Time table:

February 18 (by 11:59PM)

Identify the specific brand and category of the product/category that your group wants to follow. It is preferable that this brand has been around in the market for at least 5 years so that you have significant information available online about the history and performance over the years. For example, you cannot just say Pepsi Co., you need to specify that your chosen brand would be Aquafina, from the purified water product category. This will focus your data collection and making the connections that you need to make to consumer behavior concepts. Submit TWO choices with the order of preference and I will assign one of the two to your group. You will have to submit this via Canvas (look for the drop box named “Product choice”). Only one member in every group needs to submit on behalf of the group. Just giving me the names of the brand and the company are enough. For example, it is enough to say:

Group # ____, Members (name, name, name)

Choice 1 – Aquafina by Pepsi Co.

Choice 2 – BiC Mechanical pencils by MMXI Bic Inc.

You will get a reply from me via Canvas on by February 20 with the final assignment of the brand. You will work ONLY on that one brand that is assigned to your group.

Feb 21- March 31

This is the most important time that you will be working on your project. If you let this slide, it will be difficult to catch up.

1. Your team will scour the news and tap into personal experiences to relate your specific brand to all the concepts we have discussed so far/and are discussing currently in the class. You may want to ignore some introductory topics in Chapter 1 as they may be too generic to apply. And you will have to be choosy with the actual concepts that truly apply. Only some concepts/terms will apply and you will need to provide evidence from literature to support your claim.
2. You will have to also have to tell me why the connections that you made are important to the study of Consumer Behavior. You can add advertisements (print or video) to illustrate these connections. It will augment your arguments.
3. Your group should collaborate through Canvas or Google docs or some such sharing mechanism in order to keep a running tab of all contributions, connections, and observations.

April 1-15

Start writing your group report on all your observations. Your written report needs to be at least 15 pages long with the following sections.

1. Brand and product category chosen and why that specific one (1 to 2 paras)
2. History of the company and brand in particular (2 pages max)
3. CB terms/concepts that relate to your brand and how and why (1 page for every concept with evidence, APA style in-text citations)
4. Observations, conclusions (2 pages min, 4 pages max)
5. Appendices (in addition to the 15 pages)
6. References (in addition to the 15 pages)
7. Double spaced (or at least 1.5)
8. I HAVE DISTRIBUTED A SAMPLE PROJECT. TRY TO DO BETTER THAN THE SAMPLE (no pressure!).

April 15-25

Work on your PPT presentation slides in class with your group. You will need to have at least one lap-top per group. Last 15 minutes in every class session will be group time.

April 19, 23, 26

30 Minute presentation per group (2-3 groups in one day). 15 minutes for presentation and 10 min QA. Every member has to present.

Attendance is mandatory on both days. Unless prearranged, absences will be penalized at my discretion. If you are sick, I need to see a doctor’s note.

Business casual clothing for the groups presenting.

Order of presentations determined by lottery in class sometime in March.

April 30

Written report due via Canvas by 11:59 pm. Only group member needs to submit it.

360-degree group member evaluations due via Canvas. Every student submits the evaluation via Canvas.

 

Please note this CLA 1 assignment consists of two separate parts. The first part gives the cash flows for two mutually exclusive projects and is not related to the second part. The second part is a capital budgeting scenario. 

Part 1

Please calculate the payback period, IRR, MIRR, NPV, and PI for the following two mutually exclusive projects. The required rate of return is 15% and the target payback is 4 years. Explain which project is preferable under each of the four capital budgeting methods mentioned above:

Table 1

Cash flows for two mutually exclusive projects

 For the table please refer to the attachment.

Part 2

Please study the following capital budgeting project and then provide explanations for the questions outlined below:

You have been hired as a consultant for Pristine Urban-Tech Zither, Inc. (PUTZ), manufacturers of fine zithers. The market for zithers is growing quickly. The company bought some land three years ago for $2.1 million in anticipation of using it as a toxic waste dump site but has recently hired another company to handle all toxic materials. Based on a recent appraisal, the company believes it could sell the land for $2.3 million on an after-tax basis. In four years, the land could be sold for $2.4 million after taxes. The company also hired a marketing firm to analyze the zither market, at a cost of $125,000. An excerpt of the marketing report is as follows:

The zither industry will have a rapid expansion in the next four years. With the brand name recognition that PUTZ brings to bear, we feel that the company will be able to sell 3,600, 4,300, 5,200, and 3,900 units each year for the next four years, respectively. Again, capitalizing on the name recognition of PUTZ, we feel that a premium price of $750 can be charged for each zither. Because zithers appear to be a fad, we feel at the end of the four-year period, sales should be discontinued. PUTZ believes that fixed costs for the project will be $415,000 per year, and variable costs are 15 percent of sales. The equipment necessary for production will cost $3.5 million and will be depreciated according to a three-year MACRS schedule. At the end of the project, the equipment can be scrapped for $350,000. Net working capital of $125,000 will be required immediately. PUTZ has a 38% tax rate, and the required rate of return on the project is 13%.

Now please provide detailed explanation for the following:

• Explain how you determine the initial cash flows
• Discuss the notion of sunk costs and identify the sunk cost in this project
• Verify how you determine the annual operating cash flows
• Explain how you determine the terminal cash flows at the end of the project’s life
• Calculate the NPV and IRR of the project and decide if the project is acceptable
• If the company that is implementing this project is a publicly traded company, explain and justify how this project will impact the market price of the company’s stock

Provide your explanations and definitions in detail and be precise. Comment on your findings. Provide references for content when necessary. Provide your work in detail and explain in your own words. Support your statements with peer-reviewed in-text citation(s) and reference(s). All PA and CLA submissions require at least six (6) peer-reviewed references which should include the source of the data.

Assignment 1: Case Study Assignment: Assessing Neurological Symptoms

Photo Credit: Getty Images/iStockphoto

Imagine not being able to form new memories. This is the reality patients with anterograde amnesia face. Although this form of amnesia is rare, it can result from severe brain trauma. Anterograde amnesia demonstrates just how impactful brain disorders can be to a patient’s quality of living. Accurately assessing neurological symptoms is a complex process that involves the analysis of many factors.

In this Case Study Assignment, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.

To Prepare

• By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
• Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP notes have specific data included in every patient case.

With regard to the case study you were assigned:

• Review this week’s Learning Resources, and consider the insights they provide about the case study.
• Consider what history would be necessary to collect from the patient in the case study you were assigned.
• Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
• Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

The Case Study Assignment

Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each. 

CASE STUDY

CASE STUDY 1: Headaches 

A 20-year-old male complains of experiencing intermittent headaches. The headaches diffuse all over the head, but the greatest intensity and pressure occurs above the eyes and spreads through the nose, cheekbones, and jaw.

Learning Resources

Required Readings (click to expand/reduce)

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Chapter 7, “Mental Status”

This chapter revolves around the mental status evaluation of an individual’s overall cognitive state. The chapter includes a list of mental abnormalities and their symptoms.
·Chapter 23, “Neurologic System”

The authors of this chapter explore the anatomy and physiology of the neurologic system. The authors also describe neurological examinations and potential findings.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

Chapter 4, “Affective Changes”
This chapter outlines how to identify the potential cause of affective changes in a patient. The authors provide a suggested approach to the evaluation of this type of change, and they include specific tools that can be used as part of the diagnosis.

Chapter 9, “Confusion in Older Adults”
This chapter focuses on causes of confusion in older adults, with an emphasis on dementia. The authors include suggested questions for taking a focused history as well as what to look for in a physical examination.

Chapter 13, “Dizziness”
Dizziness can be a symptom of many underlying conditions. This chapter outlines the questions to ask a patient in taking a focused history and different tests to use in a physical examination.

Chapter 19, “Headache”
The focus of this chapter is the identification of the causes of headaches. The first step is to ensure that the headache is not a life-threatening condition. The authors give suggestions for taking a thorough history and performing a physical exam.

Chapter 31, “Sleep Problems”
In this chapter, the authors highlight the main causes of sleep problems. They also provide possible questions to use in taking the patient’s history, things to look for when performing a physical exam, and possible laboratory and diagnostic studies that might be useful in making the diagnosis.

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
Chapter 2, “The Comprehensive History and Physical Exam” (“Cranial Nerves and Their Function” and “Grading Reflexes”) (Previously read in Weeks 1, 2, 3, and 5)

Note: Download the Physical Examination Objective Data Checklist to use as you complete the Comprehensive (Head-to-Toe) Physical Assessment assignment.

Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical examination objective data checklist. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Mosby’s Guide to Physical Examination, 7th Edition by Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2011 by Elsevier. Reprinted by permission of Elsevier via the Copyright Clearance Center.

Note: Download and review the Student Checklists and Key Points to use during your practice neurological examination.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Neurologic system: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Neurologic system: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Mental status: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Bearden , S. T., & Nay, L. B. (2011). Utility of EEG in differential diagnosis of adults with unexplained acute alteration of mental status. American Journal of Electroneurodiagnostic Technology, 51(2), 92–104.

This article reviews the use of electrocenographs (EEG) to assist in differential diagnoses. The authors provide differential diagnostic scenarios in which the EEG was useful.

USE 5 RESOURCES FOR THIS ASSIGNMENT.

Athilingam, P ., Visovsky, C., & Elliott, A. F. (2015). Cognitive screening in persons with chronic diseases in primary care: Challenges and recommendations for practice. American Journal of Alzheimer’s Disease & Other Dementias, 30(6), 547–558. doi:10.1177/1533317515577127

Sinclair , A. J., Gadsby, R., Hillson, R., Forbes, A., & Bayer, A. J. (2013). Brief report: Use of the Mini-Cog as a screening tool for cognitive impairment in diabetes in primary care. Diabetes Research and Clinical Practice, 100(1), e23–e25. doi:10.1016/j.diabres.2013.01.001

Roalf, D. R., Moberg, P. J., Xei, S. X., Wolk, D. A., Moelter, S. T., & Arnold, S. E. (2013). Comparative accuracies of two common screening instruments for classification of Alzheimer’s disease, mild cognitive impairment, and healthy aging. Alzheimer’s & Dementia, 9(5), 529–537. doi:10.1016/j.jalz.2012.10.001. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4036230/

Shadow Health Support and Orientation Resources

Use the following resources to guide you through your Shadow Health orientation as well as other support resources:

Frey, C. [Chris Frey]. (2015, September 4). Student orientation [Video file]. Retrieved from https://www.youtube.com/watch?v=Rfd_8pTJBkY

Shadow Health. (n.d.). Shadow Health help desk. Retrieved from https://support.shadowhealth.com/hc/en-us 

Document: Shadow Health. (2014). Useful tips and tricks (Version 2) (PDF)

Document: Student Acknowledgement Form (Word document)
Note: You will sign and date this form each time you complete your DCE Assignment in Shadow Health to acknowledge your commitment to Walden University’s Code of Conduct.

Document: DCE (Shadow Health) Documentation Template for Comprehensive (Head-to-Toe) Physical Assessment (Word document)
Use this template to complete your Assignment 3 for this week.

Optional Resources

LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical.

Chapter 14, “The Neurologic Examination” (pp. 683–765)

This chapter provides an overview of the nervous system. The authors also explain the basics of neurological exams.
Chapter 15, “Mental Status, Psychiatric, and Social Evaluations” (pp. 766–786)

In this chapter, the authors provide a list of common psychiatric syndromes. The authors also explain the mental, psychiatric, and social evaluation process.

Mahlknecht, P., Hotter, A., Hussl, A., Esterhammer, R., Schockey, M., & Seppi, K. (2010). Significance of MRI in diagnosis and differential diagnosis of Parkinson’s disease. Neurodegenerative Diseases, 7(5), 300–318. 

  

Students are expected to write a country report on one (or two) human rights issues. Some examples are a law that might criminalize queer people, police practices, unemployment, discrimination, disowning/honor killings

criminology

Description

Assignment summary: Students are expected to write a country report on one (or two) human rights issues. Some examples are a law that might criminalize queer people, police practices, unemployment, discrimination, disowning/honor killings, denial of freedom of expression and freedom of association, and death penalty. These are just some examples. You can focus on a different issue that you might be interested in researching.

In order to write this paper, students are expected to do some research on the assigned country.  The purpose of this assignment is to explore how different countries approach to different human rights violations and application of law on your chosen human rights violation. The assignment will also help students to gain knowledge on basic research methods. 

Final Mark:                                       /50

APA/Style and Appearance:            /10

Cover page should include a tittle, student name & student number, instructor’s name, the university name, and the year (e.g. 2020).

Appropriate use of citations/references: Students are expected to follow APA style writing.

Appropriate response length is 2600-word count. Times New Roman, 12 font size, and double space.  The minimum expected response length is 2,500 and maximum length is 2,600. https://weassistessays.com/describe-the-three-stages-of-hemostasis-explain-the-difference-between-the-term/ Your mark will be deducted if your paper is not in an appropriate length.  

General quality of writing (grammar, spelling, sentence/paragraph structure, and evidence of diligent proofreading)

Caution: The assignment without references will be considered as having no citations and will receive a mark of “-10.”

Structure                                        

Part 1: 1 page Country Profile (6 marks): Please assume that your paper will be read by someone who has no idea about the assigned country. Location, language, religion, population etc. can be helpful to include in your paper. (Please do not send the country profile separately. It must be in the same Word document, just under the country profile section)

Part 2:Human Rights Violation:

Introduction (8 marks): You should introduce your paper briefly. Readers should have a brief idea before they begin reading your body paragraph – what your paper is about? What is your thesis statement? What is your specific argument?

Body (10 marks): In this section, you will provide a further summary about the specific human rights issue you will be working on. You can focus on one specific human rights issue in the chosen country and tell your readers why the issue is important and provide more details on that and tell your readers whether anything has done in the assigned country’s criminal justice system. For instance, if you are writing about a specific law that is against queer people then tell your readers whether anything has done in the criminal justice system. How other NGOs see the situation etc. Providing different perspectives always help. https://convenienthomeworkhelpers.com/l-set-some-time-aside-during-a-staff-meeting-to-explore-ways-that-you-and-your/

Discussion and transition in ideas between paragraphs should flow well.

Conclusion (10 marks): This part is VERY important. Beyond simply repeating/summarizing what your paper has already said, reflect on the broader importance of your paper to specific one.  The reader will be looking for an answer to “So what?!” in your conclusion. What are your suggestions or analysis about the specific issue that you have focused on/chosen? What are your recommendations?

Use of Evidence / Logic and Argumentation          /6

Examples and other evidence support the main thesis and fit cohesively within each paragraph. All ideas presented in the body of the essay flow from, and support the argument presented in the thesis statement.

Students must use at least two peer-reviewed articles and two International Non-Profit Organization (INGO) reports.

Websites/sources such as Wikipedia, blogs/vlogs are not reliable sources for academic papers and they are unacceptable!

PLEASE DO MAKE SURE TO COPY AND PASTE THIS RUBRIC IN YOUR ASSIGNMENT.  The rubric will be excluded from the word-count.