I NEED URGENT HELP WITH A BUSINESS CLASS.
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Assignment 3: The Mozart Effect
In this assignment, you will read an article about the Mozart effect and identify various parts of the research process. This exercise will help you learn how to read a research article and to understand the research process.
Read the following article:
In your article summary, respond to the following questions:
Read the following article:
Jenkins, J.S. (2001). The Mozart effect. Journal of the Royal Society of Medicine, 94, 170-172.
Based on your readings, respond to the following:
Write a 5–6-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M1_A3.doc.
By Wednesday, November 5, 2014, deliver your assignment to the M1: Assignment 3 Dropbox.
Access articles about the history, business approaches, management, and marketing of Eastman Kodak and Fujifilm. Eastman Kodak has been a developer and pioneer of photographic films for over 130 years. Although it invented the digital camera, the company was unprepared for the rapid changes in new technologies and filed for bankruptcy protection in January 2012. Fujifilm, a Japanese competitor, on the other hand, has been successful in the U.S. and global markets.
Write a six to eight (6-8) page paper in which you:
Your assignment must follow these formatting requirements:
Question no 1 should be in the letter format.
question no 2 and 3 should be in the Illac format i.e ISSUE,LAW, LAW APPLIED (APPLICATION) and CONCLUSION. and pls go for havard referencingstyle with alphabeticalorders. i will give you some hints for the assignments.
This work is to be carried out individually, both tasks to be completed by all students. Part A and Part B have equal marks allocated.
The subject development relates to the construction of 18 timber framed homes in Manchester, see details in the appendix below and at URL:
Produce a production method statement for the construction of the 18 houses, see below and the appendix for details. The method statement should contain all construction process matters and should have a strong emphasis on health and safety, environmental concerns and innovative production processes. A cost for the houses is not required. The method statement should not be a site health and safety plan and it should not be a site waste management plan, however it may make reference to these two documents.
The method statement should be in written report form; however it may contain sketches, calculations and other techniques for explaining the method of operations. Research should be carried out on best production practices and Harvard referencing should be used to cite all sources. The word count for the method statement should be 3000 plus or minus 200 words.
For details on Harvard referencing see the Study Skills tab on the Blackboard home page.
A production time schedule (programme) is needed for the development.
Your work should include:
a) A production time schedule using Microsoft Project, note that the schedule (programme) will be scrutinized as both a Gantt chart and a network
b) Resources needed to construct the 18 house, resources should be labour, plant, major materials, management but no costs
The production schedule can be completed for individual houses or for blocks of houses. As a guide 50 trade activities per house can be taken as a minimum number of activities.
The plot of land that the houses are to be built on has been cleared and remediated by others, therefore the work will not involve any soil/land movement/work, demolition or ground remediation. Your schedule should include roads and sewers and all mains services will be required.
Concrete strip foundations will support masonry walls up to ground level. There will be a ground bearing concrete ground floor slab. A timber frame built in panels will include the inner skin of the external wall, main internal walls and the roof skeleton. The external skin will be masonry, with either a facing brick or render finish. The roof finish will be interlocking clay tiles on timber battens on sarking felt. Internally all finishes are traditional with wall finishes of water based paint on a plaster skim on plasterboard sheets, fixed to timber framing by drywall screws. Assume that the houses once complete, will be ready for occupation.
The site is a live site and students MUST NOT approach the site or the project
team (designers, clients, contractors) with requests for information or site visits.
2. SUBMISSION REQUIREMENTS
All submissions should have a cover sheet identifying the module, the date and the student’s name and roll number. In addition to the in-text citations, all submissions shall have a reference list (and an optional bibliography), listing the sources used in the preparation of the report. [The School has adopted the Harvard system (APA 6th) as standard
The word count for the method statement should be 3000 plus or minus 200 words excluding references, bibliography, cover sheet or appendices (if any).
This assignment MUST be submitted electronically through Turnitin®
Further information and support for students using Turnitin can be found here:
3. ASSESSMENT CRITERIA Method Statement
Technology (25%): The method statement should be well presented and should cover all construction production aspects. It should have Harvard referencing to support the research and any reference to external documents. It should record how all the key tasks will be achieved and reveal the overall site strategy, which will be used in producing the programme (Part B).
Health and Safety (20%): The method statement should have health and safety, environment and innovation throughout to support best construction practice. You may wish to identify site wide processes, rather than include these items with every task method.
Programme and Resource analysis-
Programme (25%): The method statement must support the programme and the programme should be demonstrably formulated as a result of the method statement. The network should show a logical flow of activities with an appropriate critical path. The programme should be well presented with clear descriptions; activities should be of appropriate duration with all logic linked arrows in place
Resource Allocation (20%): All resources should be identified and should be summarized, either on the programme or by separate resource histograms. Every attempt should be made to resolve resource conflict issues, whilst taking care to ensure economy of use. E.g. scaffold use.
Including use of language, clarity of expression, diagrams; structure of response and consistent use of Harvard referencing system
At Undergraduate Level 4, 5 and 6 the following marking scale shall be used:
Outstanding Excellent Very good Good
Adequate Unsatisfactory Poor
Very poor Extremely poor
LEARNING OUTCOMES ADDRESSED
90% – 100% 80% – 89% 70% – 79% 60% – 69% 50% – 59% 40% – 49% 30% –39% 20% – 29% 10% – 19%
0% – 9%
Knowledge and Understanding
On successful completion of the assignment a student will be able to:
Transferable/Key Skills and other attributes
On successful completion of theassignment a student will have had the opportunity to:
Effectively communicate planning outputs to others 5. RETURN & FEEDBACK ARRANGEMENTS
Coursework marks and feedback will be available within 15 working days of your submission and will be loaded into Blackboard.
IMPORTANT INFORMATION I. OBLIGATION TO KEEP COPIES OF ALL WORK
Students MUST keep a spare copy of all work which they hand in as well as the receipt which is issued to them at the time of submission.
II. PROVISIONAL NATURE OF MARKS & GRADES
All marks and grades issued to students are provisional until ratified by examination boards.
III. LAST DATE FOR SUBMISSIONS
Submissions made after 16:00hrs on the fourth working day following submission will be deemed inadmissible and recorded as a non-submission.
IV. ELECTRONIC SUBMISSIONS
If the submission document file up-loaded to Blackboard is corrupt and cannot be viewed – This is classed as a NON submission. It is the responsibility of the student to ensure their submission material can be opened by others.
To ensure your submission can be opened please follow this simple step:
Go back to the submission area and the blue button that was labelled Submit will now be a button labelled View – select this button and what you see upon doing so will be the file/format that your Lecturer can see. If you can open and view the document then so can the lecturer.
V. PENALTIES FOR LATE SUBMISSION
Where coursework is submitted late, the following penalties shall be applied to the mark:
(a) if the work is no more than four working days late, then five marks shall be deducted for each working day (08:30-16:00 Mon- Thursday or part thereof) , but if the work would otherwise pass then the mark for the work shall be reduced to no lower than the pass mark for the component
(b) if the work is no more than four working days late and marked and the mark is lower than the pass mark, then no penalty shall be applied;
(c) if the work is more than four working days late then it cannot be submitted and shall be recorded as a non-submission (NS).
VI. ACADEMIC MISCONDUCT
The University takes a serious view of all acts of academic misconduct. Such acts are considered dishonest and as attempts to gain unfair advantage. Acts of academic misconduct can take many forms. They are likely to fall into one or more of the following categories:
Plagiarism involves taking the work of another person or source and using it as if it were one’s own.
Self plagiarism (or double submission) is resubmitting previously submitted work on one or more occasions (without proper acknowledgement). This may take the form of copying either the whole piece of work or part of it. Normally credit will already have been given for this work.
Collusion occurs when, unless with official approval (e.g. in the case of group projects), two or more students consciously collaborate in the preparation and production of work which is ultimately submitted by each in an identical, or substantially similar, form and/or is represented by each to be the product of his or her individual efforts. Collusion also occurs where there is unauthorised co-operation between a student and another person in the preparation and production of work which is presented
as the student’s own.
This could involve a range of things that make it appear that information has been collected by scientific investigation, the compilation of questionnaire results etc whereas in reality it has been made up or altered to provide a more favourable result.
Taking unauthorised material (including electronic devices) into an examination
Contracting another to write a piece of assessed work / Writing a piece of assessed work for another
This involves any means whereby a person does work on behalf of another. It includes assessments done for someone else in full or in part by a fellow student, a friend or family member. It includes sitting an examination for someone else. It also covers obtaining material from internet ‘cheat sites’ or other sources of work. Penalties for this type of unfair means will normally apply both to a student of the University who does work on behalf of another and a student of the University who has work done for him/her.
Copying from, or communicating with, another examination candidate during an examination
This involves giving money, gifts or any other advantage to an academic member of staff which is intended to give an unfair advantage in an assessment exercise.
Particular care should be taken in respect of the following:
Getting help from others / helping others
Students are encouraged to discuss and share ideas and information, however those who knowingly assist others to commit academic misconduct whether or not for payment (e.g. by giving another student the opportunity to copy part or all of a piece of work, by providing copies of assessments or by providing bespoke assignments to another student) will be subject to the same penalties as those who use unfair means. Students must ensure that they protect their own work, submit it themselves and do not allow other students to use their memory stick and/or print off work on their behalf.
b) Use of Readers/Note Takers
Students with special learning requirements who require the services of readers or note takers are advised to use appropriately trained individuals. Further advice can be obtained from the Disability Service Team within Student Life Directorate.http://www.advice.salford.ac.uk/disability
Students using work which has been produced by other people within an assignment will need to ensure that they acknowledge or reference the source of the work. Students should check with their Schools for particular requirements. Marks may be deducted for poor referencing. If poor referencing is extensive throughout a piece of work it could appear that the student is trying to claim credit
for the work and he/she may be deemed to have committed plagiarism. Guidance on good referencing practice is available from Schools or may be provided through research training programmes, the Study Skills Programme located in Student Life and on-line guidance provided by Information & Learning Services. Some useful resources are: http://www.advice.salford.ac.uk/
If satisfied that unfair means has occurred, a penalty will be imposed on the student. Penalties vary depending on whether the matter is referred to the School Academic Misconduct Panel or the University Disciplinary Committee and on the particular circumstances. A range of penalties may be imposed including:
(40% for undergraduates, 50% for post graduates).
In the most severe cases, where there are aggravating factors (e.g. that this is a repeated case of the use of unfair means by a student at an advanced stage in their studies), a student found guilty of using unfair means may be permanently expelled from the University.
Further details of the Academic Misconduct procedure are available from:
Before submitting your assessment; ask yourself the following questions, just tobe sure you’ve met all the requirements:
tutor knows where I have found all my information?
Begin working on your course project outline and literature review, which is due in Unit 5.
A literature review traces the genealogy of a topic in the field; it notes the history of the topic and the notable perspectives of others in the field who have addressed the topic. The purpose of a literature review is to demonstrate that a writer has insightfully and critically surveyed relevant literature in order to convince a targeted audience that this topic is worth addressing. The literature review is not intended to report the literature, but instead to synthesize it.
Post a brief introduction to the outline you created in this unit’s assignment. Attach your Counseling Case Study outline from this unit’s assignment for your peers to comment on.
Consider a situation that happened in the workplace, in which you or someone you know was treated unfairly based on reasons stemming from individual differences. As you summarize this experience, discuss the following:
There has been increasing tension between teachers of different races regarding how children are being disciplined the in African American households in their school district. Many Caucasian teachers (80% of the teacher population) believe that the methods of discipline are inappropriate, while African American teachers (a vast minority of teachers in the district) largely believe that the methods of punishment are appropriate for their culture.
You have been asked to provide cultural sensitivity training to teachers in the school district. The goal is to increase cultural and ethnic awareness for each of the teacher groups so they can foster a better understanding of one another’s point of view and deescalate the tension between the groups.
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria:
Competency 1: Analyze the influence of culture on attitudes, values, perception, human behavior, and interpersonal relations.
Competency 2: Analyze individual cultural competencies.
Competency 3: Analyze culturally and developmentally appropriate intervention strategies.
Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the human services profession.
Write an outline of a presentation (not a full presentation) to be given to the teachers that provides guidance on how to address the issue. The point of this outline is to detail how you would approach the task and to identify areas that need to be included when addressing this multicultural conflict.
Minimally you should:
You may also consider the following questions:
Individual Assignment: Strategic Plan, Part III: Balanced Scorecard
Resources: Exhibit 7-1 in Ch. 7 of Strategic Management
YOUR REALLY NEED TO READ YOUR TEXTBOOK TO HELP WITH THIS ASSIGNMENT
IT IS IMPORTANT THAT YOU READ CHAPTER 7 TO UNDERSTAND HOW TO COMPLETE THE SCORECARD
Develop the strategic objectives for your business in the format of a balanced scorecard (create a table). The strategic objectives are measures of attaining your vision and mission. As you develop them consider the vision, mission, and values for your business and the outcomes of your SWOTT analysis. Consider the following four quadrants of the balanced scorecard when developing your strategic objectives:
o Shareholder Value or Financial Perspective, includes strategic objectives in areas such as:
o Customer Value Perspective, includes strategic objectives in areas such as:
o Process or Internal Operations Perspective, includes strategic objectives in areas such as:
o Learning and Growth (Employee) Perspective, includes strategic objectives in areas such as:
Employee turnover or retention
Level of organizational capability
Nature of organizational culture or climate
Develop at least three strategic objectives for each of the following four balanced scorecard areas identified above (so you need 3 for Financial, 3 for Customer, 3 for Process, and 3 for Learning and Growth). Your objectives should be selected, in part, based on an evaluation of a number of potential alternatives to the issues and/or opportunities identified in the SWOTT Analysis paper and table you completed in Week Three. Base your solutions on a ranking of alternative solutions that includes an identification of potential risks and mitigation plans, and a stakeholder analysis that includes mitigation and contingency strategies. You should also incorporate the ethical implications of your solutions into your selection.
o For each strategic objective, develop a metric and target using a balanced scorecard format. (For example, a strategic objective in the shareholder or Financial Perspective is to increase market share. A metric to actually measure this strategic objective of market share increase is, “The percentage of increase in market share.” The target is the specific number to be achieved (possibly for a particular time period). The target for the metric of “Increase market share” could be “Increase market share by 2% for each of the next 3 years”…or… an increase of 2% per year for 3 years.)
BELOW IS AN EXAMPLE TABLE (You should have 4 table…each with 3 separate objectives….which means EACH objective MUST have a target, measure, and initiatives.
Financial Objectives (you should have 3 individual financial objectives)
|Increase Sales||8%||Yearly sales report||Hire more salespeople…..Increase advertising…|
|Financial Objective 2|
Customer Objectives…(You need 3)
Write a 700- to 1,050-word summary that explains your critical thinking on how you derived your objectives from your vision, mission, values, and SWOTT analysis. Include a table listing your objectives.
The words in the table do NOT count toward the minimal word requirement.
Format paper according to APA guidelines.
Review my post in the Main Forum regarding “Tips for Getting Good Grades on Your Assignments”
When developing your objectives think of this: Suppose you set an objective for me (your salesperson) to increase sales for Quarter 1. If I achieve my objective you will give me a $10,000 bonus . At the end of Quarter 1 I increased my sales by 0.01%…so I want my $10K bonus. Well you may not be too thrilled to give it to me because you wanted a more significant increase in sales. But you didn’t tell me that…you said increase sales and I did just that. When setting objectives for employees you want to be very specific…and each objective MUST MUST MUST have a specific target number. So you could have said I will get the bonus if I increase sales by 20% in Quarter 1. That is very measurable…you just look at my previous sales and my current sales…and you can tell without a doubt if the objective was met or not.
All objectives must be like this. If you have an objective to increase customer satisfaction…you have to come up with some way to quantify the specific target. For example, you could say that you objective is to achieve 98% customer satisfaction rating (based on a survey you create and distribute)…or it could be based on a 0% return rate. Each of these is a specific quantifiable measure…so if I were the customer service manager, You would only give me my $10k bonus if I achieve the stated objective. Remember that objectives are manager’s measuring sticks.
Objectives are typically SHORT TERM…so keep them to a year or less. Anything longer is too hard to target.