringing Research to L.
In this unit, you will experience the powerful impact communication .docxwhitneyleman54422
In this unit, you will experience the powerful impact communication and miscommunication can have on cultural diversity.
Download the Communication: The Journey of Message Template
Follow the template instructions
Demonstrate your understanding of key concepts from the weekly content by including analysis of specific evidence in your responses within the template.
Use in-text citations and APA formatting for all source material references in your template.
Upload the completed template to this assessment.
.
In this task, you will write an analysis (suggested length of 3–5 .docxwhitneyleman54422
In this task, you will write an analysis (
suggested length of 3–5 pages
) of one work of literature. Choose
one
work from the list below:
Classical Period
• Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)
• Aeschylus, “Song of the Furies” from
The Eumenides
, ca. 458 B.C.E. (poetry)
• Sophocles,
Antigone
, ca. 442 B.C.E. (drama)
• Aristotle, Book 1 from the
Nichomachean Ethics
, ca. 35 B.C.E. (philosophical text)
• Augustus,
The Deeds of the Divine Augustus
, ca. 14 C.E. (funerary inscription)
• Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of
The Metamorphoses
, ca. 2 C.E. (poetry)
Renaissance
• Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)
• Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)
• Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from
The Notebooks
ca. 1478-1518 (art text)
• Edmund Spenser, Sonnet 30, “My Love is like to Ice” from
Amoretti
1595 (poetry)
• William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)
• Francis Bacon, “Of Studies” from
The Essays or Counsels…
1625 (essay)
• Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)
• Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
Enlightenment
• René Descartes, Part 4 from
Discourse on Method
, 1637 (philosophical text)
• William Congreve,
The Way of the World
, 1700 (drama-comedy)
• Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)
• Voltaire, “Micromégas” 1752 (short story, science fiction)
• Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)
• Thomas Paine, “Common Sense” 1776 (essay)
• Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)
• Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
Romanticism
• Lord Byron, “She Walks in Beauty” 1813 (poetry)
• Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)
• Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)
• Alexander Dumas,
The Count of Monte Cristo
, 1844 (novel)
• Emily Brontë,
Wuthering Heights
, 1847 (novel)
• Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story)
• Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)
• Friedrich Nietzsche, Book 4 from
The Joyful Wisdom
, 1882 (philosophical text)
Realism
• Charles Dickens,
A Christmas Carol
, 1843 (novella)
• Karl Marx and Friedrich Engles,
The Communist Manifesto
, 1848 (political pamphlet)
• Christina Rossetti, “Goblin Market” 1862 (poetry)
• Matthew Arnold, “Dover Beach” 1867 (poetry)
• Robert Louis Stevenson,
The Strange Case of Dr. Jekyll and Mr. Hyde
, 1886 (novella)
• Kate Chopin, “The Story of an Hour” 1894 (short story)
• Mark Twain, “The.
In this SLP you will identify where the major transportation modes a.docxwhitneyleman54422
In this SLP you will identify where the major transportation modes are used in the EESC from SLP3: rail, inland water, ocean steamer, and/or OTR.
There are five basic transportation modes: rail, inland water ways, ocean, over-the-road, and air. We will not be concerned about air transport in this SLP as it is the least used and most expensive in general supply chain transportation.
Review and read these resources on these three transportation modes: rail, inland water, and OTR. Ocean is not included in these readings since it is mainly used for importing and exporting. This will be covered in more detail in LOG502. But you are asked to identify where ocean transport is used, but not in detail.
RESOURCES - SEE SLP 3 RESOURCES IN BACKGROUND PAGE
Session Long Project
Review the EESC from SLP2. Identify in the EESC where each of the four modes of transportation are used: rail, inland water, ocean, and OTR. You can use topic headings for each mode. Identify the materials being transported from which industry to which industry. Discuss why this mode is being used and what the costs are on a per ton-mile basis.
SLP Assignment Expectations
The paper should include:
Background:
Briefly
review and discuss the targeted product, company, and industry
Diagram: Include the diagram of the EESC
Transportation Discussion: Discuss each of the four transportation modes (rail, inland water, ocean, OTR) in the EESC and where each one is used. Discuss why this mode is used and the costs of using.
Clarity and Organization: The paper should be well organized and clearly discuss the various topics and issues in depth and breadth.
Use of references and citations: at least six (6) proper references should be used correctly, cited in the text, and listed in the references using proper APA format.
Length: The paper should be three to four pages – the body of the paper excluding title page and references page.
NOTE: You can use the transportation resources. You should also do independent research and find at least two additional appropriate references, for a total of at least six.
SLP Resources
Waterways
American Society of Civil Engineers. (2014). Report card for America’s infrastructure.
Infrastructure Report Card.
Retrieved from
http://www.infrastructurereportcard.org/fact-sheet/inland-waterways
Texas Transportation Institute. (2009). A Modal Comparison Of Domestic Freight Transportation Effects On The General Public, retrieved from
http://www.nationalwaterwaysfoundation.org/study/FinalReportTTI.pdf
U.S. Army Corps of Engineers. (2014). The U.S. Waterway System, Transportation Facts & Information; Navigation Center. Retrieved from
http://www.navigationdatacenter.us/factcard/factcard12.pdf
Railroads
Bureau of Transportation Statistics (Rail), retrieved from
https://www.bts.gov/topics/rail
USDOT (2012). Freight rail: data & resources. Retrieved on 20 Sep 2016 from
https://www.fra.dot.gov/Page/P0365
American Association of Railroads. Ret.
In this module the student will present writing which focuses attent.docxwhitneyleman54422
In this module the student will present writing which focuses attention on himself or herself (personal writing). We will start into college composition by reading a series of essays that explore the rhetorical modes of narration and decscription. If you think about your own lives, you'll note the importance of the stories that surround you. Think of your family's story, your friends' stories, and your very own story. Think of the detail that constitute these stories, of how they engage your sense of taste, touch, sound, smell, and sight. This module will focus on how you can better craft your own story and share it with others.
Competencies Addressed in this Module:
Competency #1: The student will demonstrate an understanding of the writing process by:
Choosing and limiting a subject that can be sufficiently developed within a given time, for a specific purpose, for a specific purpose and audience.
Developing and refining pre-writing and planning skills.ormulating the main point to reflect the subject and purpose of the writing.
Formulating the main point to reflect the subject and purpose of the writing.
Supporting the main point with specific details and arranging them logically.
Writing an effective conclusion.
Competency #3: The student will demonstrate the ability to proofread, edit, and revise by:
Recognizing and correcting errors in clarity
Recognizing and correcting errors in unity and coherence.
Using conventional sentence structure and correcting sentence errors such as fragments, run-ons, comma splices, misplaced modifiers and faulty parallelism.
Recognizing and correcting errors in utilizing the conventions of Standard American English including:
Using standard verb forms and consistent tense.
Maintaining agreement between subject and verb, pronoun and antecedent.
Using proper case forms--consistent point of view.
Using standard spelling, punctuation, and capitalization.
Selecting vocabulary appropriate to audience, purpose, and occasion.
Aditional inf: I am a woma. I am 25 years old. I have a husband and a one year old son
.
In this module, we looked at a variety of styles in the Renaissa.docxwhitneyleman54422
In this module, we looked at a variety of styles in the Renaissance in Italy. Artists like Botticelli, Bellini, Michelangelo, and Bronzino all incorporated Renaissance characteristics into their works, and yet their works look different from each other.
To address form and content in the artistic developments and trends that took place in the Renaissance, look closely at examples from each of these artists.
Choose one painting by one of the artists listed above, and identify characteristics and techniques of the Renaissance style.
Then, address how the work departed from typical Renaissance formulas to become signature to that artist's particular style.
Finally, why did you select this artist? What draws you to their work?
.
In this experiential learning experience, you will evaluate a health.docxwhitneyleman54422
In this experiential learning experience, you will evaluate a healthcare plan using the attached worksheet. The selected plan can be your own health insurance or another plan.
Step 1
Use published information on the selected health insurance plan to complete the
assignment 5.1 worksheet
.
Step 2
Create a 7-10 slide Power Point presentation to include the following:
Introduction to the plan, including geographic boundaries
Major coverage inclusions and exclusions (Medical, Dental, Vision etc.)
Costs to consumer for insurance under the plan (include premiums, deductibles, copays, prescription costs)
Health insurance plan ratings if available. If no ratings are found for this plan, include a possible explanation for this situation.
Evaluation of the health insurance plan-include your evaluation of this plan from two standpoints:
a consumer-focused on costs, coverage, and ease of use
a public health nurse- focused on access to care for populations and improving health outcomes.
Cite all sources in APA format on a reference slide and with on-slide citations.
.
In this essay you should combine your practice responding and analyz.docxwhitneyleman54422
In this essay you should combine your practice responding and analyzing short stories with support derived from research. So far in class, we have practiced primarily formal analysis. Now I want you to practice "joining the conversation." In this essay you will write a literary analysis that incorporates the ideas of others. The trick is to accurately present ideas and interpretations gathered from your research while adding to the conversation by presenting
your own
ideas and analysis.
You will be evaluated based on how well you use external sources. I want to see that you can quote, paraphrase and summarize without plagiarizing. Remember, any unique idea must be credited, even if you put it in your own words.
Choose one of the approaches explained in the "Approaches to Literary Analysis" located at the bottom of this document. Each approach will require research, and that research should provide the context in which you present your own ideas and support your thesis. Be sure to properly document your research. Review the information, notes, and pamphlets I have distributed in class as these will help guide you.
While I am asking you to conduct outside research, do not lose sight of the primary text to which you are responding---the story! Your research should support
your
interpretations of the story. Be sure that your thesis is relevant to the story and that you quote generously from the story.
Purpose:
critical analysis, Argument, writing from sources
Length:
approx 1200 words
Documentation:
Minimum of 4 sources required (one primary source—the story or poem analyzed, and three secondary, peer reviewed journals). (Note: review the material in "finding and evaluating sources.ppt" to help you choose relevant and trustworthy sources.)
Choose from the following short stories:
The Lottery,
Shirley Jackson
A Rose for Emily,
William Faulkner
The Dead
, James Joyce
The Veldt
, Ray Bradbury
Hills Like White Elephants,
Ernest Hemingway
The Cask of Amontillado or The Tell-Tale Heart,
Edgar Allen Poe
Below are some examples.
They are just here to give you an idea of the type of approaches that will work for this essay.
1. Philosophical analysis: How do the stories by Jean Paul Sartre and Albert Camus reflect the philosophy of existentialism?
2. Socio/cultural analysis: What opinion about marriage and gender roles does Hemingway advance in "The Short Happy Life of Francis Macomber"?
3. Historical analysis:: What social dilemmas faced by African Americans in the 1960s might have inspired Toni Cade Bambara to write "The Lesson"?
4. Biographical analysis: What events in Salman Rushdie's life might have influenced the events in "At the Auction of the Ruby Slippers"?
5. Psychological analysis: How is John Cheever's "The Swimmer" a metaphor for the psychology of addiction?
Approaches to Literary analysis
Formal analysis
- This type of analysis focuses on the formal elements of the work (language.
In this Discussion, pick one film to write about and answer ques.docxwhitneyleman54422
In this Discussion, pick one film to write about and answer questions below the film descriptions. If it has been a while since you have seen these films, they are available through online sources and various rental outlets. Although I have provided links to some of the films, I cannot guarantee they are still operable. If the links do not work, try your own online sources.
Dances with Wolves
(1990). Lt. John Dunbar (Kevin Costner) is assigned to the Western frontier on his own request after an act of bravery. He finds himself at an abandoned outpost. At first he maintains strict order using the methods and practices taught to him by the military, but as the film progresses, he makes friends with a nearby Native American tribe, and his perceptions of the military, the frontier, and Native Americans change dramatically.
Working Girl
(1988) Tess McGill (Melanie Griffith) works as a secretary for a large firm involved in acquiring media corporations such as radio and television. When her boss has a skiing accident, Tess gets a chance to use her own ideas and research, ideas that she has been keeping within herself for years – ideas that are arguably better, and more insightful into mass media practices, than her boss’s ideas were.
Schindler’s List
(1993). In Poland during World War II, Oskar Schindler (Liam Neeson) gradually becomes concerned for his Jewish workforce after witnessing their persecution by the Nazis. He initially was motivated by profit, but as the war progressed he began to sympathize with his Jewish workers and attempted to save them. He was credited with saving over 1000 Jews from extermination. (Based on a true story.)
Gran Torino
(2008). Walt Kowalski (Clint Eastwood), a recently widowed Korean War veteran alienated from his family and angry at the world. Walt's young neighbor, an Asian American, is pressured into stealing Walt's prized 1972 Ford Gran Torino by his cousin for his initiation into a gang. Walt thwarts the theft and subsequently develops a relationship with the boy and his family.
Describe the specific theories, assumptions, or “schools of thought” that the characters in the film have. How do their schools of thought differ?
How do the main characters change over the course of a film? How do their goals or desires change? Do they see themselves differently by the end of the film?
Which reflective theory from the course best illustrates the process the main characters go through during the film? How so?
Would you say that the main characters evolved or grew after learning something that was new, or a new approach, a new theory, or a new understanding of their place in the world?
I suggest that you refrain from reiterating the plotline. Rather, stay focused on character changes and the influences on those changes. Be sure to refer to the readings; use proper citations! This discussion will be scored based on the
Grading Rubric for Discussions
Please include the name of your film in the d.
In this assignment, you will identify and interview a family who.docxwhitneyleman54422
In this assignment, you will identify and interview a family who is currently undergoing stress. The stress may arise from a new baby, new marriage, new divorce or separation, new job, new house, having a child with special needs, etc. Explain the assignment to the family and obtain written consent for participation. Please acknowledge that this information will only be used for classroom purposes, that no information will be published or disseminated and that their names will not be used.
Part 1: Interview
Interview family members to gain information about the following:
Family information – nuclear, extended family, ages, siblings, etc.
History – how and when the stress started
Life cycle events – have members describe events and how they responded to them (i.e., beginning of school, IEP, transition times, family events, interaction with siblings)
Family dynamics between members
Strengths of family
Cultural, religious, social networks and involvement
Family needs
Coping strategies
Community resources and support
Family goals for child
Other (i.e., personal stories)
Analyze the family from this information based on current research and theory,
Provide research-based recommendations for the family – this may include continuing things that they are currently doing and may include resources/agencies/supports that they can or could be receiving. Note: These resources can be ones that you are using for your major resource file (see Module 5).
Provide a personal reflection on this experience including the communication skills needed for effective interviewing.
Part 2: Results of the Interview
Create a 6 to 8-page paper (not including title or reference pages) in a Word document for your response.
Use APA format for the title page, references page, and in-text citations.
Develop an introduction and conclusion for your paper.
.
In this assignment, you will assess the impact of health legisla.docxwhitneyleman54422
In this assignment, you will assess the impact of health legislation on nursing practice and communicate your analysis to your peers. GovTrack.us provides a list of federal health bills that are currently in process in Congressional Committees.
CO4: Integrates clinical nursing judgment using effective communication strategies with patients, colleagues, and other healthcare providers. (PO#4)
CO7: Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO#7)
.
In this assignment, you will create a presentation. Select a topic o.docxwhitneyleman54422
In this assignment, you will create a presentation. Select a topic of your choice from any subject we have covered in this course.
TOPICS..
INTERNET
COMPUTERS
MOBILE AND GAME DEVICES
DATA AND INFORMATION
THE WEB
DIGITAL SECURITY AND PRIVACY
PROGRAMS AND APPS
COMMUNICATION AND NETWORKS
TECHNOLOGY USERS
THE INTERNET
GRAPHICS AND MEDIA APPLICATIONS
FILE, DISK AND SYSTEM MANAGEMENT TOOLS
PROCESSORS
CLOUD COMPUTING
ADAPTERS
POWER SUPPLY AND BATTERIES
WIRELESS SECURITY
Explain why you select this topic.
Explain why this topic is important.
Discuss the advantages and disadvantages of your select topic.
Include any other information you might thing is relative to your topic.
Your presentation should be a minimum of 15-20 slides in length. Include the title, references, images, graphics, and diagrams.
.
In this assignment, the student will understand the growth and devel.docxwhitneyleman54422
In this assignment, the student will understand the growth and development of executive leadership by looking at the dynamics between the president and Congress in the period from the founding to the Spanish-American War. In a 6–8- page paper, the student will focus on: 1) how presidents pursued international relations, 2) how presidents were able to project force, and 3) congressional restrictions on presidential actions. The student may write about the president of his/her choice.
.
In this assignment, I want you to locate two pieces of news detailin.docxwhitneyleman54422
In this assignment, I want you to locate two pieces of news detailing how an organization is responding to the COVID-19 crisis. You will turn this assignment into me via a Word Document attached to a separate email titled "extra credit assignment, Your Name" with your actual name in the subject line so I know to save the email for grading.
You need to analyze how businesses are handling the current COVID-19 crisis and I want to see if you can track down a press release from the organization, an email to their stakeholders, or even a screenshot of their website in which they explicitly address the actions they are taking in light of this new world we find ourselves in. However, the screenshots, hyperlinks to news stories, etc. are only one component of the assignment, your analysis is far and away from the more important component. Once you have tracked down two examples of how a business/organization is responding to the COVID-19 crisis, I want you to tell me how effective you perceive its action to be. Use any of the vocabulary or concepts that we have learned thus far in the semester to support your analysis. For example, is the business/organization using appropriate new media platforms to reach stakeholders? Is communication timely? Is the organization's tone sincere? What could have been done better? I am expecting one page, double-spaced for the length of your analysis, APA format. The images and or hyperlinks you compile will not be counted towards the length of your writing.
.
In this assignment worth 150 points, you will consider the present-d.docxwhitneyleman54422
In this assignment worth 150 points, you will consider the present-day relevance of history with a current event from a legitimate news source (your instructor will provide several options to choose from) and do the following: (1) summarize the article¿s main idea in a paragraph (5 sentences minimum), (2) write two paragraphs in which you utilize your textbook and notes to analyze how your current event selection relates to the past.
the topics are below, just choose one of the topic from list below..
Neanderthals and string
Neanderthals Left Africa Sooner Than We Think?
Discovery of Neanderthal Skeleton and Burial
Searching for Nefertiti
Discovery of Donkeys Used in Polo (Ancient China)
Ancient Maya Capital Found in Backyard
Long Lost Greek City Found
Ancient Roman Weapon
Viking Burial Discovery
Saving Timbuktu's Treasures
.
More Related Content
Similar to Statistic, Assignment 2Specialty Toys, Inc. sells a variety of n.docx
IMC – Chapter 3 – ClowBaack Group Assessment on Diverse Families.docxsheronlewthwaite
IMC – Chapter 3 – Clow/Baack Group Assessment on “Diverse Families” presented in advertising.
We all know by now that the American family looks a lot different than it used to. Whether defined by LGBT parents, nonmarried parents or stay-at-home dads, two out of five households today do not fit the traditional mold, notes a new report, "Family Diversity Is the Norm," from YouGov and Johnson & Johnson-owned parenting site BabyCenter.
But exactly what does that mean for brand marketers? Just as the makeup of families has changed, so have the ads targeted to them.
"For brands, the good news is that there's lower risk when stepping into this territory," said Ted Marzilli, CEO of YouGov BrandIndex, noting that 80 percent of parents say they like seeing diverse families in ads. (The report also found that 60 percent of parents say a brand that respects all kinds of families is an important factor in their purchasing decisions.) But, it's not just enough to show diverse families in ads. "You have to be authentic," Marzilli pointed out.
Among the campaigns depicting people outside the cookie-cutter casting call that were singled out by the report: "This Is Wholesome" from Mondelez's Honey Maid, "Learning Sign Language" from Wells Fargo and "Like a Girl" from Procter & Gamble's Always.
"This is something marketers can't ignore," said Julie Michaelson, head of global sales for BabyCenter. "The real trick, though, is, how do they do it right? How do they navigate this new reality of the American family to help them make stronger connections with today's parents and tomorrow's parents as well?"
The question will be addressed during two panel discussions on March 12 at South by Southwest Interactive in Austin, Texas: "Media's New American Family: No Norman Rockwell" and "The Scariest Word in Brand Advertising: Family."
See below for more insights from the report:
· 80 percent of parents say they like seeing diverse families in advertising.
· 66 percent of parents say a brand that respects all types of families is an important factor in their purchasing decisions.
· 41 percent of millennial parents agree that they are more likely to purchase products from brands that use more diverse family types in their advertising.
· 70 percent of millennial parents have chosen not to purchase something because they don't believe in what the company stands for
· Two out of three parents agree: a brand that realistically reflects parenting today is an important factor in their purchasing decisions.
· Three out of four parents agree: a brand that shares my values is an important factor in their purchasing decisions.
· 60 percent of single parents say the growing variety of family types is a good thing. However, 27 percent say it doesn't make a difference, and 13 percent say it's a bad thing.
· 52 percent of moms agreed that they pay more attention to ads that feature an image of a real mom (rather than actors or models). This number is even higher among millennial moms ( ...
Numbers Rule Your World: The Hidden Influence of Probabilities and Statistics...McGraw-Hill Professional
NUMBERS RULE YOUR WORLD
In the popular tradition of eye-opening bestsellers like Freakonomics, The Tipping Point, and Super Crunchers, this fascinating book from renowned statistician and blogger Kaiser Fung takes you inside the hidden world of facts and figures that affect you every day, in every way.
These are the statistics that rule your life, your job, your commute, your vacation, your food, your health, your money, and your success. This is how engineers calculate your quality of living, how corporations determine your needs, and how politicians estimate your opinions. These are the numbers you never think about-even though they play a crucial role in every single aspect of your life.
What you learn may surprise you, amuse you, or even enrage you. But there's one thing you won't be able to deny: Numbers Rule Your World…
Week 4 Assignment Exploring the Consumer and B2B Decision Making.docxcockekeshia
Week 4 Assignment: Exploring the Consumer and B2B Decision Making processes
Background of the Case
You have been hired as a marketing strategy consultant for Nighthawk Motors’ new Plug-in Hybrid, the Ecostar. Nighthawk Motors is preparing for the auto show season in the United States and plans to showcase their latest model of the Ecostar at the various auto shows around the U.S. You have been hired as a consultant to develop Nighthawk’s marketing strategy to sell the hybrid to consumers in the United States.
Below is a link about designing displays at auto shows.
Why auto show display design is tricky: Marketing executive talks strategy
The Ecostar is a five person compact hybrid automobile equipped with a 1.8L 4 cylinder engine. It has a range of 80 miles on batteries alone and 500 miles on a tank of gas. Its EPA rating is 60 miles per gallon for city driving and 55 miles per gallon for highway driving. The Ecostar is available in white, silver, blue, green, orange, and red. The Ecostar’s direct competitor is the Toyota Prius, but the Ecostar’s base price is $3,000 less than the Prius. The Ecostar is also produced mostly in the United States with over 75% of its components being built in the U.S.
Below is a link comparing the different models of hybrids.
Car Rankings: Hybrid Cars
Although hybrid automobiles have been around for well over a decade, consumers are somewhat wary of buying them because the technology is still evolving. They worry about finding skilled mechanics to repair them. Many consumers have also heard that it will be expensive to replace the batteries when they get old. As well they are worried that they won’t be able to trade them in.
Your job is to develop a marketing strategy to overcome their reluctance and make the Ecostar the first choice among all compact car buyers and not just among customers predisposed to purchase hybrid cars.
Nighthawk Motors’ goal is for the Ecostar to go beyond being a product just for “green” consumers and instead be the number one selling vehicle in the world. Priced at $3,000 less than the current leader, the Toyota Prius, Ecostar has potential to be competitive even in the tough U.S. market.
Market Research
The success of your marketing strategy will depend on your ability to design a marketing campaign that will influence the consumer decision making process. Your first step will be to research and understand the role that different steps of the consumer decision making process has in enabling the consumer to make a high value purchase decision.
Read Consumer Behavior: How People Make Buying Decisions.
Deliverables
Prepare a case analysis addressing the following issues:
1. Identify the best target market segments for the Ecostar. Provide detailed justification in support of your determination.
2. Analyze the consumer decision making process for automobiles in the segment you have identified for the Ecostar. In this connection examine how Figure 3.9 Stages in the Co.
1. What did you learn about this structure that was a surprise to .docxcarlstromcurtis
1. What did you learn about this structure that was a surprise to you or resonated with you about building relationships in the workplace? Did the people who built this wall have to work together? Are there any lessons to be learned about building relationships across philosophical divides (differing world views) in the workplace? 1 paragraph supporting these questions
Note: Please avoid comments or references to the southern border between Mexico and the USA. This is a highly controversial subject and your comments may be taken out of context and appear as harassment. Any comments about the southern border or Mexico will be immediately removed and points deducted from your score.
2. Describe the purpose of the Hajj and share two interesting aspects of this event. Explain the relationship between Mohammad and the Dome of the Rock. What happened at the Dome of the Rock? 1 paragraph supporting this
3. Consider the following products: Coca-Cola Classic, Apple Iphone, Nike basketball shoes, and Loreal Shampoo.
Products offered by a business can be actual goods, services, and ideas.
· Pick one of the products above, identify two competitors, and what they offer that competes with your product.
· For your product, describe the unique selling proposition. How is this product superior to the competitors you identified above.
Requirements: Make sure you Respond to both bullets, in at least 4 Good Sentences per bullet, making sure you address all points of each bullet.
4. Consider the following brands: McDonalds, Cadillac, and WalMart.
· When you think of a brand, it makes you think and feel a certain way. Those images are carefully crafted by Brand Managers. So for this discussion, choose one of the brands listed here and discuss what words, feelings and images immediately come to mind when you hear the brand name or see the brand logo.
· Then discuss how the marketers have created these ‘feelings’ and thoughts for consumers and why you think they created them.
Requirements-: Make sure you Respond to both bullets, in at least 4 Good Sentences per bullet, making sure you address all points of each bullet.
5. It is very important to make sure that you align your pricing strategy with your target market and branding strategy. Below are various different businesses and pricing strategies.
· Match each business with the pricing strategy that you believe the business is using.
· Discuss why you think the business is using the pricing strategy that you did.
Pricing Strategy
Penetration Pricing
Pricing Skimming
Premium Pricing
Competitive Pricing
Economy Pricing
Promotional Pricing
Business
Bentley Motors
Motorola
Kohl’s
Dish Network
Requirements: You need at least 2 full original sentences per business, telling what pricing strategy you selected and why you selected the pricing strategy you did for the business. A total of at least 8 full sentences will be needed.
Clinical Question
Comments
Is your topic HC.
EDAS 647
Case Review Assignment Instructions
After reading Chapter 1 in La Morte’s
School law: Cases and Concepts, complete the following activity:
Write a case brief using the outline for each of the cases listed below. These are basic cases impacting education. It is important that we understand that these cases are precedent-setting cases. So much of current law rests on these and many others. You may use any law review site you wish. Please make certain
to cite all relevant information and review the rubric carefully to ensure that you have met the criteria for each heading. Your submission should be in APA format and be submitted as one document. Each case review is to be at least two pages in length.
Include the following
headings in each of your reviews.
1. What are the Facts of the Case?
2. What are the Major Issues of the Case?
3. What was the Rationale Given about the Case?
4. What were the Holdings from the Judges?
5. Present Your Reaction to The Case?
For Module 1: Week 1, you will review:
Case Scenario: Kiryas Joel v. Grumet, 512 U.S. 687 (1994)
Case Scenario: Rosenberger v. University of Virginia, 515 U.S. 819 (1995)
Case Scenario: Lukumi Babalu Aye v. City of Hialeah, 508 U.S. 520 (1993)
MKT500
Part B: ABC Marketing Plan (Change to your name of business here)
Your Name
MKT500 Marketing Management
Strayer University
Dr. Your Professor
Date submitted
Introduction
Explain how you will use the feedback you received on Part A of your marketing plan to improve your plan. Do not just list the feedback.
Next, re-introduce your company you shared in Part A.
Lastly, review what you will share: branding strategy, primary and secondary target markets, positioning statement, and consumer behavior.
Branding Strategy
Write an introduction here (minimum of three sentences). Develop a branding strategy for your product that covers the brand name, logo, slogan, and at least one (1) brand extension.
For each of these sections below, provide rationale. Each section should be a minimum of three sentences.
Brand Name
Text starts here, provide rationale (minimum of three sentences).
Logo
Text starts here (do not start with an image of your logo, describe first); provide rationale (minimum of three sentences). Relay what the logo means, for example, Nike’s swoosh logo. Example below:
Figure 1. Your company name logo and short descrption.
Slogan
Text starts here (do not start with your slogan, describe first); provide rationale (minimum of three sentences).
Brand Extension
Text starts here, provide rationale (minimum of three sentences).
Primary and Secondary Target Markets
Analyze the primary and secondary target markets for your company. Thoroughly include the demographic profile (for example, age, gender, ethnicity, et cetera), psychographic profile, professional profile, and geographic profile. Factors to consider in determining your tar.
Discussion Questions Chapter 15Terms in Review1Define or exp.docxedgar6wallace88877
Discussion Questions Chapter 15
Terms in Review
1
Define or explain:
1. Coding rules.
2. Spreadsheet data entry.
3. Bar codes.
4. Precoded instruments.
5. Content analysis.
6. Missing data.
7. Optical mark recognition.
2
How should the researcher handle “don’t know” responses?
Making Research Decisions
3
A problem facing shoe store managers is that many shoes eventually must be sold at markdown prices. This prompts us to conduct a mail survey of shoe store managers in which we ask, What methods have you found most successful for reducing the problem of high markdowns? We are interested in extracting as much information as possible from these answers to better understand the full range of strategies that store managers use. Establish what you think are category sets to code 500 responses similar to the 14 given here. Try to develop an integrated set of categories that reflects your theory of markdown management. After developing the set, use it to code the 14 responses.
1. Have not found the answer. As long as we buy style shoes, we will have markdowns. We use PMs on slow merchandise, but it does not eliminate markdowns. (PM stands for “push-money”—special item bonuses for selling a particular style of shoe.)
2. Using PMs before too old. Also reducing price during season. Holding meetings with salespeople indicating which shoes to push.
3. By putting PMs on any slow-selling items and promoting same. More careful check of shoes purchased.
4. Keep a close watch on your stock, and mark down when you have to—that is, rather than wait, take a small markdown on a shoe that is not moving at the time.
5. Using the PM method.
6. Less advance buying—more dependence on in-stock shoes.
7. Sales—catch bad guys before it’s too late and close out.
8. Buy as much good merchandise as you can at special prices to help make up some markdowns.
9. Reducing opening buys and depending on fill-in service. PMs for salespeople.
10. Buy more frequently, better buying, PMs on slow-moving merchandise.
11. Careful buying at lowest prices. Cash on the buying line. Buying closeouts, FDs, overstock, “cancellations.” (FD stands for “factory-discontinued” style.)
12. By buying less “chanceable” shoes. Buy only what you need, watch sizes, don’t go overboard on new fads.
13. Buying more staple merchandise. Buying more from fewer lines. Sticking with better nationally advertised merchandise.
14. No successful method with the current style situation. Manufacturers are experimenting, the retailer takes the markdowns—cuts gross profit by about 3 percent—keep your stock at lowest level without losing sales.
4
Select a small sample of class members, work associates, or friends and ask them to answer the following in a paragraph or two: What are your career aspirations for the next five years? Use one of the four basic units of content analysis to analyze their responses. Describe your findings as frequencies for the unit of analysis selected.
Bringing Research to L.
Similar to Statistic, Assignment 2Specialty Toys, Inc. sells a variety of n.docx (8)
In this unit, you will experience the powerful impact communication .docxwhitneyleman54422
In this unit, you will experience the powerful impact communication and miscommunication can have on cultural diversity.
Download the Communication: The Journey of Message Template
Follow the template instructions
Demonstrate your understanding of key concepts from the weekly content by including analysis of specific evidence in your responses within the template.
Use in-text citations and APA formatting for all source material references in your template.
Upload the completed template to this assessment.
.
In this task, you will write an analysis (suggested length of 3–5 .docxwhitneyleman54422
In this task, you will write an analysis (
suggested length of 3–5 pages
) of one work of literature. Choose
one
work from the list below:
Classical Period
• Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)
• Aeschylus, “Song of the Furies” from
The Eumenides
, ca. 458 B.C.E. (poetry)
• Sophocles,
Antigone
, ca. 442 B.C.E. (drama)
• Aristotle, Book 1 from the
Nichomachean Ethics
, ca. 35 B.C.E. (philosophical text)
• Augustus,
The Deeds of the Divine Augustus
, ca. 14 C.E. (funerary inscription)
• Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of
The Metamorphoses
, ca. 2 C.E. (poetry)
Renaissance
• Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)
• Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)
• Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from
The Notebooks
ca. 1478-1518 (art text)
• Edmund Spenser, Sonnet 30, “My Love is like to Ice” from
Amoretti
1595 (poetry)
• William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)
• Francis Bacon, “Of Studies” from
The Essays or Counsels…
1625 (essay)
• Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)
• Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
Enlightenment
• René Descartes, Part 4 from
Discourse on Method
, 1637 (philosophical text)
• William Congreve,
The Way of the World
, 1700 (drama-comedy)
• Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)
• Voltaire, “Micromégas” 1752 (short story, science fiction)
• Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)
• Thomas Paine, “Common Sense” 1776 (essay)
• Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)
• Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
Romanticism
• Lord Byron, “She Walks in Beauty” 1813 (poetry)
• Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)
• Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)
• Alexander Dumas,
The Count of Monte Cristo
, 1844 (novel)
• Emily Brontë,
Wuthering Heights
, 1847 (novel)
• Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story)
• Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)
• Friedrich Nietzsche, Book 4 from
The Joyful Wisdom
, 1882 (philosophical text)
Realism
• Charles Dickens,
A Christmas Carol
, 1843 (novella)
• Karl Marx and Friedrich Engles,
The Communist Manifesto
, 1848 (political pamphlet)
• Christina Rossetti, “Goblin Market” 1862 (poetry)
• Matthew Arnold, “Dover Beach” 1867 (poetry)
• Robert Louis Stevenson,
The Strange Case of Dr. Jekyll and Mr. Hyde
, 1886 (novella)
• Kate Chopin, “The Story of an Hour” 1894 (short story)
• Mark Twain, “The.
In this SLP you will identify where the major transportation modes a.docxwhitneyleman54422
In this SLP you will identify where the major transportation modes are used in the EESC from SLP3: rail, inland water, ocean steamer, and/or OTR.
There are five basic transportation modes: rail, inland water ways, ocean, over-the-road, and air. We will not be concerned about air transport in this SLP as it is the least used and most expensive in general supply chain transportation.
Review and read these resources on these three transportation modes: rail, inland water, and OTR. Ocean is not included in these readings since it is mainly used for importing and exporting. This will be covered in more detail in LOG502. But you are asked to identify where ocean transport is used, but not in detail.
RESOURCES - SEE SLP 3 RESOURCES IN BACKGROUND PAGE
Session Long Project
Review the EESC from SLP2. Identify in the EESC where each of the four modes of transportation are used: rail, inland water, ocean, and OTR. You can use topic headings for each mode. Identify the materials being transported from which industry to which industry. Discuss why this mode is being used and what the costs are on a per ton-mile basis.
SLP Assignment Expectations
The paper should include:
Background:
Briefly
review and discuss the targeted product, company, and industry
Diagram: Include the diagram of the EESC
Transportation Discussion: Discuss each of the four transportation modes (rail, inland water, ocean, OTR) in the EESC and where each one is used. Discuss why this mode is used and the costs of using.
Clarity and Organization: The paper should be well organized and clearly discuss the various topics and issues in depth and breadth.
Use of references and citations: at least six (6) proper references should be used correctly, cited in the text, and listed in the references using proper APA format.
Length: The paper should be three to four pages – the body of the paper excluding title page and references page.
NOTE: You can use the transportation resources. You should also do independent research and find at least two additional appropriate references, for a total of at least six.
SLP Resources
Waterways
American Society of Civil Engineers. (2014). Report card for America’s infrastructure.
Infrastructure Report Card.
Retrieved from
http://www.infrastructurereportcard.org/fact-sheet/inland-waterways
Texas Transportation Institute. (2009). A Modal Comparison Of Domestic Freight Transportation Effects On The General Public, retrieved from
http://www.nationalwaterwaysfoundation.org/study/FinalReportTTI.pdf
U.S. Army Corps of Engineers. (2014). The U.S. Waterway System, Transportation Facts & Information; Navigation Center. Retrieved from
http://www.navigationdatacenter.us/factcard/factcard12.pdf
Railroads
Bureau of Transportation Statistics (Rail), retrieved from
https://www.bts.gov/topics/rail
USDOT (2012). Freight rail: data & resources. Retrieved on 20 Sep 2016 from
https://www.fra.dot.gov/Page/P0365
American Association of Railroads. Ret.
In this module the student will present writing which focuses attent.docxwhitneyleman54422
In this module the student will present writing which focuses attention on himself or herself (personal writing). We will start into college composition by reading a series of essays that explore the rhetorical modes of narration and decscription. If you think about your own lives, you'll note the importance of the stories that surround you. Think of your family's story, your friends' stories, and your very own story. Think of the detail that constitute these stories, of how they engage your sense of taste, touch, sound, smell, and sight. This module will focus on how you can better craft your own story and share it with others.
Competencies Addressed in this Module:
Competency #1: The student will demonstrate an understanding of the writing process by:
Choosing and limiting a subject that can be sufficiently developed within a given time, for a specific purpose, for a specific purpose and audience.
Developing and refining pre-writing and planning skills.ormulating the main point to reflect the subject and purpose of the writing.
Formulating the main point to reflect the subject and purpose of the writing.
Supporting the main point with specific details and arranging them logically.
Writing an effective conclusion.
Competency #3: The student will demonstrate the ability to proofread, edit, and revise by:
Recognizing and correcting errors in clarity
Recognizing and correcting errors in unity and coherence.
Using conventional sentence structure and correcting sentence errors such as fragments, run-ons, comma splices, misplaced modifiers and faulty parallelism.
Recognizing and correcting errors in utilizing the conventions of Standard American English including:
Using standard verb forms and consistent tense.
Maintaining agreement between subject and verb, pronoun and antecedent.
Using proper case forms--consistent point of view.
Using standard spelling, punctuation, and capitalization.
Selecting vocabulary appropriate to audience, purpose, and occasion.
Aditional inf: I am a woma. I am 25 years old. I have a husband and a one year old son
.
In this module, we looked at a variety of styles in the Renaissa.docxwhitneyleman54422
In this module, we looked at a variety of styles in the Renaissance in Italy. Artists like Botticelli, Bellini, Michelangelo, and Bronzino all incorporated Renaissance characteristics into their works, and yet their works look different from each other.
To address form and content in the artistic developments and trends that took place in the Renaissance, look closely at examples from each of these artists.
Choose one painting by one of the artists listed above, and identify characteristics and techniques of the Renaissance style.
Then, address how the work departed from typical Renaissance formulas to become signature to that artist's particular style.
Finally, why did you select this artist? What draws you to their work?
.
In this experiential learning experience, you will evaluate a health.docxwhitneyleman54422
In this experiential learning experience, you will evaluate a healthcare plan using the attached worksheet. The selected plan can be your own health insurance or another plan.
Step 1
Use published information on the selected health insurance plan to complete the
assignment 5.1 worksheet
.
Step 2
Create a 7-10 slide Power Point presentation to include the following:
Introduction to the plan, including geographic boundaries
Major coverage inclusions and exclusions (Medical, Dental, Vision etc.)
Costs to consumer for insurance under the plan (include premiums, deductibles, copays, prescription costs)
Health insurance plan ratings if available. If no ratings are found for this plan, include a possible explanation for this situation.
Evaluation of the health insurance plan-include your evaluation of this plan from two standpoints:
a consumer-focused on costs, coverage, and ease of use
a public health nurse- focused on access to care for populations and improving health outcomes.
Cite all sources in APA format on a reference slide and with on-slide citations.
.
In this essay you should combine your practice responding and analyz.docxwhitneyleman54422
In this essay you should combine your practice responding and analyzing short stories with support derived from research. So far in class, we have practiced primarily formal analysis. Now I want you to practice "joining the conversation." In this essay you will write a literary analysis that incorporates the ideas of others. The trick is to accurately present ideas and interpretations gathered from your research while adding to the conversation by presenting
your own
ideas and analysis.
You will be evaluated based on how well you use external sources. I want to see that you can quote, paraphrase and summarize without plagiarizing. Remember, any unique idea must be credited, even if you put it in your own words.
Choose one of the approaches explained in the "Approaches to Literary Analysis" located at the bottom of this document. Each approach will require research, and that research should provide the context in which you present your own ideas and support your thesis. Be sure to properly document your research. Review the information, notes, and pamphlets I have distributed in class as these will help guide you.
While I am asking you to conduct outside research, do not lose sight of the primary text to which you are responding---the story! Your research should support
your
interpretations of the story. Be sure that your thesis is relevant to the story and that you quote generously from the story.
Purpose:
critical analysis, Argument, writing from sources
Length:
approx 1200 words
Documentation:
Minimum of 4 sources required (one primary source—the story or poem analyzed, and three secondary, peer reviewed journals). (Note: review the material in "finding and evaluating sources.ppt" to help you choose relevant and trustworthy sources.)
Choose from the following short stories:
The Lottery,
Shirley Jackson
A Rose for Emily,
William Faulkner
The Dead
, James Joyce
The Veldt
, Ray Bradbury
Hills Like White Elephants,
Ernest Hemingway
The Cask of Amontillado or The Tell-Tale Heart,
Edgar Allen Poe
Below are some examples.
They are just here to give you an idea of the type of approaches that will work for this essay.
1. Philosophical analysis: How do the stories by Jean Paul Sartre and Albert Camus reflect the philosophy of existentialism?
2. Socio/cultural analysis: What opinion about marriage and gender roles does Hemingway advance in "The Short Happy Life of Francis Macomber"?
3. Historical analysis:: What social dilemmas faced by African Americans in the 1960s might have inspired Toni Cade Bambara to write "The Lesson"?
4. Biographical analysis: What events in Salman Rushdie's life might have influenced the events in "At the Auction of the Ruby Slippers"?
5. Psychological analysis: How is John Cheever's "The Swimmer" a metaphor for the psychology of addiction?
Approaches to Literary analysis
Formal analysis
- This type of analysis focuses on the formal elements of the work (language.
In this Discussion, pick one film to write about and answer ques.docxwhitneyleman54422
In this Discussion, pick one film to write about and answer questions below the film descriptions. If it has been a while since you have seen these films, they are available through online sources and various rental outlets. Although I have provided links to some of the films, I cannot guarantee they are still operable. If the links do not work, try your own online sources.
Dances with Wolves
(1990). Lt. John Dunbar (Kevin Costner) is assigned to the Western frontier on his own request after an act of bravery. He finds himself at an abandoned outpost. At first he maintains strict order using the methods and practices taught to him by the military, but as the film progresses, he makes friends with a nearby Native American tribe, and his perceptions of the military, the frontier, and Native Americans change dramatically.
Working Girl
(1988) Tess McGill (Melanie Griffith) works as a secretary for a large firm involved in acquiring media corporations such as radio and television. When her boss has a skiing accident, Tess gets a chance to use her own ideas and research, ideas that she has been keeping within herself for years – ideas that are arguably better, and more insightful into mass media practices, than her boss’s ideas were.
Schindler’s List
(1993). In Poland during World War II, Oskar Schindler (Liam Neeson) gradually becomes concerned for his Jewish workforce after witnessing their persecution by the Nazis. He initially was motivated by profit, but as the war progressed he began to sympathize with his Jewish workers and attempted to save them. He was credited with saving over 1000 Jews from extermination. (Based on a true story.)
Gran Torino
(2008). Walt Kowalski (Clint Eastwood), a recently widowed Korean War veteran alienated from his family and angry at the world. Walt's young neighbor, an Asian American, is pressured into stealing Walt's prized 1972 Ford Gran Torino by his cousin for his initiation into a gang. Walt thwarts the theft and subsequently develops a relationship with the boy and his family.
Describe the specific theories, assumptions, or “schools of thought” that the characters in the film have. How do their schools of thought differ?
How do the main characters change over the course of a film? How do their goals or desires change? Do they see themselves differently by the end of the film?
Which reflective theory from the course best illustrates the process the main characters go through during the film? How so?
Would you say that the main characters evolved or grew after learning something that was new, or a new approach, a new theory, or a new understanding of their place in the world?
I suggest that you refrain from reiterating the plotline. Rather, stay focused on character changes and the influences on those changes. Be sure to refer to the readings; use proper citations! This discussion will be scored based on the
Grading Rubric for Discussions
Please include the name of your film in the d.
In this assignment, you will identify and interview a family who.docxwhitneyleman54422
In this assignment, you will identify and interview a family who is currently undergoing stress. The stress may arise from a new baby, new marriage, new divorce or separation, new job, new house, having a child with special needs, etc. Explain the assignment to the family and obtain written consent for participation. Please acknowledge that this information will only be used for classroom purposes, that no information will be published or disseminated and that their names will not be used.
Part 1: Interview
Interview family members to gain information about the following:
Family information – nuclear, extended family, ages, siblings, etc.
History – how and when the stress started
Life cycle events – have members describe events and how they responded to them (i.e., beginning of school, IEP, transition times, family events, interaction with siblings)
Family dynamics between members
Strengths of family
Cultural, religious, social networks and involvement
Family needs
Coping strategies
Community resources and support
Family goals for child
Other (i.e., personal stories)
Analyze the family from this information based on current research and theory,
Provide research-based recommendations for the family – this may include continuing things that they are currently doing and may include resources/agencies/supports that they can or could be receiving. Note: These resources can be ones that you are using for your major resource file (see Module 5).
Provide a personal reflection on this experience including the communication skills needed for effective interviewing.
Part 2: Results of the Interview
Create a 6 to 8-page paper (not including title or reference pages) in a Word document for your response.
Use APA format for the title page, references page, and in-text citations.
Develop an introduction and conclusion for your paper.
.
In this assignment, you will assess the impact of health legisla.docxwhitneyleman54422
In this assignment, you will assess the impact of health legislation on nursing practice and communicate your analysis to your peers. GovTrack.us provides a list of federal health bills that are currently in process in Congressional Committees.
CO4: Integrates clinical nursing judgment using effective communication strategies with patients, colleagues, and other healthcare providers. (PO#4)
CO7: Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO#7)
.
In this assignment, you will create a presentation. Select a topic o.docxwhitneyleman54422
In this assignment, you will create a presentation. Select a topic of your choice from any subject we have covered in this course.
TOPICS..
INTERNET
COMPUTERS
MOBILE AND GAME DEVICES
DATA AND INFORMATION
THE WEB
DIGITAL SECURITY AND PRIVACY
PROGRAMS AND APPS
COMMUNICATION AND NETWORKS
TECHNOLOGY USERS
THE INTERNET
GRAPHICS AND MEDIA APPLICATIONS
FILE, DISK AND SYSTEM MANAGEMENT TOOLS
PROCESSORS
CLOUD COMPUTING
ADAPTERS
POWER SUPPLY AND BATTERIES
WIRELESS SECURITY
Explain why you select this topic.
Explain why this topic is important.
Discuss the advantages and disadvantages of your select topic.
Include any other information you might thing is relative to your topic.
Your presentation should be a minimum of 15-20 slides in length. Include the title, references, images, graphics, and diagrams.
.
In this assignment, the student will understand the growth and devel.docxwhitneyleman54422
In this assignment, the student will understand the growth and development of executive leadership by looking at the dynamics between the president and Congress in the period from the founding to the Spanish-American War. In a 6–8- page paper, the student will focus on: 1) how presidents pursued international relations, 2) how presidents were able to project force, and 3) congressional restrictions on presidential actions. The student may write about the president of his/her choice.
.
In this assignment, I want you to locate two pieces of news detailin.docxwhitneyleman54422
In this assignment, I want you to locate two pieces of news detailing how an organization is responding to the COVID-19 crisis. You will turn this assignment into me via a Word Document attached to a separate email titled "extra credit assignment, Your Name" with your actual name in the subject line so I know to save the email for grading.
You need to analyze how businesses are handling the current COVID-19 crisis and I want to see if you can track down a press release from the organization, an email to their stakeholders, or even a screenshot of their website in which they explicitly address the actions they are taking in light of this new world we find ourselves in. However, the screenshots, hyperlinks to news stories, etc. are only one component of the assignment, your analysis is far and away from the more important component. Once you have tracked down two examples of how a business/organization is responding to the COVID-19 crisis, I want you to tell me how effective you perceive its action to be. Use any of the vocabulary or concepts that we have learned thus far in the semester to support your analysis. For example, is the business/organization using appropriate new media platforms to reach stakeholders? Is communication timely? Is the organization's tone sincere? What could have been done better? I am expecting one page, double-spaced for the length of your analysis, APA format. The images and or hyperlinks you compile will not be counted towards the length of your writing.
.
In this assignment worth 150 points, you will consider the present-d.docxwhitneyleman54422
In this assignment worth 150 points, you will consider the present-day relevance of history with a current event from a legitimate news source (your instructor will provide several options to choose from) and do the following: (1) summarize the article¿s main idea in a paragraph (5 sentences minimum), (2) write two paragraphs in which you utilize your textbook and notes to analyze how your current event selection relates to the past.
the topics are below, just choose one of the topic from list below..
Neanderthals and string
Neanderthals Left Africa Sooner Than We Think?
Discovery of Neanderthal Skeleton and Burial
Searching for Nefertiti
Discovery of Donkeys Used in Polo (Ancient China)
Ancient Maya Capital Found in Backyard
Long Lost Greek City Found
Ancient Roman Weapon
Viking Burial Discovery
Saving Timbuktu's Treasures
.
In the readings thus far, the text identified many early American in.docxwhitneyleman54422
In the readings thus far, the text identified many early American interests in the Middle East from geopolitical to missionary. Using the text and your own research, compare these early interests with contemporary American interests in the Middle East.
In particular, how has becoming 1) a global hegemon after WWII and 2) the concurrent process of ‘secularization’ transformed American foreign policy thought and behavior toward Israel and the Middle East region generally? What themes have remained constant and what appear new? Would you attribute changes more to America’s new geopolitical role after WWII, or to the increasing secularization of American society? Explain carefully. In 500 words
.
In the Roman Colony, leaders, or members of the court, were to be.docxwhitneyleman54422
In the Roman Colony, leaders, or members of the court, were to be:
•Local elites•Be freeborn•Between the ages of 22 – 55•Community resident•Moral integrity
From the members, two were chosen as unpaid chief magistrates (Judges). They would have to “buy into” that position, but the recognition was worth the financial output. This week's discussion prompter is:
Money alone influences others. Please analyze and critically discuss.
In your response, remember that all this is about leadership, the context which is set in Rome.
.
In the provided scenario there are a few different crimes being .docxwhitneyleman54422
In the provided scenario there are a few different crimes being committed and each could be argued multiple ways.
Steve could be charged with attempted murder. He was stabbing Michelle in the chest repeatedly. Due to the details of the scenario his charge could only be attempted because Michelle got up from the attack and charged Stacy. If she later died from her injuries Steve would/could be charged with murder. Even though he was “visibly drunk” he still maintained the purposely, knowing, or reckless intent to cause harm. He was coherent enough to make statements to her about how much he loved her, but still showed an extreme indifference to life and intent cause serious bodily harm. The biggest obstacle to a murder charge for Steve is his death. He cannot be charged with anything if he cannot be alive to defend himself. This takes care of the Steve factor.
Initially Stacy could be found guilty of murder. She knowingly and intentionally took the life of another (Steve). She also expresses an intent to kill when she stated, “I have had enough of you Steve”. From the scenario it is documented that she did not care for Steve and along with her statements, it can be shown that she was “just waiting for the opportunity” to kill Steve. In her favor is the fact that she attempted to stop Steve from harming another person. Her actions, while resulting in the death of another, were in the defense of a harmed person. She possibly saved the life of Michelle by using reasonable force to stop the stabbing.
Michelle could be charged with attempted murder as well. She stabbed Stacey in the chest while screaming, “how dare you”. She intended to cause death or serious physical injury. Again, if Stacey died from the wounds suffered, Michelle could/would be charged with murder. It could also be argued that Michelle had no malice aforethought. She was being stabbed and may not have known her actions were wrong. Her extreme circumstance clouded her reasonable decision making and all she was aware of is that her boyfriend, whom she loved, was just killed. This is unlikely but still a small possibility. Without more facts from the scenario it is difficult to fully play out all possibilities.
respond to this discussion question in 150 words no references please
.
STOP THE MEETING MADNESS HOW TO FREE UP TIME FOR ME.docxwhitneyleman54422
STOP
THE
MEETING
MADNESS
HOW TO FREE UP TIME FOR
MEANINGFUL WORK
BY LESLIE A. PERLOW, CONSTANCE NOONAN HADLEY, AND EUNICE EUN
SHARE THIS ARTICLE. HBR LINK MAKES IT EASY.
SEE PAGE 41 FOR INSTRUCTIONS.
FEATURE STOP THE MEETING MADNESS
62 HARVARD BUSINESS REVIEW JULY–AUGUST 2017
EL
EN
A
K
U
LI
KO
VA
/G
ET
TY
IM
A
G
ES
JULY–AUGUST 2017 HARVARD BUSINESS REVIEW 63
P
Poking fun at meetings is the stuff of Dilbert car-
toons—we can all joke about how soul-sucking and
painful they are. But that pain has real consequences
for teams and organizations. In our interviews with
hundreds of executives, in fields ranging from high
tech and retail to pharmaceuticals and consulting,
many said they felt overwhelmed by their meetings—
whether formal or informal, traditional or agile, face-
to-face or electronically mediated. One said, “I cannot
get my head above water to breathe during the week.”
Another described stabbing her leg with a pencil to
stop from screaming during a particularly torturous
staff meeting. Such complaints are supported by re-
search showing that meetings have increased in length
and frequency over the past 50 years, to the point
where executives spend an average of nearly 23 hours
a week in them, up from less than 10 hours in the
1960s. And that doesn’t even include all the impromptu
gatherings that don’t make it onto the schedule.
Much has been written about this problem, but the
solutions posed are usually discrete: Establish a clear
agenda, hold your meeting standing up, delegate
someone to attend in your place, and so on. We’ve
observed in our research and consulting that real im-
provement requires systemic change, because meet-
ings affect how people collaborate and how they get
their own work done.
Yet change of such scope is rarely considered. When
we probed into why people put up with the strain that
meetings place on their time and sanity, we found
something surprising: Those who resent and dread
meetings the most also defend them as a “necessary
evil”—sometimes with great passion. Consider this
excerpt from the corporate blog of a senior executive
in the pharmaceutical industry:
I believe that our abundance of meetings at our
company is the Cultural Tax we pay for the inclusive,
learning environment that we want to foster…
and I’m ok with that. If the alternative to more
meetings is more autocratic decision-making, less
input from all levels throughout the organization,
and fewer opportunities to ensure alignment and
communication by personal interaction, then give
me more meetings any time!
To be sure, meetings are essential for enabling col-
laboration, creativity, and innovation. They often foster
relationships and ensure proper information exchange.
They provide real benefits. But why would anyone ar-
gue in defense of excessive meetings, especially when
no one likes them much?
Because executives want to be good soldiers. When
they sacrifice their own .
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with .docxwhitneyleman54422
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with Vinegar
Objectives: To visually observe what a limiting reactant is.
To measure the change in mass during a chemical reaction due to loss of a gas.
To calculate CO2 loss and compare actual loss to expected CO2 loss predicted by the balanced chemical equation.
Materials needed: Note: Plan ahead as you’ll need to let Part 1 sit for at least 24 hours.
plastic beaker graduated cylinder
electronic balance 2 eggs
1 plastic cup baking soda (5 g)
dropper vinegar (500mL)
2 identical cups or glasses (at least 500 mL)
Safety considerations: Safety goggles are highly recommended for this lab as baking soda and vinegar chemicals can be irritating to the eyes. If your skin becomes irritated from contact with these chemicals, rinse with cool water for 15 minutes.
Introduction:
The reaction between baking soda and vinegar is a fun activity for young people. Most children (and adults!) enjoy watching the foamy eruption that occurs upon mixing these two household substances. The reaction has often been used for erupting volcanoes in elementary science classes. The addition of food coloring makes it even more fun. The reaction involves an acid-base reaction that produces a gas (CO2). Acid-base reactions typically involve the transfer of a hydrogen ion (H+) from the acid (HA) to the base (B−):
HA + B− --> A− + BH (eq #1)
acid base
The base often (although not always) carries a negative charge. The acid usually (although not always) becomes negatively charged through the course of the reaction because it lost an H+. An example of a typical acid base reaction is below:
HCl(aq) + NaOH(aq) --> NaCl(aq) + H2O(l) (eq #2)
The reaction is actually taking place between the hydrogen ion (H+) and the hydroxide ion (OH−). The chloride and sodium are spectator ions. To write the reaction in the same form as eq #1:
HCl(aq) + OH- --> Cl- + H2O (l) (eq #3)
Sodium bicarbonate (NaHCO3) will dissociate in water to form sodium ion (Na+) and bicarbonate ion (HCO3−).
NaHCO3 --> Na+ + HCO3− (eq #4)
Vinegar is usually a 5% solution of acetic acid in water. The bicarbonate anion (HCO3−) can act as a base, accepting a hydrogen ion from the acetic acid (HC2H3O2) in the vinegar. The Na+ is just a spectator ion and does nothing.
HCO3− + HC2H3O2 --> H2CO3 + C2H3O2− (eq#5)
Bicarbonate acetic acid carbonic acid acetate ion
The carbonic acid that is formed (H2CO3) decomposes to form water and carbon dioxide:
H2CO3 --> H2O(l) + CO2(g) (eq#6)
carbonic acid water carbon dioxide
The latter reaction (production of carbon dioxide) accounts for the bubbles and the foaming that is observed upon mixing vinegar and baki.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Group Presentation 2 Economics.Ariana Buscigliopptx
Statistic, Assignment 2Specialty Toys, Inc. sells a variety of n.docx
1. Statistic, Assignment 2
Specialty Toys, Inc. sells a variety of new and innovative
children’s toys. Management learned that the preholiday season
is the best time to introduce a new toy, because many families
use this time to look for new ideas for December holiday gifts.
When Specialty discovers a new toy with good market potential,
it choses an October market entry date.
In order to get toys in its stores by October, Specialty places
one-time orders with its manufactures in July of each year.
Demand for children’s toys can be highly volatile. If a new toy
catches on, a sense of shortage in the marketplace often
increases the demand to high levels and large profits can be
realized. However, new toys can also flop, leaving Specialty
stuck with high levels of inventory that must be sold at reduced
prices. The most important question the company faces is
deciding how many units of a new toy should be purchased to
meet anticipated sales demand. If too few are purchased, sales
will be lost; if too many are purchased, profits will be reduced
because of low prices realized in clearance sales.
For the coming season, Specialty plans to introduce a new
product called Weather Teddy. This variation of a talking teddy
bear is made by a company in Taiwan. When a child presses
Teddy’s hand, the bear begins to talk. A built-in barometer
selects one of five responses that predict weather conditions.
The responses range from “It looks to be a very nice day! Have
fun” to “I think it may rain today. Don’t forget your umbrella”.
Tests with the product show that, even though it is not a perfect
weather predictor, its predictions are surprisingly good. Several
of Specialty’s managers claimed Teddy gave predictions of the
weather as good as local television weather forecasters.
As with other products, Specialty faces the decision of how
many Weather Teddy units to order for the coming holiday
season. Members of the management team suggested order
quantities of 15,000, 18,000, 24,000 or 28,000 units. The wide
2. range of order quantities suggested indicates considerable
disagreement concerning the market potential. The product
management team asked you for an analysis of the stock-out
probabilities for various order quantities, an estimate of the
profit potential, and to help make an order quantity
recommendation. Specialty expects to sell Weather Teddy for
$24 based on a cost of $16 per unit. If inventory remains after
the holiday season, Specialty will sell all surplus inventories for
$5 per unit. Specialty’s sales forecaster predicted the demand
for Weather Teddy with an expected value of 20,000 units and a
standard deviation of 5,100 units.
Managerial Report
Prepare a managerial report that addresses the following issues.
1. Use the sales forecaster’s prediction to describe a normal
probability distribution that can be used to approximate the
demand distribution. Find the probability that the demand will
vary between two most extreme order quantities suggested by
members of the management team.
2. Compute the probability of a stock-out for the four order
quantities suggested by members of the management team.
3. Compute the projected profit for the four order quantities
suggested by the management team under three scenarios: worst
case in which sales = 10,000 units, most likely case in which
sales = 20,000 units, and best case in which sales = 30,000
units.
4. One of Specialty’s managers felt that the profit potential was
so great that the order quantity should have a 60% chance of
meeting demand and only a 40% chance of any stock-out. What
quantity would be ordered under this policy, and what are the
projected profits under the three sales scenarios?
5. Provide your own recommendation for an order quantity and
list the associated profit projections under the three sales
scenarios. Provide a rationale for your recommendation.
Instructions
1. Re: Issue 1. Let D be the demand, and assume that D is
normally distributed with mean µ = 20,000, and standard
3. deviation σ = 5,100. Compute P(15,000 ≤ D ≤ 28,000). To get a
full credit, use Excel function NORM.DIST to find P(D ≤ x) for
a specified value of x; see pages 285-286. You will get a partial
credit if you apply the z table.
2. Re: Issue 2. For example, the probability of a stock-out for
the suggested order quantity 15,000 is P(D > 15,000) = 1 – P(D
≤ 15,000). Again, use NORM.DIST to find P(D ≤ x).
3. Re: Issue 3. For example, assuming the order quantity of
15,000 and the worst case scenario, the projected profit is
10,000($24) + 5,000($5) – 15,000($16) = $25,000. On the other
hand, assuming the order quantity of 18,000 and the best case
scenario, the projected profit is 18,000($24) – 18,000($16) =
$144,000. You are expected to show all 4(3) = 12 projected
profits.
4. Re: Issue 4. Let Q be the 60% - 40% order quantity. Using
the relation P(DQ) = 0.6, find Q. To get a full credit, use Excel
function NORM.INV; see page 286. You will get a partial credit
if you apply the z table. After finding Q, compute the
corresponding projected profits under the three demand
scenarios.
5. Re: Issue 5. If Q* is your recommended order quantity,
compute the corresponding projected profits under the three
demand scenarios.
Your managerial report should be written in MS Word and
should address all 5 issues. (Do not attach any Excel files;
instead you may paste Excel results.) Of course, the important
element of this report should be your own recommendation
(Issue 5) with the provided rationale.
Attach your managerial report in Blackboard, and bring its hard
copy to the class on the designated day,
S17S P E C I A L R E P O R T: L G B T B i o e t h i c s :
4. V i s i b i l i t y, D i s p a r i t i e s , a n d D i a l o g u e
T
ransgender issues and transgender rights have
become increasingly a matter of media atten-
tion and public policy debates. The movement
for transgender civil rights has followed in the wake of
the larger lesbian, gay, and bisexual (LGB) rights move-
ment, and, for the last two decades, trans inclusion has
become a focus of LGBT civil rights organizations. The
movement has had mixed success. For example, in 2013
California passed legislation—now being challenged in
the courts—that “guarantees transgender students access
to interscholastic sports, gym classes, locker rooms and
bathrooms based on their gender identity, irrespective of
their biological sex.”1 By contrast, many states and the
federal government deny civil rights protections and ac-
cess to care to transgender individuals.
Reflecting changes in psychiatric perspectives, the
diagnosis of “trans-sexualism” first appeared in the
International Statistical Classification of Diseases and
Related Health Problems in 1975 (when the ICD was in
its ninth edition) and shortly thereafter, in 1980, in the
Diagnostic and Statistical Manual of Mental Disorders
(DSM, then in its third edition).2 Since that time, in-
ternational standards of care have been developed,3 and
today those standards are followed by clinicians across
diverse cultures. In many instances, treatment of older
adolescents and adults is covered by national health care
systems and, in some cases, by private health insurance.
Most recently, the Medicare ban on coverage for gender
reassignment surgery was lifted in 2014.4
In contrast to the relative lack of controversy about
5. treating adolescents and adults, there is no expert clinical
consensus regarding the treatment of prepubescent chil-
dren who meet diagnostic criteria for what was referred
to in both DSM-IV-TR and ICD-10 as gender identity
disorder (GID) in children and now in DSM-5 as gender
dysphoria (GD).5 One reason for the differing attitudes
has to do with the pervasive nature of gender dysphoria
in older adolescents and adults: it rarely desists, and so
the treatment of choice is gender or sex reassignment.
On the subject of treating children, however, as the
World Professional Association for Transgender Health
(WPATH)6 notes in their latest Standards of Care, gen-
der dysphoria in childhood does not inevitably continue
into adulthood, and only 6 to 23 percent of boys and 12
to 27 percent of girls treated in gender clinics showed
persistence of their gender dysphoria into adulthood.
Further, most of the boys’ gender dysphoria desisted, and
in adulthood, they identified as gay rather than as trans-
gender.7
In an effort to clarify best treatment practices for
transgender individuals, a recent American Psychiatric
Association Task Force on the Treatment of Gender
Identity outlined three differing approaches to treating
prepubescent gender dysphoric children. Due to the ab-
sence of any randomized controlled treatment outcome
studies of gender dysphoric children, the task force con-
cluded that “the highest level of evidence available for
treatment recommendations for these children can best
be characterized as expert opinion.”8
However, there are sharp disagreements among the ac-
knowledged experts. One of the oldest gender clinics do-
ing research in this area is Toronto’s Centre for Addiction
and Mental Health. There, clinicians work with children
6. and caregivers to lessen gender dysphoria and decrease
cross-gender behaviors and identification. For example,
natal boys are not permitted to dress in princess outfits
and are discouraged from playing with Barbie dolls. The
Ethical Issues Raised by the Treatment of
Gender-Variant Prepubescent Children
by Jack Drescher and Jack Pula
Jack Drescher and Jack Pula, “Ethical Issues Raised by the
Treatment
of Gender-Variant Prepubescent Children,” LGBT Bioethics:
Visibility,
Disparities, and Dialogue, special report, Hastings Center
Report 44, no. 5
(2014): S17-S22. DOI: 10.1002/hast.365
qqq
q
S18 September-October 2014/ H A S T I N G S C E N T E R
R E P O R T
clinic claims its approach decreases the likelihood that GD
will persist into adolescence, leading to adult transsexual-
ism, which, for various reasons, such as social stigma and
a lifetime of medical treatment, is an outcome the clinic
considers undesirable.9
Another long-standing research clinic, the VU
University Medical Center in Amsterdam, makes no direct
efforts to lessen gender dysphoria or gender atypical behav-
iors. Given that GD diagnosed in childhood usually does
7. not persist into adolescence and no reliable markers exist
to predict when it will or will not persist, there is no thera-
peutic target with respect to gender identity outcome, but
the developmental trajectory of gender identity is allowed
to unfold of its own accord. Those in whom it persists are
assisted in transitioning in later adolescence, and those who
desist are assisted in adjusting to their natal gender.10
A more recent entry in this area is the gender clinic af-
filiated with the University of California, San Francisco,
where a child is supported in socially transitioning to a
cross-gendered role without medical or surgical interven-
tion. As in the other two clinics, only at the onset of puber-
ty are medications administered to suppress development
of unwanted secondary sex characteristics.11 This approach
presumes that an adult transgender outcome is to be ex-
pected, that these children can be identified, and that chil-
dren who transition but then desist can revert to their natal
gender if necessary with no ill effects.12
The State of Empirical Research
Research on gender dysphoric/gender variant (GD/GV)13
children and adolescents is still sparse. Some
findings are emerging, however:14
• The children and adolescents (collectively referred to
as “minors”) who present for clinical evaluation or
treatment are a heterogeneous group.
• For some of these minors, the major issue is cross-
gender behaviors or identifications; for others, the
gender issues seem to be epiphenomena of psycho-
pathology, exposure to trauma, or attempts to re-
solve problems such as lacking higher social status
or other benefits they perceive to be associated with
8. the other gender.
• In general, a minor’s notions of gender and gender
identity will vary according to the minor’s age.
• Until children master the capacity for operational
thought (between the ages of five and seven), they
tend to conflate gender identity with surface expres-
sions of gender.
• The gender dysphoria of the majority of children
with GD/GV does not persist into adolescence, and
when it does not, the children are referred to as “de-
sisters.”
• Prospective studies indicate that the majority of
those who desist by or during adolescence grow up
to be gay, not transgender, and that a smaller propor-
tion grow up to be heterosexual.
• There is at present no way to predict in which chil-
dren GD/GV will or will not persist into adoles-
cence or beyond. 15
• GD/GV that persists into adolescence is more likely
to persist into adulthood.
• GD/GV may be mimicked by gender confusion
that occurs as an epiphenomenon of other problems
(e.g., gender confusion as the result of sexual trauma
or delusions in the context of psychotic disorders).
Much remains unknown, however. In particular, re-
search has yet to show
• how either a cisgender identity16 or a transgender
9. identity develops;
• the relative contributions of biology and psycho-
social environmental factors in the development of
gender identity, whether cisgender or transgender;
• the extent to which gender identity in individuals
with GD/GV does or does not develop along the
same lines as gender identity in cisgender individu-
als; and
• why the gender dysphoria of most children desists
around puberty, while it persists in others into ado-
lescence and adulthood.
Given the absence of strong empirical data regarding the
best GD treatment outcomes in children, each of the three
treatment approaches outlined above raises ethical ques-
tions. The rest of this paper does not purport to answer the
questions it presents. Instead, these questions are intended
to stimulate discussion in a wider range of interested par-
ties about the ethical issues with which the experts treating
these children are or should be engaging. Hopefully, such
discussions can serve to improve care for all children and
their families regardless of which gender clinic they choose.
The ethical principles that underlie the questions and
discussions that follow are from The Principles of Medical
S19S P E C I A L R E P O R T: L G B T B i o e t h i c s :
V i s i b i l i t y, D i s p a r i t i e s , a n d D i a l o g u e
Ethics: With Annotations Especially Applicable to
Psychiatry,17
10. specifically, section 1.2 and section 5. The first of these
reads, “A psychiatrist should not be a party to any type of
policy that excludes, segregates, or demeans the dignity of
any patient because of ethnic origin, race, sex, creed, age,
socioeconomic status, or sexual orientation” (p. 3). Section
5 states, “A physician shall continue to study, apply, and
advance scientific knowledge, maintain a commitment to
medical education, make relevant information available to
patients, colleagues, and the public, obtain consultation,
and use the talents of other health professionals when in-
dicated” (p. 8).
Clinical Ethics
Is Preventing Transsexualism an Acceptable Clinical
Activity?
It could be construed, as some in the transgender com-
munity maintain, that clinical attempts to prevent trans-
sexualism, no matter how well meaning, are unethical
because they demean the dignity of gender-variant chil-
dren.18 Although the principles of ethics do not comment
specifically on “gender identity” or “gender expression”
—the usual terms used in laws and position statements
aimed at protecting transgender rights—the rapid cultural
acceptance of gender diversity and psychiatry’s unfortunate
history of trying to “cure” homosexuality raise questions of
whether “prevention of transsexualism” is a benign medical
activity or an attack on an individual’s identity.
This question raises another: is there empirical evidence
that childhood treatment can reduce the rate of persistence
and prevent adult transsexualism in some individuals?
Should Parents Be Told That Adult Transsexualism Is
Preventable?
11. Kenneth J. Zucker and colleagues note that while many
of the parents with whom they consult do not mind if
their gender-variant children grow up to be gay, they see
having a child who grows up to be transgender as more
problematic.19 It is therefore reasonable to assume that
their clinical approach of representing adult transsexualism
as preventable stems from an effort to satisfy the wishes
of the parents. However, there are presently no controlled
studies that demonstrate that discouraging cross-gender
behavior and interests in childhood does in fact reduce per-
sistence or prevent transsexualism. In addition, there are
no proven, reliable indicators to distinguish children whose
dysphoria will desist from those in whom it will persist.
Since no clinician can accurately predict the future gender
identity of any particular child, shouldn’t we assume that
efforts to discourage cross-gender play and identifications
may be experienced as hurtful and possibly even traumatic,
since, for some children, gender dysphoria will persist into
adolescence and adulthood? If so, is it ethical to offer such
treatment without informing parents of the current state
of the research or of possible harmful side effects (which
may be experienced by desisters as well as persisters)? And
if some children may be harmed, do the benefits outweigh
the risks, and are these risks and benefits sufficiently clear
to parents? Are the harms so unknown or so great that it is
unethical to offer such treatment at all? Mental health pro-
fessionals should look to other areas of medicine to under-
stand standards for informed consent regarding treatments
whose efficacy and safety are unproven.
Is It Okay to Steer a Child away from a Gender-Variant
Position?
In considering whether to support or promote the gen-
12. der-variant position of a child, parents, family members,
pediatricians, and mental health clinicians should consider
how any action or inaction will affect the child and how it
may result in beneficence (doing what is in the interest of
the child) or maleficence (harm). They also need to consid-
er the ethical principle of autonomy even though children
are not considered autonomous in the eyes of medicine and
the law because they are deemed developmentally imma-
ture and unable to fully understand the risks and benefits
of medical decision-making. When it comes to compli-
cated decisions regarding treatments for severe childhood
diseases such as leukemia that have profound impacts on
the child’s immediate emotional and physical well-being,
families and clinicians have constructed creative strategies
to respect the dignity and relative autonomy of the child
who has to bear the pain of difficult treatments.
Since research shows that a relatively low percentage of
children persist and that those who socially transition one
way may need to transition back to their natal gender, a
cautious approach is warranted. Also, given that certain en-
vironments (a school, church, or playground, for example)
may be unsafe spaces in which to express gender variance,
protecting a child from overt threats by modifying gender
expression in those settings is a common-sense approach.
There is no expert clinical consensus regarding the treatment of
prepubescent children who meet diagnostic criteria
for gender dysphoria.
S20 September-October 2014/ H A S T I N G S C E N T E R
R E P O R T
13. Yet, should caution and modification for safety reasons
rationalize as-yet-unproven efforts to steer a child’s gen-
der identity in a cisgender direction? Given that how any
gender identity develops is an unknown, is it not possible
that opposing a wish to explore cross-gender expression is
harmful to some children? Whether they persist or desist
in their transgender behavior or identity, children may in-
ternalize disapproving attitudes toward atypical gender be-
havior and expression (transphobia), with possible negative
consequences for adult development.20
What are the ethical implications of delaying social
transition for children who persist?
Unlike Zucker et al., Annelou L. de Vries and Peggy
T. Cohen-Kettenis do not discourage cross-gender play,
although they do discourage social transition in prepu-
bescent children because most children with GD will not
remain dysphoric through adolescence. They aim to pre-
vent youths with nonpersisting gender dysphoria from hav-
ing to make a complex change back to the role of their natal
gender. They cite the qualitative follow-up study in which
several youths indicated how difficult it was for them to
realize that they no longer wanted to live in the role of the
other gender and to make this clear to the people around
them.21
However, another ethical question is raised by this ap-
proach: Since the clinicians freely admit that they are un-
able to distinguish persisters from desisters, what are the
risks and benefits of delaying the social transition of per-
sisting children in order to prevent possible psychological
harm to those who will desist? Put another way, are the
children who will grow up to be trans being subjected to
unnecessary stress in order to preserve the well-being of the
majority who will not?22
14. Further, increasing numbers of young children are mak-
ing social transitions sanctioned by families before they
even come to a gender clinic. Schools and other commu-
nity settings are helping children adapt to these changes as
well. That some children may be supported in transition
before they know what their natal sex is or what it means
is a complex issue that deserves further investigation. Does
this complexity increase the burden on medical and child-
care systems, as well as families, to fully evaluate and weigh
the factors for and against transition of any child?
What are the ethical implications of permitting early
transition in children who desist?
Diane Ehrensaft makes a case for early social transition
that appears to be based on the belief that those who will
be persisters can be distinguished from other individuals
who present signs of gender dysphoria. She states, “Once
allowed to transition, these children [persisters] typically
relax and the signs of stress, distress, and disruption dissi-
pate, if not disappear altogether.”23 “Although not a univer-
sal phenomenon,” she asserts, “one simple rule of thumb
is that if the assessment is correct, the child shows signs of
getting better; if the assessment was incorrect, the child gets
worse, or at least no better” (346-47).
While Ehrensaft notes correctly that there is little em-
pirical data demonstrating harm in transitioning twice,
there is also no empirical evidence demonstrating that a
prepubescent child who is permitted to socially transition
but then desists can simply and harmlessly transition back
to the natal gender. Given the complexity involved in the
first social transition, should we accept at face value the
claim that transition back to the original gender is entirely
15. without risks and pitfalls? Furthermore, in the absence of
empirical studies, is permitting early social transition with-
out a verifiable system of distinguishing persisters from de-
sisters an ethically appropriate treatment?
A Work in Progress
Obviously, more research is needed to help understand the
biological, cultural, and psychological factors of
gender identity formation, as well as outcomes for those
who persist, desist, transition socially or medically, take
on normative gender (cisgender) identity, or adopt atypi-
cal, gender-queer, or nonbinary identities. It would also be
helpful to the affected populations if there were more col-
laboration and comparison of results between specialized
gender clinics with treatment methods.
As discussed by other authors in this special report, the
Institute of Medicine has commented on the significant
lack of research on the health and mental health needs of
transgender populations.24 However, the ability to conduct
research on transgender individuals in itself raises ethi-
cal concerns. In this era of evidence-based medicine, the
demand to produce rigorous research data can hamstring
clinical efforts in the field of transgender medicine. While
clinicians struggle to help patients and families make dif-
ficult and often painful decisions in the here and now, they
cannot always wait for research-based conclusions to guide
them. That is not to say that it is impossible to do research
or that it should not be attempted, but that current clini-
cal needs must respect the nuance and subjectivity of gen-
der identity, as well as the ethical standards of beneficence,
nonmaleficence, and autonomy. At this juncture, reason-
able informed consent would involve telling parents that
(1) the best treatment approach for these children is a sub-
ject of controversy; (2) that there is presently no way to
16. predict whether their transgender child will desist or persist
into adolescence and adulthood; (3) that it is unclear if an
adult transgender outcome can be prevented; (4) that if
the child is socially transitioned to the experienced gender,
there is a possibility that the child might transition back
S21S P E C I A L R E P O R T: L G B T B i o e t h i c s :
V i s i b i l i t y, D i s p a r i t i e s , a n d D i a l o g u e
to the natal gender; and (5) that intervention and nonin-
tervention both may carry risks to the welfare of the child,
requiring that providers and families examine and weigh
predictable risks and benefits in a given situation to the best
of their ability.
With that in mind, we know that the experience of
being a gender-variant child is challenging, possibly char-
acterized by distress and dysphoria, that it can persist or
desist, and that it can open up options for social and later
medical transition that involve serious ethical and practi-
cal concerns for clinicians and families. We know that
these children are in our midst now, that their numbers
are increasing at gender clinics and elsewhere, and that
their presence is putting greater pressure on the medical
and mental health systems to create standards and clini-
cal practice, research, and model approaches that adhere
to modern medical ethical standards. As these standards
are created, evaluated, and modified, it will be essential to
continuously reflect on the ethical questions, concerns, and
limitations raised above—and others that may arise in the
future—to best ensure that the medical field is doing its
best to help and not harm gender-variant children, adoles-
cents, and their families.
17. 1. I. Lovett, “California: Rights Guaranteed for Transgender
Students,” New York Times, August 13, 2013, p. A12.
2. Some trans advocates see the medicalization of transgender-
ism as contributory to this state of affairs (see D. B. Hill et al.,
“Gender Identity Disorders in Childhood and Adolescence: A
Critical Inquiry,” International Journal of Sexual Health 19, no.
1
(2007): 57-74; K. Winters, “Gender Dissonance: Diagnostic
Reform
of Gender Identity Disorder for Adults,” Journal of Psychology
&
Human Sexuality 17, no. 3/4 (2005): 71-89. Yet, while the gay
rights
movement can attribute much of its advancements to the
removal
of homosexuality from the DSM in 1973, transgender rights
have
progressed, albeit at a slower pace, despite the appearance of
gender
diagnoses in both the DSM and the ICD.
3. World Professional Association for Transgender Health,
Standards of Care for the Health of Transsexual, Transgender
and
Gender Non-Conforming People, 7th version, 2011, at
http://www.
wpath.org/.
4. A. E. Cha, “Ban Lifted on Medicare Coverage for Sex Change
Surgery,” Washington Post, May 30, 2014, http://www.washing-
tonpost.com/national/health-science/ban-lifted-on-medicare-
coverage-for-sex-change-surgery/2014/05/30/28bcd122-e818-1
1e3-a86b-362fd5443d19_story.html.
5. At the time of this writing, a proposed name change for ICD-
18. 11
is “gender incongruence of children.”
6. This was formerly known as the Harry Benjamin International
Gender Dysphoria Association.
7. See World Professional Association for Transgender Health,
“Standards of Care for the Health of Transsexual, Transgender
and
Gender Non-Conforming People,” 11.
8. W. Byne et al., “Report of the American Psychiatric
Association
Task Force on Treatment of Gender Identity Disorder,”
Archives of
Sexual Behavior, 41, no. 4 (2012): 759-96, at 762.
9. K. J. Zucker, “Children with Gender Identity Disorder: Is
There
a Best Practice?,” Neuropsychiatrie de l’enfance et de
l’adolescence,
56 (2008): 358-64; K. J. Zucker et al, “A Developmental,
Biopsychosocial Model for the Treatment of Children with
Gender
Identity Disorder,” Journal of Homosexuality, 59, no. 3 (2012):
369-
97.
10. A. L. de Vries and P. T. Cohen-Kettenis, “Clinical
Management
of Gender Dysphoria in Children and Adolescents: The Dutch
Approach,” Journal of Homosexuality 59, no. 3 (2012): 301-20.
11. All three clinics mentioned here offer puberty suppression
to children when clinically indicated, either to “buy time” in
19. case
they desist after puberty or to prevent development of secondary
sex
characteristics in those who persist. However, the approach here
acts
under the assumption that they are better able to distinguish
desisters
from persisters.
12. D. Ehrensaft, “From Gender Identity Disorder to Gender
Identity Creativity: True Gender Self Child Therapy,” Journal
of
Homosexuality 59, no. 3 (2012): 337-56.
13. Further illustrating the controversies, some clinicians
(includ-
ing Ehrensaft) eschew the use of psychiatric diagnoses when
evaluat-
ing and treating these children. Consequently, the nonmedical
term
“gender variance” is an alternative, nonpathologizing way of
describ-
ing them.
14. Since it often appears that child GD experts talk past each
oth-
er, Jack Drescher and William Byne invited several of them to
pub-
lish their clinical approaches in one volume. However, rather
than
critique each other, which they often do, the clinicians were
asked
to present their own approaches, which would then be discussed
by
experts (child psychiatrists, ethicists, attorneys, trans advocates,
and
20. gender scholars) who did not treat GD themselves but who had
an
interest in issues related to gender. See J. Drescher and W.
Byne,
Treating Transgender Children and Adolescents: An
Interdisciplinary
Discussion (New York: Routledge, 2013).
15. In a most recent study, Thomas D. Steensma et al., found a
link between the intensity of GD in childhood and persistence
of
GD, as well as a higher probability of persistence among natal
girls.
Psychological functioning and the quality of peer relations did
not
predict the persistence of childhood GD. Formerly
nonsignificant
factors (e.g., age at childhood assessment) and unstudied factors
(a
cognitive or affective cross-gender identification and a social
role
transition) were associated with the persistence of childhood
GD
and varied among natal boys and girls. Steensma et al.
concluded,
“Intensity of early GD appears to be an important predictor of
persis-
tence of GD. Clinical recommendations for the support of
children
with GD may need to be developed independently for natal boys
and
for girls, as the presentation of boys and girls with GD is
different,
and different factors are predictive for the persistence of GD”
(T. D.
Steensma et al., “Factors Associated with Desistence and
21. Persistence
of Childhood Gender Dysphoria: A Quantitative Follow-up
Study,”
Journal of the American Academy Child & Adolescent
Psychiatry, 52,
no. 6 [2013]: 582-90, at 589).
16. “Cisgender” is used in the transgender community to
describe
those who are not transgender.
17. American Psychiatric Association, The Principles of
Medical
Ethics: With Annotations Especially Applicable to Psychiatry
(Arlington,
VA: APA, 2009). One caveat should be noted: these comments
are
made with the understanding that many of the mental health
prac-
titioners offering treatment to prepubescent children are not
physi-
cians.
18. S. D. Pickstone-Taylor, letter to the editor (“Children with
Gender Nonconformity”), Journal of American Academy Child
&
Adolescent Psychiatry 42, no. 3 (2003): 266.
19. K. J. Zucker et al., “A Developmental, Biopsychosocial
Model
for the Treatment of Children with Gender Identity Disorder,”
Journal of Homosexuality 59, no. 3 (2012): 369-97; see 391-92.
S22 September-October 2014/ H A S T I N G S C E N T E R
22. R E P O R T
20. K. E. Bryant, “The Politics of Pathology and the Making
of Gender Identity Disorder,” PhD diss., University of
California,
Santa Barbara, 2007.
21. T. D. Steensma et al., “Desisting and Persisting Gender
Dysphoria after Childhood: A Qualitative Follow-up Study,”
Clinical
Child Psychology & Psychiatry 16, no. 4 (2011): 499-516.
22. A similar question can be raised about the treatment of adult
trans individuals. Does the present system of “gate keeping”
before
allowing medical and surgical treatment exist for the benefit of
those
wishing to transition or to protect those individuals who, after
transi-
tion, might express regrets?
23. Ehrensaft, “From Gender Identity Disorder to Gender
Identity
Creativity: True Gender Self Child Therapy,” 354.
24. Institute of Medicine, Committee on Lesbian, Gay,
Bisexual,
and Transgender Health Issues and Research Gaps and
Opportunities,
The Health of Lesbian, Gay, Bisexual and Transgender People:
Building
a Foundation for Better Understanding (Washington, DC:
National
Academies Press, 2011).
23. S23S P E C I A L R E P O R T: L G B T B i o e t h i c s :
V i s i b i l i t y, D i s p a r i t i e s , a n d D i a l o g u e
Hormone Treatment of Children and
Adolescents with Gender Dysphoria:
An Ethical Analysis
by Brendan S. Abel
C
hildren are generally unable to provide au-
tonomous, independent informed consent for
medical treatments. This long-standing tenet of
pediatric care protects children who often do not pos-
sess fully developed cognitive decision-making capacity
by preventing rash, permanent, and potentially regret-
table medical decisions. As pediatric patients become
adolescents and approach adulthood, their involvement
in medical decision-making often increases to take into
account their values and preferences.1 But until a youth
reaches the age of majority, the medical decision-making
process generally includes permission from parents or
guardians and informed assent from the patient to the
degree appropriate.
In the context of transgender health, most people are
not comfortable with allowing a twelve-year-old child
with gender dysphoria to elect to undergo gender reas-
signment surgery. The likelihood is too high that the
child would be unable to fully comprehend the scope
of a decision that carries significant, permanent conse-
24. quences, particularly because the decision to surgically
change gender is based upon a conception of gender that
can fluctuate during adolescent years. Conversely, how-
ever, most people would not contend that this fluidity is
reason to wholly deny certain medical care such as hor-
monal treatments to transgender youth, a demographic
with extremely high rates of violent behavior, self-harm,
and suicide. This paper will explore ethical consider-
ations relevant to this emerging debate of what therapeu-
tic options should be offered to transgender children and
adolescents.
Pediatric endocrinologists have been treating gender
dysphoric adolescents with puberty-suppressing drugs
and, to a lesser extent, with cross-sex hormone therapies
for more than twenty years. Clinicians and thought lead-
ers have mentioned ethical components of this emerg-
ing practice in the few cohort studies and clinical review
articles about the subject. However, ethics have generally
been a secondary consideration in the medical academic
literature. In this paper, I will provide a brief overview of
the practice, summarize the current research on hormone
treatment for transgender minors, and provide an ethical
analysis of the practice.
Clinical Overview
Gender dysphoria, termed “gender identity disorder” in prior
iterations of the Diagnostic and Statistical
Manual of Mental Disorders, is marked by an incongru-
ence between one’s experienced or expressed gender and
the gender to which the person has been assigned (usu-
ally at birth, referred to as the natal gender).2 The new
DSM-5 defines an individual with gender dysphoria as
a person who fulfills six of eight enumerated character-
istics including a strong desire to be the other gender,
25. a strong desire to dress as typical of the other gender, a
dislike of one’s sexual anatomy, and a desire to have the
sexual anatomy of the opposite sex. The diagnosis addi-
tionally requires a finding of clinically significant distress
or impairment in important areas of social functioning,
such as difficulties maintaining social relationships or
performing age-appropriate tasks (household chores or
homework, for example), and it requires all of these diag-
nostic elements to be manifested for at least a six-month
duration. The presentation and corresponding treatment
of gender dysphoria differs greatly from children to ado-
lescents and adults, with children being more focused on
Brendan S. Abel, “Hormone Treatment of Children and
Adolescents
with Gender Dysphoria: An Ethical Analysis,” LGBT Bioethics:
Visibility,
Disparities, and Dialogue, special report, Hastings Center
Report 44, no. 5
(2014): S23-S27. DOI: 10.1002/hast.366
qqq
q
S24 September-October 2014/ H A S T I N G S C E N T E R
R E P O R T
their behavioral gender differences as opposed to anatomi-
cal differences. Nonetheless, gender dysphoria can be diag-
nosed in childhood—at as young as three years old—even
though only 10 to 20 percent of these children will still
have gender dysphoria by the time they reach adulthood.3
While many young children will ultimately decide to re-
vert to their natal gender—known as desisting—children
26. whose gender dysphoria continues to adolescence are more
likely to have it persist into adulthood.4
For years, children and adolescents presenting to medical
professionals with nonconforming gender identities were
considered outside of the realm of clinical management.
Over the past twenty years, the possibility of a hormonal
suppression of puberty and, more recently, of cross-sex hor-
mone therapy, have provided a newfound ability to control
a child’s sexual development. Gonadotropin-releasing hor-
mones (GnRH)—which have been prescribed to suppress
the onset of puberty for children with precocious puberty
for thirty years—are now the first line of treatment of chil-
dren with gender dysphoria.5 They are used to delay the
onset of puberty for children with gender identify disorder
to prevent secondary sexual characteristics in order to “buy
time” to consider next stages of therapy.6 This treatment
can provide welcome relief to a twelve-year-old natal boy,
for example, allowing the child to delay any male second-
ary sexual characteristics until approximately age sixteen.
In some circumstances, the child will become comfortable
with his natal gender, discontinue the GnRH, and progress
through puberty as one would absent hormonal interven-
tions. Yet other individuals can develop the secondary sex-
ual characteristics of the opposite gender through cross-sex
hormone therapy—androgens for natal females and estro-
gens for natal males—and have the option of gender-reas-
signment surgery at the age of majority. While the scope
of such hormone therapy for children is limited (and dis-
cussed in additional detail below), the practice of hormone
therapy for gender dysphoria was formally recommended
for adult and adolescent populations by the Endocrine
Society, the European Society of Endocrinology, and re-
lated professional societies via consensus clinical guide-
lines in 2009.7 Aside from the psychological reprieve that
hormone therapy can provide for adolescents with gender
27. dysphoria, pubertal suppression allows, many argue, for
optimal results of the potential cross-gender transition, as
secondary sex characteristics of one’s natal sex are difficult
to undo. In other words, if a natal male with gender dys-
phoria can receive GnRH before pubertal changes such as
the development of an Adam’s apple and the deepening of
the voice, the transition to the female gender appearance
will be better, as the cross-sex hormones cannot effectively
undo characteristics of the original gender that have already
progressed.8
Psychological counseling is an additional important ele-
ment to the clinical treatment of all persons with gender
dysphoria. Since the earliest protocols for treatment, psy-
chological counseling has been emphasized, particularly
given that a long diagnostic window can allow for effective
long-term mental health care.9 In fact, the 2009 clinical
guidelines suggest that an independent diagnosis of gen-
der dysphoria be made by a mental health professional to
ensure that a patient’s behaviors leading to the diagnosis
are not influenced by mental health comorbidities.10 A cor-
roborating diagnosis by a mental health expert can miti-
gate misdiagnosis and help identify related mental health
concerns that should be addressed as part of any treatment
plan.
Data of Children and Adolescents Treated for
Gender Dysphoria
For an area of clinical treatment that carries such sig-nificant
long-term effects for pediatric patients, gen-
der dysphoria has been subject to relatively little academic
research. Possibilities for research are inherently limited
by ethical restrictions on interventional research and by
relatively low populations for cohort studies. After a case
study was published in 1998 of a sixteen-year-old patient
28. with gender dysphoria at the Amsterdam Clinic in the
Netherlands,11 Peggy T. Cohen-Kettenis and Henriette A.
Delemarre-van de Waal reported in seminal publications
the results of cohort studies—which simply observe a spe-
cific population over time—of children and adolescents
with gender dysphoria who were treated at their clinic.12
The first study concluded that seventy patients, none of
whom discontinued the hormone therapy, reported that
the pubertal suppression improved their psychological
functioning.13 A follow-up study by the same researchers
found that the adolescents who underwent GnRH re-
ported improved behavioral, emotional, and psychological
functioning.14 In 2012, Norman Spack and others at the
Boston Children’s Hospital Gender Management Service
clinic reported the first cohort study in the United States,
observing ninety-seven children and adolescents con-
secutively undergoing treatment for gender dysphoria at
the clinic.15 Of the cohort, which had an average age of
14.8 years, fifty-six patients received a medical interven-
tion within the first week of presentation, with thirty-nine
receiving cross-sex hormone therapy, whereas eleven were
treated with GnRH.16 Notably, forty-three patients pre-
sented with a significant psychiatric history.17 While these
studies are an important starting point and generally high-
light improvements in psychological function and a lack
of reported adverse events, more detailed research in larger
populations with greater follow-up is essential.
S25S P E C I A L R E P O R T: L G B T B i o e t h i c s :
V i s i b i l i t y, D i s p a r i t i e s , a n d D i a l o g u e
Ethical Analysis
The ethical analysis in existing academic medical lit-erature of
29. hormone treatment of minors with gender
dysphoria has largely been relegated to passing assertions
about risks and subsequent justifications. While this ap-
proach does not imply thoughtlessness, it often indicates a
lack of thoroughness because of inadequate analytic struc-
ture. The field of bioethics is historically dominated by
discourse about best ethical theories by which to analyze a
given problem, but few would disagree that a straightfor-
ward and oft-applied framework using the widely adopted
principles of biomedical ethics18 is a pragmatic entry point
into an ethical discussion of pediatric gender dysphoria
treatment decisions. Thus, my analysis relies on accepted
principles of bioethics including respect for autonomy, be-
neficence, and nonmaleficence.19
Respect for Autonomy. Respect for autonomy tradition-
ally refers to a general right to be free from interferences
and limitations that prevent an ability to act freely in accor-
dance with one’s wishes, with certain important caveats and
restrictions. One legally imposed restriction to the right to
autonomy is being below the age of minority. This is not
a wholesale restriction, however, as pediatricians regularly
try to consider a minor patient’s assent, with the weight of
the patient’s contribution dependent upon the individual
patient’s capacity to make rational, informed decisions.20
Despite a minor’s inability to provide legal informed con-
sent for a medical procedure (with certain important ex-
ceptions), the ethical principle of respect for autonomy
cannot be dismissed in this analysis. In fact, the lack of
legal authority may actually enhance a nuanced consider-
ation of the autonomy of a child with gender dysphoria.
Respect for autonomy is the strongest factor supporting
progressive hormone treatments, including cross-sex hor-
mone therapy, as the practice is justified through a desire to
respect a child’s expressed gender ideation by helping align
it with his or her outward sexual manifestation. Additional
30. weight should be given to the respect for a child’s auton-
omy to elect this treatment because of the importance of
acting during adolescence to achieve optimum results in
adulthood. In other words, respect for a child’s autonomy
should be emphasized with respect to his or her desire to
undergo hormone therapy because the same results will not
occur if the patient is left to make the same decision at
age eighteen. Additionally, it can be argued that the great-
est step towards respecting a child’s autonomy is expanded
access to and education regarding various treatment plans
for persons with gender dysphoria to allow patients in all
geographic locations and of all socioeconomic positions to
gain a full understanding of options and to advocate for
their preferred treatment.
Nonmaleficence. Nonmaleficence—which reflects the
medical maxim of “first, do no harm”—imposes an obliga-
tion to not inflict harm on others. This principle offers the
strongest ethical argument against cross-sex hormone treat-
ment because the long-term effects of this therapy are not
well known: only a single patient has been the subject of
long-term follow-up.21 Additionally, cross-sex therapy has
the known side effect of rendering most patients sterile.
Puberty-suppressing hormones, by contrast, have largely
been considered free of long-term harm; this assertion is
supported by many generations of follow-up studies with
the large population of individuals prescribed such drugs
for precocious puberty.22 The ability to use puberty-block-
ing hormones to prolong the decision to commence cross-
sex hormones should not be undervalued, as this practice
allows patients to mature and develop their power of judg-
ment. Of course, “harm” as it relates to medical maleficence
should go beyond the standard construction of physical
harm and encapsulate a holistic approach that would con-
sider emotional, social, and spiritual values and harms. For
31. many adolescents, the eventual feeling of comfort within
one’s body far outweighs the “harm” of losing the ability
to procreate. However, there is a portion of the population
of children undergoing cross-sex hormone therapy that
will eventually decide not to live as that cross-gender. In
these cases, the deprivation of fertility can be devastating
and must be strongly considered. Still other persons with
gender dysphoria will persist with their new gender, take
comfort with the effects of the hormone treatment, yet still
feel loss associated with infertility.
For supporters of greater access to cross-sex hormone
therapies for adolescents, additional research in under-
standing which factors can predict gender dysphoria persis-
tence could significantly mitigate some of these concerns.
A recent review article of relevant literature acknowledged
“a surprising lack of knowledge on adolescent gender iden-
tity development.”23 Additional insight into the complex
interplay between psychosocial and biological factors could
foster tools to better determine likelihood of persistence.24
Each advance in the field could substantially weaken argu-
For many adolescents, the eventual feeling of comfort within
one’s
body far outweighs the “harm” of losing the ability to procreate.
Others, however, may be devastated by the loss of fertility.
S26 September-October 2014/ H A S T I N G S C E N T E R
R E P O R T
ments about maleficence that are based on the concern that
children could turn out to be desisters but will be sterile if
they have undergone cross-hormone therapy.
32. Beneficence. The principle of beneficence refers to a
moral obligation to act for the benefit of others—by ei-
ther actions that do good or those that prevent harm. In
the context of medical ethics, beneficence obligates phy-
sicians to help their patients. Determining how a physi-
cian should “do good” in cases of childhood or adolescent
gender dysphoria is an unenviable task because of the vari-
ability of persistence in such cases. Given the possibility
of desistence, physicians must consider, in the name of
beneficence, the not unlikely situation where cross-sex
hormone therapy renders permanent harms in a desisting
child. Prescribing cross-sex hormones is ethical only under
the theory of beneficence when a physician believes that
the facts of a certain patient—given age, maturity, length
of dysphoric ideations—merit a decision that the child will
more likely than not benefit from the treatment rather than
regret the consequences at a later date. Physicians are thus
also under an obligation to help children and adolescents
properly weigh considerations. In this context, helping an
adolescent appreciate the seriousness of infertility is an
important ethical obligation and one complicated by the
fact that the adolescent’s developing brain is generally more
limited than the adult brain in its ability to weigh long-
term consequences.
A common argument against the hormone therapy for
gender dysphoric children is that the failure to provide
such treatment will not cause harm. Hormone therapy
can be initiated at the age of majority, and at that time
gender reassignment surgery can be a viable, legal option.
The principle of beneficence can be used to counter this
argument because, while delaying hormone therapy may
conform with the principle of nonmaleficence, the practice
does not support beneficence if one assumes that a child’s
desire to have his or her outward gender conform to his
33. or her self-perceived gender is a valid good. A finding of a
high prevalence of desistence detracts from the argument
for beneficence. But, again, this argument may depend
upon the findings of ongoing research on gender identity
development and gender dysphoria persistence.
A Complex Issue, a Holistic Approach
A s this analysis demonstrates, hormone treatment for children
and adolescents with gender dysphoria is eth-
ically challenging: ethical principles point toward differing
outcomes. A respect for a child’s autonomy combined with
an emphasis on beneficence suggests that not only GnHR
hormone treatment to suppress puberty but also cross-sex
hormone therapy should be supported because such treat-
ment would respect a patient’s growing right to be involved
in medical decision-making and because it offers the high-
est likelihood for the preferred results of gender transition.
But a counterargument is provided through an examina-
tion of the principle of nonmaleficence, particularly in light
of the likelihood that desisting minors would be left sterile.
Regardless of individual conclusions, additional research
into gender identity development and into the long-term
safety of cross-sex hormone therapy is imperative. And all
ethical analysis must acutely consider the age and cognitive
development of the person with gender dysphoria. While
long-term safety and reversibility of puberty-suppressing
hormones make the first-stage treatment justifiable for
many assenting children, the second-stage treatment of
cross-sex hormones—with the long-term fertility implica-
tions—are generally justifiable only with adolescents that
can provide fully informed assent.
Lastly, one cannot complete the analysis of such a
practice without acknowledging the realities of denying
34. treatment options. Transgender youth have high rates of
self-harm and suicide.25 This must dictate continued sup-
port of proactive therapies and research for gender dys-
phoric children and adolescents. We must concurrently
push for increased understanding and acceptance of LGBT
people through education and outreach, as well as in the
nonmedical therapeutic realm through school- and com-
munity-based support groups.
A holistic approach to ensuring the wellness of transgen-
der youth is essential and must be supported by an ethical
medical approach. With additional research and a con-
tinued emphasis on the ethical components of hormone
therapy, minors with gender dysphoria should be granted
access to hormone therapies to allow for fulfilling, healthy,
and secure lives.
1. Committee on Bioethics, “Informed Consent, Parental
Permission, and Assent in Pediatric Practice,” Pediatrics 95
(1995):
314-17.
2. American Psychiatric Association, “Gender Dysphoria,”
Diagnostic and Statistical Manual of Mental Disorders, 5th
edition,
doi:10.1176/appi.books.9780890425596.997927.
3. W. C. Hembree, “Guidelines for Pubertal Suspension and
Gender Reassignment for Transgender Adolescents,” Child and
Adolescent Psychiatric Clinics of North America 20 (2011):
725-32,
at 725.
4. N. P. Spack, “Management of Transgenderism,” Journal of
the American Medical Association 309 (2013): 478-84;
Hembree,
35. “Guidelines for Pubertal Suspension and Gender Reassignment
for
Transgender Adolescents,” at 725, 729.
5. N. P. Spack et al., “Children and Adolescents with Gender
Identity Disorder Referred to a Pediatric Medical Center,”
Pediatrics
129 (2012): 418-25.
6. S. F. Leibowitz and C. Telingator, “Assessing Gender
Identity
Concerns in Children and Adolescents: Evaluation, Treatments,
and
Outcomes,” Current Psychiatry Reports 14 (2012): 111-20, at
118.
7. Hembree, “Guidelines for Pubertal Suspension and Gender
Reassignment for Transgender Adolescents,” 3132.
S27S P E C I A L R E P O R T: L G B T B i o e t h i c s :
V i s i b i l i t y, D i s p a r i t i e s , a n d D i a l o g u e
8. Spack et al., “Children and Adolescents with Gender Identity
Disorder Referred to a Pediatric Medical Center,” 419.
9. H. A. Delemarre-van de Waal and P. T. Cohen-Kettenis,
“Clinical Management of Gender Identity Disorder in
Adolescents:
A Protocol on Psychological and Paediatric Endocrinology
Aspects,”
European Journal of Endocrinology 155 (2006): 131–37.
10. Hembree, “Guidelines for Pubertal Suspension and Gender
Reassignment for Transgender Adolescents,” 3132.
36. 11. P. T. Cohen-Kettenis and S. H. van Goozen, “Pubertal Delay
as an Aid in Diagnosis and Treatment of a Transsexual
Adolescent,”
European Child and Adolescent Psychiatry 7 (1998): 246–48.
12. M. S. C. Wallien and P. T. Cohen-Kettenis, “Psycho-sexual
Outcome of Gender Dysphoric Children,” Journal of the
American
Academy of Child and Adolescent Psychiatry 36 (2008): 1413-
23; A.
L. de Vries et al., “Puberty Suppression in Adolescents with
Gender
Identity Disorder: A Prospective Follow-up Study,” Journal of
Sexual
Medicine 8 (2011): 2276-83.
13. Wallien and Cohen-Kettenis, “Psycho-sexual Outcome of
Gender Dysphoric Children,” 1421.
14. De Vries, “Puberty Suppression,” 2282.
15. Spack, “Children and Adolescents with Gender Identity
Disorder Referred to a Pediatric Medical Center,” 419.
16. Ibid., 421-22.
17. Ibid.
18. T. L. Beauchamp and J. F. Childress, Principles of
Biomedical
Ethics, 6th edition (Oxford: Oxford University Press, 2008).
19. Ibid.
20. See D. Lambelet Coleman and P. M. Rosoff, “The Legal
Authority of Mature Minors to Consent to General Medical
Treatment,” Pediatrics 131 (2013): 786-93.
37. 21. P. T. Cohen-Kettenis et al., “Puberty Suppression in a
Gender-
Dysphoric Adolescent: A 22-Year Follow-Up,” Archives of
Sexual
Behavior 40 (2011): 843-47.
22. Hembree, “Guidelines for Pubertal Suspension and Gender
Reassignment for Transgender Adolescents,” 725, 726.
23. Leibowitz and Telingator, “Assessing Gender Identity
Concerns in Children and Adolescents: Evaluation, Treatments,
and
Outcomes,” 118.
24. See T. D. Steensma et al., “Desisting and Persisting Gender
Dysphoria after Childhood: A Qualitative Follow-up Study,”
Clinical
Child Psychology and Psychiatry 16 (2011): 499-516.
25. R. T. Liu and B. Mustanski, “Suicidal Ideation and Self-
Harm
in Lesbian, Gay, Bisexual, and Transgender Youth,” American
Journal
of Preventive Medicine 42 (2012) 221-28.