Summarize the steps to writing a grant proposal for the scenario you chose from Appendix B:
·Outline the grant proposal writing process from beginning to end.
·Create a needs and problem statement for the scenario.
Ensure the summary consists of 1,050 to 1,700 words and is in paragraph form.
Format your paper consistent with APA guidelines.
Day 7
80
Program Scenario Five
Santa Rosa Philharmonic Youth Symphony
Organization Mission
The Santa Rosa Philharmonic Youth Symphony’s mission is to educate and advance the skills of young musicians, enabling them to reach their highest potential. The repertoire is often difficult and always challenging, and the young musicians are selected by open auditions held in June of each year.
Values
·Transforming youth and building capable young citizens with a love of music
·Excellence in musicianship and scholarship through challenging and attractive musical opportunities
·Excellence in leadership training and skill development—professionalism, education, integrity, and preparation
·Music education
·Appreciation and mutual respect
·Financial soundness
The Santa Rosa Philharmonic Youth Symphony (SRPYS) strongly encourages its young musicians to participate in their school music programs. SRPYS schedules events to avoid conflicts with school activities, and excuses absences resulting from a school music program. In addition, SRPYS works with local and regional music and arts organizations in strategic efforts to emphasize the important role of music and arts in education and society at all levels of education and government.
Brief Community Description
The community of Santa Rosa loves its music; due to education funding cuts, however, music programs have been eliminated from the public elementary and middle school education programs. Parents and educators alike are concerned that, without this music experience, Santa Rosa youth will lose their appreciation, enjoyment, and participation in music programs within the near future as music education is now limited to the high school and college levels.
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The oldest continuously occupied towns in the United States are inhabited by the __________.
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Since this class is centered on the practice of working with the ideas of others and synthesizing those ideas into our own writing, it stands to reason that we should spend some time practicing the art of summary. This summary exercise will help you to improve your academic writing in several ways: First, this excercise will help you to find meaning within a given text and provide you with a better way of interpreting what the author is trying to say; secondly, this exercise will give you further practice in summarizing, paraphrasing, using quotations, and condensing ideas—skills that are essential to academic writing.
Remember that the purpose of this summary is not to relate your reaction to the reading; your role in this process is to simply convey the information in the reading in condensed form. Do not include personal opinion, personal judgments of the material, or personal narrative. Be brief, be as accurate as you can, and try to capture the complete sense of the reading in your summary.
Read and Summarize
Go to the resources tab and use the Ebscohost link to search for the following articles:
Friedman, T. L., & Mandelbaum, M. (2011). America really was that great (but that doesn’t mean we are now). Foreign Policy, (189), 76-78.
Your summary should meet the following guidelines:
is between 150 and 250 words(no longer);
includes direct quotations and paraphrased passages from the text;
uses attributive tags that not only work to convey the mood of the writer, but establish him or her as an authority in the field of study;
avoids personal opinion;
is written clearly, concisely, and accurately;
is written solely in third-person;
includes a References page;
has been closely edited so that it contains few or no mechanical errors.
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Discuss the work of the Committee of the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine, that led to the IOM report, “Future of Nursing: Leading Change, Advancing Health.”
Identify the importance of the IOM “Future of Nursing” report related to the nursing workforce.
Discuss the intent of the Future of Nursing: Campaign for Action.
Identify the rationale for state-based action coalitions.
Choose one state-based action coalition and discuss two initiatives that they are working on.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
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Using the case provided, propose a technology solution that results from your analysis of the business environment. First, analyze the business environment and select one of the three challenges/opportunities areas where application of technology would align with the strategic outcomes to improve the business. Then, provide three different recommendations that you would have for improvements in that challenge/opportunity area. All three recommendations do not have to employ technology, but at least one must. From your recommendations, select a specific technology solution and describe how that solution would contribute to business goals. Your analysis will be presented in a two- to three-page memo to Rock Martin, the CEO of SUH, Inc., using a Microsoft Word memo template. Write the memo as if you were actually writing to your boss and need to convey the background and information you used to develop your recommendations. External resources are not required, but if you use them, remember to correctly cite and reference them in APA style format. Your memo should cover all of the following areas. 1. Challenge/Opportunity Area for SUH. Choose one of the three areas below that could benefit from a solution and explain why it is in need of a solution a. Sales support: discuss problems associated with sales representative problems with no backup solutions, training issues and different methods of information storage. In addition, there is an increase in interest of the rental versus purchase of shelters b. Manufacturing/Supply services: discuss problems associated with the need for just-in-time delivery of filters to the canister manufacturing process as well as the correct production of shelters to fulfill the sales/leasing requirements. c. Financial/Inventory Management: discussion the fact that SUH is maintaining three different financial systems, each system has different report formats, reporting integration is needed, time waste consolidating the information for the required reports, different inventory procedures and the fact inventory doesn’t include manufactured leased or sold products. 2. Recommendations. Briefly (2 – 3 sentences each), describe three recommendations that would help to solve the problem you chose to solve in step 1; all three do not have to be technology solutions, they may include process or procedure changes. At least one must use technology. a. Recommendation 1 b. Recommendation 2 c. Recommendation 3 3. Proposed IT Solution. From the three recommendations you provided in step #2 (parts a, b, c), select one that is a technology solution that you could champion and explain its functionality in approximately 3 -5 sentences. (The full technical description of the solution will be covered later in Exercise 1.) You do not need to address or incorporate all three recommendations. Simply select one of them that uses technology and briefly describe what it would do for SUH. 4. Solution fit to Challenge/Opportunity. Using the technology solution you chose for step #3, describe how that solution would help solve the challenge/opportunity you chose in step #1.
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Assume that security returns are generated by the single-index model,
Ri = αi + βiRM + ei
where Ri is the excess return for security i and RM is the market’s excess return. The risk-free rate is 2%. Suppose also that there are three securities A, B, and C, characterized by the following data:
Security
βi
E(Ri)
σ(ei)
A
0.8
10%
25%
B
1.0
12
10
C
1.2
14
20
a.
If σM = 20%, calculate the variance of returns of securities A, B, and C. (Do not round intermediate calculations. Round your answers to the nearest whole number.)
Variance
Security A
[removed]
Security B
[removed]
Security C
[removed]
b.
Now assume that there are an infinite number of assets with return characteristics identical to those ofA, B, and C, respectively. What will be the mean and variance of excess returns for securities A, B, andC? (Enter the variance answers as a percent squared and mean as a percentage. Do not round intermediate calculations. Round your answers to the nearest whole number. Omit the “%” sign in your response.)
The Scavenger Hunt is an opportunity for everyone to discover the wealth of resources that are available for your use both as an HR practitioner and in this course. Locate the following items and post your “finds” to the discussion board.
Scavenger Hunt Rules:
Unless stated otherwise, each item for the Scavenger Hunt must be unique—you may not duplicate what other classmates have done.
You must provide working URLs/links for each item so that the class can follow your trail.
Scavenger Hunt Items:
Use the WorldatWork Online Glossary and one other online glossary (from the list below) and look up the same term from each. Share each term, the definition, and the source of the term. For example, you may look up employment at-will or the family and medical leave act and share two definitions and the references.
Biology 110 Online Evolution lab Student Directions: 1. Go to http://www.sasinschool.com/login 2. In the Quick Launch box (will have QL# inside) on the…
2.In the Quick Launch box (will have QL# inside) on the upper right corner of the screen, enter: 4
3.When prompted by the popup enter the username: located5questions (it’s weird, but no password is needed with this login). If you have pop-ups blocked you will have to allow pop-ups from SAS Curriculum (when I work in Chrome, a little red x appears at the end of the URL address box—I click on the x and am allowed the option of “always allow pop-ups from SAS Curriculum…). The program requires Java and maybe additional add-ons. Be sure to “allow†these in order to get the simulation to run.
4.Clicking on the “Getting Started†tab will provide the information provided below. Be sure to read through this information prior to beginning.
5.Clicking on the “data and observations†tab will provide the same information that I’ve included below. No need to print again. You will need to follow the directions and answer these questions as you go through the simulation.
6.Clicking on the “analysis and conclusions†will also provide the same information as I’ve provided below after the “data and observations sectionâ€. Type your answers in as you proceed through this section.
7.Ready to begin? Read the “About the Topic†section and proceed through the rest of the lab. Once you have completed each section, don’t forget to save the document with your name in the file name. Submit on Moodle!
About the Topic
Sources Of Genetic Variability
Genetic variations provide the raw material for evolution. These variations come from two sources:1. mutations that produce different alleles, and 2. sexual reproduction, in which alleles from parents segregate and recombine in offspring.
Evolution
Biological evolution involves genetic changes in a group of organisms. These changes occur on two levels:macroevolution (the grand scale), and microevolution (the small scale). On the “macro” scale of evolution, different species arise, live for a while, and then pass into extinction as new species arise to replace them (over thousands or millions of years). Microevolution involves small-scale changes within a single species. This occurs as populations respond to their own unique circumstances over a period of a few generations. Given enough time, microevolution can lead to macroevolution.
Populations Evolve, Not Individuals
Because an individual’s genes are determined at conception, individuals can’t evolve. But individuals are part of a population that may change over time. Some individuals have genotypes that are preferentially suited for survival. These individuals tend to produce more offspring. Thus, a larger proportion of their alleles is passed down to succeeding generations. Over time, the proportion of “good” alleles within the population increases and the “less good” alleles decrease. (However, note that some traits are neither “good†or “bad†and have no bearing on an organisms ability to survive and/or reproduce and frequencies of those alleles may or may not change over time.)
By examining many generations of a population and the frequency of each genotype, scientists can determine if the population is evolving. If the proportions of the different genotypes change, evolution is occurring. If the genotypes do not change, the population is not evolving.
About the Simulation
A.Butterfly Color Slider: sets the number of red and yellow butterflies in the founding population
B.Mutation/No Mutation: selects whether or not to introduce a mutation into the founding population
C.Mate: mates the founding population to establish the first generation of butterflies
A.Flower Color Buttons: turn the red, orange, and yellow flowers on and off
B.None: indicates no predator is introduced
C.Sight-Based: introduces a predator that hunts by sight
D.Smell-Based: introduces a predator that hunts by smell
E.Mate: mates the current generation of butterflies
F.Eat: allows you to select and eat butterflies (using your mouse)
G.Butterfly Population: displays the generation number and the current butterfly count for each color
H.Audio On/Off: turns the audio on and off
I.Restart: resets the simulation and launches the Establish Population panel
·The simulation allows you to track the genotypic frequencies of variants of a gene, C, which determines color in a population of butterflies across several generations. There are three alleles for the C gene: CR, which specifies red; CY, which specifies yellow; and CB, a new mutation, which specifies blue. Shuffling and recombining these alleles during sexual reproduction can result in six different genotypes.
Genotype
(combinations of alleles)
Phenotype
(color)
CRCR
red
CRCY
orange
CYCY
yellow
CRCB, CYCB, or CBCB
blue
·The ratio of each color can be used to calculate the genotypic frequency (you will be calculating genotypic frequency and including in your tables for each generation) for the genotype that specifies that color. Because CB is dominant, a blue butterfly could have any one of three different genotypes. For the purposes of this activity, consider all of the blue butterflies together as a single “blue” genotype and calculate frequency for “blue.” Genotypic frequencies are numbers between 0 and 1 and the frequencies for each generation always add up to 1.
·Clicking the Mate button allows the butterflies remaining on Butterfly Island to mate and produce the next generation. Choice of mates is always random and no butterflies from the previous generation survive into subsequent generations.
·Always reestablish your population to generation 1 by clicking the Restart and Mate buttons before starting a new experiment and making any changes to the environment.
Data & Observations
Part I: Explore Butterfly Island
Two groups of butterflies, one exclusively red (CRCR) and one exclusively yellow (CYCY), have recently colonized a small flower-covered island and begun to interbreed. Use the simulation to investigate the evolution of this new butterfly population under different genetic and environmental conditions.
A.Establish your population. The default values for red and yellow parents are set to 10 of each color. Leave the settings at the default values unless otherwise instructed. (Use the slider to change the settings.)
1.Record the numbers of red and yellow parents in the General Conditions box (found in the Data Collection area with the data tables below Question #14).
B.Choose no mutation. Click the Mate button to allow the parents to mate and produce the first generation of offspring.
C.Examine the image of Butterfly Island and answer the following questions:
2.What colors are the flowers? Do the colors you see correspond to those selected in Box 1 of the Settings panel at the top of the simulation? Explain.
3.What colors are the butterflies?
4.List the genotypes of each color butterfly Use CR for the red allele and CY for the yellow allele. (Remember that there are two alleles in every genotype.)
A.Yellow Butterfly Genotype:
B.Red Butterfly Genotype:
C.Orange Butterfly Genotype:
5.If you see colors other than the red and yellow that you started with, explain where the additional colors came from. (Hint: Use a Punnett square for each potential set of parents to help you answer this question.)
6.Pick and count all of the butterflies of one color. Does your count match the amount listed in the Results panel at the bottom of the simulation?
7.Do the different-colored butterflies show any preferences for the flowers? For example, do red butterflies perch only on red flowers?
D.Click the Off button for the red flowers in Box 1 of the Settings panel.
8.Describe what happened to the clusters of red flowers.
9.Did you observe any changes to the other clusters of flowers? Explain.
10.Was there any change in the butterflies?
E.Restore the red flowers by clicking the On button for the red flowers. Click the Off buttons for the orange flowers and for the yellow flowers in Box 1 of the Settings panel.
11.What happened to the orange and yellow flowers?
12.Can you turn the blue flowers off?
13.Did the butterflies change?
F.Click the On buttons to restore all of the flower colors.
G.Click Restart, at the lower right side of the simulation, to bring back the Establish Population window.
Part II: Experiments and Data Collection
You will perform ten experiments to investigate the effects of different genetic and environmental conditions on the evolution of your butterfly population. To carry out these experiments, you will use one of the two procedures listed below as directed for each experiment. These procedures are identical except that Procedure 2 introduces a predator. By running identical tests, altering only one condition at a time, you will be able to determine the effects each condition has on the evolution of your population. Be sure to record your data at each generation in the data tables provided below. Each table includes the information for the experiment parameters that are to be followed.
Procedure 1: Use for Experiments 1, 2, 3, and 8
Step
Procedure 1: No Predator
1
To establish population: (1) set number of red vs. yellow parents; (2) select mutation/no mutation); (3) click Mate to produce the first generation.
2
Results: find the listing of first generation butterflies by color on the Results panel; record the numbers for each color in the appropriate table on the Data Sheet.
3
Settings: In (1) select flower colors on/off per the conditions for the experiment.
4
Settings: In (2) select None for predator.
5
Settings: In (3) click Mate to produce the next (second) generation.
6
Results: record number of butterflies of each color for this generation in the table on the Data Sheet.
7
Repeat Steps 5 and 6 three times to gather data for third, fourth, and fifth generations.
8
Options: click Restart to begin next experiment.
Procedure 2: Use for Experiments 4, 5, 6, 7, 9, and 10
Step
Procedure 2: Sight-based or Smell-based Predator
1
To establish population: (1) set number of red vs. yellow parents; (2) select mutation/no mutation); (3) click Mate to produce the first generation.
2
Results: find the listing of first generation butterflies by color on the Results panel; record the numbers for each color in the appropriate table on the Data Sheet.
3
Settings: In (1) select flower colors on/off per the conditions of the experiment.
4
Settings: In (2) select either a Sight-based or a Smell-based predator.
5
Settings: In (3) click Eat to begin eating butterflies.
6
Move cursor over a butterfly and click to eat it. Continue eating until you are “full” and the Mate button reappears.
7
Settings: In (3) click Mate to produce the next (second) generation.
8
Results: record number of butterflies of each color for this generation in the table on the Data Sheet.
9
Repeat Steps 5 – 8 three times to gather data for third, fourth, and fifth generations.
10
Options: click Restart to begin next experiment.
H.Carry out ten experiments, using the conditions described below and either Procedure 1 or Procedure 2 (as indicated for each experiment), to investigate the effects of genetic and environmental conditions on the evolution of your butterfly population. Be sure to record observations for each generation as directed in the tables provided.
14.For experiments 2, 5, and 7, be sure to delete the same two flower colors. Record the deleted colors in the General Conditions table provided below and in the title for Tables 2, 5, and 7.
Specific Experimental Conditions for Investigating Evolution of the Population of Butterflies on Butterfly Island
Experiment/
Data Table
Experimental
Procedure
Experimental Conditions
Genetic
Environmental
Mutation
Flower Colors On
Predator
1.
1
None
All
None
2.
1
None
One
None
3.
1
None
None
None
4.
2
None
All
Sight-based
5.
2
None
One
Sight-based
6.
2
None
All
Smell-based
7.
2
None
One
Smell-based
8.
1
Yes
None
None
9.
2
Yes
None
Sight-based
10.
2
Yes
None
Smell-based
Data Collection
Be sure to complete all fields in each table. Do to expected differences in responses I did not “lock†or prevent tables from breaking across pages. If your table runs over to the next page, don’t forget to fill in all of the cells!
General Conditions
Parental Ratios
Red (CRCR): Yellow (CYCY)
__________: __________
Eliminated Colors
(Experiments 2, 5, and 7)
Table 1: Experiment 1 (Procedure 1, no mutation, all colors on, no predator)
*Instructions for completing the genotypic frequencies (requested for each genotype for each generation [what goes in shaded cells]) are at the beginning of the next section. Feel free to collect data on all ten experiments and then come back to each and fill in genotypic frequencies.
Generation
Number of Butterflies
Genotypic Frequency
Red
(CRCR)
Orange
(CRCY)
Yellow
(CYCY)
Blue
1
2
3
4
5
<
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Each answer must not exceed 1500 words (not including references)
Please include your student number and name on the cover page and on every
page. Underline your family name.
Please list the actual question number you are answering as part of your final
submission
All pages must be numbered eg 1/16 or 1 of 16
Page 1 of 4
One attachment only. Please ensure that your answers are submitted as one file only, with a signed assignment cover sheet and the Turnitin percentage result (all as ONE file, multiple files will not be accepted).
Submit as a word document
All answers must be typed.
Please upload a copy of your answers to Turnitin before the due date. Details are on
blackboard. Please keep in mind that the report can take up to 24 hours to collate.
Please use paragraphs when writing. Large slabs of text will not be accepted.
Do not use personal pronouns for any of your answers.
Each answer must include all references used. You must use the Harvard system of
referencing (which is what we have used all semester). Please refer to the referencing website on the learning hub. Your referencing in text must match your reference list. You must have a separate reference list for each question.
Minimum of 10 references per question expected.
Failure to observe these instructions will result in loss of marks or failure. Page 2 of 4
Exam Questions 1. Globalization
Imagination is more important than knowledge (Albert Einstein)
We need to think more seriously than ever about how we encourage people to focus on productive outcomes that advance and unite civilization-peaceful imaginations that seek to “minimize alienation and celebrate interdependence rather than self sufficiency, inclusion rather than exclusion,†openness, opportunity, and hope rather than limitation, suspicion, and grievance.
Discuss how a global business could harness these ideas to create a better world for all countries especially the countries that do not benefit from globalization.
2. Excellence The platform for Peters and Waterman onto which the In Search Of Excellence research and
theorising was built, was the McKinsey 7-S model:
Strategy
Structure
Systems
Style of management
Skills – corporate strengths
Staff
Shared values Discuss the 7-S model in relation to a company of your choice. The company can be from anywhere in the world. In your answer you will need to discuss the seven steps to success and how organisations achieve success in today’s market place
Security
Theworldisflat
Stanley Fischer, the former deputy managing director of the IMF, once remarked to me. “One good example is worth a thousand theories.†I believe that is true. Indeed, people do not change only when they must: They also change when they see that others-like themselves-have changed and flourished. Discuss the above quote in relation to the rise of the middle-class in China and India.
Do you consider hacktivism to be civil disobedience or a cyber crime? Justify your answer with evidence.
Page 3 of 4
5. Counterfeitgoods
Watch the video clip http://www.abc.net.au/7.30/content/2014/s4103157.htm
Discuss the impact of counterfeit goods in the context of conducting profitable,
sustainable global business enterprises such as Gucci, Pfizer, Rolex or LVMH.
Discuss how counterfeit goods fund terrorism and what can be done to eradicate
this funding.
6. Disruptiveinnovation–TheInternetofthings “Pill-shaped microcameras already traverse the human digestive tract and send back
thousands of images to pinpoint sources of illness. Precision farming equipment with wireless links to data collected from remote satellites and ground sensors can take into account crop conditions and adjust the way each individual part of a field is farmed—for instance, by spreading extra fertilizer on areas that need more nutrients. Billboards in Japan peer back at passersby, assessing how they fit consumer profiles, and instantly change displayed messages based on those assessments.†(McKinsey&Company 2010)
Business models based on today’s largely static information architectures face challenges as new ways of creating value arise. In this context (the Internet of things) choose an industry and a specific technology and discuss the impact this change will have in the next five years. Analyse the business value and sustainability.
Page 4 of 4
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