Identify, assess, and evaluate the competencies and skills needed by an HR strategist.
SAMPLE ANSWER
Competencies and Skills Needed by a HR Strategist
Globalization and other environmental changes are transforming how companies create value and conduct business activities. Many organizations are focusing on issues and opportunities relating to creating value through efficient utilization of human capital (Cohen, 2015). This trend has made it necessary that HR strategists possess particular skills and competencies to perform their duties effectively to the best of their abilities. The key role of an HR strategist is the improvement of business team partnership and consultation, the configuration of human resource consulting, products and services with the organization strategy, and human resource strategy development. Below are some of the core skills and competencies that human resource professionals need to complete their duties and responsibilities in their organizations.
Leadership and navigation skills: An HR strategist is an important person in the HR department who handles selecting ideal candidates to work in the organization. HR strategist requires leadership and navigation skills so as to direct and contribute to inventiveness and procedures within the organization.
Business Acumen: HR strategist should possess business acumen skills so as to be able to comprehend and utilize information with which to contribute to the organization’s strategic plan (Brockbank et al., 2012). Therefore, enable the organization to use information effectively as a basis for developing strategies to gain competitive advantage.
Good communications skills: Good communication skills are also paramount to allow HR strategist to exchange effective information with different stakeholders of the organization.
Talent acquisition and retention: These skills help HR Strategist to build and maintain the organization workforce. The HR demonstrates value by developing, implementing, evaluating individual and organization practices for recruiting, sourcing, hiring, orientation and retention of skilled workers.
Interpersonal skills and Relationship Management: Interpersonal skills are important for HR strategist so as to enable them to engage employees properly. This helps to create a bond among the employees, supervisors and other stakeholders centered on the mission, vision, values and goals of the organization (Brockbank et al., 2012). The Human Resource creates value by developing effective strategies to address issues relating to performance, motivation and attitudes of all the employees at all levels.
Business and cultural effectiveness: The HR strategist should possess the ability to value and consider the perspectives and backgrounds of all the different stakeholders in the organization.
Critical evaluations and thinking: A HR strategist should possess critical thinking and evaluation skills to enable them to interpret data and information with which to develop strategies, make business decisions and recommendations in the organization.
In conclusion, The HR strategists should possess the skills as mentioned above to enable them to perform their core duties of developing strategic plans. That can help an organization to create success and value for the all the stakeholders. The human resource professionals must be fully competent in strategy development, implementation, and evaluation (Cohen, 2015). The HR strategist helps in giving their expertise and knowledge by contributing to the development of business strategy. They also assist in the developing, implementing and evaluating of different human resource strategies aimed at achieving the organization goals so as to gain a competitive advantage and help achieve organization sustainability.
Cohen, D. J. (2015). HR past, present and future: A call for consistent practices and a focus on competencies. Human Resource Management Review, 25(2), 205-215.
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Compose a reflective essay on plagiarism. This type of essay is primarily designed for you to express your own views and feelings on a topic rather than to prove a thesis. In particular this essay should document how your views on plagiarism have changed from before your taking this class to now when you have been shown several examples of plagiarism and the reasons for including proper citation.
This essay should only be based on the writer view of the subject plagiarism, and should be written in the first person and should also be critically reflective.
SAMPLE ANSWER
Reflective Essay on Plagiarism
Prior to my attendance of this class, I had come to believe that plagiarism was just another means of making education more rigorous and effort-intensive for students. It thought it was simply put in place to make the academic process so to say ‘steeper’ for participants. The reason for this is the fact that the steps necessary to avoid plagiarism include citation and also list all references.
After this lesson I have however developed a different view of plagiarism as well as expanded my view on what it constituted. I didn’t know for instance that paraphrasing on its own was not sufficient as a means of avoiding plagiarism. A text is still technically plagiarized so long as the author has not made any deliberate effort to recognize the original author of the concepts presented. Rather than complicate academia, the effort against plagiarism is actually meant to ensure fairness in the educational fields and also encourage students to come up with their own material where possible through empirical research or other laid down procedures (Blum, 2011).
Last but not least, I believe it is important to register my concern with respect to the electronic monitoring of plagiarism. The softwares used often give a percentage and different academic institutions impose varying thresholds for their students. It makes me abit curious about what this implies to the quality of information generated before the widespread adaptation of the internet. The internet’s accessibility also means that the available information is likely to be recycled at a higher rate begging the question about what this will imply for the current systems of plagiarism inspection or investigation.
This paper is to be critically reflective, yet scholarly in nature and exhibit and high level of competence and understanding of leadership style, approach, method, and overall theory. Because this paper is based on your own philosophy of leadership, there is considerable leeway for your discussion. However, your discussion should stay within the constraints of the overall concepts, ideas, and topics covered throughout the duration of the course.
Only use scholarly sources most preferably peer-reviewed literature.
Key Terms are
Conflict Functional conflict Negotiation
Dysfunctional conflict
Organization Structure
Organizational Change
Organization System
Organizational Culture
Bargaining strategies
Conflict and negotiation
Conflict management
The conflict process
The negotiation process
SAMPLE ANSWER
My Philosophy of Leadership
The following exercise details the key values and principles I hold dearly when it comes to the subject or rather process of leadership. It details the generic leadership model that I use relative to the different situations I find myself leading in whether in an academic scenario, personal relations or in a workplace environment. My behavior as a leader and to a large extent as a private individual is closely aligned to this leadership philosophy. To me a leadership philosophy is something that should work in the same way a mathematical formula works. The manner it operates remains the same regardless of the numbers in question.
I consider myself to be an observant person and in the course of this I couldn’t help but notice the debilitating impact that conflicts between people has on productiveness and development. A lot of opportunities tend to go down the drain as a result of conflicts that arise between individuals. The main problem is not actually the conflicts but the ineffective strategies that these individuals tend to employ in a bid to resolve the conflicts. Many a time this only makes the situation worse and the minor conflict exemplifies the “anthill into a mountain” transformation. These conflicts usually degenerate from something functional such as a formal academic goal or work objective into personal issues and this severely complicates the process of conflict resolution with time and other resources being wasted.
While the term conflict tends to bring about a whole set of negative connotations, it is worth noting that the manifestation of conflicts is different in the organizational context as its manifestation in everyday language usage. Conflicts mean disagreement of opinion and this can at times be a bad thing and in other times a good thing. I must admit that on a personal level, the term conflict usually brings about thoughts of wrongness and rightness with the conflicting sides taking the respective positions. I have also however come to learn that a difference in opinion does not necessarily mean that one person is wrong and the other right. At times it is a case of two good ideas colliding in a scenario where there is only room for one of them to be fully implemented. This is termed as a functional conflict since the people or groups on opposing sides of the conflict that has ensued are keen on the achievement of a common goal, only that they want to do it using different paths. With functional conflicts, the common resolution strategy in my view is compromise. At times it may mean the compromise of letting one idea prevail over the other or in other instances this may mean that both parties yield from their positions moderately for the common good (Arai, 2014).
While conflict avoidance is a good thing in most instances, I personally believe that functional conflicts need to be encouraged. While the complete avoidance of conflicts in the place of work may seem like a good thing, it is actually retrogressive for an organization as it denies the rest of the group the best possible ideas. The mettle of ideas being proposed needs to be tested and compared to other ideas aligned towards the objective of the organization. If I happen to be in a position of formal leadership it will be my goal to ensure my subordinates and those at my level become and remain confident about expressing the ideas they have even if they contradict those that have already been put forward. The fear for conflicts should not in my opinion be a reason for retrogressive ideas and redundancy. I want people to see the importance of functional conflicts since these tend to be healthy discussions if steered and moderated in the right direction. The steering and moderating of such discussions can be done by an effective leader who will ensure that this does not degenerate to an interpersonal conflict (Hartnell et al, 2011).
When interpersonal conflicts arise, the status of the conflict can be termed as dysfunctional. Dysfunctional conflicts are those that only have negative consequences for the organization, group or individuals involved. Unlike functional conflicts which arise as people are working towards a common goal, dysfunctional conflicts lead people to having different goals and the main aim becomes to achieve some form of victory over the other person. When this happens the organizations suffers a slow down as well as wastage of organizational resources. The individuals or groups conflicting lose or let go of their willingness to work alongside each other. This can be worsened if they apply their conflict to the work they are doing as it may lead to sabotage, further complicating the problems the firm has. Leaders need to be careful to ensure that such conflicts are not manifested in the place of work. As a leader I will be careful about the policies I put in place and advocate for. The manner in which I relate with the subordinates will also have an impact on the environment being created. If I show some form of favourism or victimization towards workers based on their comparative performance, it may lead them to compete for positive favor. If the workers are pitted against t each other through things like sales targets or otherwise with threats being issued against those who perform dismally, I am likely to breed an environment for dysfunctional conflicts. This is because the employees will be on ‘survival mode’ and this makes people insensitive and self-centered. While such rigid measures may help in the short-run, they have a likely impact of breaking down bonds between workers as activity narrows down to individual performance (Chatman et al, 2014).
It is very important for workers to be aware that they are working as a team. From my personal experience, the singling out of individual performance and giving one person credit for a collaborative achievement tends to be counter-productive. As a leader I may feel like I am motivating the person because I saw them give their best, but from the level of the other members they will feel that their contribution was not significant. This is worsened if the individual receiving undue credit takes it with a stride. A likely situation is an improvement in the output of the individual while the other members of the group take a back-seat. Leaders need to be on the lookout for such symptoms and strive to eliminate such situations. As a leader the first thing that I will do is to make sure the members of this group see themselves as a team and not as individuals (DeWit et al, 2012). This however starts at the simplest level of the team which is the person. Each person needs to believe that their contribution is important and contributes towards the end result. If a disappointment has been registered I believe that the entire team needs to be addressed as the failure is a communal thing. If there is success on the other hand, the entire group needs to be praised for the job well done. Such a team is only possible if the type of conflict taking place is functional. Functional conflicts are cohesive since each member participating has the common interest at heart. This means that the conflict and its solution will add value and propel the organization forward with the best possible option available rather than what was simply available as a solution (Ramezan, 2011).
The challenge with dysfunctional conflicts is the fact that each party often feels completely justified to take up their respective positions, something that makes it incredibly hard for them to solve the problem on their own without any external intervention. This in my view is where leadership comes in. When I refer to leadership I don’t necessarily mean leadership through the occupation of a formal position within the chain of command or a similar hierarchy. Leadership in this context is more closely aligned to assertiveness and taking up the initiative by objectively helping others in their quest to resolve a given conflict they have. While a conflict generally refers to a serious disagreement between two or more parties, it is unrealistic for anybody to think that all conflicts are manifested in the same way. If this were the case, there would be a ‘one size fits all’ solution to all types of conflicts be they personal or inter-communal (Minizenberg et al, 2015).
One of the best examples for the manifestation of leadership is within an organization. This is because organizations provide countless opportunities for the occurrence of conflicts, mostly of an interpersonal nature. The conflicts are not necessarily a good thing but they are best analyzed in this scenario. Leadership within the organization also takes place in two main ways, formally and also informally. Both types of leadership are necessary for the resolution of conflicts. In the event that I am stationed in an organization it is highly likely that I will be positioned in either of the two forms of leadership. What is important to me is not the position I am in but rather my ability to adequately resolve the problem at hand. This means I need to have a good understanding of the structure of the organization, the culture that exists within the organization, existent conflict mitigation procedures or policies and also the key functions of different individuals in the positions they work.
I also need to be well aware of the various ways conflicts manifest themselves and the different ways of going about it. For me, a leader needs to be well equipped for his or her job so as to resolve each challenge with the appropriate tools and in the appropriate way. The proper resolution of a conflict brings about multi-faceted wins. At the basic level, the relationship between the individuals is protected. From a much wider point of view, the department they work in also gains, the goals become achieved and all in all the organization moves forward achieving its objectives to the various stakeholders (Arai, 2013).
Leadership and the Organizational Structure
The organizational structure whether in its graphic expression or the actual manifestation of the same usually makes up a hierarchy where some form of hegemony is applied with some individuals being superior and other being subordinate. The superiors will conventionally act as leaders and the respective point in the organizational structure they are in will determine how they lead, who they lead and how many people they lead. It also determines who they report to or who leads them. For a conventional organization there will be the top management, middle management and then ground personnel or an added layer of supervisory staff depending on the scope of the organization’s work. The top management can either be the owners of the organization or people entrusted by the owners to oversee the functioning of these entities. A manager at the top tends to have a few people reporting to him or her; these are the departmental administrators. The departmental administrators on the other hand oversee the supervisors in the various components of their sectors. The supervisory staff then oversees the workers on the ground that makes up the largest proportion (Chuang et al, 102).
This structure directly impacts the role of a leader and also the elements that are at stake for the group the leader is overseeing. Conflicts could occur at any of these levels, at times horizontally and at times vertically. Horizontal conflicts are those which are manifested between people at the same level of work within the organizational hierarchy. Vertical conflicts are those that occur between people who are at different levels of management. A leader needs to be prepared and able to work with the conflicting parties towards the achievement of a solution at any of these situations. If the leadership is formal and has some official title attached to it, the person will be obliged to spearhead the conflict resolution process as early as possible. This is because their terms of work give them express authority over a group of people working together. Informal leadership however limits the scope of the person attempting to solve the problem since their authority is mostly attributed to the level of familiarity they have with the two conflicting individuals or entities. A receptionist cannot for instance easily step in to resolve a conflict between two branch managers. A branch manager can however authoritatively oversee the resolution of a conflict between two receptionists.
From my experience and literature I have been exposed to, I have learnt that the success or failure of companies is often pegged on the relationships that exist between the key decision makers. Articles about the boardroom activities of the most successful organizations usually feature stories of serious disagreements that arose during the design and implementation of product ideas. The message is not about how much freedom people have to express themselves but about how the organizations have developed work environments where ideas can be freely shared. I would like to lead an organization in this manner, ensuring the organizational culture is one that is conducive for functional conflicts and also with adequate room for the resolution of dysfunctional conflicts. This can be best communicated across the organization through the top-down flow of information and ideas, basically starting from the top. If I disagree with my peer over a matter I will openly express my alternative approach to the issue at hand. At the same time I will be ready to listen to individuals whose ideas and thoughts are contrary to mine with respect to the solutions being put across. It will be necessary for the subordinates to witness these conflicts in reasoning take place in a respectful manner. At times one can present an alternative idea in a manner that appears to be an indirect attack on another person. This can quickly degenerate to a dysfunctional argument (Roemer, 2012).
Besides leading, I believe that leaders need to empower those who are following them. When this happens they will be able to make the most out of functional conflicts and also eliminate the negative impacts that can result from dysfunctional conflicts. This obliges me to take those I am leading through the constructive ways of bargaining and negotiating. The differences that people have in opinion and personality have the power to bring about gains or losses (MacKian and Simmons, 2013).
In conclusion I need to state that I see leadership as a continuous transformational process for the organization. With respect to the issue of conflict solving and conflict management, I believe the leader needs to use his or her discretion to ensure that the end result is an ethical one, bringing about the greatest possible good possible. I need to have a good understanding of the nature of conflicts, how they arise and also the implication they have to the organization. While the resolution of conflicts is my priority, I will not necessarily be on the ground solving each and every conflict that arises; on the contrary I will do my best to ensure the environment is suitable for the quick elimination of dysfunctional conflicts while ensuring that the best decisions are realized from functional conflicts.
References
MacKian, S., & Simons, J. M. (Eds.). (2013). Leading, Managing, Caring: Understanding Leadership and Management in Health and Social Care. Routledge.
Arai, T. (2013). Functional Coexistence: Conflict Transformation in the Context of Mutual Non-Recognition (Conference Paper).
Minzenberg, M. J., Lesh, T., Niendam, T., Yoon, J. H., Cheng, Y., Rhoades, R., & Carter, C. S. (2015). Conflict-related anterior cingulate functional connectivity is associated with past suicidal ideation and behavior in recent-onset schizophrenia. Journal of psychiatric research, 65, 95-101.
Arai, T. (2014). From Existential Conflict to Functional Coexistence: Lessons from Afghanistan, the Taiwan Strait, and Europe during the Cold War (Forthcoming). Global Discourse.
Hartnell, C. A., Ou, A. Y., & Kinicki, A. (2011). Organizational culture and organizational effectiveness: a meta-analytic investigation of the competing values framework’s theoretical suppositions. Journal of Applied Psychology,96(4), 677.
Chatman, J. A., Caldwell, D. F., O’Reilly, C. A., & Doerr, B. (2014). Parsing organizational culture: How the norm for adaptability influences the relationship between culture consensus and financial performance in high‐technology firms.Journal of Organizational Behavior, 35(6), 785-808.
Chuang, L. M., Liu, C. C., & Tsai, W. C. (2012). The Impact of Creative Personalities and Organizational Structure on Organizational Innovation.International Research Journal of Finance and Economics, 102.
Ramezan, M. (2011). Intellectual capital and organizational organic structure in knowledge society: How are these concepts related?. International Journal of Information Management, 31(1), 88-95.
De Wit, F. R., Greer, L. L., & Jehn, K. A. (2012). The paradox of intragroup conflict: a meta-analysis. Journal of Applied Psychology, 97(2), 360.
Römer, M., Giebels, E., & Rispens, S. (2012, June). Always Getting What You Want? Employee Expectations About Leadership Conflict Behavior in Co-Worker Conflict. In Employee Expectations About Leadership Conflict Behavior in Co-Worker Conflict (June 15, 2012). Intl. Association for Conflict Management, IACM 25th Annual Conference. https://doi.org/10.1111/j.1571-9979.2012.00340.x
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It is critical that the writer read and closely follow the instructions on the template as this particular paper is worth lots of points with very little time to be doing revisions. The writer must also clearly use the template to include all the parts listed in the instructions on the order form hear below. where the instruct not to delete, the writer should not do so and also the writer must not change the templates. he can add to the templates the require information but not delete where not require.
• Draft Doctoral Study Proposal
During the past seven weeks of this course, you have proposed quantitative and qualitative studies. However, these assignments did not require you to follow the Doctoral Study Rubric requirements. This assignment will require you to develop major components of section one of the doc study according to the DDBA Doctoral Study rubric standards.
Be sure to use the mandatory Week 8 Application Assignment Template Rubric file for this assignment (located in the Rubrics area of the course navigation menu). The template/rubric contains helpful notes that you will remove and replace with your content. The scoring rubric is directly below the application content area. You will submit the entire document, which includes the Application Assignment and rubric. Your Instructor will enter your score in the rubric. You will be able to map your score for each Application criterion directly to the Application.
Your Instructor is required to give you embedded feedback for any areas where you did not receive full credit! Please contact your Instructor regarding “any” criteria from which points were deducted and for which you were not provided embedded feedback in the Application Assignment portion of the graded document.
This final draft must include the following main elements (use the template to ensure you are in compliance):
1. Background
2. Problem Statement
3. Purpose Statement
4. Central research question (qualitative) or research question(s) (quantitative)
5. Theoretical/Conceptual Framework
6. Significance of the Study
7. Minimum of 10 peer-reviewed references
Using the doctoral study rubric, Week 8 Application Assignment Template Rubric (located in the Rubrics area of the course navigation menu), write a draft of your own proposal and submit to the assignment area.
It is strongly recommended you review the Week 8 Application Rubric (located at the bottom of the Week 8 Application Assignment Template Rubric document) prior to starting the assignment. Reviewing the rubric requirements will aid you in understanding the content and grading requirements for this assignment.
Note: You must have at least 10 peer-reviewed references listed in proper APA format.
This assignment is worth 150 points. And I will send the template via email. It is important that writer take into consideration the topic we have been working on in the past papers which talks about Employee job satisfaction and productivity
SAMPLE ANSWER
Abstract
The declining education standards in the US has contributed marginally to the shifting and outsourcing of most of technical and operational functions of most US multinational companies to foreign countries. The relocation of operation units of large companies like Nike Inc to Asian countries and other countries globally can be attributed largely to the expensive labor market in the US, favorable taxation concessions in foreign countries and the availability of skilled manpower in foreign markets.
[Full Doctoral Study Title]
by
[your official name]
MS, [university], 200X
BS, [university], 200X
Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Business Administration
[last month of quarter you plan to graduate] 20
Background
The education standards in the US have been for many years below the average of most European education standards. The Office of Educational Accountability that operates under the Department of Public Instruction (DPI) coordinates all the testing programs that are administered on all elementary and high school pupils in the US through various assessment tests. DPI has for several years registered dissatisfaction with the declining education standards in the US (Bradley, 2010).
Most companies in US are relocating to countries where labor is cheap and efficient. Despite the low standards of education in the US, the government spends almost twice the cost of education per pupil than in an average Asian country.
Education reforms in the US have targeted improvement in pupil assessment programs as a response to the reduction of academic standards especially in areas that need critical thinking. There is evidence however that large disparities exists between the performance standards of males and females, whites and the minorities and also between families that are economically advantaged.
A lot of research work has been carried out to determine the nature of assessment required to demonstrate the real abilities of pupil’s performance in schools. The current structure of standardized tests that allow pupil comparisons in schools and states has been largely criticized as culturally biased and its emphasis is on less significant factual knowledge. The standardized tests rate memorization skills higher than critical aspects of complex in-depth thinking. To address the shortfalls of standardized, performance based assessment were introduced to provide better information on pupil’s academic abilities.
The performance was however below average for most of the pupils in grade 4 and 8 as elaborated in table 1 (Merrifield, 2009, pg 2). This research paper seeks to determine the relationship between performance of pupils in schools and the performance of corporate managers in US multinational companies.
Problem Statement
According to the The Atlantic (2013, December) American Education Standards are mediocre compared to the rest of the world especially in mathematics and science. The international rankings of OECD states placed the US at number 17 among the 34 OECD in mathematics scores while in science and reading it’s ranked at number 21 and 17 respectively.
The falling education standards reflect poorly on US research policies and the continuing role as the leading country in digital technology and in other scientific and medical research fields. The reasons behind the mediocre performance in international assessment on all OECD countries must be analyzed and evaluated despite heavy funding of education in all the states by the federal government.
The research question is the need to identify the reasons why majority of US companies are relocating to other countries abroad. This could be because the availability of cheap human capital that is also efficient. Children and teenagers continue performing poorly in mathematics and science subjects (Hawkes, 2015). The research should include past pupils performance in the current job market and it should be inclusive of all pupils from diverse backgrounds including races and ethnicities. Regions that are more populated with Caucasian communities perform better than regions that are more populated with African American population, Hispanics or Asian communities. The research should identify the specific performance of each race and ethnicity in a sampled region within the US that would represent the general population in the US.
The future of the US multi-national companies can only be assured if the current generation can replace the outgoing generation with competent and skilled managers who are innovative and capable of venturing into the future with confidence and vigor.
The education standards remain the biggest challenge to human capital development in the US today. The academic background and experience of new staff determines their productivity to organizations.
The general business problem is that most companies have a problem identifying the right people for senior positions. A number of recruitment agencies have increased due to the existing gap in human capital development in the US. Most companies lack innovative leadership hence have specific problems of growth and expansion after a few years of growth and development (Mills, 2011).
Purpose Statement
The purpose of the research study is to identify the reasons why US companies are relocating to foreign countries thus denying the local population employment opportunities.
Majority of top management technocrats in most multi-nationals are targeting foreigners who are well educated and skilled in advanced disciplines. The case study would reveal the extent of education standards in the country and the comparisons to former years. The performance of US corporate managers would also be scrutinized to analyze the impact of low education standards in their productivity.
The study would be conducted in Wisconsin but the performance of specific pupils would be traced to their job location in the market and their current productivity compared to their past performance in school. The nature of the research would be mixed. The interviews would be carried out intensively and individual performance extensively compared with others from the same classroom and their performance compared on the job market (Migiro & Magangi, 2011).
Research Question
The effect of low education standards in business innovation and productivity in business management. The study would also determine the future impact of low education standards in US business environments and the performance of future American companies.
Theoretical or Conceptual Framework
Disruptive innovation is a concept that assists in creation of value network and new market by disrupting the existing markets either by introduction of new innovations or cost reductions. Sustaining or maintaining innovation creates no value for competiting companies (Manyika, 2013).
This study undertakes to establish the role of education in business regarding the impact of strategic innovation in business expansion and growth. High technology led to the invention of the smart phones that displaced the original mobile phones and now the advanced iPads are replacing laptop computers and mobile phones. Clayton and Overdorf (2000) introduced the concept of disruptive technologies which tilted the balance in favor of the current innovations that reinvented business models like in most American multi-national companies today. For example, the introduction of digital technology has revolutionized all the sectors of the economy including banking, insurance and entertainment industry.
Significance of the Study
The significance of the study is to reveal the reasons why US multinational companies are relocating to overseas countries. The study would also reveal if there is a connection between the low standards of education in the US and the relocation of companies to foreign countries (Sekaram & Bougle, 2009).
The competitive nature of the global business requires CEO’s who are equally competitive universally. The best companies survive when the companies adopt the best policies from the best CEO’s. The current high unemployment rates that continue to rise in the US can only be countered effectively by ensuring competent education standards in the US are maintained (Clayton, 2003). Skilled and professional manpower is a useful asset in any country including the US and full dependency on foreign nationals to manage American companies would certainly result in more outsourcing of talents outside the country hence the unemployment rates would continue to rise.
References
Bradley, N. (2010) Marketing Research. Tools and Techniques. Oxford University Press, Oxford,
Clayton, C.M. & Overdorf, M. (2000). “Meeting the Challenge of Disruptive Change” Harvard Business Review, March–April 2000.
Clayton, C.M. (2003). The innovator’s solution: creating and sustaining successful growth. Harvard Business Press.
Migiro, S.O. & Magangi, B.A. (2011). Mixed methods: A review of literature and the future of the new research paradigm. African Journal of Business Management, Academic Journals Review.
5(10), 3757-3764. Retrieved from: http://www.academicjournals.org/AJBM
Mills, G. E. (2011). Action research – A guide for the teacher researcher. Boston, MA:
>>>>Pearson Education, Inc.
Manyika, J. (2013). Disruptive technologies; Advances that Transform Life, Businesses and the Global Economy, McKinsey Global Institute.
Sekaram, U. & Bougle, R. (2009) Research Methods for Business; A Skill Building Approach, 5th Edition. West Sussex, UK. John Wiley & sons.
Week 8 Application Assignment Rubric
Important:Substantive feedback is scritical success.Your instructor will enter your score in the rubric. You will be able to map your score for each application criterion directly to the application. Your instructor is required to give you embedded feedback for any areas where you did not receive full credit! Please contact your instructor regarding “any” criterion area where you were deducted points and there was no embedded feedback for that area in the application assignment portion of the document.
Criteria
Exemplary
(13-15 pts.)
Needs Improvement
(10-12 pts.)
Unsatisfactory
(0 – 9 pts.)
Points
Score
Background
Clearly provides an overview of the context or background of the study. The background is based upon applied business research and does not address a non-business problem. Accurately sets the stage for the problem statement. Clearly states and justifies why the problem deserves new research.
Provides a vague overview of the context or background of the study. The background is based upon a questionable applied business research and/or non-business problem. Does not accurately sets the stage for the problem statement. Does not clearly state and justify why the problem deserves new research.
Fails at providing an overview of the context or background of the study. The background presents information that is not applicable for the background component. The background is not based upon an applied business research problem. Does not set the stage for the problem statement. Does not state and justify why the problem deserves new research.
15
Problem Statement
Business problem contains a data driven hook and anchor (with recent citations) along with a general and specific business problem. Specific business problem addresses a business process that the organization’s managers or leaders need to, and can address, in order to effectively meet elements of their strategic plan or the organization’s mission (critical criteria). All required elements are present.
Specific business problem is vague and/or questionable regarding addressing an applied business process that the organization’s managers or leaders need to address in order to effectively meet elements of their strategic plan or the organization’s mission (critical criteria). Some of the key elements (hook, anchor, general business problem, and specific business problem)are missing. Problem statement can become a viable business problem with some modification.
All required elements are missing. Completely fails at identifying a viable applied business problem.
Specific business problem does notdeal with an applied business process that the organization’s managers or leaders need to address in order to effectively meet elements of their strategic plan or the organization’s mission. Problem statement must be addressed before moving forward.
15
Criteria
Exemplary
(13-15 pts.)
Needs Improvement
(10-12 pts.)
Unsatisfactory
(0 – 9 pts.)
Points
Score
Purpose Statement
The purpose statement containsthe (a) method, (b) design, (c) independent and dependent variables (quantitative studies only) (d) target population/justification, (e) geographical location, and (f) social change statement. These elements are accurate, appropriate, and logically align with theapplied business problem statement. There is no superfluous information included.
The purpose statement does not contain all of the required elements: (a) method, (b) design, (c) independent and dependent variables (quantitative studies only), (d) target population/justification, (e) geographical location, and (f) social change statement.One or more of the elements are missing. There is questionable alignment with the problem statement. The statement can be improved with modification.
The purpose statement does not contain any of the required elements: (a) method, (b) design, (c) independentand dependent variables (quantitative studies only), (d) target population/justification, (e) geographical location, and (f) social change statement. There is no logical alignment with the problem statement. Purpose statement must be addressed before moving forward.
15
Research Question
The central research question is explicitly clear and logically aligns with the specific business problem and purpose. It is recommended the question is encoded with words that foreshadow the design. For example, the case study design included the word “how” or “why” and the phenomenological design includes the word(s) experiences, perceptions, etc. Note: It is a great practice to review previous research to develop sharper and more insightful research questions appropriate for the design.
The central research question is not explicitly clear and renders it difficult to ascertain appropriate and logical alignment with the specific business problem and purpose. It is recommended the question is encoded with words that foreshadow the design. For example, the case study design included the word “how” or “why” and the phenomenological design includes the word(s) experiences, perceptions, etc. Note: It is a great practice to review previous research to develop sharper and more insightful research questions appropriate for the design.
The central research question is pronouncedly unclear and clearly inappropriate for the business problem and purpose. It is recommended the question is encoded with words that foreshadow the design. For example, the case study design included the word “how” or “why” and the phenomenological design includes the word(s) experiences, perceptions, etc. Note: It is a great practice to review previous research to develop sharper and more insightful research questions appropriate for the design.
15
Criteria
Exemplary
(13-15 pts.)
Needs Improvement
(10-12 pts.)
Unsatisfactory
(0 – 9 pts.)
Points
Score
Theoretical/
Conceptual Framework
The theoretical/conceptual framework contains the following elements: (a) name or identify the theoretical/conceptual framework, (b) name the theorist (if applicable), (c) list key concepts of the theoretical/conceptual framework (d) Identify propositions, hypotheses, tenets, etc., and (e) identify application to the proposed study. The information is accurate and is conducive to developing appropriate interview questions.
The theoretical/conceptual framework does not contain all of the required elements: (a) name or identify the theoretical/conceptual framework, (b) name the theorist (if applicable), (c) list key concepts of the theoretical/conceptual framework (d) Identify propositions, hypotheses, tenets, etc., and (e) identify application to the proposed study. The information is partially accurate but does not clearly present the overall concepts of the theoretical/conceptual framework; rendering it a challenge to develop appropriate interview questions.
The theoretical/conceptual framework does not contain any of the required elements: (a) name or identify the theoretical/conceptual framework, (b) name the theorist (if applicable), (c) list key concepts of the theoretical/conceptual framework (d) Identify propositions, tenets, etc., and (e) identify application to the proposed study. The information is totally inaccurate and does not present an accurate depiction of the overall concepts of the theoretical/conceptual framework; rendering it a severe challenge to develop appropriate interview questions.
15
Significance of the Study
Clearly explains: (a) why the study is of value to business/social impact, (b) how the study will contribute to the effective practice of business, and (c) how the results might contribute to positive social changeand improvement of business
practice.
Does not clearly explains: (a) why the study is of value to
business/social impact, (b) how the study will contribute to the
effective practice of business, and (c) how the results might
contribute to positive social change and improvement of business
practice.
Does not explain: (a) why the study is of value to
business/social impact, (b) how the study will contribute to the effective practice of business, and (c) how the results might contribute to positive social change and improvement of business practice. These elements are missing or poorly presented. They do not meet the objective and the reader does not understand the significance of the study in terms of the broader knowledge on the
topic.
15
Criteria
Exemplary
(13-15 pts.)
Needs Improvement
(10-12 pts.)
Unsatisfactory
(0 – 9 pts.)
Points
Score
References
Provided minimum of 10 references.
Provided 7-9 references
Provided less that 7 references
15
Criteria
Exemplary
(40-45 pts.)
Needs Improvement
(32-39 pts.)
Unsatisfactory
(0 – 310 pts.)
Points
Score
Writing/
Grammar/
APA
Clear, unambiguous writing that includes proper sentence structure, idea development, paragraph development, and grammar. No APA Style and Format errors.
Relatively clear writing that includes proper sentence structure, reasonable idea and paragraph development, and few grammatical errors. Few APA style and Format errors (i.e. no more than 3 identified anomalies). Moderate corrections are required.
Unclear, poorly developed writing that lacks proper sentence structure and idea and paragraph development.
Numerous grammatical errors (more than 3). Significant corrections are required.
45
Total Score
150
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Thank you so much for helping for this assignment. Please have a look and try to make a good essay so I can get the good marks.
Essay Part B
NRSG 257 Child, Adolescent and Family Nursing
Critical Evaluation of Artefacts for one of the following essay topics
Topic
Evaluate the psychosocial effects of living with asthma in relation to nursing care of the primary school aged child. Discuss how this information will guide evidence based Australian nursing practice.
In part A I submitted the list of artifacts and their screenshot and why you think those artifacts are good for your critical evaluation. Which i submitted 17/08/2015
Part B (Now we have to concentrate on this part please)
The essay is aimed at critically evaluating the content of the artefacts in the portfolio and the importance of using and evaluating evidence-based artefacts, when caring for children, adolescents and their families in relation to current Australian nursing practice. This should include the following;
• Demonstration of what learning was achieved through the content of the artefacts selected for the portfolio relevant to the chosen essay topic.
• Evaluation of evidence and value of the information or message within the chosen artefacts. The essay will demonstrate the ability to critically evaluate the research contained in the artefact portfolio. This will be undertaken whilst discussing the importance/value of the evidence-base for future nursing practice.
• This assessment task will allow students to demonstrate their critical thinking and reasoning, as well as their research skills. Students will also demonstrate how evidence based information can be implemented into contemporary Australian Nursing practice.
I am going to include list of artefacts which I used for Assignment part (A). Please have a look
Please include the following questions in given essay
• What are the strength of each artefact?
• What are the weakness of each artefacts?
• What are the limitation of each artefacts?
• How these artefacts can relate to evidence based learning?
• How these artefacts will work for Australian nursing perspectives?
Dear sir, you can use other supportive article’s references to support the essay.
1. APA Referencing
2. At least 25 genuine references from 2010 to 2015 study based,
3. 90 % references has to be research based Journal article
4. Australian and New Zealand based study article preferable.
5. Please have a look Rubric guideline for given topic, I need good grades in this assignment so please do me a favour and try to make a good essay
If you need any other information, please let me know
Thank you so much for you help and support.
Regards
SAMPLE ANSWER
Family Nursing
Australian Institute of Health and Welfare (2011) summarised various aspects concerning asthma in Australia. The strengths of the artefact include its coverage of a broad scope of aspects that are of interest to the study topic. The artefact gives factual information including the prevalence of asthma in children (Saini, Krass, Smith, Bosnic-Anticevich, & Armour, 2011, Pg. 190). It also highlights the impacts of asthma from varied viewpoints. Weaknesses of the artefact include its focus on basic concepts regarding asthma, but failure to highlight treatment and management concepts of the disease (Katelaris, Sacks, & Theron, 2013, Pg. 507). It also has limitations such as its failure to identify the impacts of the disease from a psychosocial perspective. Nevertheless, the artefact gives important information that could propel epidemiologic studies that would in turn facilitate evidence-based practice (Lim, Kobzik, & Dahl, 2010). Indication of a high prevalence of the disease in Australia would motivate stakeholders to take necessary measures for countering the occurrence (Gibbs, 2015; Pal, Dahal, & Pal, 2009; Rosenkranz, Rosenkranz, & Neessen, 2012). The item offers information that is relevant to nursing practice in Australia. Nurses would understand that the Australian population has a higher predisposition to asthma, and they would need to offer intensive patient education to promote the health of their community (Goeman, Abramson, McCarthy, Zubrinich, & Douglass, 2013). The artefact also describes financial expenditures directed to asthma management. Such data gives nurses a rich background concerning the financial impacts of the disease on the Australian population.
Blanchard, Morris, Birrell, Stephens-Reicher, Third, & Burns, (2014) examined the young population in Australia for asthma. The researchers noted that asthma had undesirable impacts on the quality of life that people led. They indicated that asthma has negative impacts on patients from psychological social and developmental perspectives (Kozyrskyj, Kendall, Jacoby, Sly, & Zubrick, 2010, Pg. 540). The strengths of the artefact include its comprehensive reporting of the scientifically-conducted research. The article gives high-level evidence concerning psychosocial impacts of asthma on the lives of patients. In their methodology, the investigators offered respondents an opportunity to point out concerns that affected their well-being (Blanchard et al., 2014, Pg. 6). The practice was advantageous as it resulted in first-hand data concerning psychosocial impacts of asthma. However, some aspects of the study reported in the artefact present weaknesses and limitations. For instance, the researchers used pre-validated instruments of measuring the impacts of asthma on the quality of the lives of patients (Blanchard et al., 2014, Pg. 14). The survey is also limited in that it addresses people of ages between twelve and twenty-five years, a group that does not coincide with the school-age children. The study offered recommendations whose implementation would promote evidence-based practice. It described a need for practice that purposes to facilitate the education of populations concerning asthma and its impacts on people’s lives. The study sought to influence nursing practice by recommending that the practitioners in health care undertake more education regarding the managements and handling of asthma patients (Evers, Jones, Iverson, & Caputi, 2013).
National Asthma Council Australia (2015) defined and described the diagnoses of asthma in children (National Asthma Council Australia, 2015, Pg. 8). The handbook also explained the difficulties encountered when diagnosing asthma in juveniles (Potter, 2010, Pg. 1). The strengths of the artefact include a high level of the credibility of its results. It was sourced from a government agency, and it offers detailed and specific principles concerning asthma. The handbook offers a clear distinction between concepts of asthma that present in children and the ones that occur in adults (Martel, Malo, Perreault, & Beauchesne, 2009, Pg. 197; The Cancer Council, 2015). It also explained how various psychosocial factors influence the management of asthma in patients (National Asthma Council Australia, 2015, Pg. 41). The handbook also identifies psychosocial factors that trigger the occurrence of asthma (Suglia, Chambers, Rosario, & Duarte, 2011; The Australasian Society of Clinical Immunology and Allergy (ASCIA), 2014). Its weakness is that it dwells solely on practice and, it does not include investigative work. Therefore, the handbook is limited to practice, and it does not offer much of research. The artefact applies to evidence-based practice as it gives standardised guidelines concerning the management of asthma in pediatrics. It is a handy tool for nursing practice as it offers guidelines on various management practices for patients with asthma (Baiardini, Braido, Bonini, Compalati, Canonica, 2009, Pg. 230).
Collins, Gill, Chittleborough, Martin, Taylor, and Winefield (2008) explored psychosocial impacts of asthma on school-age children. The researchers purposed to use a representative sample to examine the effects that asthma has on the psychosocial lives of children. They found that children who had asthma were often unhappy, and their health status was generally poor. The strengths of the article include its high degree of relevance to the study topic. The article uses keywords that relate directly to childhood asthma and its psychosocial impacts in the lives of patients (Suglia, Duarte, Sandel, & Wright, 2010, Pg. 636). The study also included a large number of participants, hence ensuring that the results obtained were a representation of large children population. There was also an elevated response rate in the participation of respondents in the study, an event that enhanced the reliability of the study (Collins et al., 2008, Pg. 490). Findings from the research also concurred with those of other studies making them realistic. Weaknesses of the study reported in the article include failure to take objective measurements of asthma for instance by applying the peak flow rate to assess lung functionality (Bruzzese, Sheares, Vincent, Du, Sadeghi, Levison, Evans, 2011, Pg. 998). It had major limitations such as a possible bias considering that participants had to respond to phone calls that some may have missed. The study applies to evidence-based practice by involving a scientific research to identify psychosocial impacts of asthma on school children. The investigation influences nursing practicing by establishing a connection between asthma and mental morbidities (Collins et al., 2008, Pg. 491; Feitosa, Santos, Barreto-Carmo, Santos, Teles, Rodrigues, & Barreto, 2011, Pg. 160).
Brown, Gallagher, and Fowler (2013) examined the self-efficacy of parents of school-age asthmatic children in managing the disease. The study offers an authoritative reference to the study topic. The researchers identified factors that influenced care and management of asthma in children as offered by their parents. Among the factors were parents’ health education and social disparities (Giallo, Bahreinian, Brown, Cooklin, Kingston, Kozyrskyj, 2015). Weaknesses presented in the study include the involvement of a small sample size that would generate controversy concerning generalisation of findings. Another critical weakness of the study was its employment of instruments that had not been widely explored in other research works. The study had limitations such as bearing influence from insufficiency of previous studies addressing major concepts in research. The study propels evidence-based learning as it identifies and describes the necessary interventions of enhancing self-efficacy of the parents of asthmatic juveniles. It impacts on nursing practice as nurses would drive educative programs to such parents.
The Royal Children’s Hospital Melbourne (2015) gave guidelines concerning asthma management in children. The hospital defined asthma and related it to other health complications linked to it. The artefact explained the pathophysiology of asthma among children and described different pharmacological interventions applied in the management of the ailment for pediatrics (Lowe, Carlin, Bennett, Hosking, Allen, Robertson, Dharmage, 2010). The artefact is authoritative in that it is from a reputable healthcare institution in Australia. It applies perfectly to the study topic by describing appropriate assessment and management strategies for the disease. The artefact grades asthmatic conditions on the basis of severity. It would be necessary for the study to relate disease severity to the psychosocial impacts it has on children. Weaknesses of the artefact include its failure to describe impacts of asthma on patients’ lives. The resource is also limited in that it does not offer investigative information but just gives guidelines (National Asthma Council Australia, 2014). The article has significant impact on evidence-based learning as it outlines standardised assessment and treatment strategies for the disease (Schultz & Martin, 2013, Pg. 13). It influences the Australian nursing perspective by recommending particular practices in asthma management and treatment (Perzanowski, Miller, Tang, Ali, Garfinkel, Chew, Barr, 2010, Pg. 118). Nurses would refer to such guidelines when handling and treating asthmatic patients.
Baiardini I, Braido F, Bonini M, Compalati E, Canonica GW. (2009). Why do doctors and patients not follow guidelines? Curr Opin Allergy Clin Immunol, 2009(9), 228–233.
Brown, N., Gallagher, R., Fowler, C., & Wales, S. (2013). Asthma management self-efficacy in parents of primary school-age children. Journal Of Child Health Care, 18(2), 133-144. doi:10.1177/1367493512474724
Bruzzese, J.-M., Sheares, B. J., Vincent, E. J., Du, Y., Sadeghi, H., Levison, M. J., … Evans, D. (2011). Effects of a School-based Intervention for Urban Adolescents with Asthma: A Controlled Trial. American Journal of Respiratory and Critical Care Medicine, 183(8), 998–1006. doi:10.1164/rccm.201003-0429OC
Collins, J., Gill, T., Chittleborough, C., Martin, A., Taylor, A., & Winefield, H. (2008). Mental, Emotional, and Social Problems Among School Children with Asthma. J Asthma, 45(6), 489-493. doi:10.1080/02770900802074802
Evers, U., Jones, S. C., Iverson, D., & Caputi, P. (2013). “Get Your Life Back”: process and impact evaluation of an asthma social marketing campaign targeting older adults. BMC Public Health, 13, 759. doi:10.1186/1471-2458-13-759
Feitosa, C. A., Santos, D. N., Barreto-Carmo, M. B., Santos, L. M., Teles, C. A. S., Rodrigues, L. C., & Barreto, M. L. (2011). Behaviour problems and prevalence of asthma symptoms among Brazilian children. Journal of Psychosomatic Research, 71(3), 160–165. doi:10.1016/j.jpsychores.2011.02.004
Giallo, R., Bahreinian, S., Brown, S., Cooklin, A., Kingston, D., Kozyrskyj, A. (2015) Maternal Depressive Symptoms across Early Childhood and Asthma in School Children: Findings from a Longitudinal Australian Population Based Study. PLoS ONE 10(3), e0121459. doi:10.1371/journal.pone.0121459
Gibbs, J. E. M. (2015) Eucalyptus Pollen Allergy and Asthma in Children: A Cross-Sectional Study in South-East Queensland, Australia. PLoS ONE 10(5): e0126506. doi:10.1371/journal.pone.0126506
Goeman, D. P., Abramson, M. J., McCarthy, E. A., Zubrinich, C. M., & Douglass, J. A. (2013). Asthma mortality in Australia in the 21st century: a case series analysis. BMJ Open, 3(5), e002539. doi:10.1136/bmjopen-2012-002539
Katelaris, C. H., Sacks, R., & Theron, P. N. (2013). Allergic rhinoconjunctivitis in the Australian population: Burden of disease and attitudes to intranasal corticosteroid treatment. American Journal of Rhinology & Allergy, 27(6), 506–509. doi:10.2500/ajra.2013.27.3965
Kozyrskyj, A. L., Kendall, G. E., Jacoby, P., Sly, P. D., & Zubrick, S. R. (2010). Association Between Socioeconomic Status and the Development of Asthma: Analyses of Income Trajectories. American Journal of Public Health, 100(3), 540–546. doi:10.2105/AJPH.2008.150771
Lim, R. H., Kobzik, L., & Dahl, M. (2010). Risk for Asthma in Offspring of Asthmatic Mothers versus Fathers: A Meta-Analysis. PLoS ONE, 5(4), e10134. doi:10.1371/journal.pone.0010134
Lowe, A. J., Carlin, J. B., Bennett, C. M., Hosking, C. S., Allen, K. J., Robertson, C. F., … Dharmage, S. C. (2010). Paracetamol use in early life and asthma: prospective birth cohort study. BMJ : British Medical Journal, 341, c4616. doi:10.1136/bmj.c4616
Martel, M. J., Rey, E., Malo, J. L., Perreault, S., Beauchesne, M. F. (2009). Determinants of the incidence of childhood asthma: a two-stage case-control study. Am J Epidemiol., 2009(169), 195–205.
Pal, R., Dahal, S., & Pal, S. (2009). Prevalence of Bronchial Asthma in Indian Children. Indian Journal of Community Medicine : Official Publication of Indian Association of Preventive & Social Medicine, 34(4), 310–316. doi:10.4103/0970-0218.58389
Perzanowski, M. S., Miller, R. L., Tang, D., Ali, D., Garfinkel, R. S., Chew, G. L., … Barr, R. G. (2010). Prenatal acetaminophen exposure and risk of wheeze at age 5 years in an urban low-income cohort. Thorax, 65(2), 118–123. doi:10.1136/thx.2009.121459
Potter, P. C. (2010). Current guidelines for the management of asthma in young children. Allergy, Asthma & Immunology Research, 2(1), 1–13. doi:10.4168/aair.2010.2.1.1
Rosenkranz, R. R., Rosenkranz, S. K., & Neessen, K. J. (2012). Dietary factors associated with lifetime asthma or hayfever diagnosis in Australian middle-aged and older adults: a cross-sectional study. Nutrition Journal, 11, 84. doi:10.1186/1475-2891-11-84
Saini, B., Krass, I., Smith, L., Bosnic-Anticevich, S., & Armour, C. (2011). Role of community pharmacists in asthma – Australian research highlighting pathways for future primary care models. The Australasian Medical Journal, 4(4), 190–200. doi:10.4066/AMJ.2011790
Schultz, A., & Martin, A. C. (2013). Outpatient Management of Asthma in Children. Clinical Medicine Insights. Pediatrics, 7, 13–24. doi:10.4137/CMPed.S7867
Suglia, S. F., Chambers, E., Rosario, A., & Duarte, C. S. (2011). Asthma and obesity among 3 year old urban children: The role of sex and the home environment. The Journal of Pediatrics, 159(1), 14–20.e1. doi:10.1016/j.jpeds.2011.01.049
Suglia, S. F., Duarte, C. S., Sandel, M. T., & Wright, R. J. (2010). Social and environmental stressors in the home and childhood asthma. Journal of Epidemiology and Community Health, 64(7), 636–642. doi:10.1136/jech.2008.082842
Thank you so much for helping me for this assignment
Please have look this essay topic and include the dot point in given essay topic
Topic 1:
Contemporary literature has identified the increasing incidence and prevalence of depression in Australia. Discuss this phenomenon in relation to the reasons for this increase. In your answer consider gender-specific differences and the nurse’s role in the treatment and management of the illness.
Please include all the topics in this Essay
• What is depression?
• Why in Australia having a increasing rate of depression?
• Major location of people having depression in Australia
• What economic factor influence in depression in Australia
• What are the treatment options available for the depression and what are the rational for using those treatment, evidence of outcome
• Drug usually used to treat depression in Australia and rational
• Agenda and Resilience
• Incidence of chronic factor in relation to depression
• Parenting factor in relation to depression
• What are the common factor for depression in Men and Women in Australia
• Nurses role in intervention, treatment and management in relation to Depression.
1. APA Referencing
2. At least 25 genuine references from 2010 to 2015 study based,
3. 90 % references has to be research based Journal article
4. Australian and Newzeland based study article preferable.
5. Please have a look Rubric guideline for given topic, I need good grades in this assignment so please do me a favour and try to make a good essay
Regards
SAMPLE ANSWER
Mental Health Nursing
Depression is defined as mood disorder, which results to continuous feeling of sadness as well as reduced interest even in activities that resulted to depression in the past. This mental psychological disorder affects how one feels, thinks, or behaves which leads mental and physical complication. People often have difficulties in carrying out their day today duties. However, this mental illness works better with therapeutic and non-therapeutic interventions (Tiller, 2012).
Despite the fact that there has been advancement in management of psychological disorders in the last two decades, the incidence rates of depression have continued to rise in the world. The World Health Organization reports projects that depression will be the leading cause of disability. In Australia, depression is reported to affect about 20% of the adults, and is reported to affect women in two fold as compared to men (Australian Government, 2013). This is attributable to lack of awareness and knowledge about treatment and management of psychological disorders as compared to other non-communicable disease such as cardiovascular diseases and cancer. Since in the late 90’s, the mental health literacy among community is scarce. The mental health literacy includes beliefs about mental disorders, their signs, and symptoms for recognition, management strategies, and preventive strategies. The community campaigns such as beyondblue have had a great role in increasing awareness. However, there is room for improvement on strategies in mental health literacy (Widner & Chicoine, 2011).
Life events such as unemployment, substance abusive, and breaking relationship, loneliness or prolonged work related stress. These events are more likely to cause depression. Family history has also been associated with increase in genetic risk. People from families with history of depression are more likely to suffer from depression. The genetic factors interact with the immediate environment to make someone get depressed. Other people suffer from depression due to their appearance (Australian Government Department of Health and Ageing, 2013). Unattractive physical appearances are associated with low self-esteem. The main cause of increased incidences of depression in Australia can be associated with increased sedentary life, poor dietary, and unemployment. This has resulted with increase of drug abuse and substance use, which is reported at 37% (Brown et al., 2013). The poor dietary and sedentary life is associated with hormonal imbalances and leads to an increase in non-communicable diseases. The increase in these diseases also increases economic crisis to cater for the increased healthcare costs. This is associated with increased distress, which results to depression (Almeida et al., 2012; Luppa et al., 2012).
Statistics indicates that about the 45.5% suffer from mental disorders at one particular point of their lives. Approximately 20% of the citizens in Australia suffer from depression are of ages between 16% and 85% (Brown et al., 2012). This totals to about 3.2 million of people. This is associated to poor access to mental healthcare as only a third of the people can access healthcare (Byles et al., 2012). Depression is the leading cause of the mental disorders in Australia and is projected that it will be the leading cause of disability by 2020. Among the most affected people are young people of ages between the age of 12 and 25 years. There lacks statistics that highlights on the incidence rates of depression per location in the Australia, but is suggested that depression affects the Australian cities with equal magnitude. These cities include, Melbourne, Sidney, Brisbane, Canberra, Hobart, Adelaide, Queensland, New South Wales, Victoria, and South Australia (Stanners et al., 2012).
The economic depression is associated with increased rates of depression. With global depression, most people were dismissed and the rate of unemployment increase. Additionally, the lucky few who are still employed, the quality of employment is poor such as working for long hours under minimal wages. The results are increased devastation among the families and within the communities, resulting to psychological disorders (Foster, 2014). Additionally Low socioeconomic status (SES) is associated with increase in psychiatric disorders morbidity, disability as well as reduced access to care, Studies indicates that cities with lowest education group reported the highest level of depression (Atlantis et al., 2011). This is in turn associated with poor coping strategies, increased stress exposure, and increase in exposure to other risk factors that aggravates stress exposure such as malnutrition (Lawson, Rodwell, & Noblet, 2012). Additionally, the low socioeconomic groups tend to engage in risky activities such as binge drinking. Approximately, about 500,000 of people diagnosed with substance use also present depressive symptoms. Evidence base practice associates alcoholism with aggravation of depressive symptomatology. Initially, the people use alcohol and other substances as mood depressants that lead to addiction (Dury et al., 2013). Most of substance users are disorderly and will often violate laws. This makes people more distressed, anxious, and depressed. The overall economic burden is huge as it is estimated that $ 12.6 billion of total healthcare is spent on depression. Other economic costs include increased of broken marriages, family conflicts and panic attacks as well as increased dependence on relatives (Hegney et al., 2013).
According to evidence-based practice, the psychiatric disease can be managed effectively by pharmacotherapy and non-pharmacotherapy interventions. The pharmacological interventions included use of antidepressants. These antidepressants include tricyclics (TCAs), Monoamine oxidase inhibitors (MAOIs), serotonin-noradrenalin reuptake inhibitors (SNRIs), and selective serotonin reuptake inhibitors (SSRIs) (Reavley et al., 2011). These medications are associated with increase of brain neurotransmitters involved in sensitivity in the brain. Other pharmacological interventions include the use of repetitive transcranial stimulation (rTMS) which entails use of magnetic pulses at high intensity. Other new technologies involves use of electronconvulsive therapy (ECT) often used in severe depression incidences. These new technologies are extremely expensive (Rich et al., 2013).
Other intervention applied includes use of psychological interventions, which includes use of psycho-education and counseling. This helps because it encourages compliance and medication adherence as well as changes in cognitive behaviors. Most of the psychological interventions comprises of about twenty sessions provided as group format or individually (Batterham, Christensen, & Mackinnon, 2009). An example of such therapies include use of cognitive behavior therapy and mindfulness based cognitive therapy (MBCT) which have been proved to be effective in managing depression and prevention of relapse. This is because these interventions dwells on specific target symptoms by building on these fields including training on interpersonal skills, problem solving strategies as well as relationship training and counseling. These interventions also covers vocational guidance, techniques manage stress has well as controlling factors that increase risk factors that aggravates depressive episodes (Marcus, 2014).
A lot of work has been done to provide insightful discussion and agendas on relevant strategies to reduce the increasing rates of depression. The agendas that have been debated include barriers and facilitators of mental health and strategies to build a momentum to establish reforms. The increased community resilience is attributable to reduced support and recognition of roles played by the managers. To reduce depression resilience, there is need to establish structured government considerations and policies on strategies that will focus on group treatment as well as sustaining community wellness (Fisher et al., 2012).
Research indicates that about one million of Australians are diagnosed with depression every year. The effects of mental and physical health and have been associated with increased risk of other chronic complications including, type 2 diabetes and cardiovascular diseases (Eastwood, Phung, & Barnett, 2011). Other chronic disorders include angina, arthritis, and cancer. However, there is need to conduct more research to establish whether depression precedes these chronic disorders or occurs because of the disorders (Mitka, 2010).
This calls for longitudinal investigations to understand the association between age, parenting outcome, life events, demographics as well as lifestyle with the existence of depression. These are the common factors face men and women and have been associated with consequences of depression, with some of the factors being associated with exacerbation of the already existing diseases. Therefore, there is need to examine the pathways that occurs due to the interaction of these factors with the environmental influences. This will shed light on establishing the causal factors and the mechanisms of optimizing recovery of the depression process (Fishback, 2012).
Studies indicate that healthcare utilization among people diagnosed with depression is considerably low. Therefore, nurses are mandated in ensuring that they screen the patient extensively using the available screening tools to delineate between the psychosocial disorders. The nurses should also conduct extensive research on the evidence-based practice to tackle the issues of depression. The nurses should make extensive consultations as well as follow up sessions. These sessions should be used to educate the patient on the effective strategies of ensuring that medication therapy is adhered and that compliance is sustained (Payne & Uren, 2014).
References
Almeida, O., Pirkis, J., Kerse, N., Sim, M., Flicker, L., & Snowdon, J. et al. (2012). A Randomized Trial to Reduce the Prevalence of Depression and Self-Harm Behavior in Older Primary Care Patients. The Annals Of Family Medicine, 10(4), 347-356. doi:10.1370/afm.1368
Atlantis, E., Goldney, R., Eckert, K., & Taylor, A. (2011). Trends in health-related quality of life and health service use associated with body mass index and comorbid major depression in South Australia, 1998–2008. Qual Life Res, 21(10), 1695-1704. doi:10.1007/s11136-011-0101-7
Atlantis, E., Goldney, R., Eckert, K., Taylor, A., & Phillips, P. (2011). Trends in health-related quality of life and health service use associated with comorbid diabetes and major depression in South Australia, 1998–2008. Social Psychiatry And Psychiatric Epidemiology, 47(6), 871-877. doi:10.1007/s00127-011-0394-4
Batterham, P., Christensen, H., & Mackinnon, A. (2009). Modifiable risk factors predicting major depressive disorder at four year follow-up: a decision tree approach. BMC Psychiatry, 9(1), 75. doi:10.1186/1471-244x-9-75
Brown, A., Mentha, R., Rowley, K., Skinner, T., Davy, C., & O’Dea, K. (2013). Depression in Aboriginal men in central Australia: adaptation of the Patient Health Questionnaire 9. BMC Psychiatry, 13(1), 271. doi:10.1186/1471-244x-13-271
Brown, A., Scales, U., Beever, W., Rickards, B., Rowley, K., & O’Dea, K. (2012). Exploring the expression of depression and distress in aboriginal men in central Australia: a qualitative study. BMC Psychiatry, 12(1), 97. doi:10.1186/1471-244x-12-97
Byles JE, Gallienne L. et al. (2012).Relationship of age and gender to the prevalence and correlates of psychological distress in later life. Int Psychogeriatr. 2012;24(6):1009–1018.
Drury, V., Craigie, M., Francis, K., Aoun, S., & Hegney, D. (2013). Compassion satisfaction, compassion fatigue, anxiety, depression and stress in registered nurses in Australia: Phase 2 results. J Nurs Manag, 22(4), 519-531. doi:10.1111/jonm.12168
Eastwood, J., Phung, H., & Barnett, B. (2011). Postnatal depression and socio-demographic risk: factors associated with Edinburgh Depression Scale scores in a metropolitan area of New South Wales, Australia. Aust NZ J Psychiatry, 45(12), 1040-1046. doi:10.3109/00048674.2011.619160
Fishback, P. (2012). Relief During the Great Depression in Australia and America. Aust Econ Hist Rev, 52(3), 221-249. doi:10.1111/j.1467-8446.2012.00355.x
Fisher, J., Chatham, E., Haseler, S., McGaw, B., & Thompson, J. (2012). Uneven implementation of the National Perinatal Depression Initiative: findings from a survey of Australian women’s hospitals. Aust N Z J Obstet Gynaecol, 52(6), 559-564. doi:10.1111/ajo.12000
Foster, M. (2014). Reworking the Relationship between Asylum and Employment. International Journal Of Refugee Law, 26(2), 315-318. doi:10.1093/ijrl/eeu025
Hegney, D., Craigie, M., Hemsworth, D., Osseiran-Moisson, R., Aoun, S., Francis, K., & Drury, V. (2013). Compassion satisfaction, compassion fatigue, anxiety, depression and stress in registered nurses in Australia: study 1 results. J Nurs Manag, 22(4), 506-518. doi:10.1111/jonm.12160
Lawson, K., Rodwell, J., & Noblet, A. (2012). Mental health of a police force: estimating prevalence of work-related depression in australia without a direct national measure 1,2. Psychological Reports, 110(3), 743-752. doi:10.2466/01.02.13.17.pr0.110.3.743-752
Luppa M, Sikorski C. et al. (2012). Age- and gender-specific prevalence of depression in latest-life – systematic review and meta-analysis. J Affect Disord. 136(3):212–221.
Marcus, J. (2013). Eradicating Employment Discrimination: Toward a Cultural Values Perspective. Industrial And Organizational Psychology, 6(4), 489-493. doi:10.1111/iops.12091
Mitka, M. (2010). Disability and Employment. JAMA, 304(18). doi:10.1001/jama.2010.1607
Payne, J., & Uren, L. (2014). Economic Policy and the Great Depression in a Small Open Economy. Journal Of Money, Credit And Banking, 46(2-3), 347-370. doi:10.1111/jmcb.12109
Reavley, N., Jorm, A., Cvetkovski, S., & Mackinnon, A. (2011). National depression and anxiety indices for Australia. Aust NZ J Psychiatry, 45(9), 780-787. doi:10.3109/00048674.2011.607130
Rich, J., Byrne, J., Curryer, C., Byles, J., & Loxton, D. (2013). Prevalence and correlates of depression among Australian women: a systematic literature review, January 1999- January 2010. BMC Research Notes, 6(1), 424. doi:10.1186/1756-0500-6-424
Stanners, M., Barton, C., Shakib, S., & Winefield, H. (2012). A qualitative investigation of the impact of multimorbidity on GP diagnosis and treatment of depression in Australia. Aging & Mental Health, 16(8), 1058-1064. doi:10.1080/13607863.2012.702730
Tiller, J. (2012). Depression and anxiety. Med J Aust, 1(4), 28-31. doi:10.5694/mjao12.10628
Widner, D., & Chicoine, S. (2011). It’s All in the Name: Employment Discrimination Against Arab Americans1. Sociological Forum, 26(4), 806-823. doi:10.1111/j.1573-7861.2011.01285.x
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SAMPLE ANSWER
QUESTION 1
An explanation on a stock split is and the reason given by Apple for doing this
Stock split is a decision made by a corporate entity to divide its shares held by shareholders into multiple shares. In a stock split the total value of shares remains unchanged even though the number of shares held by investors’ increases by a multiple number. For example, a given company can decide to split its shares into 2:1 i.e. for every one share held by an investor he would get an additional one share and would hence have two for every one share after the split (Kumar & Halageri, 2011). If an investor held 10 shares worth USD$1000 before the split he would own 20 shares worth USD $ 1000 dollars after the split. The market price of a company’s shares is divided uniformly. This implies that if the price per share was $100 before the split the new price per share after the split would be $50 per share. This is in a case of a stock split of 2 shares for every one share held. Apple Inc. announced a stock split of 7 to 1. This implied that for every one share held by an investor he received six more shares (Zuschlag, 2014). The decision by Apple Inc to execute the stock split was to increase accessibility of its shares in the market. Before the split Apple Inc’s shares traded at $525 per share but after the split, the stock price fell to $75 per share. The intention of the company was to increase the number of shares so as to have more investors taking advantage of increased shares in the market to by the company’s shares. The decision led to increase of the market capitalization as the price increased from$ 75 after the split (Seitz, 2014).
(b) The market’s reaction to Apple’s decision to split its stock
Apple Inc’s share increased after the split as the shares become more affordable and more investors were able to bid for them in the market. It was also said that Apple Inc would commit more of its cash into paying dividends which saw the stock price in the market increase(Zuschlag, 2014). The share price increased to around $130 per share within a short period after the stock split. The stock split also enabled the company to be listed on Dow Jones indices after it replaced electronics giant AT&T. Dow Jones list 30 of the biggest stocks in the market. Apple Inc had previously been excluded from Dow Jones indices because its stock price was too high and it was felt that it would distort the market(Zuschlag, 2014).
(c) An explanation on whether Apple was able to meet its objectives for splitting the stock
After the stock split Apple Inc’s share increased to $92 then they rose to $109.62 and then to $130 per share in subsequent days. The company was therefore able to achieve its objectives of enhancing the availability of its stock to more shareholders as its shares become more affordable. The company also saw its capitalization increase in the market and was able to be listed on Dow Jones indices as it replaced electronics giant AT&T (Zuschlag, 2014). The company was also expected to release a new product, iPhone 6, which also contributed to the increase in its stock price in the market. Apple shares became more attractive and accessible to retail investors after the split which led to an increase in the company’s stock price in the market. The chance to be added to the prestigious Dow Jones Industrial Average also boosted the company’s image and the reputation in the market which led to increase in stock price and a rise in market capitalization (Zuschlag, 2014).
Question 2
See answer in the attached Ms Excel sheet.
An assessment of the performance of JB Hi-Fi against the market as a whole for the past eleven years based on your results in Table 1
JB Hi-Fi is a chain store operation that was founded in 1974 in Australia. The company is headquartered in Melbourne in Australia. The company’s primary business is retail of consumer electronics’ but it also supplies video games, Blu-rays, DVDs and Compact Discs(Stewart, 2011). The company later diversified its business and currently is a leading retailer of a wide variety of consumer electronics which includes gaming consoles and accessories, in-car entertainment, computer/video games, white goods ( fridges and freezers), DVD and Blu-ray movies, Plasma and LCD televisions, CB-Radios, IP and fixed surveillance camera systems, musical instruments such as guitars, electronic keyboards, Ukuleles, microphones, etc. JB Hi Fi is currently the leading retailer of Apple computer hardware in Australia (Pan, 2010). The company is also the sole distributor of Dell computer hardware in all retail stores in Australia. In October 2003, the company was floated on the Australian Stock Exchange and currently trades under the code name JBH. The company has over 174 stores located in Australia and New Zealand. The company operates in the retail industry (Stewart, 2011).
There are various reasons as to why JB HI FI’s historical returns were different to the market returns. One of the main reasons could be performance announcements prior to end of a financial year. For example, in 2011 the company cut its profit guidance due to costs that were associated with its discount electrical retailing brand restructuring. The company forecasted that its profits would fall from budgeted figures of between $134 to 139 million to between $ 108.5 million to $112.45 million (Stewart, 2011). This kind of an announcement could have affected the company’s stock prices. It might have led to a rise in stock prices as investors prepared for better returns from the restructuring in future. Market returns could nevertheless not be affected by the performance of a single entity but if the economy in general is in a recession as it happened in the late 2000s, market returns would have been affected. The company returns could therefore be affected by a positive pronouncement on the company’s fundamentals whereas the market could not (Stewart, 2010). Market returns could not be affected by the good performance of a single company listed on the Australian Stock Exchange. The next reason that could have caused the difference was profit slips due to price wars. The company announced that its profit had slipped due to price wars from its rivals. That announcement could have impacted on its stock prices and hence its returns. The next reason could be the general discontent among employees (Stewart, 2011). For example, the New Zealand workers distributed leaflets to customers complaining about unfair treatment by the company. This action affected the returns of the company, while the market returns were largely unaffected by such an action. Staff changes especially top management personnel might have impacted on the company’s returns as compared to market returns (Stewart, 2011). The company’s stock prices could easily be influenced by positive pronouncements in mainstream media or favorable changes in the external environment. The performance of capital market is influenced by various factors. One of the factors could be the general performance of the economy. During the period, the Australian economy faced a slow down due to the sluggish world economy in recent years. This explains why market returns were not as impressive as those of JB Hi Fi’s returns. Stock market performance is based on the general performance of all listed companies and not on the performance of a single company. Therefore, if a large majority of companies listed on the stock exchange are performing poorly the good performance of one company will not affect the overall performance of the market (Lower, 2012).
(c) The decision to invest or not to invest in JB Hi-Fi Ltd
The best decision to make given an investment horizon of five years would be to invest in JB HI-FI stocks. One of the reasons is that the company’s returns are higher than the risk free rate of $2.71. An investor would earn more by investing in the company’s stocks than investing in treasury bills. The investor would make an additional 18.6% higher than investing in government bonds (Fitzsimmons, 2010). The other reason is that the company is growing and has been making profits over the years. There is a big chance that the company will be profitable in the next five years. The company is growing and has over 174 chain stores in its portfolio. This strategy will continue to generate revenues for the company. It would therefore be prudent to invest in the company’s stock (Fullerton, 2011). The next reason is that the company is the leading distributor for some of the largest companies in the world such as Apple Inc and Dell Computers. It is better to invest in stocks with lower returns than the market as that means that the company is operating in a growing economy and there is therefore an opportunity to grow in the future. JB Hi Fi is therefore operating in a growing economy which offers an opportunity for the company’s assets to grow during the duration of the new investment horizon of five years (Stewart, 2011).
Question 3
Refer to the Excel work book which is attached to this report.
(i) Valuation of stocks and the understanding of the tradeoff between risk and return form the basis for maximization of shareholder wealth. Every financial decision presents certain risk and return characteristics. The unique combination of risk and return determines the value of a management fund’s asset portfolio. There is a certain degree of uncertainty between actual returns and expected returns. This uncertainty is what is referred to as risk. Every financial decision could result in a financial loss. The greater the variability of expected return and actual return the greater the risk. The relationship does hold for given asset classes. The return of an asset is the gain or loss experienced over a given period on a class of assets (Isa & Yakob, 2013). Risk in investment denotes the chance that actual returns from an investment portfolio will be different from expected returns. There is a possibility that an investor can lose all of his investment or a large part of it. Asset portfolios associated with high returns have high risk while those with low returns are associated with low risk. The relationship does hold for asset classes in Table 2 in the Excel sheet. Asset classes with high degrees of standard deviation show that they are quite risky (Isa & Yakob, 2013). Risk and return is a useful tool in determining the composition of assets in a given portfolio. An investor using this strategy could choose to hold more of one asset and less of another based on risk and return analysis. The risk of any single asset investment is not viewed independently of the other assets in the portfolio but must be considered in light of risk and return of the portfolio of assets managed by the fund management company. A good fund manager would create an efficient portfolio that minimizes risk to achieve an expected return on a portfolio of assets (Isa & Yakob, 2013).
(ii) Diversification is a risk mitigation strategy that enables a fund manager to organize and combine assets in a manner that reduces risk and maximizes returns. Diversification enables a fund manager to minimize risk. This is because if an individual asset’s returns variability moves in one direction it is offset by variability in the opposite direction of other assets in the same portfolio. Diversification therefore reduces the impact of negative returns on a class of assets as that negative return is offset by positive returns on another class of assets (Hedegaard & Hodrick, 2014). If the securities in a portfolio are not positively correlated, then benefits of diversification in the form of risk reduction can be realized. The only way to reduce risk to a minimum is y combining assets with a negative correlation in returns. The correlation measures the degree to which expected returns move together (Fathi, Zarei & Esfahani, 2012). Assets that have a positive correlation imply that their returns move in the same direction. On the other hand assets that have negative correlation do not have returns that move in the same direction. There are normally two types of risks, namely un-diversifiable risk or systematic risk and diversifiable risk or unsystematic risk. Un-diversifiable risk is an uncertainty that affects the entire stock market segment. This type of risk is denoted by volatility in the market price of company’s stocks listed on a stock exchange. Factors such as interest rate fluctuations, recession or wars are classic sources of systematic risk. Unsystematic risk is a specific risk with a company or industry and can be reduced through diversification (Davidsson, 2011).
References
Davidsson, M. (2011). Expected return and portfolio rebalancing.International Journal of
Economics and Finance, 3(3), 15-25. Retrieved from http://search.proquest.com/docview/880882438?accountid=45049
Fathi, S., Zarei, F., & Esfahani, S. S. (2012). Studying the role of financial risk management on
return on equity.International Journal of Business and Management, 7(9), 215-221. Retrieved from http://search.proquest.com/docview/1017874947?accountid=45049
Fitzsimmons, W. (2010). JB hi-fi posts 29pc profit rise. Ultimo: Australian Broadcasting
Corporation. Retrieved from http://search.proquest.com/docview/189766642?accountid=45049
Fullerton, T. (2011). JB hi-fi records half-year profit. Ultimo: Australian Broadcasting
Hedegaard, E., & Hodrick, R. J. (2014). Measuring the risk-return tradeoff with time-varying
conditional covariances. Cambridge: National Bureau of Economic Research, Inc. doi:http://dx.doi.org/10.3386/w20245
Isa, Z. b., & Yakob, R. b. (2013). Stock return and market risk: A comparison between
conventional insurance and takaful.African Journal of Business Management, 7(8), 591-597. doi:http://dx.doi.org/10.5897/AJBM11.416
Kumar, S. S. H., & Halageri, S. (2011). Impact of stock split announcement on stock price.Review of Management, 1(1), 15-32. Retrieved from http://search.proquest.com/docview/1326435547?accountid=45049
Lower, G. (2012, Aug 13). JB hi-fi profit slips amid price war.Wall Street Journal
INTRODUCTION TO BUSINESS LAW (200184), SPRING SEMESTER 2015
PROBLEM SOLVING ASSIGNMENT (Assessment 2)
Instructions
This document consists of three (3) pages including this page.
There are three (3) questions and all questions must be answered. This assessment task contributes 30% of your final grade. The questions are not equally weighted. This assessment task is based upon the content covered in Weeks 4 and 5 (Contract law).
Word limit: The word limit for the entire assignment is 1500 words. There is no 10% margin of error on the word limit and you may not use footnotes to get around the word limit (eg, such as by placing extra text in the footnotes – footnotes should be used for the reference only as a general rule, not for added descriptions).
Referencing style: Assignments must be referenced adopting an appropriate business referencing style.
Submission: You must submit your assignment answers in accordance with the procedure outlined in the Learning Guide (i.e., must be submitted through Turnitin). The assignment must be submitted by the due date and time, or late penalties will begin to accumulate until received.
If relevant please review the University Policies on Applications for Extensions and Special Consideration. Please note that if you are applying for an extension or special consideration you MUST ATTACH YOUR WORK DONE on the assignment up to the date of your application. Do not assume your application will be successful. You need to upload your assignment as soon as you are able, to ensure penalties are minimised.
Please do NOT affix an Assignment Cover Sheet to your assignment. Assignment Cover Sheets are automatically built-in to Turnitin.
Do NOT attach a copy of these instructions, or of the questions, as part of your assignment, but number your answers to correspond to the numbered questions.
Marking: The marking criteria and standards are set out in the Learning Guide and will be used when marking and to provide feedback on your assignment. You may find it helpful to consult these while working on your assignment. See the Learning Guide for other information about marking and return of assignments.
SAMPLE ANSWER
INTRODUCTION TO BUSINESS LAW
Question 1
A valid contract should satisfy all legal aspects which include: offer and acceptance, the contractual capacity of the parties, consideration, and legality of the contract.[1] For an offer to be valid, it should be made by the offeror then the offeree should accept it. The parties should have the capacity to enter into contractual agreements in regards to age and sound mind. In addition, there must be consideration in terms of a promise of money for goods or services to be delivered.
A contractual agreement becomes binding when the offeree accepts the offer. An offer must be accepted by the offeree as it is, if anything in regards to the terms of the contract is changed, then it amounts to a counteroffer. An offer is made when the offeror expresses his intention to enter into a contractual agreement on particular terms, with the aim of making the terms presented binding immediately the offeree accepts the terms. There are different forms in which an offer can be communicated such as conduct, email, fax, newspaper, and letter.
Acceptance occurs when the offeree indicates that they are ready to bind themselves to the terms and conditions stipulated in the offer. For the acceptance to be effectual, it must be equivocal, implying that the contractual partners need to accept the terms of the contract as presented. In Powell v Lee (1908) 99 L.T. 284, the court was of the view that communication of acceptance is paramount to the validation of a contract. In the case where acceptance is communicated, but there is no meeting of the minds, then no contract will be deemed to exist.[2] This will be contrary to the mirror image principle which requires the offer to be accepted just as it is. Thus, when the offeree presents different conditions to those presented by the offeror, this amounts to a counteroffer, leading to the nullification of the previous offer. Accordingly, if the offeree accepts the original offer, but with additional qualifications or conditions, this also amounts to a counteroffer and it’s not binding to the other party unless they accept the additional conditions.[3]
In the case scenario, it can be implied from the facts that the parties were in a legal capacity to enter into a contractually binding agreement. Dorothy made an offer to Brian for the sale of her house ‘Gum Leaves’ at a price of $2,000,000. However, Brian’s response was that he would buy the house at $1,500,000 and in four installments over a period of two years. In this case, Brian made a counteroffer. He did not accept the offer as was made by Dorothy. Dorothy’s response to Brian’s counteroffer was in line with the mirror image principle because it was exactly as the original offer made by Brian. She accepted to sell ‘Gum Leaves’ to Brian in four installments as offered by Brian. This created a binding contractual agreement between Dorothy and Brian. The contract came into force the moment Dorothy accepted the counteroffer made by Brian.
With regards to Lionel’s scenario, Lionel also made a counteroffer because he offered to buy the house at $1, 750,000 and not $2,000,000 as originally offered by Dorothy. Dorothy, on the other hand, responded to Lionel by accepting the counteroffer but with an additional condition that the contract could only be binding if it was drawn up in a form that was acceptable to her family solicitors. Thus, there was no valid contract between Lionel and Dorothy, and Lionel was not liable for breach of the contract through his action of revoking the offer. It is possible for an offer to be revoked by the offeror before communication of acceptance.
In conclusion, there is a binding contract between Dorothy and Brian for the sale of “Gum Leaves” at $1,500,000 and in four installments at a period of two years, whereby the failure of Dorothy to fulfill her part of the contract leads to breach of the contract.
Question 2
Under contract law, a contract comes into existence the moment the offeree accepts the terms and conditions of the offer.[4] In the case scenario, an agreement was made between Emily and Rachel for the sale of Fang to Emily for $3,000 in two installments of $1,500 each. A contract is valid if there is consideration between the parties. Consideration refers to the promise to fulfill a particular obligation upon payment of a certain specified sum of money.[5] Rachael gave out her dog to Emily basing on Emily’s promise to pay $3,000. Thus, the two parties entered into a binding contractual relationship, the breach of which leads to legal consequences.
With regards to the issue of whether or not the dog was even tempered, this was not part of the contract in the express sense. Although there are implied terms with regards to merchantability of contractual goods, the issue of a dog’s tempers is tricky because it is not possible to objectively determine Rachael’s liability on the ground that she promised that the dog was even tempered. The objective test for determining the extent to which a contractual term is binding to the party that makes it is based on how a reasonable bystander could interpret the issue of a dog’s tempers. It is likely that when Rachael sold the dog to Emily, it was even tempered. This is because dogs usually change their tempers depending on different circumstances and environments. In addition, Emily had not stipulated such a condition as to temperament during the time at which the parties were entering into the contract. Thus, Emily is still required to fulfill her part of the bargain by paying off the remaining installment of $1,500.
Question 3
This question addresses the issue of avoidance of liability using disclaimers.[6] In general, contract law supports the aspect of freedom in contractual dealings and aims at allowing parties to make their own choices in regards to allocation of the risk associated with the particular contract in which they are entering. Thus, courts basically try to ensure the enforcement of the terms of the contract decided upon by the parties. Section 2-719 of the UCC provides for the freedom of parties to ensure that remedies and consequential damages are limited as much as possible. However, a contract may be invalidated if a clause is found to be unconscionable in the sense that it has elements of one-sidedness, oppression, and harsh agreement.
An exclusion clause can be included in a contract for purposes of putting a limitation on the liability of a party of breach of contract or negligent conduct. However, reliance on such a contract will only be successful if the clause was incorporated into the contract and it can be interpreted to mean that the clause covers the loss in question.
With regards to incorporation, an exclusion clause can be included in a contract through the ‘course of dealing,’ signature or notice. Where a notice is given in regards to the exclusion of liability of a party to the contract, the notice should be made known to the other party. The notice should be displayed at a conspicuous place where the other party can see it and become aware of it before taking up the risk. In addition, if the notice is on a piece of paper, and it is written in small letters to the extent that the other party cannot see, such an exclusion clause is not binding. This is because there is no meeting of the minds between the parties involved in the contract. At least for a contract to be binding to the parties involved, there must be mutual agreement with regards to what these parties are entering into.
In addition, a party cannot avoid liability for gross negligence on the ground that the claimant foresaw the consequences of their actions. The court interprets disclaimers and exclusion clauses in a manner that ensures that they are not one-sided and oppressive to one party. The court’s interpretation aims at determining whether the disclaimer indeed covers the breach that has taken place. The main approach followed by the court is that exclusion of liability only occurs where clear words have been used. This implies that in case of any ambiguities in the disclaimer, the court applies the contra preferentem rule whereby the disclaimer is construed against the party that drafted it.[7] In addition, the court may still hold the party relying on the disclaimer liable where the disclaimer indicates inconsistencies or repugnancy to the major purpose of the contract. Furthermore, under common law, it is not possible for a party to exclude or restrict a fundamental breach in whatever situations because this results into unfairness.[8]
In the case scenario, it is evident the ferry company included a disclaimer on the ticket given to Phillip. Phillip had used the ferry on a previous occasion, but in both instances, he did not see the disclaimer placed on the ticket. Due to the fact that the court will interpret the disclaimer in line with the contra preferentem rule, it will find that the ticket was first written on the reverse side, meaning that it could not be easy for the party purchasing a ticket to see it. In addition, the party purchasing the ticket and reading the disclaimer could imagine that the words “All vehicles and passengers use this ferry at their own risk” were applicable to factors beyond the control of the ferry operators such as force majeure and hardship.[9] However, Phillip lost his car as a result of the negligence of the captain of the ferry. The ferry company cannot claim that the disclaimer covered the breach in question. Thus, the ferry company is still liable for Phillip’s loss.
References
Anson, William Reynell, Jack Beatson, Andrew S. Burrows, and John Cartwright. Anson’s law of contract. Oxford University Press, 2010.
Furmston, Michael Philip, Geoffrey Chevalier Cheshire, and Cecil Herbert Stuart Fifoot. Cheshire, Fifoot and Furmston’s law of contract. Oxford university press, 2012.
Koffman, Laurence, and Elizabeth Macdonald. The law of contract. Oxford University Press, 2010.
McKendrick, Ewan. Contract law: text, cases, and materials. Oxford University Press, 2014.
Perillo, Joseph M., and John D. Calamari. Calamari and Perillo on contracts. West Academic, 2009.Treitel, Guenter Heinz. The law of contract. Sweet & Maxwell, 2003.
Powell v Lee (1908) 99 L.T. 284.
Schot, Natasha. “Negligent liability in sport.” (2005).
Smith, Stephen A., and Patrick S. Atiyah. Atiyah’s Introduction to the Law of Contract. Oxford University Press, 2006.
[1] Anson, William Reynell, Jack Beatson, Andrew S. Burrows, and John Cartwright. Anson’s law of contract. Oxford University Press, 2010.
[2] Furmston, Michael Philip, Geoffrey Chevalier Cheshire, and Cecil Herbert Stuart Fifoot. Cheshire, Fifoot and Furmston’s law of contract. Oxford university press, 2012.
[5]Smith, Stephen A., and Patrick S. Atiyah. Atiyah’s Introduction to the Law of Contract. Oxford University Press, 2006.
[6] Perillo, Joseph M., and John D. Calamari. Calamari and Perillo on contracts. West Academic, 2009.Treitel, Guenter Heinz. The law of contract. Sweet & Maxwell, 2003.
[7] Koffman, Laurence, and Elizabeth Macdonald. The law of contract. Oxford University Press, 2010.
[8] McKendrick, Ewan. Contract law: text, cases, and materials. Oxford University Press, 2014.
[9] Schot, Natasha. “Negligent liability in sport.” (2005).
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EVANGELISM VISION PAPER INSTRUCTIONS
After thoroughly working through the six-week study, Worship and Witness, you will develop a paper centered on the vision and challenge of what God is doing in your life in the area of evangelism. Based upon the various stories provided in the book, as well as other books read in the course, and in light of class discussions and presentations, consider how you might utilize all that you have learned. In your paper, address the following:
1. What have you learned this semester about evangelism as it relates to your Christian walk that has changed your perception and challenged your thinking?
2. As we know from Scripture, where there is not a vision, the people will perish.With this in mind, what is your personal vision as it relates to integrating evangelism into every part of your life in the days to come? What are some specific changes you will need to make in order to fulfill your vision? How might this eventually affect your family in the future? How will you relate in your community—that is, where you live, work, and play? How will adopting the role of a servant impact your future ministry in evangelism? How will you also become more verbal and bold in your witness?
3. Finally, how do you envision your future ministry and calling as it relates to evangelism and multiplication, involvement in church planting as a pastor or support role, developing true disciples who passionately desire to multiply their witness? In other words, where does true biblical evangelism fit into your future ministry as a pastor, youth minister, church planter, counselor, chaplain, church member, etc.? Please include specific and immediate plans for implementation into your daily life.
This report should be 8 pages in addition to a title page and a references page, double-spaced in 12-point Times New Roman font, and in current Turabian style and format.
This report is going to county as your FINAL EXAM GRADE. PLEASE, DO NOT PLAGIARIZE.
This report is due on FRIDAY BY 9AM est time.
SAMPLE ANSWER
Introduction
Proclaiming the Gospel of truth through the gift of the Holy Spirit is a call that is increasingly losing its centrality in the 21st century Church today. Several evangelists and church leaders have resorted to a comforting gospel that preaches the prospects of prosperity and wealth generation in the Church of Christ, a factor that has made evangelism a lost art. The Church views evangelism as a tool that spurs the growth in numbers for financial benefits forgetting that this is the fuel that ignites the engine of God and restored the spiritual growth and vitality of the body of Christ.[1]
The act of winning the lost and making them Disciples of Christ through an approach of training and equipment is a job that requires the combined effort of the body of Christ. The Church today relies only on the pastors to carry out this duty since the Church has stopped witnessing to the lost souls. It is against this background that[2] I critically synthesize what I have learned through the semester in regards to evangelism in my personal Christian walk that as changed my perception and challenged me to take the front in reaching out to the community.
What I have learned this Semester
In reality, I have always had a perception that the lost are susceptible to seek the saving knowledge of Christ. However, I have come to the full realization that the lost must be convicted and not forced in their hearts that they are perishing in their sins in order to receive salvation.[3] Preaching the gospel of repentance has not been fashionable, a factor that explains the reason it is diminishing since we believe that it turns the hearts of sinners and scares them more from God. [4]
Because of this fear of upsetting the sinners who also turn out to the big tithers, we have at times embarked on a gospel that offers comfort and hope to sinners on achieving material gains in the event they accept Christ. This factor has filled the Church with millions of lost sheep who are not willing to submit to the authority of Christ. However, I have discovered through the content of the course that a targeted strategy to evangelize the world does not conform to the things of the world to win the world, rather it entail an approach that discerns the needs of individuals within a society with the power of the Holy Spirit that the Apostle Paul professed when he mentioned;
That he has been made all things to all the men that He would by all means and power vested through Him save some.
During the period of my study, I discovered the truth that the perception of the Church on evangelism is far much different from what the word of God states. The Church today has a different perception on the mission of God. The Church holds that mission is a tool that grows the Church in numbers by bringing more people and transforming them through helping them through social actions. This according to the Church is the way to usher people to the Kingdom of Heaven.[6] This allusion opened my eye to take a different approach in evangelism that also needed a change in my personal experience in proclaiming the gospel, a fact that has been changed by taking this course.
I used to wonder what draws people to the gospel message of Jesus Christ and provide hope to the hurting and hopeless world. I have observed many individuals struggle with the concept of evangelism and in many instances I felt confused. However, there was zeal deep within me to talk with others on matters faith, [7] however I never understood the mechanics. I feared the adverse experiences that were recorded in the scriptures of those who attempted to evangelize the world and the consequences of a questioning generation today.
This fact left me unprepared to share the gospel of Jesus Christ considering the fear of either being rejected or labeled. However, I have learned that I am a vehicle that would change the lives and hope of the community through the promulgation of the gospel of Jesus Christ through the power of the Holy Spirit.[8] The process of evangelism, therefore, begins with me as an individual reaching others, preaching to them the gospel of repentance and introducing them to the saving knowledge of Christ. This does not end here, but I am obliged to teach and equip them ready for the harvest field.
My Personal Vision in Integrating Evangelism in my Life
First and foremost it is essential to determine that my Christian life is a witness of what Christ did on the cross for me, a factor that clearly portrays the truth that I should evangelize about Christ from the way I live my life, which speaks volumes to people.[9] This remains my personal vision in integrating evangelism in my life. My integration of evangelism into every part of my life is one that will revolve around a transformed perception and view of evangelism.
As the message in the book of Acts states; move out, in my vision is the gospel of Christ that will move outward and disciple believers into moving out and reaching the lost soul since the Kingdom of Heaven is also moving outward. In my vision, I have a developed approach that aims at encouraging Christians to break even from their mechanical and unyielding strategies of sharing the gospel of faith.[10] Through my studies, I have developed a series of methods that are Bible based in revealing the falsified vices and perceptions that tenet the hearts of people and present Christ as the only one to turn to in life. I also plan to integrate the proponents of evangelism in the counseling ministry in order to achieve the great commission as provided by Christ.
Modifications I Need To Execute In Order To Achieve My Vision
In order to achieve my vision, it is important to develop practicable steps in my personal life and ministry that can be measured in light of the scriptures. It is essential to ascertain that it will be difficult to achieve my vision without an entirely transformed life that has learnt to die to sin and live for Christ. This clearly implies that I will change my ways and live a life that is wholly reliant on God and matches what I proclaim.[11] I have also amplified an approach that will change the discipleship program within our Church to be one that trains, equips and sends disciples into the harvest field to reach out to the lost with the Gospel of repentance.
I will ensure that the disciples under my authority are deeply rooted in the word of God and mature enough to encounter the challenges that they may encounter in the harvest field. It is also necessary to note that the disciples need to be filled with the power of the Holy Spirit, who is the Lord of the harvest field and who would guide them in reaching out to the lost souls. I will, therefore, ensure that a change in the Church dogmas that have no place for the Holy Spirit is changed.[12] Dedicating time for devotions and prayers that remain an element that revitalizes believers will be another area that I will change to achieve my vision.
Integrating other ministries in evangelism would be another factor that needs change. I have learned through the semester on the essence of worship which acts as one of the strongest pillars in evangelism, a factor that would spur the achievement of my vision. I will additionally lead by example in reaching out to the lost and changing the perception of the Church on leaving this work to the pastor.
Changes and their Impact on My Family In Future
Change is an important element that would transform the lives of my family members through the power of the Holy Spirit. I believe that these changes will also apply to my family who will in turn grow into God-fearing, individuals. As the pastor in my family, I believe these changes will foster a transformed perception in the life of my family members in following me as I follow Christ, a factor that will impact my ministry immensely. I will raise a family that participates in missions and engage in evangelistic activities in the community.
My Relationship with the Community
I have determined that one of the most efficient tools of evangelism before an individual reaches out to the community is the kind of life I live. Many community members are not pleased with the preachers who proclaim the drinking of water and, on the other hand, drink wine. I believe that my character and attitude in relating to the members of my community will be one of the important tools in meeting their spiritual needs.
I, therefore, intend to live an open life that does not judge the community I live in, but that supports the community by pointing them to God. I will not conform to the patterns of my community with the aim of winning them for Christ, but I will embrace Paul’s word in I Cor.9:22 NIV [13]in showing them the truth. It is, therefore, my obligation to be a steward that leads the community by example, a factor that will foster a good relationship.
I have also come to learn that many times the community we live in has been immensely criticized by many evangelists on various cultural traditions that do not match with the scriptures. I believe that culture transcends from the Scriptures way back from the Tower of Babylon when God scattered the nation of Israel.[14] In fostering a good relationship with my community, I will embrace the positive elements of our culture such as the manner in which our community worship and integrate them into activities within the Church and other religious functions.
In addition to this, I will take the example of Christ who came to serve and assimilate those roles of a servant leader in serving my community. I believe this factor will impact my future ministry.[15] To become more verbal and efficient in witnessing, I will give myself the privilege of carrying out door-to-door evangelisms within the community to different people with different cultural and religious backgrounds, a factor that will instill courage in witnessing. I will also hold small crusades within the community to proclaim the gospel of Christ.
Future Ministry in relation to Evangelism
In my future evangelistic ministry, I intend to follow my calling as an evangelist in propelling the word of God to the community. I believe that this calling will play a crucial role in reaching more souls in God’s vineyard and teaching them as commended in the Great Commission in Mathew 28; 16-20. My central focus in service will be that of reaching out to the lost souls through evangelistic meetings and missions and nurturing these souls into the commands of God.
As Paul states in Ephesians 4; 11,[16] Christ has given grace to each and every one of us in the form of spiritual gifts that would function in HIS Church. The dispenser of gifts therefore has given some of us the gift of being apostles, prophets, pastors, evangelists and teachers. As an evangelist, Christ has bestowed in me the power through the Holy Spirit to preach his word instantly in and out of the season, reproving, rebuking, exhorting with all the longsuffering and doctrine.[17] This clearly determines my function as a preacher of the word of God and a reviver of the Church of Christ through Gods Spirit. This role with therefore enable me to share the word of God through evangelism and undertake approaches of raising followers of Christ. I will therefore engage in the planning of mission activities and evangelistic outreaches in the community in order to achieve this goal.
In order to effectively reach out to the lost souls and multiply them as part of the witnessing community entails a process that needs the leading of the Spirit of God. I will embark on the leading of the Spirit of God in carrying out mission activities in different cultures to win souls for Christ. [18]This approach will also see the Church planting arm also brought on board to plant Churches in areas that we have reached and disciple new converts to be mature Christians who will continue the cycle of missions.
As an evangelist, I believe I will be empowered by Gods Spirit in meeting the functions of evangelism as described in God’s word. I have the drive that pushes me to make disciples of people that has been spurred in my life since my salvation by the Holy Spirit. I have grown as a witness of Christ since my salvation and I have never stopped yearning for souls.[19] Many of the Church leaders in our congregation have passed through my discipleship process and have matured to take up leadership roles and to carry out evangelistic activities in the Church.
Conclusion
As said, knowledge is only efficient when it transforms and when applied in the normal life, I can attest to the fact that this semester’s content has made an impact in my life and ministry immensely.[20] I have not gained only head knowledge, but knowledge that will revolutionize the body of Christ and send the Church out to reach the vineyard of God. My perception in evangelism has immensely been changed, a factor that has already had a drastic turn in my ministry. I believe that several souls will come into the Kingdom of Christ from this time henceforth.
References
“Evangelism Today: New Ways for Authentic Discipleship.”International Review Of Mission 103, no. 1 (April 2014): 129-134. Academic Search Premier, EBSCOhost (accessed August 18, 2015).
Aleinik, Volha. 2014. “Evangelism as Authentic Discipleship.”International Review Of Mission 103, no. 1: 116-120.Academic Search Premier, EBSCOhost (accessed August 18, 2015).
Hewitt, R. R. (2014). Evangelism as Discipleship. International Review Of Mission, 103(2), 200-214. doi:10.1111/irom.12057
Koukoura, Dimitra. 2014. “Evangelism in ‘ Christian’ Societies.”International Review Of Mission 103, no. 2: 275-286.Academic Search Premier, EBSCOhost (accessed August 18, 2015).
Ma, Wonsuk. “Today’s Global Context of Evangelism and Its Challenges and Opportunities.” International Review of Mission 103, no. 1 (April 2014): 93-102. Academic Search Premier, EBSCOhost (accessed August 18, 2015).
Onyinah, Opoku. “New Ways of Doing Evangelism.” International Review Of Mission 103, no. 1 (April 2014): 121-128. Academic Search Premier, EBSCOhost (accessed August 18, 2015).
Johnson, Noor. “‘Healing the Land’ in the Canadian Arctic: Evangelism, Knowledge, and Environmental Change.” Journal for The Study Of Religion, Nature & Culture 6, no. 3 (September 2012): 300-318. Academic Search Premier, EBSCOhost (accessed August 18, 2015).
Währisch-Oblau, Claudia. 2014. “Evangelism and Popular Culture.”International Review Of Mission 103, no. 2: 215-226.Academic Search Premier, EBSCOhost (accessed August 18, 2015).
West, Richard C., and Dan Noel. 2013. “Situational Discipleship: The five-fold ministry roles of Ephesians 4:11 and their relationship to the Situational Leadership model.” Feature Edition 2013, no. 4: 96-116. Business Source Complete, EBSCOhost (accessed August 18, 2015).
[1] . “Evangelism Today: New Ways for Authentic Discipleship.”International Review of Mission 103, no. 1 (April 2014): 129-134. Academic Search Premier
[12] . Koukoura, Dimitra. 2014. “Evangelism in ‘ Christian’ Societies.”International Review Of Mission 103, no. 2: 275-286.Academic Search Premier
[13] . Ma, Wonsuk. “Today’s Global Context of Evangelism and Its Challenges and Opportunities.” International Review of Mission 103, no. 1 (April 2014): 93-102. Academic Search Premier,
[14] . Onyinah, Opoku. “New Ways of Doing Evangelism.” International Review Of Mission 103, no. 1 (April 2014): 121-128.
[16]. West, Richard C., and Dan Noel. 2013. “Situational Discipleship: The five-fold ministry roles of Ephesians 4:11 and their relationship to the Situational Leadership model.” Feature Edition 2013, no. 4: 96-116.
[18] . Johnson, Noor. “‘Healing the Land’ in the Canadian Arctic: Evangelism, Knowledge, and Environmental Change.” Journal for the Study of Religion, Nature & Culture 6, no. 3 (September 2012): 300-318.
Data Interpretation
Select a pair of articles on an identical topic. This pair can be comprised of (a) one article to represent a research approach and another to represent another approach (e.g., one quantitative and one qualitative) or (b) one scholarly, research-based study and one practitioner article. Note: you must clearly indicate what type of article you are going to use at the beginning of the paper. The writer must clearly respond to all the 9 points listed below using proper APA style. Remember to use proper grammar and in text citations and also avoid short responses that do not have bases.
Analyze the articles and compare them in terms of the following questions:
• What comprises the data presented in each article?
• How are the data presented and interpreted?
• Are the data summarized only, or does the article include appendices or tables that present the data for the reader’s own interpretation?
• Are there other ways that the data could be interpreted?
• Are there other variables or factors that appear to have been excluded from consideration?
• Is the argumentation sound and convincing?
• Does each article include limitations of the study or approach?
• Does each put the findings into a larger context in terms of current and future research?
• Are the implications of the article presented in terms of research, practice, or both?
SAMPLE ANSWER
Introduction
The major distinction between qualitative and quantitative data is that quantitative data is more numerical than qualitative (Hawkes, 2015). Qualitative data in some research projects could be just plain text or words. Sound recordings, videos or photographs can also be considered as qualitative data (Migiro & Magangi, 2011). The following is a clear analysis between quantitative research data and qualitative research data on Wisconsin Pupil Assessment.
On the second part of the article on quantitative data, a research was carried out to understand the performance of pupils in Wisconsin. The methodology involved classification of grades according to their achievements from 3rd grade to 10th grade. The research study is divided into three parts. The first part is the introduction and it provides the background of assessment while the second section details the current and previous assessment of educational standards in Wisconsin while the third part discusses the findings and other finer details that would require more funding to resolve the issues.
The second and final parts of the research can be referred to as quantitative and qualitative research respectively. The first part of the report describes the pupil performance on standardized tests that are applied as tests to pupils that allow the teachers to make normative decisions and which relate to the performance of pupils as compared to a norm group. The research presented in this case can be referred to as the quantitative research and they are known as the Norm-Referenced Tests (NRT). Pupil’s scores are compared to each other while the test statistics are compiled as percentiles, standardized scores or norm-equivalent. These scores are mostly utilized to make normative decisions. Criterion referenced tests (CRT) used to measure the pupil performance on specific curricular material. These tests provide elaborate insights on pupil performance and they are utilized to reveal the weakness in individual pupils and the extent of remedial tuition required (Merrifield, 2009). CRT tests provide qualitative research on pupil performance and the needs required for good performance.
The data has been presented partly in tabular form as well as in text. Most of the data analysis has been done on tables. There are several ways that the data could be analyzed. For example, most of the pupils are proficient in mathematics apart from those in 5th grade in table 1(Merrifield, 2009).
Several factors or variables are missing from the research report. For example, the individual number of children in a percentile and their average ages may have an impact on the performance of the pupils. Other factors that may have been included are the background of the children and the parent’s level of education determines most pupils foundational reading skills in lower grades (Mills, 2011).
The argumentation is sound and convincing especially on funding for non-performing remedial classes is a good way to resolve pupil non-performance in lower grades. The limitations on the research sturdy are the wider Wisconsin student assessment that would be necessary to comply with the state model of academic standards. The examinations standards in Wisconsin do not adequately assess all the required standards as per the local requirements (Merrifield, 2009).
The research findings have a larger context and repercussions in terms of the current and future research. The findings have proposed a more thorough research based on gender, race or ethnicity to determine the extent of funding necessary to improve general education standards.
The implications presented are in terms of both research and practice. The CRT and NRT are both practical and the research is based on the assessment practice that’s continuous and practical.
Migiro, S.O. & Magangi, B.A. (2011). Mixed methods: A review of literature and the future of the
new research paradigm. African Journal of Business Management, Academic Journals Review.
5(10), 3757-3764. Retrieved from: http://www.academicjournals.org/AJBM
Mills, G. E. (2011). Action research – A guide for the teacher researcher. Boston, MA:
>>>>Pearson Education, Inc.
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