The importance of these qualitative approaches of inquiry in building

Instructions for the second essay
 
Read the instructions carefully so that you can properly write the second assigned essay of the second unit. The due date for this essay is May /12/ 2016.
 
The text should be following a Microsoft Word format, a letter size twelve (12) and a spacing of one and a half (1.5) between sentences (or line spacing in the paragraph options). The extension of the work should not be less than three (3) pages or greater than five (5) pages of content (not title page or cover of any kind is required).
 
At the end of your essay you will list the References used (for more information see the text I sent regarding the instructions for writing an essay for this class). Plagiarism will not be tolerated.
 
The written essay should be a product that reflects your understanding and interpretation (substantiated with arguments, evidence and reasoning, expressed in a clear, consistent, and accurate matter) of the assigned readings and discussions in class. Do not use Internet sources and limit yourself to the assigned texts, the discussion in class and your own argumentative capabilities.
 
Instructions
In this second unit we have discussed some of the main qualitative methods of research in Psychology, focusing on how these methods open new and critical possibilities regarding a more in-depth inquiry that pays attention to constructivist, anthropological, phenomenological, discursive and other alternative elements (different from mainstream psychology and strict quantitative methods) in specific situations of daily life. Bearing this in mind:
Discuss the importance of these qualitative approaches of inquiry in building and sustaining a critical psychology that is interested in understanding how:
 
1) knowledge is produced, used and appropriated (depending on the different functions of knowledge and its contexts, including psychology) from a constructivist view that questions the fallacy of objectivity (or the world as given)
 
2) experience is framed and signified (depending on the social, cultural and particular context of the group or individual), which critically questions the fallacy of the centrality of the individual.
 
3) the underlying ideologies, discourses and relations of power oppress, stigmatize or alienate certain sections of society, which assumes the importance of studying the uses of language and knowledge (which are not neutral or objective).
Take into account the following when elaborating the essay:
 
1. You will notice that there are three (3) interests in these approaches of inquiry. I am interested in that you at least elaborate one of them. In essence, the three of them are
inter-related, so elaborating any of them in-depth will be enough for the purposes of this
essay.
 
2. There’s several theoretical frameworks (from constructivist and feminist theories to
colonial and ethnological theories) and methods (ranging from ground theory to analysis of
discourse and narrative analysis) that you can choose from in your elaboration of
qualitative approaches of inquiry. Although it would be recommendable that you mention
them, I am more interested in that you pick only one (a theoretical framework,
paradigm or method), even if briefly as an example on how such qualitative methods
are a form of critical knowledge. Pick the one that fits more with your interests or the way
you make your approach to answer this essay.
 
3. Remember that the logic here is to discuss how this approaches of inquiry and particular
interests are related to a more critical psychology (at least as Ian Parker and Erica
Burman define it) and the criticisms brought forward in Kenneth Gergens view of
Psychological Science. Bear in mind that you should at least use one of these authors texts
(which are the two first texts that appear in the references below). Use at least two (2) of
the assigned texts of the conference portion of the class. You are also welcomed to use
the texts assigned to the laboratory sections, as long as they apply to your discussion.
 
 
Assigned texts (in the order they were assigned):
 
Gergen, K. (2001). Psychological Science in Postmodern Context. American Psychologist 56
(10), 803-815.
Parker, I Burman, E. (2008). Critical Psychology: Four Theses and Seven
Misconceptions. Hellenic Journal of Psychology 5, 99-115.
Featherson, J. (2008). Qualitative Research. In Stephen F. David William Buskist (Eds.),
21st Century Psychology. A Reference Handbook I (93-102). Los Angeles: Sage
Publications.
Creswell, J. W. (2007). Five Qualitative Approaches to Inquiry. In John W. Creswell,
Qualitative, Inquiry Research Design: Choosing Among Five Approaches (53-
84). London: Sage Publications.
Wertz, F. (2014). Qualitative Inquiry in the History of Psychology. Qualitative Psychology
1(1): 4-16.
Van Dijk, T.A. (1995). Aims of Critical Discourse Analysis. Japanese Discourse I, 17-27.
Langridge, D. (2007). Hermeneutic turn. In Darren Langdridge, Phenomenological
Psychology Theory, Research and Method (41-53). New York: Pearson Prentice
Hall.
 
 
Suggested texts
Teo. T. (1999). Functions of knowledge in psychology. New Ideas in Psychology 17, 1-15.
Goodwin, C.J. Godwin, K.A. (2013). Observational and Survey Research Methods. In C.
James Goodwin Kerri A. Goodwin, Research in Psychology. Methods and
Research (403-439). New Baskerville: Wiley
Smith, J. (1995). Semi-structured Interviewing and Qualitative Analysis. In Jonathan A. Smith, Rom Harré Luk Van Langenlove (Eds.), Rethinking Methods in Psychology (9-26). London: Sage Publications.
Murray, H.A., Skinner, B.F., Maslow, A.H., Rogers, C.R., et al (1961). Cultural evolution as viewed by psychologists. Daedalus 90 (3), 570-586

Assignment 2: lasa 2: final version of your argumentative research

Assignment 2: LASA 2: Final Version of Your Argumentative Research Essay
This final paper represents five modules of planning, research, writing, and revising. The work you have done on your topic throughout this class has prepared you to proofread and revise your paper a final time before you submit it for grading.
Use the checklist, grading criteria, and other resources in this module to review and revise your work. In particular, be sure to check your work for content and cohesiveness.

Does your paper have a clear argument that is expressed through your thesis statement?
Do all of the paragraphs in your paper work to support that argument?
Have you used appropriate resources to lend support and credibility to your argument?
Does your paper address opposing points of view, and does it respond to those opposing points?

As you conduct your final revision, take into account any feedback you’ve received on earlier pieces of your paper. Also try to put yourself in your readers’ shoes as you review your work. After a number of modules dealing with this topic, you are probably quite familiar with the nuances of your own paper. As you review your work, think about how your essay might be received by someone who is not as familiar with the issues you discuss. Try to make your paper as clear and straightforward as possible so your points can be readily understood.  The final version of your paper should be between 8-10 pages in length and cite at least 8 reliable sources using APA format.
You may utilize the Grading Criteria posted below and the Argumentative Research Essay Checklist to make sure that your work is aligned with the assignment requirements.
By Sunday, August 17, 2014, submit the final version of your 8–10 page paper to the M5: Assignment 2 Dropbox. After doing so, review your TurnItIn results. If your score is not in the green range, be sure to make changes and resubmit your paper so that your submitted paper is in the green range, demonstrating appropriate use of citations.

Assignment 2 Grading Criteria

Maximum Points

Thesis Statement: You have a single, main point (a thesis statement), and all sentences in your paper directly relate to (and support) your thesis statement. Your main point is a clearly defined claim and is consistent with current research on the subject selected.

28

Quality of Support: You support your initial claim with credible evidence you have gathered during your research. You give full credit for any ideas that are not your own. You have explained within the text of the paper the reason for the use of any biased or non-academic source.

28

Presentation of Support: Your reader can easily determine which words are quotes, which words are summaries or paraphrases, and which words are your own ideas. You correctly cite every claim that is not your own or common knowledge and include all necessary information in an in-text citation. If the item cited contains quotes, you provide a page or paragraph number. You correctly quote and paraphrase using the criteria in your text.

28

Identifying Opposing Arguments: You present the strongest arguments against your claim; you avoid logical fallacies and argue as hard for the other side as you argue for your own.

28

Responding to Opposing Arguments: You evaluate each possible objection and reply appropriately using examples and research support when necessary; not all objections can be refuted but all must be addressed.

28

References Use: Personal communications are only cited within the paper, not on the references page. All other sources must match with a references citation for every source used in the paper and an in-text citation for every source listed on the references page. You primarily use university-level sources that are current and peer-reviewed.

28

Reference Page Format: Title (References) and text are in standard form (not bold, italics, or all caps), in hanging-indent format, and alphabetized. You have not used authors first names, only their initials. You have correctly capitalized the titles of your reference works. You have included all needed information for each type of citation according to your text.

28

Research Paper Format: Your title page is double-spaced, as is the rest of the paper. On the title page you have a header with the words Running Head: followed by your running head and a right-aligned page number. For the rest of the paper, you have a header that includes your running head and page numbers; headers are one-half inch from the top of each page, and all margins are one inch. The title is in standard text, is not bolded or in italics, and should be centered on the page. Dates are not part of the cover for APA papers.

28

Organization: You present your argument in a way that is easy to understand.

24

Style, Word Choice, and Audience: How do you say what you have to say? For this assignment, assume that your audience includes the members of the academic and professional community that you are writing about.

20

Grammar and Mechanics: Be sure to use correct spelling, punctuation, sentence structure, apostrophes, and homophones. You present your argument professionally.

24

TurnItIn: Your TurnItIn report indicates that you have appropriately cited any references used in your paper.

8

Total:

300

LAVC Calculus Consumer and Producer Surplus Project

Consumer’s and Producer’s Surplus Task #1The purpose of this task is to be able to create a business example where two important business concepts, the consumer’s and producer’s surplus apply.Watch the following math talk video if you haven’t done so already to get an idea.Think about a similar situation where consumer’s and producer’s surplus applies. In your video presentation first explain the meaning of consumer’s and producer’s surplus (using your own words, do not read from a script!) then, give an example of a similar situation (similar to what you saw in the math talk video above, but of course a different example). Please note that in Task 2 you will be asked to use your business example that you are giving in this task, so select your example wisely. You may want to read through Task 1 and Task 2 (look at the provided examples) before you think about your business example you describe here for Task 1.Remember not to read from script, you are teaching your audience about a real life application of consumer’s and producer’s surplus. Acquire the knowledge needed to explain these concepts by studying using the provided learning material then share your knowledge, share what you’ve learned.The purpose of this task is to set up and solve definite integrals to find consumer’s and producer’s surplus and interpret the definite integrals graphically.Before you start recording, take the following steps:Refer to Task 1 business example that you gave.Here you need to come up with some example numbers (figures) to use them as your sample data. Consider the following as you come up with your sample data: 1) As price of the goods decreases, more people can afford the product so the demand increases. This results in the demand function to be a decreasing curve (or line). On the other hand, as the price goes up the producer’s will produce more to make more profit. This results in the supply function to be an increasing curve (or line).See the following student example for sample data: ” Let’s suppose that there is an incremental drop in the price of a new dishwasher. As the price drops, a larger number of consumers are able to afford the new dishwasher. The dropped prices and the number of dishwashers sold are as follows: {$400 (10 dishwashers sold at this price), $470 (6 dishwashers sold at this price), $500 (4 dishwashers sold at this price), $550 (3 dishwashers sold at this price), $600 (only 2 dishwashers sold at this price)}; Now let’s look at a producer that’s producing this dishwasher. The price the producer would be willing to charge along with the number of dishwashers produced are as follows:{$450 (5 dishwashers produced), $460 (6 dishwashers produced), $475 (10 dishwashers produced), $485 (12 dishwashers produced), $500 (15 dishwashers produced)}”Next you need to find ?(?), the demand function, and ?(?), the supply function using your sample data. This requires data fitting to find the best equation that could model your situation. To do so, enter your example numbers into an excel spreadsheet. You will need to do this twice (or using two different set of columns), to find D(x) and next to find S(x). To find D(x) enter the consumer data into two columns (for the student example above, the student will enter {10, 6, 4, 3, 2} in the first column for quantity and {$400, $470, $500, $550, $600} in the second column for price, then based on your scatter plot choose the best fitting curve (add trendline). I suggest you assume a linear model for both the demand curve and the supply curve for simplicity of your calculations. See the tutorial video below in finding the best fitting curve. The tutorial shows a cubic curve fitting, based on your scatter plot you can choose linear or a degree two polynomial.Identify the point of equilibrium (?¯,?¯). This is the point of intersection of demand and supply equations. How do we find the point of intersection of two equations (or the point(s) they have in common)? You can discuss this in the discussion forum.Graph ?(?) and ?(?) on the same coordinate system where x-axis is the quantity and the y-axis is the price. Clearly show the point of equilibrium. Shade and clearly label the areas that represent consumer’s and producer’s surplus.Set up and solve the integrals to compute consumer’s and producer’s surplus.Now you are ready to record:In your video presentation walk us through the steps and the process of finding the equations for consumer’s surplus, ?(?) and producer’s surplus, ?(?).In your video presentation show us how to graph these equations on the same coordinate plane. Teach us about the graphical implication of definite integrals, this means teach the graphical meaning of a definite integral. On your graph shade the area that indicates consumer’s surplus. On your graph shade the area that indicates producer’s surplus. What does a definite integral represent?In your video presentation teach us how to set up each definite integral. (one for consumer’s surplus and one for producer’s surplus) Teach us how to set up the limits of integration.In your video presentation teach us how to evaluate each definite integral step by step.Finally in your video representation tell us what do the results of these definite integrals indicate or say about your product.

Assignment 2: lasa # 1: literature review paper

 
The purpose of this assignment is to provide you with the opportunity to select a topic in the particular area in which you have an occupational or research interest, and to complete a literature review of the topic, using a minimum of ten scholarly references. This will allow you to demonstrate mastery of the program outcomes for the B.A. psychology program at Argosy University. A helpful Web site for organizing and writing a literature review is www.wisc.edu/writing/Handbook/ReviewofLiterature.html.
You may also want to review the following documents that are available in the Doc Sharing area of the course:

A sample literature review,
a PowerPoint document illustrating how to set up your word processor for APA style
a “Guide for Writing a Literature Review”

Based on your review of the most recent, relevant research findings on your chosen topic, submit a final version of your literature review paper, integrating feedback received from your instructor. Be sure to include a research/focal question, synthesis of the literature you reviewed, well-established conclusions, and points of discussion and/or future research. 

Begin the review by defining the objective of the paper. Introduce the reader to your focal question. What is this question intended to address? You may state your “question” in the form of a problem if you like. Describe the topic for your literature review and why you chose this topic. Explain why you think it is important. It is also useful to tell the reader how the review is organized in your introduction section, before you the transition into the body of the review. 

Organize your literature review paper by themes/theories/concepts, rather than article by article. If there is one major theme you want to highlight, state the theme. If there are three major themes or streams of thought on the topic, briefly name them—and then organize the balance of your literature review around those three streams. Think of themes, theories, concepts, lines of thought, and ideas as organizing strategies for your literature review. Your creativity in this assignment is not the content or findings but the clarity with which you organize the review and create a context for understanding the focal question.

When you are done introducing the first line of thought, create a new paragraph to discuss studies which present another line of thought or opposing view.

Your literature review should hit the high points of each article. You should not discuss a single article, one by one, like a grocery list. Zero in on the main theme or finding and then move on to the next theme. Remember, this is a synthesis, an integration of all the things you have learned. You are creating a discussion on paper, which in turn gives the reader a context for understanding where the scholarship has been, where it is currently, and where it likely will be heading next. Provide enough details to help the reader understand the significance of the studies you cite without “rebuilding Rome.” Be sure to evaluate the studies and offer critical comments on any shortcomings you’ve observed or that have been reported by the authors.

Discuss the main findings and their implications. Given the results of your literature review, what is/are the prevailing argument(s)? What research question could you ask in order to further develop this area of study and contribute to the existing body of knowledge? Complete your review by drawing conclusions about your body of research and identifying gaps in the research which still remain to be explored, maybe even by you! Make an argument as to why your research question is important and relevant to the current work being done on your topic.

Requirements
Apply current APA standards for editorial style, expression of ideas, and formatting of the text, headings, citations, and references. Remember to use your own words to describe and evaluate the articles. Avoid quoting the material and also cite works when you are discussing someone else’s ideas. Your paper should be double-spaced and in 12 point, Times New Roman font with normal one-inch margins, written in APA style, and free of typographical and grammatical errors. It should include a title page with a running head, an abstract and a reference page. The body of the paper should be no less than 5–6 pages in length.
Submit your review paper to the M3: Assignment 2 Dropbox by Wednesday, November 11, 2015.

Assignment 2 Grading Criteria

Maximum Points

Description of the focal question or problem is clear and thorough.
Explanation of the relevance of the topic to the field of psychology is clear.

36

Analysis of themes, theories, or concepts is clear and complete.
Discussion of articles clearly relates to those themes, theories, or concepts (instead of discussing each article individually).

40

Choice of articles is appropriate, both in quality and quantity: they directly address the thesis.
Their evaluation is based on their relation to themes, theories, or concepts.
Evaluation includes discussion of the methodology, and a discussion of any obvious shortcomings.

40

Provides well-supported conclusions.
Suggestions for future research are appropriate and discuss how future research will contribute to the field.

40

Introduction has a clear opening, provides background information, and states the topic.
The paper is organized around an arguable, clearly stated thesis statement.
Transitions are appropriate and help the flow of ideas.
Conclusion summarizes main argument and has a clear ending.

12

Writing follows conventions of spelling and grammar throughout.  Errors are infrequent and do not interfere with readability or comprehension.

12

Using APA format, accurately paraphrased, quoted, and cited in many spots throughout when appropriate or called for. Errors present are somewhat minor.

16

Writing remains in third person throughout writing.
Word choice is accurate, clear and appropriate for the audience.

4

Total:

200

Due on friday | Computer Science homework help

 
There are two parts to this assignment: A Capstone exam and a comprehensive Capstone project. The results of the Capstone exam will be submitted to the Individual Project area for Unit 2. The activities related to the Capstone project will be submitted in a draft to the Group area.
Part 1: Capstone Exam – Submit to the Unit 2 IP Area
This exam assignment may only be completed through the end of Unit 4. It will not be accepted late during Unit 5. This exam may only be completed on a computer running a Windows operating system. It will not run on non-Windows operating systems.
Complete the following:

You will need to download the ICCP Exam files from the Learning Materials section. The AIU ICCP flyer, also found in the Learning Materials section, provides an overview of the exam requirements, background, summary of instructions, and grading rubrics. The exam files must be downloaded to complete your exam with the proctor.
According to the AIU ICCP flyer, you will need to arrange for a proctor. Visit this Web site, and complete the “To get started, just follow these simple steps” and “Pre-Exam Checklist” sections. You must schedule the proctoring service at least 72 hours before the desired start time for the exam. These steps must be completed prior to your scheduled exam time. Completing these steps will help avoid potential technical issues at the time of the exam.
You will need to extract the files from the exam zip file you download from the Learning Materials section. You need to open the folder on your computer screen when the exam starts. The online proctor will access your screen and start the exam by running the exam application and inputting a password. The files must be extracted from the Exam Files zip file or the exam will not run and save.
Refer to the Exam Instructions found in the Learning Materials section to complete the exam.
After the exam is completed, you will see 2 exam result files (.mrkx) and two exam score files (.pdf) generated in the same folder that you created when you extracted the exam files.

Option 1: Upload these four files separately to the Unit 2 IP Submission area.
Option 2: Add the two .mrkx files and the two .pdf files to a compressed folder (.zip file).

Upload the zip file containing your four files to the Unit 2 IP Submission area.

Once your 4 required files are uploaded by you, they will be reviewed. Your grade is based on the grading rubric. Grades will be received at the end of Units 2, 3, and 4; therefore, all exam grades will be posted once the grades have been received.

Note: You need to submit the 2 .mrkx files and 2 .pdf files for this assignment, or your grade will be a zero. This information must be submitted to the Unit 2 Individual Project Submission area.
Grading Rubric

If you do not complete the exam or do not submit the required .mrkx files and .pdf files, you will receive 0 points. 
If your average score on the two exam parts is less than 30, your score will be (Average score + 40). 
If your average score on the two exam parts is 30 to less than 50, your score will be (Average score + 45). 
If your average score on the two exams is Practitioner level (50% to less than 70%), your score will be (Average score + 50). 
If your average score on the two exams is Master level (70% or higher), your score will be 125 points. 

Part 2: Capstone Project – Informational
This part of the assignment is not for grading this week. This part of the assignment is to contribute to the Capstone project and also to show the instructor that progress is being made on the Capstone project.
Continue using the template that was modified in Unit 1. Submit your Capstone project work to the Group Submission area. Include the word DRAFT in the document title. Your second draft will then be available to share with your team. The second draft will also be available for your instructor to review team progress.
Use the company profile and scenario found here as the subject of your Systems Implementation Plan.
Team Project
New Requirements
Designing a network involves data, voice, and power considerations. Creating a well-integrated social relationship platform involves interoperability with other technologies, like customer relationship management (CRM). Assume you are designing a network infrastructure for Verbania, Inc. The company requires an efficient network that carries data, Voice over Internet Protocol (VoIP), and Power over Ethernet (PoE). It also requires the effective use of a CRM system to pull customers’ social media data for review and analysis to improve user experience and generate profits.
Capstone Project Activity Unit 2
The project team must analyze the New Requirements. This section will specify what the company will need in the area of solution elements, such as networking, Voice Over Internet Protocol (VoIP), and Power over Ethernet (PoE). Specifically, this section will answer the following questions (at a minimum):

Which type of network topology would you recommend for the corporate backbone and the wired and wireless connections? Why do you think this would be the best choice?
Which type of cabling would you recommend? Why do you think this would be the best choice?
How will the network infrastructure accommodate remote access?
What solution would you propose to integrate the social media site with a CRM solution?
What security considerations are involved?

Collaborate and work with the network specialist on the team. Be sure to capture and document the decisions made in the appropriate section of the Capstone project document.
Prepare 6–8 pages of content addressing the team’s system analysis of requirements defined in Section One. Insert content into the template document under Section Two.
References
Center for Computing Education Research. (n.d.). IS2010 exam. Retrieved from http://iseducation.org/IS2010_Exam.php
ProctorU. (n.d.). How online proctoring works. Retrieved from www.proctoru.com

Can you give feedback to my peers/classmate 1 paragraph

 by:Emily Mason
 
The common core standards are built upon the idea of preparing kids and students for life after graduating high school. This standard is changing the way that we are educating students by changing the standards that we have in teaching. They are altering the standards to be focused on supplying students with the skills and knowledge to succeed in life after high school whether that be college or working or both. I think that this is similar to what was going on during the 20th century. The real connection being that we are asking what the point of education is and changing it based on what we think that purpose is, which for common core is to prepare students for life after high school.
            There are five guiding principles for common core.
·         College and Career Ready-after completing school (grades kindergarten through 12th grade) students will be ready for what comes after (college and a career)
·         Use the Best State Standards- creating standards based on work done at schools that are the most successful by looking at work and results and building standards from this information
·         Solid Evidence- knowing what students need to know and having proof that these standards are effective in preparing them for life after high school.
·         Focus- giving teachers ample time to teach what they need to, having realistic expectations for teachers and student learning
·         Local Flexibility, Teacher Judgment- common core is only made up of expectations and standards, not curriculum, leaving room for teachers and schools to use what curriculum they want to and expand on information in what ways they would like to
I think these standards could impact my classroom by challenging me to think of ways to expand on ideas and make sure that I touch on all of the standards. I think that it will also add challenges for situations in which students are low in certain areas. This could cause issues when trying to teach each standard if the student cannot reach a certain level. However, I think this will be interesting to come up with fun ways to expand on concepts and ideas and make it fun and relatable for students.
            I think that certain aspects of common core are an improvement. Having the aspect of flexibility for teachers and giving ample time for teachers to teach concepts are great things for the classroom. However, I also think that having a set of standards that is for all students could cause some issues if there are students that cannot reach those standards. I love that this is preparing students for the world after school. Working with special needs students in high school we focus on practicality and preparing them for jobs after graduation. Things as simple as folding clothes, sorting things, and putting silver ware away, setting tables, riding the bus, and the value of money. They need these skills to succeed and that is why we focus on them. I think that if these standards are attainable the common core standards can be very productive in the school system.  
References
TheHuntInstitute. Common Core State Standards: A New Foundation For Success. YouTube.   YouTube, 19 Aug. 2011. Web. 31 Mar. 2016.
TheHuntInstitute. Common Core State Standards: Principles of Development. YouTube.            YouTube, 19 Aug. 2011. Web. 31 Mar. 2016.
Krogh, S., Fielstein, L., Phelps, P. Newman, R. (2015). Introduction to Education: Choosing     to Teach. San Diego, CA: Bridgepoint Education, Inc.

What are the Common Core Standards and how are they meant to support the improvement of our U.S. educational system?
 
The Common Core Standards initiative is an educational initiative in the United States that details what K-12 students should know in English language arts and mathematics at the end of each grade. This common core standard is meant to support the improvement of our US educational system by giving the teacher and student a standard to aim for every closing year, making sure all students are at a certain level of knowledge.
 
 Examine and describe the five guiding principles behind the development of the Common Core Standards in your own words.  Explain how each of these five principles might impact you (or your effectiveness) as a classroom teacher.  
            College-and-career ready- As a teacher, my job is to make sure my students will be prepared to succeed in college and be ready for a career after.
            Use the best state standards- As a teacher using the best state standard is vital when it comes to development of your students and their accomplish of the standards.
            Solid Evidence- As a teacher, we need solid evidence that shows how to get our students to the standard levels they need to be at. Using that evidence, it will make it much easier to know how to get our students to a specific level of knowledge.
            Clear Focus- Teachers and students need a clear focus on how to obtain that specific standard level of knowledge. A step by step explanation focusing on what matters most will prepare the teacher and students for the upcoming task.
            Local Flexibility and Teacher judgment- This standard helps students achieve in different classrooms, different states, their own state, across states and through out this world. Being able to be flexible to learning is an important standard to develop, because you never know where you might end up in life and you might need to be flexible in a learning environment.
Do you feel that these Common Core Standards are an improvement to our educational system?  Why or why not?  Provide evidence to support your response. 
I feel that Common Core Standards are an improvement to our educational system because it supplies the teachers with the blueprint on how to orchestra a classroom. Common Core Standards will give the teacher and students a goal to aim for before that school year is complete.   

References
TheHuntInstitute. Common Core State Standards: A New Foundation For Success. YouTube. 19 Aug. 2011. Web. 31 Mar. 2016.
TheHuntInstitute. Common Core State Standards: Principles of Development. YouTube. 19 Aug. 2011. Web. 31 Mar. 2016.
Krogh, S., Fielstein, L., Phelps, (2015). Introduction to Education: Choosing to Teach. San Diego, CA: Bridgepoint Education, Inc.
 

Hosp 1015 – managing the hotel guest experience term project the

 
HOSP 1015 – Managing the Hotel Guest Experience
Term Project
The following project will be completed in three sections and will be handed in during the second part of the term. Each Project section is outlined below with the instructions and due dates.
For this project you are the hypothetical owner of a 200-room hotel. You will make several decisions, and will present several parts of your operating plan. Read the entire project to have an understanding of the project requirements.
  
HOSP 1015 – Managing the Hotel Guest Experience
Term Project 
The following project will be completed in three sections and will be handed in during the second part of the term. Each Project section is outlined below with the instructions and due dates. 
For this project you are the hypothetical owner of a 200-room hotel. You will make several decisions, and will present several parts of your operating plan. Read the entire project to have an understanding of the project requirements.
Project I: Classification, Brand, Location, ADR and Average Wage Rate
You will make the following decisions about your hotel, and present these in a paper. Format instructions for your paper are at the end of this project document.
1. Classification: Will you be an economy hotel, a limited service hotel, a full service hotel, or a luxury hotel? Whatever you choose to be, you need to describe your hotel, the services you will offer, and WHY you chose this.
2. Brand: You will select an appropriate brand for your hotel, and describe specifically why you chose that brand.
3. Management: Will you select the Brand to manage your hotel, or an independent management company? Why will you make that decision?
4. Location: Where will your hotel be located? A specific city and state, and an address within this area (Google maps satellite view comes in really handy for this). Why did you choose to locate here?
5. Average Daily Rate: You will research the average room rates for similar hotels in the area you select (using Kayak, Expedia, and others). You need to review at least four seasonal dates and create an average rate for your hotel. This will be considered your “rack rate”. In addition create a minimum of 5 special or discounted rates for different markets of guests.
6. Average Wage Rate: You will need to determine what the minimum wage is for your market (mimimumwage.com). This information is helpful for building schedules and other financial data.
Project 2: Management Organization
1. Create a Management Organizational Chart for your hotel. You must use  the SmartArt graphics in Word to create this chart in your document.
2. For each position, provide a detailed list (Job Description) of the responsibilities of the job and include the skills required for the job. You will need to do some internet research for this! 
3. Assume that after your management staffing was completed that it was decided by your management company that you will need to eliminate one management position. 
a. Which Management position would you eliminate?
b. Why that position?(Provide a detailed explanation)
c. How would you cover the responsibilities of that manager? (Provide a detailed explanation. Keep in mind that the duties may need to be assigned to several other positions)
Project 3: Developing a weekly schedule
1. You need to develop a one week schedule for your Housekeeping employees. 
2. Using the Excel spreadsheet that is provided in this week’s assignment(located in ulearn), you will prepare a schedule for the week.
a. The day-by-day occupied rooms forecast has been given to you for the week.
b. Using the Staffing guideline, determine how many hours you will need to schedule each day.
c. You must staff the hours as closely as possible to the staffing guide each day.
Write a professionally formatted memo to your General Manager requesting approval of your schedule for the week. 
Note: When using the Excel spreadsheet for parts of your assignment, you will need to insert the relevant parts of the spreadsheet into your Word document by copy/paste function.
FORMAT Requirements (for ALL Sections of the Term Project)
Your paper must meet the following requirements. These are designed to allow you to submit a professional quality paper.
1. Each paper must have a title page (sample below).
2. Margins must be 1.5 inches on the top and bottom and 1 inch on each side.
3. Use headings for each section and logically organize the content.
4. Each page must be numbered at the bottom of the page, centered, in the footer section of the page (Use Word Footer functionality). The Title Page is not numbered.
5. Paper must be double spaced, with each paragraph beginning indented.
6. There must be no spelling and no grammatical errors.
7. The tone of the paper must be professional. 
8. Each paper must be submitted through Turnitin using the Turnitin link in the course as instructed by your professor. 
9. When using the Excel spreadsheet for parts of your assignment, you will need to insert the relevant parts of the spreadsheet into your Word document by copy/paste function. 
Essential Elements:
Each section of your paper must be logically organized, based on the assigned items. It should be easy to read, and move sequentially through the content you are presenting. The “why” of your decisions is as important as the “what”. You must be able to describe and defend the reason/thought process you used to arrive at your decision. 
There is not necessarily a “right answer” to many of these points. Your performance on the paper will be based not so much on what you chose, but WHY you chose it. Was your choice logical and based on the facts available? Was your choice based on creating a competitive advantage? 
For example, if you are presenting the location of your hotel. Why did you locate your hotel there? What are the advantages to this location and what will you do to maximize these? Are there any disadvantages and if so, what could you do to minimize them. It is important that you use any information that has been presented in the class to date, along with your knowledge. 
Under no circumstances are you to use the term “as stated before” or “as stated above”, and then repeat what you said earlier. This is both annoying an unprofessional.
Use professional terms, not slang.  Assume you are writing this note to your investors or to your boss.
  
Title Page Example:
Title of Paper
Subtitle of Paper (if any)
Name, etc.
Submitted in partial fulfillment of:
HOSP2015, Managing the Hotel Guest Experience
Professor
Date Submitted

Needing help with bus309 workplace ethics | BUS 309 – Business Ethics

  
Read the Article then answer the questions attached
Menu science: The subtle ways restaurants get you to spend more
STEPHANIE BANK
SPECIAL TO THE GLOBE AND MAIL
PUBLISHED JULY 24, 2018
Read and reflect on the following article.
Ever go out for a casual dinner with a friend and end up spending twice what you planned? Or order the most expensive item from the secret menu at Burger’s Priest just for the Instagram joy of seeing a towering pile of hamburger sandwiched between two grilled cheeses?
Now more than ever, we eat out. And it’s having an impact on our wallets as well as our waistlines. According to Dalhousie University’s 2018 Food Price Report, the average Canadian family will spend $7,049 at restaurants this year — $208 more than in 2017. Dining out will account for 59 per cent of our total food budget? How does that even happen?

The Double Double cheeseburger is seen at The Burgers Priest in Toronto on August 31, 2010. JENNIFER ROBERTS FOR THE GLOBE AND MAILJENNIFER ROBERTS/THE GLOBE AND MAIL
While it’s clear that people are eating out more often, there’s another influential component of restaurant dining that we consistently underestimate: the menu. Every detail of a menu’s design is calculated to influence what you eat, how it makes you feel and which information you share with others to ensure you come back and bring your friends.
Restaurants successfully deploy hundreds of subtle nudges to part you with your money. I’m going to take you on a short tour of these tactics so you’re better equipped to navigate your next meal.
The prices (or lack thereof)
When looking at a menu, do you jump to the numbers on the right-hand side before reading the options on the left? When prices are displayed in a column, and especially when organized from low to high, we are more likely to base our choices on cost. Here’s a subtle ruse some restaurants employ: Studies have shown that by strategically placing the price at the end of each description, or below the item, our natural tendency to visually scan the prices is disrupted. The cost of the dish has less impact on our decisions.
Researchers at Cornell University have also shown that how the values are presented have a significant influence on sales. For instance, during a lunchtime seating at the Culinary Institute of America’s St. Andrews Cafe in New York, researchers studied what happens when a price is presented in traditional dollars and cents (“$20.00”), a round number with no dollar sign (“20”), and spelled out (“twenty dollars”). They found that guests spent significantly more when presented with the number alone. Removing simple cues that remind us we’re dealing with money makes the price as inconspicuous as possible, which can be enough to encourage spending.
The choices (or lack thereof)
Did you know that when McDonald’s first debuted in 1955, the restaurant offered just nine items? By 2015, the menu had ballooned to 140 items, with more than 50 ways to order a hamburger. When revenues began to falter the first thing executives did was start paring back the menu. Not only does a shorter menu ensure a level of efficiency in the kitchen, it exploits inefficiencies in our decision-making process. Good marketers and behavioural scientists know that more choices often translates to harder decisions. In fact, it often results in choice overload, or “analysis paralysis,” the cognitive process whereby people struggle to make a decision when faced with many options.
Back in 2000, a series of experiments in grocery stores found that people were more likely to purchase jams when presented with a limited array of six choices in comparison to a more extensive selection of 24 choices (30 per cent in the first group made a purchase compared with only 3 per cent in the second). Additionally, customers who chose from the more limited menu were more likely to say they were happy with their selection. It’s just another reason why that buzzy new restaurant you’ve been dying to try has just a few items on its menu.
STORY CONTINUES BELOW ADVERTISEMENT
The order of options
How do you go about deciding which wine to order? Unless you’re a connoisseur of fine wines, you probably identify the most and least expensive options and settle for something in the middle. Or maybe you ask the waitress for help. One classic experiment by the famed behavioural economist Richard Thaler found that when people were offered a premium beer for $2.50 or a bargain beer for $1.80, around 80 per cent chose the more expensive beer. But when a third lower-priced beer was introduced at $1.60, most people went for the $1.80 beer instead. We tend to evaluate options based on surrounding information: Things only seem cheap or expensive when compared with an alternative. As such, restaurants often place an expensive item at the top of the menu so the other dishes look reasonably priced. A $20 pasta doesn’t look so expensive when compared with a $50 lamb chop.
The words themselves
What is it about a Sicilian vine-ripened tomato salad that just sounds … expensive? Or a grass-fed 60-day dry-aged rib-eye steak? Or crispy beer-battered Vidalia onion rings tossed in aromatic toasted black pepper and thyme served with lemon truffle infused emulsified aioli? Research by Brian Wansink at the Cornell Food and Brand Lab found that descriptive labels on menus can increase sales by as much as 30 per cent.
But here’s something weird: Mr. Wansik also found that customers who read these descriptions also reported feeling more satisfied with their meals than those who read simple descriptions. Taste expectations influence our evaluation due to priming, the idea that we are influenced by subconscious cues. Simply reading the word “velvety” or “juicy” sends signals to our brains that subconsciously activate our salivary glands and preparing us for something delicious.
The truth is, we all fall for these tricks regardless of intelligence. But getting some insight into how restaurants use menu engineering already puts you ahead of the curve. If increasing your awareness isn’t enough there are a few things you can try. Challenge yourself to look past the menu and decide what to eat based on the food rather than deceptive pricing, placement or seductive descriptions. Think of all the money you’ll save.
Stephanie Bank is a behavioural economist at Evree, a Toronto startup that makes an app that makes saving as easy as spending.
Follow us on Twitter: @globemoneyOpens in a new window
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Editorial code of conduct
Write a paper in which you:

Analyze the following      questions associated with your chosen article and discuss them using      concepts you learned in this course.

What ideals, effects,       and consequences are at stake?
Have any moral rights       been violated?
What would a       Utilitarian recommend?
What would a Kantian       recommend?

Explain your rationale      for each of your answers for your chosen article, with supporting      evidence.
Evaluate the ethical      implications and impact of the events of selected business situations      using predominant ethical theories and concepts. 

Answer the questions according to the article above please

Ged 130 introduciton to civilization -final examination set3 (50 mcqs)

51) Which of the following explains why Alexander failed to carry his empire as far as the Ganges in India?
A) He lacked the financial resources to accomplish the task. B) His troops mutinied. C) The Persian forces overwhelmed his troops. D) He died before he could reach India.
52) Which of the following empires began as city-states?
A) Egyptian and Persian B) Mesopotamian and Egyptian C) Macedonian and Greek D) Mesopotamian and Greek
53) The city of Rome was founded in approximately:
A) 753 B.C.E. B) 241 B.C.E. C) 509 B.C.E. D) 405 B.C.E.
54) Carthage:
A) was eventually defeated by Rome, but was given an honored place within
the empire. B) had little military success when Hannibal invaded Italy. C) lost all three Punic Wars. D) lay nearly 800 miles away from Italy.
 
GED 130 Introduciton to Civilization
Final Examination 55) The Roman patron-client relationship:
 A) defined a state of reciprocity between the weak and the strong. B) applied primarily to the business sector. C) allowed for an approximate equality between people of different classes. D) led to the end of the role of the paterfamilias.
56) The triumvirate formed in 60 B.C.E. did NOT include this man:
 A) Crassus B) Pompey C) Tiberius D) Julius Caesar
57) Rome?s armies:
A) required few male citizens to actually serve in it. B) were often made up in part by men from conquered regions. C) were paid for primarily by taxes on Roman citizens. D) spent little time developing new technology.
58) The belief system of Rome:
 A) prohibited paganism. B) did not allow any holidays. C) incorporated Christianity within a few decades of the death of Jesus. D) centered on the emperor as a god.
59) The Silk Road linked which of the following cities?
A) Sarapion and Asabon B) Luoyang and Bactra C) Antioch and Alexandria D) Luoyang and Guangzhou
60) The fall of the Roman Empire:
A) did not occur, according to most historians, until the Byzantine Empire was destroyed in 1453. B) was due primarily to the disrupting influence of Christianity. C) occurred despite solid leadership over the final 200 years. D) was hastened by the actions of Germanic peoples.
 
GED 130 Introduction to Civilization
Final Examination 61) Confucius:
A) felt that some people were born evil and could not be changed. B) was made a high ranking advisor to a Chinese leader. C) lived during the period of the Warring States. D) had little lasting impact on the conduct of government in China.
62) Daoism:
A) was developed primarily to guide statesmen. B) is quite similar to Confucianism. C) presents a detailed set of formal rules to guide society. D) stresses a closeness to the natural world.
63) The Mandate of Heaven:
A) could allow a dynasty to rule forever. B) was a personal god worshipped by emperors. C) showed it was pleased by creating natural disasters. D) blessed moral rulers.
64) Over the course of the Han dynasty, this group rose to the top of the social and political hierarchy:
 A) generals B) priests C) scholars D) merchants
65) Regarding economic policy of the Han empire, it is true that:
A) Confucians opposed military expansion in part because it was so costly. B) the empire had to make do with what it had when it was founded, since
no new sources of wealth were discovered. C) Emperor Wu cut taxes. D) Han emperors refused to nationalize private enterprise.
66) The Tang dynasty:
A) made major changes in the policies of the previous dynasty. B) abandoned the imperial examination system. C) presided during a major flowering of Chinese poetry. D) persecuted Buddhism.
 
GED 130 Introduciton to Civilization
Final Examination 67) Japan:
A) modeled its art on that of the southeast Asian islands. B) accepted the cultural hegemony of China. C) was careful to keep its borders closed to immigrants during its early years. D) was conquered twice by China.
68) The Aryan peoples in India:
A) spoke a Semitic language. B) first arrived in the Indus valley in 1000 B.C.E. C) were expelled from the region by the Maurya dynasty. D) formed political groupings called janapadas.
69) Which of the following was written first?
A) the Bhagavad-Gita B) the Mahabharata and Ramayana C) the Puranas D) Sangam poetry
70) The Kushana:
A) were supporters of Buddhism. B) invaded India just prior to the rule of the Mauryan family. C) left no artifacts traceable to the time of their rule. D) came from the Iranian plateau.
71) India?s ?adivasis?:
A) usually live in the less-accessible areas B) have rarely been able to assert any independence. C) farm some of India?s richest soil. D) are well described in ancient historical records.
72) Funan:
A) controlled only a small area around the mouth of the Mekong River. B) encouraged Hinduism. C) built Angkor Wat. D) did not allow the influence of Buddhism into its territory.
 
GED 130 Introduction to Civilization
Final Examination 73) Asoka?s empire:
A) was not described in known historical records until a find about 100 years ago. B) was overthrown by barbarian invasions from the north. C) expelled many Hindus. D) included the island of Sri Lanka.
74) The oldest religion still in practice is:
 A) Hinduism. B) Christianity. C) Judaism. D) Buddhism.
75) The caste system in India:
 A) is officially sanctioned by the Rigveda. B) has no relevance in the India of today. C) does not provide for a soldier class. D) officially provides for six castes.
76) The Puranas focus least on this:
A) stories of gods B) stories of goddesses C) the deep philosophical concepts of Hinduism D) folk tales
77) Mahayana Buddhism:
A) never presented a serious challenge to Theravada Buddhism. B) believed in the bodhisattva concept. C) took its name from the Sanskrit term for ?lesser vehicle?. D) argued there was no heaven.
78) Hinduism and Buddhism were similar in all of the following aspects, except:
A) the degree of respect they gave to brahmins. B) their development of sacred languages. C) their belief in reincarnation. D) their place of origin.
 
GED 130 Introduciton to Civilization
Final Examination 79) The Buddhist center furthest from the site of Buddha?s enlightenment is located in:
 A) Kandy B) Bamiyan. C) Kotabangun. D) Edo.
80) Jesus? most important commandment was to:
A) honor your father and mother. B) love your neighbor. C) give to the poor. D) love God.
81) Paul:
A) opposed slavery in both principle and practice. B) sought to subordinate women in the church. C) was Jesus? most devoted disciple in the years prior to Jesus? death. D) felt that married clergy were closer to God than single clergy.
82) Which of the following Jewish groups stayed aloof from politics and preached that the end of the world was imminent?
 A) Essenes B) Sadducees C) Pharisees D) Zealots
83) Monasteries:
A) were, after the Council of Nicea, exclusively for men. B) were often located in urban areas. C) tended to be complex political organizations. D) usually contained members who were celibate.
84) In the eighth century, the advance of Islam into Europe was:
A) most rapid in Scandinavia. B) most rapid in Italy. C) stopped in southern France by Charles Martel. D) of little consequence for the Catholic Church.
 
GED 130 Introduction to Civilization
Final Examination 85) Which of the following areas was NOT a major area of strength for Roman Catholicism in the year 1200?
 A) France B) Kievan Russia C) Germany D) Italy
86) Muslims begin their calendar with this event:
A) the birth of Muhammad. B) the birth of Abraham. C) the death of Muhammad. D) the date Muhammad moved to Medina.
87) Abu Bakr:
A) ruled for nearly 30 years. B) was a direct descendent of Muhammad. C) was the fi rst caliph. D) refused to use force to keep recent converts faithful to Islam.
88) The campaigns of Genghis Khan extended as far west as:
A) the Caucasus Mountains. B) Kaifeng. C) Ain Jalut. D) Liegnitz.
89) Ibn Khaldun held all of the following views, except:
A) the only differences between Westerners and Easterners are cultural, not
innate. B) tensions between peoples is often related to class. C) nomadic peoples tended to conquer urban peoples. D) scholars are often the wisest rulers.
90) Use of the decimal system and the zero was first developed by the:
 A) Indians. B) Greeks. C) Arabs. D) Turks.
 
GED 130 Introduciton to Civilization
Final Examination 91) Before 1500 C.E., the greatest part of the exchange economy consisted of:
 A) international trade. B) local transactions. C) long-distance transactions. D) medium-distance transactions.
92) West African trade:
A) was conducted primarily by sailing ship. B) was centered in Great Zimbabwe. C) was dependent upon the camel to deliver goods to Europe. D) is extensively documented for the period from about 200 C.E. to about
700 C.E.
93) After the ninth century, Arabs provided the main trading link between East Africa and:
 A) West Africa. B) the Indian Ocean. C) the Europe. D) the Americas.
94) The primary focus of Polynesian sailors was:
A) to establish an empire in the Pacifi c. B) to establish a trade system throughout the Pacifi c. C) to locate new places in which to settle. D) to explore the Pacifi c Ocean.
95) The bubonic plague:
A) was spread primarily due to the activities of the Mongols. B) never reached China. C) had less effect in Europe than in other places where the disease struck. D) is transmitted by fl ies.
96) The Annales school of history:
A) was named for a Parisian cafaccent(e) frequented by French historians:
the Cafaccent(e) des Annales. B) published a journal edited by historians for historians. C) was centered in the University of Paris. D) emphasized an interdisciplinary approach to history.
 
GED 130 Introduction to Civilization
Final Examination 97) In the high Middle Ages, most European Jews:
A) lived freely among Christians. B) sought to return to ancient Israel and Judea. C) were forbidden to loan money. D) were often successful traders.
98) Prince Henry the Navigator established a center for the study of navigation in order to:
A) control the eastern coast of Africa. B) chart the oceans. C) end Muslim control of the southern shores of the Mediterranean. D) discover new lands.
99) Which of the following explorers was the first to clearly recognize that Columbus had NOT discovered a route to Asia?
A) Vasco Nutilde(n)ez de Balboa B) Vasco de Gama C) Amerigo Vespucci D) Bartolomeo Dias
100) The sea voyages of exploration and discovery:
A) were spearheaded by the prosperous Italian city-states. B) began with Columbus? discovery of America. C) included the first round-the-world voyage by Ferdinand Magellan in the first half of the sixteenth century. D) were financed in large part by the Ottoman Empire.
GED 130 Introduciton to Civilization Final Examination
 

Assignment 2: lasaconflict management report

The workplace can be an especially stressful environment. Personal conflicts between coworkers, fear of layoffs, and heavy workloads can be causes of negative stress. This stress can be carried to our homes and after-work activities, impacting personal health. Allowing these stressors to build and intensify will only further impair the work environment. For this assignment, you are required to review a scenario regarding a woman (Kate) who has experienced negative stress stemming from her work environment. Then, you will compare your own conflict management skills and experiences against Kate’s experiences. Follow the directions below to write an 8–10-page report on conflict management.
Review the following scenario:

Kate has been employed by a well-known manufacturing company for 12 years. She is the only female on her line and the fastest worker. She has been promoted several times through mergers and acquisitions, but has always been looked over for a senior management position. Kate believes she is qualified for advancement but thinks her manager has a problem with her personally. To top it off, Kate did not receive a semiannual or annual review, which would have resulted in a raise. Her coworkers (all males) have urged her to go to management and report what she believes to be discriminatory behavior from her immediate manager.

Now, complete the following tasks:

Discuss a situation you have been in where you felt you were passed over for a promotion, made to feel indifferent, or were discriminated against. Compare and contrast your story with Kate’s.
Compare the possible ethical breaches of Kate’s manager against your own manager’s behavior. Utilize scholarly research on leadership theory as justification.
Compare the possible legal breaches of Kate’s manager against your own manager’s behavior. Utilize scholarly research on leadership theory as justification.
Recommend an approach Kate could have used to manage the negative risk both personally and professionally.
Evaluate the advice Kate received from her coworkers.
Referring to the conflict resolution strategies taught in this course, determine which one is best suited to resolve Kate’s conflict. Justify your position.
In the chart below, evaluate your conflict resolution skills from the past five years. Rate yourself on a scale from 1–5, where 1 represents low performing and 5 represents high performing.

Conflict Resolution Approach

Rate Yourself (1–5)

Using false emotions for distracting the conflict

Recognizing the value of the conflict

Encouraging interpersonal criticism

Select one conflict resolution approach in which you ranked the lowest and develop an individual improvement plan for that approach.
Explain how the mediation process could strengthen your conflict resolution and management skills.
Discuss how the arbitration process could strengthen your conflict resolution and management skills.
Implement some portion of your plan. Provide a detailed summary of the changes that occurred in your development as it relates to your ability to handle conflict.

Write an 8–10-page report in Word format. Utilize at least four scholarly sources (in addition to your textbook) to complete your research, referencing them within the text and at the end in a reference list. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M5_A2.doc.
Make sure you write in a clear, concise, and organized manner; demonstrate ethical scholarship through accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.
By Wednesday, April 8, 2015, deliver your assignment to the M5: Assignment 2 LASA 2 Dropbox.