C++

 Write a program to calculate a bowling league’s average bowling scores. You will need to read the input data from the file”BowlingScore.txt”

 

  • ou must use three arrays:
    • a one-dimensional array to store the bowler’s names.
    • a (parallel) two-dimensional array to store the bowling scores.
    • a one-dimensional array to store the bowler’s average score.
  • Your program must contain at least the following functions:
    • a function called GetBowlingData to read and store data into two arrays. The function should take as input parameters the file name and both empty arrays, which it should fill from the file “BowlingScore.txt”
    • return a status of either success or failure (i.e true or false). 
    • a function called GetAverageScore that is used to calculate the average bowling score. The function should take as input the populated arrays and return the average score of each bowler in a separate array.
    • a function called PrettyPrintResults to output the results, i.e. bowler name, scores and average.
  • Don’t use Vectors or any other newfangled container, use only old school C arrays like in the book.
  • Use repetition structures (loops) in your functions to perform calculations and printing. Remember “dimensions = loops”. So a 2 dimensional array will require 2 loops to completely iterate over all of the elements in the array.
  • And as always, don’t use magic numbers. Instead use global constants at the top of the program under the includes.

Business Ethics Week 8 Discussion ( Shay )

 This week we are covering materials in Chapter 9, pages 326–360, regarding workplace environment. Privacy is an important part of our daily lives. For example, as a student you should be aware of the Family Rights and Privacy Act (FERPA), which is a federal law protecting school records. Another well known federal privacy act, Health Insurance Portability and Accountability Act (HIPAA), protects your health information. It is obvious that a large number of individuals take for granted that their personal information will be safe and secure when doing business with small or large companies. However, over the past five years, security breaches have become a common occurrence.

There are rules and regulations that keep employee records, such as social security numbers, work evaluations and other pertinent information secure. All of these rules and regulations tend to benefit the employee or individual, but what about the company?

Let’s think for a moment about that. Should a company, regardless of size, be able to impose on its employees or customers policies regarding company privacy? Should a company have the right to regulate its employees’ activities on their off-the-clock time? Can an employee be held accountable for misrepresenting their employer on their personal social media accounts?

Your discussion post for this week is to provide your own opinion on the following questions.

  • In today’s technologically advanced society, is there really privacy? Based on your own personal experiences with social media (Facebook, Twitter, Tik Tok, Instagram, or Snapchat), do you feel that individuals should be held accountable for their actions outside of the workplace?
  • Is it possible that, due to the technological advances in smart phones, tablets, and other communication devices, workplace and personal privacy have meshed together to a point that what was once personal space is now fair game in the hiring and firing practices?

Week 10 last and final project

For this assignment, use the data you downloaded in your W1 Project.

This week, you will explore the hypothesis that a relationship exists between the misinformation effect (the type of information relayed) and the accuracy of the color recalled.

Use a chi-square analysis to compare the accuracy of the color recalled (recall color) across your misinformation effect (the type of information relayed).

Click here to access the final project description.

Click here to access the Microsoft Excel file containing the final project database.

Each week, you completed a project related to the final project scenario. In
Week 10, you will bring it all together into one cohesive report that contains all the information given in the final project description (do not delete anything or rewrite what is there), along with:

  • A description of your participants (Subsection in the Method section)
  • A results section that contains all relevant data analyses completed throughout the ten weeks. Do not include any analyses you conducted that do not directly relate to the hypotheses given in the Final Project description. Do not include data output in the final project report.
  • A discussion section in which you will summarize the project and tie it all together with a discussion of your results in relation to the literature review and the hypotheses given, any weaknesses you might have seen in the research, and thoughts you might have for future research. This is your area to shine: speculate on what is going on in relation to what you know about the real world and critically analyze the research.

1. Move the output from your chi-square analysis into a Microsoft Word document and write a one-paragraph interpretation.

a. Name your document SU_PSY2008_W10_Project_a_Council_A

2. In a separate Microsoft Word document, write your APA-formatted report using the final project description as your template (copy this word-for-word, changing so it is correctly formatted in accordance with APA guidelines only). Include the final project description (starting with literature review through references) in your report, and complete the sections indicated. Be sure to integrate information from the descriptive statistics, t-tests, ANOVA, and chi-square analysis into your methods, results, and discussion. Your final project should be 7 to 8 pages in length, including the title page and the references page.

b. Name your document SU_PSY2008_W10_Project_b_Council _A

discussion board –case study

The analysis will be based upon the concepts you learned and discussed in the previous module’s essay assignment, writing 450-500 words in the initial thread.

For the case study, students are welcome to cite a scholarly source, but if they do, it must not be merely a theoretical/philosophical discussion. Instead, whatever source is used for the actual case study must focus on a real-world public administration situation that is being discussed and analyzed in the chosen article. Students will in turn apply concepts discussed in the previous module/week’s essay to analyze the situation, in addition to the required reading and presentations from the current module/week.

Then, students will post replies of 200–250 words each to 2 or more classmates’ threads. Each reply must be unique and must integrate ideas (and citations) from the required reading

Statesmanship—Case Study 2 Application

  • Apply concepts related to statesmanship in a specific, researched public administration case study. Whatever source is used for the actual case study must focus on a real-world public administration situation that is being discussed and analyzed in the chosen article. 
  • The article can be qualitative or quantitative in nature, but it must specifically focus on the public administration context.
  • Remember to synthesize your research and findings with the required readings and presentations for this week and a Biblical/covenantal model of statesmanship, leadership and organizational behavior.

Boiling Water

The Still Boiling Water

“When I was finally pulled out of the pot, pieces of my skin remained on its sides.”

1. Consider Unanswered Questions 

a. What questions arose in your mind as you read this personal narrative? (List at least 3)

b. Discuss the extent to which the memoir answered each of these questions. 

c. Why do you think the author did not include details that you might have wanted information about?

2. Write Your Own Family Story It is not uncommon for families to have stories that are repeated when they gather together. Write your version of a dramatic incident in which you were involved with another family member. 

The Still-Boiling Water

Memoir by Chrystia Chomiak

Before you read, think about any books you have reread or movies you have watched several times. Why did you repeat these experiences?

As you read, think about the title. Why is it “The Still-Boiling Water”?

Chrystia Chomiak (1948-) was born in a displaced persons’ camp in Germany and later settled in Edmonton, Alberta. She studied art history and Slavic studies in Toronto. Chomiak has been an activist, researcher, editor, and art curator.

baba: “grandmother” in Ukrainian

borsch: beet soup

émigré: someone who has left his or her native country, often for political reasons

By the time I arrived, they were already sitting around the kitchen table, drinking wine and laughing. The long dining room table had been set for 24, and the house was full with the sweet smell of beets cooking with wild mushrooms, bay leaves, fresh dill, peppercorns, and just the right touch of tomatoes and carrots as the Christmas borsch slowly simmered on the stove. The kitchen counters were covered with cookie sheets holding tiny pockets of transparently thin pastry filled with a mixture of wild mushrooms and onion, ready to be boiled. They had finished their preparations for Christmas and had started their stories. Each one of my six aunts talks louder than the other, and they all laugh at the same time. Their first stories are always about their boyfriends and husbands, old and new, and who’s coming with whom that year. Then they go back to the small two-bedroom house that they grew up in, and the stories become quieter and the laughter slowly stops. And that’s when this story is told.

 * * *

“When I was three years old,” my aunt Maria starts, “I fell into a large canning pot of still-boiling water, which my mother had left on the kitchen floor. When I was finally pulled out of the pot, pieces of my skin remained on its sides. After this accident, I stopped speaking for three-and-a-half months—for my entire stay at the hospital.”

My baba interrupts. She is always the first to tell the story. This is her story. She begins by talking about her suffering, about her poverty in Canada, about the constant numbing work of raising six daughters. Then she talks about the accident and how she could not stop crying, how she almost lost her daughter Maria. She turns to me, looks me squarely in the eyes, and says, can you imagine losing your own child, watching her die?

She recounts the day’s events—preparing the fruit for canning, preparing the jars for canning, preparing the shelves for more jars. She spends considerable time describing the size of her canning pot, the weight of the jars, that she had no one to help her, that while she canned she also looked after her six children. She adds that she had to can in order to have food for the long, cold Edmonton winters, and that it was very hard for her to provide for her children.

She says that she was tired that day, that all morning Maria and Natalia had repeatedly called her and that she had told them not to bother her anymore. She repeats this point a couple of times and tells me how she had to run up and down the stairs, from the basement to the kitchen, each time they called her. She adds there was a newborn in the house, sleeping in the upstairs bedroom.

Then she says that when she heard her children calling her—still yet another time—that that time she decided not to run upstairs but to finish her work instead. She adds that when she finally went upstairs it was she who plunged her hands into the still-boiling water and pulled Maria out. It was she who wrapped Maria in blankets, carried her to the cab, and went to the hospital with her. After a pause she describes —with some amazement—that during the whole ordeal, Maria did not cry, and that instead Maria tried to comfort her and kept asking her to stop crying. “Maria did not cry,” my baba repeats and they are all silent, waiting.

Then she describes the scene at the hospital: how the doctors placed them on adjoining beds, how they instantly connected them—by tube—one arm to the other—one life to the other—no questions—how they lay there alone, she in her house dress stained with peach and plum juices from the morning’s canning—giving blood—giving life—again.

She describes the visits—the daily visits for three-and-a-half months—to the hospital. Daily, walking the seven blocks to the bus stop—every afternoon—taking the bus to the General Hospital, staying just a short time—”I had children at home—little children,” she says—and then returning. From the house to the hospital, from the hospital to the house, every day. She adds that Maria stopped talking after the accident, and that she feared that Maria would be mute for the rest of her life.

Then she describes the afternoon, at the hospital, when Maria finally spoke. It was when she came to the hospital with an old friend, an émigré doctor, Maria’s godfather, just days before Maria was to go home. He gave Maria a ring, she says, and it was then that Maria finally spoke for the first time in three-and-a-half months: “And where is my bracelet?” At that point my baba finishes her story, sits back, shakes her head from all the remembering, and smiles.

Then it is Natalia’s turn. She begins her story by crying. She begins by saying that it was not her fault that Maria fell into the pot. That it could have been her. That Maria had done the same things to her. Then Natalia stops.

At that point, Maria asks her, “What happened? What were we playing?”

“Tug-of-war.”

“And what did you do?”

“I let go of my end and you fell into the pot. You were standing too close. You had done the same to me,” she adds. “You had let go of the rope before and I had fallen. It was your turn to fall. You started it.”

Then in great detail, Natalia recounts how she tried to pull Maria out of the pot, but that the water was too hot. She describes how Maria was stuck to the pot and that the pot was too high for her to reach into. She repeats how she ran up and down the stairs, several times, up and down, all the time afraid to leave Maria alone, all the time calling her mother for help. Natalia recounts how she could not explain to her mother what had happened, as she ran up and down the stairs, until finally her mother understood. Then Natalia adds that it was she who went next door and asked Mrs. Parks for help, and it was she who called the cab that took Maria and my baba to the hospital.

Natalia describes how she stood by the front window of their house waiting, all afternoon, not moving, waiting for her mother and Maria to return. She describes how she told her father what had happened, when he finally came home from work. She adds that all during that time she did not move from her spot, in front of the window, until her mother finally returned, late that night.

Then Natalia talks about the long months that Maria was gone and how she had been told that Maria could no longer speak. She says that she could not understand what this really meant, but that deep down, all the time that Maria was gone, she felt guilty. Then Natalia adds that when Maria finally returned from the hospital, she wore a new cream-coloured satin dress, with smocking on the front, and that she gave Maria a new doll, but that Maria said nothing to her.

 * * *

Only when the others have told their stories does Maria tell hers. She starts by describing the day. She talks about its warmth and that she wore a sundress. She talks about the jars of canned fruit that her mother had prepared, how they glistened when they were set on the table. She adds that her mother told her to stay away from the pot, that it was too heavy to lift onto the table.

She talks about the fun Natalia and she had that morning, how they laughed and played and how delighted they were in their disobedience as they called their mother, all morning, just for fun. Then she adds that she does not actually remember falling into the pot, but that she does remember calling out for help. She describes the commotion, the panic around her, but repeats that she felt no pain. She adds that she tried to comfort her mother during their drive to the hospital.

Then she recounts arriving at the hospital and how she expected everyone to be dressed in white, but that they were all in green. She says that the only things that she remembers from the first weeks in the hospital is her mother’s blood flowing into her in the emergency room, how warm it felt, and then the repeated elevator rides—going up and down and up and down, and rolling along the corridors while lying on a bed. She describes how the doctors examined her and looked at her skin and talked about cutting skin from one place and attaching it to another. She always adds that they talked to each other as if she were not there.

When she was feeling better, Maria says that she was placed in the infant ward—infants who cried all day—and how angry she became because she was not an infant. She was three years old. She describes the constant noise of the bottles, being brought in and out, day and night, and the revolting smell of the diapers all around her and that she could not sleep there. She adds how long and hot the afternoons were in the hospital and how lonely she felt, alone in that ward and how she cried, silently, every afternoon until she fell asleep.

Maria tells us that at first she pleaded with the nurses to move her, but that they did not or would not understand her. “They shouted at me to be quiet.” She states that she also asked her mother, again and again, to move her to another place—away from the infants—but that her mother did nothing about it. My baba says that Maria is making this part up.

Maria recounts the afternoon when she became hysterical with desperation and how the nurse came and yelled at her, but that she still was not understood. Maria says that it was that afternoon, after the nurse left, that she finally knew that no one could hear her and that was when she decided not to speak any more.

She tells us about the next visit of her parents and how startled they were when she did not answer them and how they called on Dr. Michalchan, the only Ukrainian-speaking doctor at the hospital, to examine her, but that she would not answer him. “I remember all of them speaking to me, all of them, but I just didn’t answer.”

Lastly, she repeats the story of her godfather’s visit and adds that he spoke directly to her and promised her a gold ring and a gold bracelet when he returned. Maria recounts her godfather’s return, and that just as he had promised he gave her a gold ring and how happy she was. She says that she waited until he was about to leave before she asked: “And where is the bracelet that you promised me?” She adds how excited they both became when she spoke and how her mother laughed her deep throaty laugh and how beautiful she looked.

Finally she describes the day she went home, how she rubbed the new dress her mother had brought her against her cheek—smooth, creamy satin. She describes how beautiful it felt, and how proud she was, riding home in it. Then Maria adds that when she came home, Natalia pushed a doll into her hands and that all her sisters stared at her as if she was from another planet.

1955; 71.9; 8.3

Discussion 4 :Economics peer responses

Respond to at least two classmates who identified different areas of disparity than your own. Do you agree or disagree with their assessment of the impact of economic policy on the disparity? Does the disparity discussed have a microeconomic or a macroeconomic impact on health care?

Post # 1

Trina Cox

Disparity in healthcare can be defined as, “differences between groups in health insurance coverage, access to and use of care, and quality of care” (Orger & Artiga, 2018). There are various healthcare disparities; however, the key areas of disparity I have chosen to identify and analyze include health insurance coverage, quality of care, and gender. As most people already know, health insurance is a type of insurance coverage that is designed to cover an insured person’s medical expenses (such as hospital, doctor, laboratory and pharmacy services). Although the number of uninsured Americans have decreased drastically since the passing of ACA, disparities in this area still exist. Some individuals’ annual incomes still are not enough to pay the low premiums that may be required of them to have access to health insurance coverage.

Quality of care can be described as, “the degree to which health care services for individuals and populations increase the likelihood of desired health outcomes and are consistent with current professional knowledge” (AHRQ, 2017). Although it is an unethical act displayed by healthcare professionals; in some areas, all patients are not treated equally with regards to quality of care. According to Dr. Ananya Mandal (2019), discrimination occurs when healthcare providers treat individuals from certain population groups differently to other population groups, whether this is done consciously or not. It is common for this to occur when providers have stereotyped impressions of specific racial or ethnic groups.

Gender can play a major role in healthcare disparities among women, specifically, in some of the developed countries. Researchers have reported that determinants of gender differences, like welfare indicators (e.g., education and income), behavioral factors (e.g., smoking and drinking), and social factors (e.g., social support and socioeconomic status) have direct correlations with some of the existing disparities (Hassanzadeh, et al, 2017). Afghanistan is a country that still has a high rate of gender disparities among women, even though some improvements have occurred. In this country, the biggest disparities that I feel still exist are between women in rural versus urban areas, and those with some education, as opposed to those women with none; showing that as education of women increases, so does their health and that of their children because of the education and resources that they have.

I think several economic policies have impacted these disparities and they include differences in income levels, education, and geographic location. A person’s annual income may have a direct effect on his or her ability to purchase or assist with the cost of health insurance coverage. However, it is not uncommon for lower income citizens to have lower education capacity than their middle and high-income level counterparts. Another common factor is, said individuals often reside in the poverty-stricken areas of various geographic locations. Residents of rural areas often face barriers to quality health care, like limited number of healthcare providers in those areas, driving longer distances to seek care, and limited job opportunities. Women in various developed countries are also plagued by the income and education economic policies. Therefore, these disparities and economic policies are directly related to each other and share some similarities. As stated by Dr. Ananya Mandal, “Disparities in the quality and availability of healthcare across different population groups is a major problem in many developing and developed nations, including the United States.”

The recommendations that I would make, related to each disparity, for an organization to plan for this to minimize the negative impact while still delivering quality care include the following:

· Continue promoting free healthcare services provided by local health departments; while creating at least one free-clinic site in every community for the uninsured or underinsured

· Healthcare services should be expanded to ensure access to all ethnic and racial groups (Mandal, 2019)

· Promote educational opportunities for young girls and women globally

 References

AHRQ. (2017). Understanding Quality Measurement. What is Quality? Retrieved from https://www.ahrq.gov/professionals/quality-patient-safety/qualityresources/tools/chtoolbx/understand/index.html

 Hassanzadeh, J., et al. (2017, October 19). The Correlation between Gender Inequalities and Their Health-Related Factors in World Countries: A Global Cross-Sectional Study. Epidemiology Research International. Retrieved from https://www.hindawi.com/journals/eri/2014/521569/

 Mandal, A. (2019, February 26). Disparities in Quality of Health Care. News Medical Life Sciences. Retrieved from https://www.news-medical.net/health/Disparities-in-Quality-ofHealth-Care.aspx

Pearlman, A. (2012, September 6). Afghan women largely lack healthcare, education. Global Post. Retrieved from https://www.pri.org/stories/2012-09-06/afghan-womenlargely-lack-healthcare-education

Orgera, K., Artiga, S. (2018, August 8). Disparities in Health and Health Care: Five Key Questions and Answers. KFF. Retrieved from https://www.kff.org/disparitiespolicy/issue-brief/disparities-in-health-and-health-care-five-key-questions-and-answer

Post # 2

Farrah Garno 

            Health disparities are preventable differences in the burden of disease or opportunities to achieve optimal health by socially disadvantaged racial, ethnic, population, educational, or economic status (Centers for Disease Control and Prevention, n.d.).  Poverty and access to health services are two specific disparities that occur throughout the country.

            The prevalence of poverty in the United States affects approximately 43 million Americans.  Researchers state there is a strong relationship between poverty and health outcomes which include increased risk for disease and premature death (Poverty, n.d.) .  Low-income persons of all races reports worse health status than those of higher income (Artiga, Orgera, and Pham, 2020).  Many factors influence an individual’s risk or family’s risk of poverty.  Those factors include marital status, education, social class/status, income level, and geographical location.  In 2012, 17.7% of rural families lived in poverty compared to those living in an urban area where 14.5% were living in poverty.  Poverty-stricken individuals have more adverse health outcomes and at risk for heart disease, diabetes, and obesity (Poverty, n.d.).

            Economic policies that have helped decrease poverty and health outcomes due to poverty include the government economic security programs, Medicaid, and Children’s Health Insurance Program (Children’s Health Insurance Program (CHIP) n.d.).  Economic security programs include food assistance programs, housing subsidies, and working families tax credits.  These programs assist families with basic needs (Sherman and Mitchell, 2017).  Medicaid is a program jointly funded by the state and federal governments.  It provides insurance coverage to eligible low-income adults, children, pregnant women, the elderly, and people with disabilities.  CHIP is a health insurance program that provides insurance coverage for qualified children.  This program is jointly funded by the federal and state governments (Medicaid, n.d.).

            Access to health services is defined as “the timely use of personal health services to achieve the best possible health outcomes.”  Throughout the United States, many people face barriers that can limit or even prevent access to health services.  These limited accesses or prevention of access leads to an increased risk of poor health outcomes that can negatively affect an individual’s short-term and long-term health, such as diabetes, cancer, and cardiovascular disease.  The barriers that can affect such access include lack of health insurance, unreliable transportation, and limited resources.  Limited resources are barriers that include physician shortages, which can increase wait times and delay care.  Limited resources also include physicians who do not accept an individual’s health insurance, Medicaid, for example (Access to Health Services, n.d.).

            An economic policy that has aided in access to health services includes the Affordable Care Act. This has improved health coverage by expanding the Medicaid program, covering adults with a low income below 138% of the federal poverty level (Affordable Care Act (ACA), n.d.).  The Affordable Care Act developed Insurance Exchanges, a marketplace to purchase affordable health insurance for those who do not qualify for Medicaid (Access to Healthcare: Affordable Care Act, 2020).

            Medicaid expansion from the Affordable Care Act began in 2014, and as of 2018, 33 states and the District of Columbia had expanded their programs.  The expansion of Medicaid eligibility had reduced the number of uninsured in the United States.  By reducing the number of uninsured individuals, the law was expected to positively impact the hospital finances by reducing the number of charity cases and bad debt (Young, Flaherty, Zepeda, Singh, and Rosenbaum, 2019).  Recommendations for healthcare organizations to prevent this law to negatively impact, would be to monitor and control cost and maintain a balanced budget.  One area to assess would be the supply chain.  This area holds a large portion of the budget.  Maintaining appropriate amounts of stock without overstocking, maintain capital equipment and service contracts can help offset any negative impact from reimbursement to the organization.  Another way to prevent any negative impact would be to ensure that the physicians practicing at the facility have enrolled in the Medicare and Medicaid Programs.  This will ensure that the physician/ facility will obtain appropriate reimbursement without denial or delay.

References 

Access to Healthcare: Affordable Care Act. HHS.gov. (2020, November 30). https://www.hhs.gov/programs/topic-sites/lgbt/accesstohealthcare/affordablecareact/index.html.

Access to Health Services. Healthy People. (0AD). https://health.gov.

Affordable Care Act (ACA). HealthCare.gov. (0AD). https://www.healthcare.gov/.

Artiga, S., Orgera, K., & Pharm, O. (2020, March). Disparities in Health and Health Care: Five Key Questions and Answers. KFF. https://www.kff.org/.

Centers for Disease Control and Prevention. Centers for Disease Control and Prevention. https://www.cdc.gov/.

Children’s Health Insurance Program (CHIP). Medicaid. (0AD). https://www.medicaid.gov/chip/index.html.

Medicaid. Medicaid.gov: The official U.S. government site for Medicare. (0AD). https://www.medicaid.gov/.

Poverty. Healthy People. https://health.gov.

Sherman, A., & Mitchell, T. (2017, July 17). Economic Security Programs Help Low-Income Children Succeed Over Long Term, Many Studies Find. Center on Budget and Policy Priorities. https://www.cbpp.org/research/poverty-and-inequality/economic-security-programs-help-low-income-children-succeed-over.

Young, G. J., Flaherty, S., Zepeda, E. D., Singh, S., & Rosenbaum, S. (2019). Impact of ACA Medicaid Expansion on Hospitals’ Financial Status. Journal of Healthcare Management, 64(2), 91–102. https://doi.org/10.1097/jhm-d-17-00177

Woolworths group analysis

 

1.  Describe the Woolworths group, so your manager has a  comprehensive understanding of its operations. Woolworths group

2. Find three news articles from the last 4 weeks about  Woolworths group and briefly  summarise each article. Explain how the event(s) detailed in the new articles have  affected  Woolworths group. In addition, find an article related to  Woolworths group and  the COVID-19 pandemic, which could have been published at any time since 2019. Explain  whether Woolworths group has been impacted and how your company has fared during the  COVID-19 pandemic.FINC5001 Foundations in Finance Semester 1, 2021

3. List the Global Industry Classification Standard (GICS) sector, industry, and sub-industry  for  Woolworths group. List one other public company that is in the same sub-industry  as your chosen company and briefly describe its operations. This competitor does not have to be listed in any of the indices above. (like coles)

4. Present a table of a current “stock quote” with the following characteristics: (1) Current  Price (2) Market Cap (3) Beta (4) P/E Ratio (5) EPS (6) Earnings Date (7) Forward Dividend  and Yield, and (8) Ex-Dividend Date for both your chosen company and competitor.  Define, interpret, and compare each characteristic for your manager.  

5. Compare the P/E ratios of your chosen company and the competitor to the average P/E  ratio of the industry of your chosen company. Discuss. 

SE 5010-5

 

Imagine your school has just enrolled several new children who have been identified with different low incidence disabilities, including traumatic brain injury, orthopedic impairment, other health impairment, and Autism Spectrum Disorder. Teachers in your school are largely unfamiliar with serving children identified with these disabilities.

This week, you will write a memo for the teaching staff in which you explain salient elements associated with low incidence disabilities: Traumatic Brain Injury, Orthopedic Impairment (Physical Disabilities), Other Health Impairment (OHI), and Autism Spectrum Disorder (ASD).

First, identify any school level of your choosing (e.g., elementary, middle, high). Then, for each of the four low incidence disabilities, provide the following information with corresponding citations to support your points:

  • The basic definition. You will find there are many definitions in practice such as legal definitions, medical definitions, or educational definitions. Whichever definition you choose, describe the definition in your own terms.
  • The prevalence rate in schools. Because you are exploring low incidence disabilities, you may find prevalence rates lower than you might expect. Prevalence rates might be expressed in numbers or percentages.
  • A brief description of the IDEA eligibility criteria.
  • Two to three characteristics commonly seen in children diagnosed with the disability.
  • Three or four research-based or evidence-based instructional strategies for use with children diagnosed with the disability. At least one strategy should demonstrate collaboration between special education and general education staff.

Length: 4-6 pages, excluding title and reference pages

References: Include a minimum of three scholarly or credible resources.

The completed assignment should address all of the assignment requirements, exhibit evidence of concept knowledge, and demonstrate thoughtful consideration of the content presented in the course. The writing should integrate scholarly resources, reflect academic expectations and current APA standards, and adhere to Northcentral University’s Academic Integrity Policy.

Marketing Pricing

Introduction

This is a “thinking” exercise where it’s important for you to demonstrate your critical thinking skills.  Read about the pricing strategies in both your textbook and in this module’s content.  Demonstrate your understanding by identify and sharing examples.  Do not use the same examples already shared in our textbook reading and this module. Identify new examples.   

There are many different pricing strategies that we read about in our textbook and in this module.  I’m sure you recognized some of them as you read about them. For this assignment your job is to find examples and images representing your assigned pricing strategies below.  You’ll share the images, definitions for our assigned reading, and describe why they match the criteria for those strategies.

Instructions

  • Below are three pricing strategies assigned to you by the first letter of your last name.  Your assignment is to complete only the three strategies assigned to you.
  • Re-read the module examples and the definitions.
  • Re-read the examples in your textbook under 11.9 in the Introduction to Business and the definitions, to refresh your memory for your strategies.
  • Complete both Part 1 and Part 2 below, addressing each of the prompts.
  • Create a homework paper.  For each of your three strategies, include an image, the definition from our reading, and address both of the prompts.
  • Re-read your draft work to improve the writing. Spell check your work.  Attach and submit your paper following the instructions for this course.      

Prompts 

For each of the three pricing strategies assigned by your last name, complete both Part 1 and Part 2 below:   

Part 1 – identify three current examples/images.  One for each of the three assigned pricing strategies below. 

Find three different current examples/images of pricing, being used right now, representing each of your three assigned pricing strategies

What’s a current, original image example?  One being used right now, not one from an image repository.

  • Options:
    • share either one (1) image (.png or .jpg) each, representing each pricing strategy (earn a couple bonus points for this extra effort)
    • or provide very detailed descriptions for each strategy 
  • If you share images, you are welcome to capture them as screenshots with your computer, or take pictures with a camera or smart phone.  An image file that is either a .png or .jpg can be embedded in your homework paper.  
  • Use original images that you have captured or describe in detail what you have personally seen being used right now. 
    • Do not use the examples provided in the textbook or in our online content. 
    • Do not simply keyword search the internet for examples and images.   Keyword searching does not demonstrate your understanding or critical thinking skills. 
    • Do not use an image repository like Google, Google Images, Flickr or others.    Instead, identify examples being used today, in real life, by taking your own images, or finding them through social media, advertisements or other resources being used right now.  This should be original work, found in our everyday lives, that we might also be seeing. 

Part 2 – Definition, Description, Demonstrate Understanding

Address each of the requirements below.  Your analysis for each image/description should be 1-2 paragraphs long.  

  1. Provide the definition from our assigned reading for each of your pricing strategies. 
  2. Describe in your own words, why the example you provided fits the criteria for that strategy. 
  3. Expand your answer to demonstrate your clear understanding, knowledge and critical thinking skills.  

Work that follows the instructions and prompts has a value of up to 60 points; 20 points for each correct and complete answer for your three assignment pricing strategies.  

Work earns less if:  It is incomplete, brief or superficial, does not use correct terminology or the definitions we are studying, uses only outside resources and doesn’t include course materials, smacks of simply key word searches, or copies the content word-for-word and doesn’t demonstrate your own personal depth of thought or understanding of the topics.    

Topics assigned by the first initial of your Last Name => My last name is L

  • Last Name A – F:   Skimming, Odd Pricing (not odd-even), Demand 
  • Last Name G – L:   Dynamic, Penetration, Prestige
  • Last Name M – Z:   Loss-Leader/Leader, Bundling, Even Pricing (not odd-even)

M1 Assignment 3: Understanding the Numbers for Better Decisions

 

Assignment 3: Understanding the Numbers for Better Decisions

It is the management’s responsibility to maximize shareholder wealth as it is based on the organization’s future cash flows. To accomplish this, managers have to understand how to use financial statements for analysis.

In this assignment, you will explain the importance of the statements to the financial reporting process and management decisions.

Tasks:

  • Locate the financial statements of a U.S. publicly-traded company of your choice (the company must have inventory and accounts receivable) by visiting the organization’s Web site to locate the investor section. Or you may use one of the following Websites:
  • Review the information presented in the financial statements of the company you selected.
  • Using the company you selected, calculate one ratio from each ratio category located at this Financial Ratios resource.  Complete a trend analysis of each ratio for a three-year period.
    • Describe what the trends you see for your company based on your ratio analysis. What does this mean for the company?
    • Compare your company’s ratios with those of the industry it is in.
  • Analyze the financial reporting information and the financial health of the company with the help of the calculated ratios.

Submission Details:

  • Write a 2–3-page research paper explaining each selected ratio, the ratio category, and your individual analysis of the company as compared to the industry and the time sensitive analysis.
  • Include a Microsoft Excel Spreadsheet with your relevant calculations.
  • Apply APA standards to citation of sources.
  • By the due date assigned, save your report as M1_A3_lastname_firstinitial.doc and upload it to the Submissions Area. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.

Assignment 3 Grading CriteriaMaximum PointsSubmitted the 2–3-page paper and included a Microsoft Excel worksheet with appropriate calculations. 10Effectively analyzed and then reported the findings relative to the financial statements and the financial health of the organization.34Appropriate financial ratios have been selected within each category and computed for three years. Also included the industry comparison and analysis.24Articulated key points in a clear, logical, and professional manner, with supporting evidence wherever required.12Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.20Total:100