Driving Under the Influence

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Research Paper Instructions

Students will write a scholarly paper that is a minimum of 8-10 pages in length (8-10 pages excluding the title page, abstract, and reference page)

References may be found in the APUS library or search engines such as Google Scholar. The paper must include at least five, peer-reviewed sources that cover your chosen topic from the list below. Keep in mind that 5 is the minimum. A good quality research paper usually contains in excess of 10. Sources should be less than 10 years old and if using statistical data, it should be less than 5 years old. Do not forget to use in-text citations to credit your sources.

Note that references used for your research need to be peer-reviewed/scholarly journals. These journals typically have the following characteristics:

1. articles are reviewed by a panel of experts before they are accepted for publication; 2. articles are written by a scholar or specialist in the field; 3. articles report on original research or experimentation; 4. are often published by professional associations; 5. utilize terminology associated with the discipline.

Use of newspapers, news magazines, and similar periodicals must be kept to a minimum, and will be acceptable only as sources for supplementary information.

References like “Wikipedia,” “Psychology Today,” and “Court TV” are not primary sources, are not peer reviewed (reviewed for empirical integrity, accuracy, and authenticity), and are not appropriate references for scholarly writing (with the possible exception of use for anecdotal background information).

The paper should be of high quality, free of spelling and grammatical errors, and of original work. Plagiarism will not be permitted and occurrences of it will result in the procedures outlined in the "Student Handbook."

 

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Report and Poster/Oral Presentation

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Part A: Written Report (2000 words)

Students should prepare a written case analysis report of a company of their choice. The analysis will focus on the previous five (5) years, and be based on relevant theory and data. You should use the company’s stated strategic objectives and performance results to evaluate the success of their strategy. You should provide recommendations for the company’s future strategy. The case report must include (but is not limited to) the following issues:

Describe the company’s background, vision, mission statement and financial information for the past five-years. Identify the external factors affecting the organisation’s strategy and apply a minimum of one external model learned in the unit (External Analysis). Identify the internal factors affecting the organisation’s strategy and apply a minimum of one internal model learned in the unit (Internal Analysis). Other relevant models to analyse the strategy of the organisation (students should choose a minimum of one model learned in the unit that does not analyse the external and internal environment and apply it) Conclusion and strategic recommendations: Based upon the analysis, students should prepare at least three feasible recommendations.

Possible models to use –

External analysis:

PESTLE (I) analysis Porters 5 forces Competitor analysis Stakeholder analysis Internal analysis:

Resources, capabilities & competitive advantage VRIO or VRINE Dynamic capabilities (knowledge management, learning and innovation) Balanced scorecard Other models:

GAP analysis Carroll’s Pyramid Generic Strategies Framework The models that you choose to use must be relevant to the organisation/ industry you are researching. The information should flow smoothly. DO NOT USE SWOT

Structure of the Report

Section 1 The Company: Describe the company’s background, vision and mission statement.

Section 2 (External Analysis): Identify the external factors affecting the organisation’s strategy and apply a minimum of one external model learned in the course.

Section 3 (Internal Analysis): Identify the internal factors affecting the organisation’s strategy and apply a minimum of one internal model learned in the course.

Section 4 (Other relevant models to analyse the strategy of the organisation): Choose a minimum of one model learned in the course that does not analyse the external and internal environment and apply it.

Section 5 (Conclusion)

Section 6 (Strategic Recommendations): Based upon your analysis, you should prepare at three feasible recommendations. Ensure that your solutions are guided by your chosen application of the models.

Here is the marking rubric for the report

Part B: Poster and Oral Presentation (10 minutes)

Based on the material presented in the report, students are required to present a poster. An example poster presentation will be available on the Learning@Griffith site.

Each group will divide the oral presentation task amongst the members in the group so that each member is presenting for a maximum of 2:30 minutes. Groups will speak to content using Powerpoint slides that display the information presented on their poster.

Your overall group presentation should only be 10 minutes long. Marks will be deducted for presentations that exceed the time limit. As this is a group task,

Your oral presentation should be submitted as one file that contains the presentations from each member. It should have a consistent theme and design. All group members need to present as part of the oral presentation. Your presentation will be done using Powerpoint slides with narration. This is to ensure there is a consistent file format for online students to record their presentation and to enable the Convenor to access and view the presentation.

Powerpoint slides should reflect the information in your group’s poster.

Things you must make clear on the poster

Organisation / industry name and vision and mission statement The period that you have analysed The strategy as of the beginning of the period The financial information for the 5 year period you have chosen to analyse Recommendations for the future based on the analysis you are providing in your poster

PLEASE NOTE: If a group member is ill and unable to record their part of the presentation, they MUST contact the Convenor and their group members BEFORE the due date of the presentation. They MUST provide a Medical Certificate within 24 hours.

 

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Effective English Remedial College students’ awareness, attitude, and interest in central USA.

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  • Effective English Remedial College students’ awareness, attitude, and interest in central USA.

EDUC 812 ADVANCE EDUCATIONAL STATISTICS

Title

Effective English Remedial College students’ awareness, attitude and interest in Central USA.

Research Question

RQ 1: Is there a significant difference among the learning awareness, attitude, and interest toward the effective English remedial college students in the United States of America?

RQ 2: Is there a significant difference among the learning awareness, attitude and interest toward English honor fairs of students who won either 1st position, 2nd position, 3rd position or no position won at all at the investigative English honor fair.

Null Hypothesis

Ho 1: There is no significant difference in learning awareness, attitude, and interest among the English remedial college students in public college in the Central part of USA.

Ho 2: There is no significant difference among the awareness, attitude, and interest toward English honor fairs of English remedial students’ who won either 1st position, 2nd position, 3rd position or no Honor position at all at the investigative English honor fair.

Honor Question

What honor position did you win? (1= 1st position, 2nd position, 3rd position, and 4th position = I did not win a position of honor).

Entry 1: I enjoyed competing in the English awareness honor: 4 = strongly agree, 3 = agree, 2 = disagree = strongly disagree.

Entry 2: I enjoyed competing in the English attitude honor: 4 = strongly agree, 3 = agree, 2 = disagree = strongly disagree.

Entry 3: I enjoyed competing in the English interest honor: 4 = strongly agree, 3 = agree, 2 = disagree = strongly disagree.

Entry 4: I did not win any English awareness, attitude and interest honor: 4 = strongly agree, 3 = agree, 2 = disagree = strongly disagree.

 

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applying a sparse Fast Fourier transform on a vehicle arrays

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Description

my major is in microrobots’ in mechanical engineering college as a Ph.D. researcher, I want to publish an SCI paper in a famous journal in this filed, the goal is to reducing the interference in the robots communication unit to save the power.

 

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How participatory research method could be applied to support research for a hypothetical development project on improving gender relations in Sierra Leone

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In each research proposal, the applicant must: 1. Describe a viable research methodology; 2. Substantiate their choice of method; 3. Indicate the kind of information that will be generated by the proposed method and explain why that information is important; 4. Describe how the research method would be implemented effectively; 5. Reflect on the limitations and drawbacks of the proposed method; 6. Discuss some of the ethical implications of the research.

 

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Electronic health record

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Health information technology (health IT) makes it possible for health care providers to better manage patient care through secure use and sharing of health information. Health IT includes the use of electronic health records (EHRs) instead of paper medical records to maintain people’s health information.

Share the EHR platform that your practice uses and discuss the challenges and barriers to electronic charting. Why have we moved from paper charting to EHR’s? What is meant by meaningful use regulations and why is this important to know when documenting in the EHR?

Please support your work with at least three evidence-based practice resources that are less than 5 years old.

Written Paper (Microsoft Word doc): minimum 2000 words using 6th edition APA formatting

 

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Audience and Rhetorical Strategy

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By now, you all have done some research on the specific audience you want to reach you’re your RIP project (demographics and psychographics), as well as the context that will influence the significance of your message and the way your audience responds.

However, understanding audience and choosing rhetorical strategies to reach that audience is not just a matter of who they are and what they care about. The next step is to consider your relationship to your audience.

First, let’s consider different types of audiences. Different relationships have different kinds of tension that require different rhetorical strategies.

Sympathetic audience: an audience that is familiar with your message and agrees with you. An important benefit or goal of addressing this kind of audience is to foster or strengthen social bonds as a motivator for action. However for the RIP, only addressing a sympathetic audience can often be boring and predictable. While part of your audience will undoubtedly agree with you, a better challenge is persuading an audience that you’re in some kind of tension with. If you’re trying to work with a sympathetic audience, consider what payoff you’re looking for in "preaching to the choir." Novice audience: an audience that doesn’t know much about what you have to say, isn’t familiar with relevant background information, and may or may not have a lot of questions. A major rhetorical challenge with this kind of audience is conveying essential information (such that your message becomes persuasive), without overwhelming your audience with unnecessary details and stimulating interest and curiosity–this is much harder than it sounds! Critical (informed & skeptical) audience: an audience that understands your message and is familiar with the topic, relevant background information, and different opinions, but isn’t necessarily invested in what you have to say or is inclined to judgment. A major rhetorical challenge with this type of audience is building usefully on what your audience already knows and maintaining your credibility. Business/Activist audience: an audience that specifically wants to know how your message will affect them and/or the issues they care about. The stakes of this desire to know can vary widely: To buy/invest/produce, or not? To adopt a specific social/political/economic policy, or not? In most cases, they will likely be familiar with your message and its context, but sometimes not. This type of audience may overlap with the other types of audiences listed above. Hostile audience: an audience that has deeply entrenched views in opposition to your message and/or point of view. This type of audience is perhaps the hardest to reach, but potentially the most rewarding. Major rhetorical challenges include establishing trust and addressing and refuting counterarguments in a fair and balanced way.

RIP Reflection (Freewrite):

Reflect briefly on your RIP Draft #1, focusing on your current rhetorical strategies for reaching your intended audience(s).

What primary audience are you trying to reach? Are there any secondary or unintended audiences? Describe these audiences (demographics, psychographics) in detail, drawing on your research. What is the source of tension between you and your audience(s)? In other words, what’s your relationship to each audience? Be as specific as possible about what factors contribute to your audience’s sympathy, inexperience, skepticism, and/or hostility. What strategies are you currently using to overcome the tension between yourself and your audience? Categorize these strategies as predominantly logos-, ethos-, or pathos-oriented (some of your rhetorical strategies may bridge these different categories—note which ones). Which strategies do you think are working right now? Why do you think so? Be specific. Which strategies are you worried are not working? Why do you think so? Be specific. Write down any additional questions you have for your group mates about your relationship with your audience in your project.

 

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Write one solid paragraph(please make it approximately 8- 10 sentences long) answering all parts of the question. MUST DO 1 and 2.

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Write one solid paragraph(please make it approximately 8- 10 sentences long) answering all parts of the question. MUST DO 1 and 2.

Question 1: What were the causes of the Bolshevik revolution in Russia, and could the Russian Tsar (Nicholas II) have prevented it?

Criteria to Meet: 1. Gives at least 3 main causes for the Revolution

Question 2: Explain the similarities and differences between the fascist movements of Italy and Germany.

Criteria to Meet: 1. Two Similarities, 2. Two Differences

Choose 4 to answer(whichever 4 is easiest). Write one solid paragraph(please make it approximately 8- 10 sentences long) answering all parts of the question.

(indicate which you chose)

3. Given the enormous military superiority of the United States at the end of WWII, do you think it would have been possible to avoid the postwar division of the world into two hostile camps? Did the United States fail to use its power effectively? Why or why not?

4. To what extent was the Cold War an ideological conflict? To what extent did it center on other Issues?

5. Compare and contrast the experiences of at least three different Eastern European countries and/or Soviet republics in the transition from communist rule. What have been some of the problems? Successes?

6. Discuss at least three causes for the rise to political importance of radical Islamists in so many countries of the Middle East. What forms of resistance have they met within these countries?

7. Compare and contrast the ways in which two Asian societies mobilized resistance to European imperialism.

 

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Discussion Week 3 Cancer, Genetics, and Genomics Case Study

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Cancer, Genetics, and Genomics Case Study Rachel comes from a family with a history of breast cancer on her mother’s side. Rachel’s mother died of breast cancer when she was very young. Rachel has two sisters, Lisa and Kristin. Rachel has remained close to Lisa, but she no longer has a relationship with Kristin. At a routine checkup, Rachel is told about the availability of genetic testing for identifying a predisposition to breast cancer. Her doctor recommends the test to Rachel given her family history. Rachel has the genetic testing done and finds that she has a mutated breast cancer 1, early onset (BRCA1) gene. Her doctor tells her she is at high risk for developing breast and ovarian cancer. Rachel’s doctor suggests she ask her sisters to be tested also, so they can take the proper preventative measures. Rachel feels comfortable sharing this information with Lisa, but she has not spoken to Kristin in many years. Rachel tells her doctor that she is not in contact with Kristin and will not make an effort to tell her about BRCA1 and genetic testing. Rachel’s doctor feels confident that she can locate Kristin but worries about breaching patient confidentiality if she goes against Rachel’s wishes.

If you were Rachel’s healthcare provider, what would you do? Provide a rationale for your response. Include the pathological processes associated with breast cancer. What role does the BRCA1 gene contribute to managing the patient’s care? Describe and explain the role of the BRCA1 and breast cancer 2, early onset (BRCA2) gene in contribution as a risk factor for breast cancer. Analyze the risk factors for breast cancer and possible interventions to preventive health management for women and men.

 

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