Week 2 Milestone: Proposal for Argumentative EssayAssignment Weight: 5%
Learning Objectives: 1, 2, 3, 4, 5Click  here here – Alternative Formats  to review an annotated example student submission.In week one, you selected a topic for the Final Persuasive Essay.  Now, it is time to formalize your proposal and begin to explore and analyze your topic in order to build a foundation for the essay to come. A strong proposal promises success for the project, while an ill-conceived or incomplete proposal can bring poor results.  This proposal is your opportunity to set your sight on success and begin to advance to a higher level of academic writing skills.Helpful Resources

• Norton Field Guide to Writing Chapter 36 Guiding your Reader (pp. 386-391)
• Little Seagull Handbook Section W-3, “Writing Processes”
• Harvard College Writing Center: Counterargument

The proposal should consider all aspects and criteria of the intended project and demonstrate understanding and competence in the ability to complete it. Generally, a research proposal should contain all the key elements involved in the research process and include sufficient information for the reader to evaluate the proposed study. Generally, the proposal will address the following three areas: What you plan to accomplish, why it is important and how you are going to persuade you audience.Remember, your topic must have

• two logical sides to the issue (your viewpoint and an opposing viewpoint),
• must be researched-based
• must be relevant to your career or degree.

Your proposal needs to include the following six paragraphs and a title:Working Title (Find help on title writing  here )  Paragraph One

• Introduction 
  • Describe the issue (2-3 sentences)
  • Recommend a course of action (1-2 sentences)
  • Argument for this course of action (1-3 sentences)
  • Thesis statement (1 sentence)

Paragraph Two

• Counterargument 
  • Anticipated questions or resistance (2-3 sentences)
  • Response to questions or resistance (2-3 sentences)

Paragraph Three

• Conclusion 
  • Review your key points (3 sentences)
  • Restate thesis (1-2 sentences)
  • Call to action (1-2 sentences)

Paragraph Four

• Audience (2-3 sentences) Consider demographics, background, relevance, knowledge of topicand beliefs.
• Goal for your audience (how should the audience think or act differently? 1-2 sentences)

Paragraph Five

• Strategy for convincing your audience inlcuding goal, purpose and challenges, Consider tactics (ethos, pathos, logos) (2-3 sentences)

Paragraph Six 

• Research (preliminary) describe your approach (refer to your readings thus far)
• Keiser Database(s) most likely to use
• Potential articles cited in APA (at least 2, final paper will require 4) 
  • Be careful to avoid a faulty use of authority, or identifying a source written by author who claims to be an “expert” but is only moderately familiar with the topic.
• Potential key terms (Minimum of 5)

IHP 330 Module Two Worksheet
Measuring Disease

Data for the case-control study were obtained from hospitalized patients in London and vicinity over a four-year period (April 1948 – February 1952). Initially, 20 hospitals, and later more, were asked to notify the investigators of all patients admitted with a new diagnosis of lung cancer. These patients were then interviewed concerning smoking habits, as were controls selected from patients with other disorders (primarily nonmalignant) who were hospitalized in the same hospitals at the same time. Data for the cohort study were obtained from the population of all physicians listed in the British Medical Register who resided in England and Wales as of October 1951. Information about present and past smoking habits was obtained by questionnaire. Information about lung cancer came from death certificates and other mortality data recorded during ensuing years.

Over 1700 patients with lung cancer, all under age 75 were eligible for the case-control study. About 15% of these persons were not interviewed because of death, discharge, severity of illness, or inability to speak English. An additional group of patients were interviewed by later excluded when initial lung cancer diagnosed proved mistaken. The final study group included 1,465 cases (1,357 males and 108 females). The following table shows the relationship between cigarette smoking and lung cancer among male cases and controls:

Table 1

Cases

Controls

Cigarette Smoker

1,350

1,296

Nonsmoker

7

61

Total

1,357

1,357

1. Accurately calculate the proportion of cases that smoked. Be sure to show your calculations.
2. Accurately calculate the proportion of controls that smoked. Be sure to show your calculations.
3. Accurately calculate the odds ratio, with the correct equation. What do you infer from the odds ratio about the relationship between smoking and lung cancer?

Table 2 shows the frequency distribution of male cases and controls by average number of cigarettes smoked per day.

Table 2: Daily cigarette consumption

Daily Number of Cigarettes

Number of Cases

Number of Controls

Odds Ratio

0

7

61

Referent

1–14

565

706

15–24

445

408

25+

340

182

All smokers

1350

1296

Total

1357

1357

1. Accurately calculate the odds ratios by category of daily cigarette consumption, comparing each category to nonsmokers. Be sure to show your calculations. 
2. Interpret these results, and describe the trends or patterns you see in the data.

Part 2: The Cohort Study  

Data for the cohort study were obtained from the population of all physicians listed in the British Medical Register who resided in England and Wales as of October 1951. Questionnaires were mailed in October 1951 to 59,600 physicians. The questionnaire asked the physicians to classify themselves into one of three categories: 1) current smoker, 2) ex-smoker, or 3) nonsmoker. Smokers and ex-smokers were asked the amount they smoked, their method of smoking, the age they started to smoke, and, if they had stopped smoking, how long it had been since they last smoked. Nonsmokers were defined as persons who had never consistently smoked as much as one cigarette day for as long as one year. Physicians were also asked whether or not they had a diagnosis of lung cancer. Usable responses to the questionnaires were received from 40,637 (68%) physicians, of whom 34,445 were males and 6,192 were females.  The next section of this case study is limited to the analysis of male physician respondents, 35 years of age or older. 

The occurrence of lung cancer in physicians responding to the questionnaire was documented over a 10-year period (November 1951 through October 1961) from death certificates filed with the Registrar General of the United Kingdom and from lists of physician deaths provided by the British Medical Association. All certificates indicating that the decedent was a physician were abstracted. For each death attributed to lung cancer, medical records were reviewed to confirm the diagnosis.

Diagnoses of lung cancer were based on the best evidence available; about 70% were from biopsy, autopsy, or sputum cytology (combined with bronchoscopy or X-ray evidence); 29% were from cytology, bronchoscopy, or X-ray alone; and only 1% were from just case history, physical examination, or death certificate. In total, there were 355 cases of lung cancer during this 10-year time period, with 255 newly diagnosed cases of lung cancer.

Of 4,597 deaths in the cohort over the 10-year period, 157 were reported to have been caused by lung cancer; in 4 of the 157 cases this diagnosis could not be documented, leaving 153 confirmed deaths from lung cancer. 

The following table shows numbers of lung cancer deaths by daily number of cigarettes smoked at the time of the 1951 questionnaire (for male physicians who were nonsmokers and current smokers only). Person-years of observation (“person-years at risk”) are given for each smoking category. The number of cigarettes smoked was available for 136 of the persons who died from lung cancer.

Table 3: Number and rate (per 100,000 person-years) of lung cancer deaths by number of cigarettes smoked per day, Doll and Hill physician cohort study, Great Britain, 1951–1961.

Daily number of cigarettes smoked

Deaths from lungcancer

Person-years at risk

Mortality rate per 1,000 person-years

0

3

42,800

0.07

1–14

22

38,600

15–24

54

38,900

25+

57

25,100

All smokers

133

102,600

Total

136

145,400

1. Accurately calculates the lung cancer mortality rates for each smoking category. Be sure to show your calculations.
2. Describe the trends or patterns you see in the data about mortality, and explain what the trends or patterns mean.
3. Accurately calculate the incidence for lung cancer during the 10 year time period. Be sure to show your calculations.
4. Accurately calculate the prevalence for lung cancer during this 10 year time period. Be sure to show your calculations.

  

Individual Assignment 

ASSIGNMENT RATIONALE:

This Individual assignment aims to evaluate a student’s understanding of the concepts taught in Business Ownership and Financing. Students should demonstrate an ability to practically utilize these concepts and theories in a real business environment. 

OVERVIEW 

All the students will work on a hypothetical company/firm and give it a unique name. The company/firm should be physically based out of Canada, though it can operate in and cater to clients/customers/consumers outside of Canada.

It could be a small, medium, or large Business o The Business should either create product/s or and provide services 

The company’s life cycle is also to be assumed by the student. For example, you may consider establishing a new business venture, expanding, or restructuring an existing business, etc. 

You will structure your assignment in 4 sections while answering the following questions, based on your understanding of the module Finance. 

SECTION 1- DESCRIPTION OF THE BUSINESS

Provide a complete description of your company/firm. Utilize the points shared above and top it up with more details that you feel are necessary to explain your Business nature and structure. 

Hints

You can talk about the products/services being provided/intended to be delivered, its Value Proposition, etc. 

How long have you been in business, or is it a fresh start? 

Organizational structure and competitive advantage of your company 

Overview of your business strategy, goals, and objectives o Etc. etc..…. 

SECTION 2- BUSINESS OWNERSHIP 

1. Which form of Business Ownership Model does your company/firm follows or aims to follow? And why? 

2. Advantages and disadvantages of this Business Ownership Model? 

3. What could be the probable Threats and/or opportunities associated with this type of Business Ownership model under the COVID 19 scenario?

Hints

While answering, keep in mind the products and services being offered by your Business Complexity, size, and geographic expanse of your Business

SECTION 3- COST-BASE ANALYSIS 

1. List the Types of Costs associated with delivering your final product/service to the marketplace? 

2. Categorize them under the four categories discussed in the Total Cost-Base Analysis topic. 

3. Depending on your current Cost-Base Analysis, what is the Degree of Managerial Control you have over the current financial health of your organization (assume you are in the role of Chief Financial officer). Explain? 

Hints 

Think of all the major activities/ departments/ processes etc. and then break them down into cost types 

Once you have the cost types, categorize them according to the classification discussed in the Cost-Base Analysis. 

SECTION 4- SOURCES OF FUNDS 

1. Following the information provided in the sections above, which Source/s of Funds is your Business eligible for, and why?

2. Out of the Source/s of Funds your business is eligible to utilize, which primary source of funding and associated financial tools will you choose to cater to your Business’s current and future financial needs, and why? 

3. Assuming that the COVID 19 altered your potential to secure funding from this source. What alternative options would you explore (financial tools) to support your business? Explain? 

Hints

Remember that there are three significant Sources of Funds available, as discussed in your course text.

However, each business has specific requirements and ownership structure that determines the most appropriate source of funding 

Financial tools are the different options available under each Source of Funding. E.g., Under Equity Financing, there are tools like an IPO, APO, private equity, etc.

INSTRUCTIONS This is an INDIVIDUAL assignment; therefore, collaboration with another student will not be tolerated in any form.

● The assignment document should be within the range of 4 to 5 pages in total, including the title and reference page. 

● Page 1 would be your Title Page and have the student’s name, ID number, section, course code, course name, professor’s name, and submission date. 

● Page 2 would be the Table of Contents and an Executive Summary.

● The main body of the assignment will begin on page 3. 

● The last page is for Referencing noting all the sources used, including the course text. 

● There is no minimum or maximum word limit for this assignment. 

● The assignment submission should be made in the MS Word format only, to the Course Shell Assignment Folder titled Individual Assignment 

● Two Resubmissions are allowed ONLY within the due date/timeframe set for submission. Any resubmission made past this point would be penalized according to the Late Assignment Submission Policy ACADEMIC INTEGRITY 

● All the students will follow the Paper Format, Writing Details, Referencing, and In-text citations outlined in the [email protected] 

Referencing and Citation following [email protected] 

 

A multi-paragraph essay that summarizes and explains at least three ways Ford impacted American life. 

 You must include at least three pieces of textual evidence. A thesis, 3 body paragraphs, and a conclusion. Must use evidence from these 2 sources below. It can be either from passage 1 or 2. Passages are below. 

 

Passage 1

“The Boy Who Took Things Apart”

1

There once was a boy named Henry who liked to disassemble things to understand how they worked. Once he dismantled a friend’s watch and then put it back together. It worked perfectly. When Henry became an adult, he once said, “Every clock in the house shuddered when it saw me coming.”

2

Henry Ford was born July 30, 1863, on his family’s farm near Dearborn, Michigan. He was always fascinated with mechanical devices. His preoccupation with mechanical things prompted him to travel to nearby Detroit, Michigan. Detroit was a growing industrial city, and Henry had no problem finding work at the Detroit Dry Dock Company. There he saw the type of engine he would later use to manufacture automobiles. When he was 28, Henry Ford went to work at Thomas Edison’s Detroit Illuminating Company as a mechanical engineer. He was soon promoted to chief engineer, but he had loftier goals.

3

In his spare time, he tinkered with gasoline-powered engines and bicycle parts. His tinkering paid off in 1896 when he completed his first vehicle. He called his invention a “Quadricycle.” The vehicle ran on four bicycle tires powered by a two-cylinder gasoline engine. Onlookers, some of whom said it looked like a baby carriage with an engine, came to see Ford’s invention on its first test-drive. Unfortunately, the Quadricycle broke down after a short run. This minor failure did not discourage Henry Ford.

4

Ford began again. By 1899, he completed another vehicle that resembled a motorcar. It had high wheels, a padded bench, brass lamps, and mudguards. The same year he introduced his improved Quadricycle, he established the Detroit Automobile Company. In 1901, he raced his new Quadricycle against what was then the world’s fastest automobile. Before a crowd of 8,000 people, Henry Ford easily won the race.

5

Building on the publicity received from his victory, Ford was able to secure financing for facilities in which to refine his ideas. By 1903, he began his own company called The Ford Motor Car Company. By January of the following year, he had sold 658 vehicles. When he opened The Ford Motor Car Company, he said, “I will build a car for the great multitude.” He did so by offering the Model T at an affordable $950. During the nineteen years the Model T was in production, 15,500,000 were sold in the United States alone.

6

Henry Ford is remembered for more than affordable automobiles. He modernized manufacturing methods. As a boy, he took apart a $3 watch and examined the parts, figuring out that the watch could actually be made at a cost of thirty-seven cents each if the manufacturer would produce thousands of the same watch at one time. Based on this thought, he set up what became known as the “assembly line,” where a worker performed the same operation on each automobile as it moved past him on a constantly moving apparatus. Using this method, production time to build a basic automobile was reduced from 728 minutes to 93 minutes.

7

Another innovation of Ford’s was to design the workplace with the worker in mind. Ford cut the workday from nine hours to eight hours and converted the factory to a three-shift workday. He also began paying employees $5 per day, nearly twice the amount paid by other companies. 

8

When World War II began, Ford received government contracts to build airplanes. Production began in 1942 at a huge Ford plant at Willow Run, Michigan. By the end of the war in 1945, this plant had produced more than 8,000 airplanes.

9

Henry Ford saw to it that his success benefited many. In 1919, he built the Henry Ford Hospital in Detroit for his employees. Then in 1936, he established the Ford Foundation, one of the largest philanthropic trusts in the world, whose goals are to strengthen democratic values, reduce poverty and injustice, promote international cooperation, and advance human achievement. Since its establishment, the Ford Foundation has issued numerous grants worldwide to further these causes.

10

Henry Ford did more than improve the automobile industry; he improved the city of Detroit and the lives of the many people he touched through his many causes. He is a man to be remembered. 

PASSAGE 2: 

From PBS Online:

Henry Ford

1863-1947

Henry Ford’s parents left Ireland during the potato famine and settled in the Detroit area in the 1840s. Ford was born in what is now Dearborn, Michigan. His formal education was limited, but even as a youngster, he was handy with machinery. He worked for the Detroit Edison company, advancing from machine-shop apprentice to chief engineer. In 1893, Ford built a gasoline engine, and within a few years, an automobile, still a novelty item of the rich or do-it-yourself engineers.

In 1899 Ford left Edison to help run the Detroit Automobile Company. Cars were still built essentially one at a time. Ford hoped to incorporate ideas from other industries — standardized parts as Eli Whitney had used with gun manufacturing, or assembly line methods George Eastman tried in photo processing — to make the process more efficient. This idea struck others in his field as nutty, so before long, Ford quit Detroit Automobile Company and began to build his own racing cars. They were good enough to attract backers and even partners, and in 1903, he set up the Ford Motor Company.

He still met resistance to his ideas for mass production of a car the average worker could afford. But he stuck to his goal and finally in 1908, began production of the Model T. Ford gradually adapted the production line until in 1913, his plant incorporated the first moving assembly line (Links to an external site.). Demand for the affordable car soared even as production went up: before Ford stopped making the model T in 1927, 15 million had been sold, and Ford had become the leading auto manufacturer in the country. In addition to the moving assembly line, Ford revolutionized the auto industry by increasing the pay and decreasing the hours of his employees, ensuring he could get enough and the best workers. During the Model T era, Ford bought out his shareholders so he had complete financial control of the now vast corporation. He continued to innovate, but competitors (growing more powerful though fewer in number) began to cut into Ford’s market share.

Ford became interested in politics and as a successful and powerful business leader, was sometimes a participant in political affairs. In 1915, he funded a trip to Europe, where World War I was raging. He and about 170 others went — without government support or approval — to seek peace. The war lasted another three years. After the war Ford ran unsuccessfully for the Senate on the Democratic ticket. He never ran again, but was always outspoken on political subjects. He violently opposed labor organizations and actively worked against the United Auto Workers trying to unionize his plants. His criticism of Jews and a certain tolerance of German nationalism during World War II have left him with the reputation of an antisemite.

Ford and his family spent a good deal of time and money on charitable work. They set up an historical museum in Greenfield Village, Michigan, and most notably set up the Ford Foundation, which provides grants for research, education, and development.

“A bore is a fellow who opens his mouth and puts his feats in it.”