Category Archives: English

Analysis of personal and organizational styles and assessment of strategies for creative thinking and innovation


 

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Analysis of personal and organizational styles and assessment of strategies for creative thinking and innovation

Assessment Task 1:

  Marking Criteria Very Poor Poor Satisfactory  Good Very good   MARK
Clear evidence of independent research, thinking, and interpretation, with an appropriately broad exploration of material, relevant to the focus. Identification of material relevant to student’s own situation.  (6 marks available)  
Presents a well-argued view that challenges the reader and stimulates thinking?  Is there anything new presented or any insights that broaden the thinking on the subject? (6 marks available)   
Presents original insight or research related to personal experience? Is there a connection between what has been learnt and student’s own situation?(6 marks available)  
Demonstrated understanding of how creativity and innovation happens using relevant examples.  How is it supported, promoted, and implemented in an organization? (6 marks available)  
Clear focus for the report, presentation and expression of thinking, report clarity, format and readability, and correct referencing. Level of individual reflection on what has been studied and found. (6 marks available)  
Total available marks – 30                            Total mark obtained        /30

 

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Financial Statement Analysis of Polo Ralph Lauren


Subject Management
Topic Financial Statement Analysis of Polo Ralph Lauren

 

Paper details

Prepare an eight fundamental financial analysis (excluding appendices, title page, abstract, and references page) that will cover each of the following broad areas based on the financial statements of your chosen company: Provide a background of the firm, industry, economy, and outlook for the future. Analyze the short term liquidity of the firm. Analyze the operating efficiency of the firm. Analyze the capital structure of the firm. Analyze the profitability of the firm. Conclude with recommendations for the future analysis of the company (trend analysis). The paper Must be eight double-spaced pages in length (not including title and references pages) and formatted according to APA style Must include a separate title page with the following: Must begin with an introductory paragraph that has a succinct thesis statement. Must address the topic of the paper with critical thought. Must end with a conclusion that reaffirms your thesis. Must use at least 7 scholarly sources

 

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Learning Plan Overview


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Learning Plan Overview

The Learning Plan is part of the academic programme of work you are required to complete for Co-operative Education. It is designed to ensure that you have goals and objectives planned for what you want to achieve from your Co-operative Education Placement and to provide you with a solid foundation for the rest of the academic programme. Please note that throughout your Learning Plan you must: • apply concepts, models, frameworks, theories and/or technical competencies from your major, and other areas of study • use authoritative sources • provide in-text references in APA (6th ed.) • include a Reference List with the full reference (APA 6th ed.) Throughout Co-operative Education you will be focusing on how you are achieving the BBus Learning Goals set out below: Learning Goal 1: Be self-directed, reflective learners Learning Goal 2: Be knowledgeable in their major field(s) of study Learning Goal 3: Be critical enquirers and creative problem solvers Learning Goal 4: Be able to make business decisions that take into account social, ethical, environmental and global dimensions Learning Goal 5: Be able to work effectively with others Learning Goal 6: Be effective communicators Learning Goal 7: Be connected to business The Learning Plan is the first stage of the assessment programme that culminates in an Oral Brief and Final Report. In the Co-operative Education assessments you will critically reflect on, analyse and evaluate your development throughout the Co-operative Education Placement and work on a topic which will form the basis of your Co-operative Education Final Report. Instructions for completing this document You are required to address all of the points in each of the sections. You may either answer each point individually or you may choose to respond to all points in the one discussion using paragraphs with appropriate headings and sub-headings. Note: Do not delete any of the information or instructions from the template Co-operative Education Learning Plan Checklist  Completed each section.  APA referencing and in-text citations.  Job description attached.  Research topic is focused towards the use of authoritative secondary resources.  Theories, concepts, frameworks introduced throughout.  Two personal goals included.  Personality test completed.  Personal SWOT completed.  Spellchecked and proof read document. ———————————————————————————————————————————— A. Your Co-operative Education Role: being knowledgeable in your major field(s) of study by demonstrating the application of knowledge from your major(s) to your Co-operative Education Placement The aim of Section A is as follows: • To introduce the reader to your placement organisation as well as the specific role you will have • To examine how the role and tasks you will be doing might draw on theory and concepts covered in your major • To explore how you personally, and your role, might add value to the organisation. In this Learning Plan you will explain how your in-depth knowledge from your major(s) might apply to your tasks and discuss the value of your role. You are required to address all of the points below and attach a copy of your job description as Appendix 1. You may include further comments or discussion that is relevant. You must integrate relevant concepts, models, frameworks, theories and/or technical competencies (use in text references) to support your discussion. THE TASK: 1. Provide a brief overview of • your Co-operative Education Placement Organisation • your role My placement will be at Almajdouie Holding Group. This is a Saudi Company that was established in 1965 as a land-transport company. It then became a group of companies offering a variety of services in different industries, including automotive and other manufacturing, education, logistics, real estate and investment. They are the official dealer of Hyundai motors in the eastern and northern regions of Saudi Arabia. I will be working at the Hyundai showroom in Dammam in the sales and marketing department. My role will be as an accounts receivable clerk, and there will be 17 people working with me in the same department (Al-Majdouie Group, n.d.). 2. Linking knowledge from your major to your tasks: For each key task that relates to your major(s) outlined in your job description (attach – Appendix 1), identify and discuss how a range of theories, concepts, models, frameworks and/or technical competencies from your major(s) might apply. Accounts receivable is part of the billing process, which is one of the main activities of the revenue cycle. The revenue cycle is defined as “a recruiting set of business activities and related information processing operations associated with providing goods and services to customers and collecting cash in payment for those sales” (Sinclair, 2013, p. 333). As an accounts receivable clerk, my role will be to use the information on the invoice to debit the customer accounts and then to credit the accounts when we receive the payment. There are two methods to control the accounts receivable: the open-invoice method and the balance-forward method. The open-invoice method is when a customer receives the goods with the invoice attached and pays for it immediately, either by returning money with the invoice or by an online payment. By contrast, in the balance-forward method, the customer receives a monthly statement that contains the outstanding balance (Sinclair, 2013). Usually, medium- and large-sized companies use the balance-forward method because they deal with many customers and suppliers, and this method makes the billing process more efficient as it is not necessary to check individual invoices. The open-invoice method has both advantages and disadvantages. One of its advantages is that it encourages customers to pay the outstanding balance faster by offering a discount if they pay within a certain period, and this benefits the company by maintaining a regular cash flow. However, this method can have complications associated with reviewing individual invoices for each customer (Sinclair, 2013). 3. Discuss the value that your role and personal attributes may bring to your Organisation. My role at the organisation is as an accounts receivable clerk. Therefore, part of my role is to maintain reliable and accurate accounting records and to produce reports to the A/R supervisor. As a result, it is important to be a very reliable employee, maintaining honesty and punctuality in delivering the information. My role also involves providing advice on accounting issues to division heads and staff, as required. Thus, I should be creative and open-minded and keen to help and take tasks without being asked. Another aspect of my role is to take part in the preparations of the annual budget and to generate a cash flow forecast against budget projections to assist in decision making. Therefore, I need to be a friendly, culturally aware team player who is confident and aware of the surrounding environment so that I can communicate with my team. The organisation requires me to be excellent in computer skills, such as MS Office; therefore, I have taking an Excel diploma in order to save time while working on tasks and to help others if needed. —————————————————————————————————————————– A. Your Professional Identity: communicate effectively in professional settings, working effectively with others including intercultural perspectives The aim of Section B is as follows: • To develop an understanding of your personal qualities through completion of a series of self-assessment tools • To propose two SMART goals for self-development during your work placement • To strategise how these two goals might be developed during the placement In this section you will develop TWO goals for your professional development to work on during your placement. These will relate to 1. working effectively with others to make constructive contributions 2. working with one’s own and other cultures and diverse perspectives in professional settings These goals will relate to either further developing a strength and/or addressing a weakness. Your goals should relate to the development of generic professional skills or capabilities in the two areas above that could be transferred to other roles and workplaces in the future. Your goals should not relate to job-specific technical skills. If you are in a permanent role you may choose different aspects particular to your work situation and career development (discuss with your Workshop Supervisor). THE TASK: PREPARATION In order to prepare for this, you must: 1. Complete Jung’s personality test identify and discuss your personality type and the implications for you and your role as a professional. My personality type is ESTP (The Doer) according to the personality test we’ve done in class 2. Complete your personal SWOT analysis below: (for further information refer to the materials on Blackboard and the Workshop handouts) S: 1: Full of vitality, intelligent and liked by everyone. 2: Excellent and very creative in dealing with emergency situations. 3: Excellent at remembering details. 4: Good ability to detect problems and find quick solutions. W: 1: Good in the management of financial matters but take risks from time to time. 2: Difficulty in planning for the future. 3: Sometimes ignore the problem instead of fixing it. 4: Get bored very quickly. O: 1: Able to read what people want by noticing their behaviours; I can guarantee customer satisfaction because I will know what customers want and so save them time and money. 2: High ability to recall the precise details of my surroundings at any moment; therefore, when attending meetings with my supervisor or working with a team, I can remind them of the small details that they may have forgotten. T: 1: When things become difficult, I may not want to continue to work on something that requires commitment; therefore, I may fail in my mission. 2: May become obsessed with competition and achieve victories; hence, I may forget about my family and myself. SWOT analysis reference: (Samson, Catley, Cathro, & Daft, 2012) My personality information from (“ESTP Personality Types In-Depth,” 2017) THE TASK: GOAL ONE Goal ONE: Working productively with others to make constructive contributions 1. Clearly identify one specific aspect relating to the area above (for further information please refer to materials on Blackboard and Workshop handout) and comment on why this particular aspect is significant in developing your ability to work effectively with others to make constructive contributions I am very much aiming to develop a range of professional skills, particularly in building effective working relationships. This is because I will be working in many teams during my placement (there are more than 10 people in the department that I will be working in). Therefore, it is essential to know my team members, respect them and listen to their points of view rather than being selfish in my decisions. 2. Discuss your strength and/or weakness in this specific aspect. One of my strengths is that I have worked in many teams, especially during my studies at university. For example, I worked in teams during group assignments; in almost every semester, I had one, two or sometimes three group assignments. Most of the time, I took the leadership role in the group because achieving the highest mark was always my aim. I also participated for a year as a financial manager at the SAUDI student club in Palmerston North. I would provide and interpret financial information to the executive members, conducting reviews and evaluations for cost-reduction opportunities. I also made accurate quarterly financial reports using Excel for the Saudi Arabian Cultural Mission in New Zealand. Moreover, because I was an executive member, I was responsible, along with the other members, for organizing some of the events run by the club (ESTP Personality Types In-Depth, 2017). However, I sometimes encountered difficulties in dealing with the other members. For example, some people disagree with you for the sake of making you wrong and showing that they are correct. Such people cling to their opinion regardless of its validity. I also sometimes encountered lazy members who relied on others to do the job, which I genuinely disliked (ESTP Personality Types In-Depth, 2017). 3. Set out your goal in this aspect, in a statement that meets the SMART criteria and commences: “By the end of my Co-operative Education Placement, I will …..” During my Co-Operative Education Placement, my goal is to continue to work in teams in order to achieve the optimal results for my organization. Although I will face many challenges in my new role, by the end of the internship period I will need to prove my abilities in coping with others. 4. Research some models or frameworks and draw on these as a guide to outline a plan including specific actions that you will put in place to achieve your goal. (You must ensure that the specific actions planned are practical and draw on authoritative sources using in-text references) Professional communication theory is an important method for achieving my goals in the organisation. Communicating with the team members is an important tool for ensuring that the team achieves the company’s goals effectively. The most important part of communication is confirming the members’ clear understanding of the common goals of the company. We need to develop an effective action plan with all the team members in order to facilitate the success of the tasks. We should not allow conflicts of interest; the company’s goals and objectives come first (Mohan, McGregor, Saunders, & Archee, 2008). 5. What evidence and/or measurements might you use to demonstrate that you have achieved your goal? I will discuss my learning plan with my supervisor at work and show him my SWOT analysis results, and I will ask him to monitor my performance by giving me feedback at the end of each week or at the end of each task. THE TASK: GOAL TWO Goal TWO: Work with one’s own and other cultures and diverse perspectives in professional settings 1. Clearly identify one specific aspect relating to the area above (for further information please refer to materials on Blackboard and Workshop handout) and comment on why this particular aspect is significant in working with one’s own and other cultures and diverse perspectives Because I will be working with a group and exchanging information with my supervisor, it is important for me to develop my listening skills. Developing my listening skills will help me to be very efficient at work; if my listening skills improve, my understanding of the tasks I am given will be clearer. 2. Discuss your strength and/or weakness in this specific aspect. A weakness of my personality is that I get bored very quickly, and listening for long hours to my supervisor or any of the team members may not be enjoyable. If I do not overcome this, it could become a serious issue; if I neglect this matter, I may end up doing my tasks incorrectly, which would displease my supervisor (ESTP Personality Types In-Depth, 2017). 3. Set out your goal in this aspect, in a statement that meets the SMART criteria and commences: “By the end of my Co-operative Education Placement, I will …..” During my Co-Operative Education Placement, my goal is to continue to work on improving my listening skills in order to achieve the desired results for my organization. Although I will face many challenges in my new role, I can show my supervisor and the people I am working with that I can improve my listening skills by the end of the internship period. 4. Research some models or frameworks and draw on these as a guide to outline a plan including specific actions that you will put in place to achieve your goal. (You must ensure that the specific actions planned are practical and draw on authoritative sources using in-text references) In developing my listening and communication skills, I need to follow procedures such as the following: 1: Sit in a quiet place. 2: Look attentively at the speaker. 3: Avoid all distractions that can make you busy and prevent you listening to others, such as my phone. 4: After a long conversation, write my questions in a note and ask the speaker to clarify the points that I did not understand (Brownell, 2016). 5. What evidence and/or measurements might you use to demonstrate that you have achieved your goal? I will discuss my learning plan with my supervisor at work and show him my SWOT analysis results. I will ask him to monitor my performance by giving me feedback at the end of each week or at the end of each task. In addition, compliments from my colleagues could be a sign of success. ——————————————————————————————————————————- A. Your Co-operative Education Placement Organisation and the environment it operates in: being critical enquirers and creative problem solvers, being able to make business decisions that take into account social, ethical, environmental and global dimensions and being engaged with business The aim of Section C is as follows: • To start compiling a resource of current events and issues relevant to your industry and organisation during your placement period (for use in portfolios) • To demonstrate knowledge of factors impacting in and on your organisation • To critically examine the relevant impact of such factors on business operations During your Placement you will need to keep a log of current events and issues from media sources that are relevant to your Industry and Organisation to use in your Portfolios. A template for your log is attached to each of your Portfolios. You are required to address all of the points below. You may include further comments or discussion that is relevant. You must integrate relevant concepts, models, frameworks, theories and/or technical competencies (use in text references) from secondary research and other business disciplines you have studied e.g. Management, to support your discussion. THE TASK: 1. Include a copy of, or produce, an organisational chart of your organisation, showing your role and briefly discuss where your role fits in the organisation. Drawing on relevant management theory, comment on the advantages and disadvantages of the structure of your organisation. My role will be in the Almajdouie Automotive department, in the Motor Sales and Marketing section. Almajdouie Holding Group implements a divisional structure, with six different divisions (Samson, Catley, Cathro, & Daft, 2012). A divisional structure is an organisational structure that is based on related departments that have a similar output. There are several reasons why a divisional structure is one of the main structures that large enterprises use: 1: It has flexibility and clarity. 2: It leads to speed in decision-making processes. 3: It establishes the concept of decentralisation, which means that each level of managers has considerable autonomy over their expenses, according to their budget. 4: It leads to customer satisfaction because customers deal with one department, which means that coordination is generally high among the employees (Samson, Catley, Cathro, & Daft, 2012). However, a divisional structure also has certain disadvantages: 1: It may retain some central departments, such as human resources management. 2: It may lead to poor communication with the other departments (Samson, Catley, Cathro, & Daft, 2012). (“Al-Majdouie Group Organization Chart,” n.d.) 2. Identify the following: Name of Organisation: Almajdouie Holding Group. Organisation’s core business: Logistics and supply chain. Industry sector to which they belong: Almajdouie is a group of companies which offer a variety of services in different industries such as, manufacturing, education, logistic, real estates and investment and automotive. They are the official dealer of Hyundai motors in the eastern & northern region of Saudi (“Al-Majdouie Group | Overview,” n.d.) 3. Identify three key facts for each of the following to demonstrate your understanding of your organisation and industry sector: a. Your Organisation, and 1: It has eight divisions or departments. 2: Family owned company. 3: Its 52 years old. (“Al-Majdouie Group | Overview,” n.d.) b. Its industry sector (e.g. size, competitors) 1: Large company more then 5000 employees. 2: Its competitors in the automotive industry are Toyota,Nissan, Kia and Mazda. 3: It’s automotive department won several awards during the last 10 years, an example of this awards is “Global Distributor of the Year 2014 for HYUNDAI Car” (“AlMajdouie Motors Sales,” n.d.). c. Discuss the relevance of this knowledge to an employee It is important for employees to know about their organization for several reasons: 1: It gives them a better understanding of their field and how it relates to the overall organization. 2: It gives them an understanding of the performance of their organization and whether they should continue to work for them or look for another position. 4. Identify one current event/ issue relating to your organisation and/or industry and discuss what you think the implications of this are for your organisation and/or industry sector. In March 2017, Almajdouie Motors, dealers of Hyundai cars in the eastern and northern regions of Saudi Arabia, opened the Almajdouie Hyundai Academy for Training and Technology (Almajdouie Motors launches training academy for Saudis, 2017). The goal of this academy is to help the community by offering training courses in Hyundai mechanics to Saudi youth that will help to them find a job after graduation or even to start their own business (e.g., a car garage). In the Kingdom of Saudi Arabia, South Korean cars (e.g., Hyundai and KIA) have a bad reputation. We believe that Japanese cars (e.g., Toyota) are the best in all aspects. However, Hyundai is now competing aggressively with not only Japanese cars but also European cars (e.g., Audi and Mercedes–Benz). Hyundai recently introduced its luxury brand, Genesis, in order to compete with Lexus, Audi and Mercedes–Benz. In the meantime, Almajdouie is helping Hyundai with its success, and it has opened this academy to train Hyundai mechanics who can repair Hyundai cars. When customers see this initiative from Almajdouie, they feel comfortable in buying Hyundai cars because they know for certain that there are well-trained car mechanics to work on their cars (Almajdouie Motors launches training academy for Saudis, 2017). In addition, since 2009, Almajdouie has won awards for delivering the best service for its Hyundai customers. Since 2000, it has also won awards for both its sales and parts divisions (AlMajdouie Motors Sales, n.d.). 5. Why do you think that as an employee of an organisation it is important that you have this knowledge about the external environment of your organisation and/or industry? It is essential for an employee to know about the external environment because that gives him or her an excellent understanding of how the organization works and who the competitors are. If an employee knows what the competitors are doing, he or she might come up with an idea to beat the competitors. 6. For each of the following provide an authoritative definition of the term. Demonstrate your understanding of these terms by discussing current business examples of these terms in practice: a. Corporate social responsibility: Corporate social responsibility (CSR) refers to when a corporation or company donates some of its profits to charitable purposes. However, some argue that social responsibility is not about the size of financial contributions; rather, it is about disbursements for social programmes and sustainable projects that meet the community’s needs (Rangan, 2015). A good example of CSR in New Zealand is the Westpac Rescue Helicopters programme. This programme is responsible for many issues, including rescuing people involved in motor vehicle accidents on highways (What we do | Auckland Rescue Helicopter Trust, 2013). b. Ethics & business: It is hard to define ethics because each person has their own ethical understanding. Nonetheless, each business has its own code of ethics that every new employee must read and follow in order to protect the interests of both parties (the employer and the employee) (Frias & Fajardo, 2008). c. Sustainability: Sustainability is a wide topic that covers different areas (e.g., economic sustainability and environmental sustainability). All of these areas are important to business, but the most important type is sustainable development, which is defined as development that meets the needs of humans in the present without compromising the needs of the coming generations (Sustainability begins at home, 2006). d. Globalisation: Globalisation is about opening up the world so that there is increased cultural, economic, political and technological movement. All people today deal with a world where geographical and political boundaries have faded. We have capital movements without restrictions, and the information flow is unimpeded. There are globally influential organisations such as the World Bank, the International Monetary Fund, and the specialised agencies of the United Nations that affect, to one degree or another, the economies and currencies of countries as well as the living conditions of people across the world (Gangopadhyay & Chatterji, 2005). Because of globalisation, there are trends that can affect the businesses. For example, Almajdouie is the official importer of the Korean car manufacturer Hyundai in east and north Saudi Arabia. Therefore, currency differences and the exchange rate can affect the price of the cars, which can affect consumers’ decisions on whether to buy a Hyundai (Gangopadhyay & Chatterji, 2005). Note: for all questions in section C use a range of relevant theoretical concepts, models, framework, theories, technical competencies and/or secondary research (use in text references) to support your answers. —————————————————————————————————————————————— A. Your Topic: developing your skills as a critical enquirer and creative problem solver, being knowledgeable in your major field of study by demonstrating the application of knowledge from your major(s) to your Co-operative Education role, or placement, or industry The aim of Section D is as follows: • To introduce the reader to a relevant topic/current issue related to your Co-operative Education major affecting your role and/or organisation and/or industry • To demonstrate the relevance of this topic/issue • To (later, in your final report) critically examine the issue in depth, reflecting on its application to either to your role and/or your organisation and/or industry sector Throughout Co-operative Education you will be working on an area of focus arising out of an organisational or industry practice, linked to your major and developing a critical enquiry approach. This MUST be applied either to your role and/or your organisation and/or industry sector. In the Final Report you will be required to critically analyse and evaluate your chosen topic from your discipline perspective. This topic should develop your discipline knowledge beyond that acquired in your role and your skills as a critical enquirer and creative problem solver. Your Final Report must demonstrate comprehensive understanding of this topic through research and be applied to your role and/or industry and/or organisation. Your approach could include: • Making some recommendations to solve a current business challenge related to your industry based on research • Analysing opportunities and challenges and making a judgement about the feasibility of a new or alternate idea relating to your organisation or industry • Investigating a current business challenge or situation from a fresh perspective and generating novel solutions All topics must draw on academic and business literature The topic will be researched using academic literature and secondary data. • You must not disclose any confidential information from your organisation or complete any primary research • Your work must not have been previously submitted by yourself or another person. • All researched information has been acknowledged by in-text references in APA 6th ed. You will make regular submissions in your portfolios to develop your thinking and receive feedback on your progress: In this Learning Plan you must list 2-3 ideas for a topic in an area of focus from your discipline perspective and provide a rationale including how this could be applied either to your role and/or your organisation and/or industry. You may choose to outline your topic as a question. THE TASK: 1. Outline your topic ideas and rationale: Following a meeting, my supervisor, Dr Roger Su, agreed to my topic: The adoption of IFRS in Saudi Arabia and its related issues. I will do my placement in Saudi Arabia where IFRS has been adopted recently, and I know that in Saudi Arabia there have been problems with the adoption process. In Saudi Arabia, we have a different kind of tax system, and this could be one reason for making it more difficult in the adoption process. 2. Discuss how your topics could be applied either to your role and/or your organisation and/or industry: My topic will be mainly focused on the Saudi financial system. However, after I start my placement, I will know clearly how the adoption of IFRS has affected my organisation and what issues the finance department has faced in beginning to adopt IFRS. 3. Outline your research steps that you will follow to investigate your topics: I will divide up the research on my topic. I will begin with literature searches on “IFRS in Saudi Arabia” and “IFRS adoption issues”. I will first outline the issues and then see if I can find links between the general issues and the adoption issues in Saudi Arabia. I will also read about the Saudi tax system. I may compare some aspects of Saudi IFRS with New Zealand IFRS. I will include theories and views relating to the adoption, perhaps examining some of its advantages and disadvantages. I will use Google Scholar, the library databases, and Saudi news articles to locate the research materials. 4. Provide a list of key words you will use for an electronic search: IFRS, IFRS in Saudi Arabia, Adoption of IFRS, Adoption of IFRS in Saudi, Saudi TAX system, Advantages of IFRS, Disadvantages if IFRS, Theories of IFRS, concepts of IFRS, New Zealand IFRS and Issues of IFRS. ———————————————————————————————————————————- References: Refer to AUT Library on APA 6th: http://aut.ac.nz.libguides.com/APA6th Al-Majdouie Group (n.d.). Overview. Retrieved from http://www.almajdouie.com/en/AboutUs/Overview.aspx Almajdouie Motors launches training academy for Saudis. (2017, March). ARAB NEWS. Retrieved from http://www.arabnews.com/node/1064821/corporate-news# AlMajdouie Group (n.d.). Motors Sales. Retrieved from http://www.almajdouie.com/en/BusinessSectors/Automotive/AlMajdouieMotorsSalesMarketing.aspx Brownell, J. (2016). Listening: Attitudes, principles, and skills (5th ed.). New York, NY: Routledge. ESTP Personality Types In-Depth. (2017). Retrieved from http://www.teamtechnology.co.uk/personality/types/estp/overview/ Frias, S. A., & Fajardo, C. L. (2008). Textbook in Auditing Theory (4th ed.). Quezon City, Philippine: Katha. Gangopadhyay, P., & Chatterji, M. (2005). Economics of globalisation. Aldershot, etc.: Ashgate. Mohan, T., Mcgregor, H., Saunders, S., & Archee, R. (2008). Communicating as professionals (2nd ed.). Melbourne, Australia: Thomson. Rangan, V. K. (2015). The truth about CSR. Harvard Business Review. Retrieved from https://hbr.org/2015/01/the-truth-about-csr Samson, D., Catley, B., Cathro, V., & Daft, R. L. (2012). Management in New Zealand (1st ed.). China: Cengage. Sinclair, R. (2013). Accounting systems. Australia: Pearson. Sustainability begins at home. (2006). The New York Times. Retrieved from https://opinionator.blogs.nytimes.com/2006/10/09/sustainability-begins-at-home/?_r=0 What we do (2013). Auckland Rescue Helicopter Trust. Retrieved from https://rescuehelicopter.org.nz/what-we-do ————————————————————————————————————– Teacher feedback: ( Please find attached feedback from your Intake 1 2017 Learning Plan. The feedback includes comments inserted into the Learning Plan and the Learning Plan Marking Criteria. You will have been given specific feedback – this should be your primary guide in preparing your Portfolio 1 and 2. When you download and start working on the Portfolio templates you need to respond to this feedback as directed. You should now be documenting concrete examples and experiences to provide a record of your CP and a foundation for your critical reflection. You must continue to find, read and analyse relevant literature for your chosen research topic as this is a key part of Portfolio 1, this should not be left until the last minute! In the section “Your Professional Skills” you should make sure that you: • try and focus on one strength and one weakness in each • clearly define your strengths and weaknesses and link these to the aspect you have chosen • have action steps that are simple, clear and practical • answer the question “did these steps actually help me improve?” in the section on progress LG5. If you find that steps you have identified are not working you can change them – that is part of the reflection process If you wish to apply for a Reconsideration of Grade, you must do so by 5pm, Thursday 30 March 2017 using the form that you will find on Blackboard in the Course Information folder, see page 13 of the Study Guide. Please email your application to coophelpdesk@aut.ac.nz Your Portfolio 1 is due 9am, Monday 10 April 2017. Thank you ) Learning Plan Marking Criteria: Please note: the work is examined holistically and sometimes clear boundaries between each of the assessment criteria may not necessarily be evident. Indicators of ACHIEVED WITH DISTINCTION Indicators of ACHIEVED WITH MERIT Indicators of ACHIEVED Indicators of NOT ACHIEVED Manage and direct their own learning All aspects of the Learning Plan clearly and comprehensively addressed. All aspects of the Learning Plan clearly addressed but some aspects could be more comprehensive. Most aspects of the Learning Plan addressed but some incomplete or lacking clarity. Some aspects of Learning Plan not addressed or addressed in a superficial or unclear way. Demonstrate in-depth knowledge of specialist discipline(s) Key tasks appropriate to major are outlined showing understanding of role related to major. Key tasks are outlined with some consideration of relevance to major. Tasks are identified but may not be clear or may not always be appropriate to major. Tasks are outlined too briefly to identify understanding of tasks related to major. Clear understanding of the extent to which theories from major apply to tasks and topic. Theory from major has been applied appropriately to tasks and topic, without complete understanding. Theory from major applied to tasks and topic but lacks relevance and/or is superficial. Insufficient evidence of understanding the links from theory in major to relevant tasks and/or topic. Insightful thinking about personal attributes and value to be added. Demonstrates some understanding about personal attributes and value to be added. Limited understanding about personal attributes and value to be added. Demonstrates little or no understanding about personal attributes and value to be added. Topic ideas identified with a clear and detailed rationale provided. Topic ideas relate to role, and/or organisation and/or industry. Topic ideas relate to role, and/or organisation and/or industry, but lack sufficient detail and/or rationale. Topic idea(s) relate to role, and/or organisation and/or industry limited detail and/or rationale. Topic idea(s) may not be relevant or appropriate. Topic idea(s) do not relate to role, and/or organisation and/or industry. Be able to work effectively with others Clearly articulates professional development goals, comprehensively links their relationship to the anticipated learning experience. Good attempt at articulating professional goals and is mostly able to link anticipated learning experience to goals. Some attempt to articulate professional goals and/or has limited links between anticipated learning experience and goals. Poor articulation of professional development goals but may not be clear links between anticipated learning experience and goals. Models/ frameworks are appropriate. Links are explicitly articulated. Models/ frameworks are appropriate. Links may lack some clarity. Models/ frameworks may not always be appropriate. Some attempt to link steps. No or inappropriate models/ frameworks with little or no attempt to link to steps. Critique knowledge from multiple perspectives Comprehensive understanding of a range of different elements in the business and its environment. Discussion supported by appropriate examples and evidence. Consideration of a range of different elements in the business and its environment. Discussion supported with examples and evidence. Shows some understanding of different elements of the business and its environment. Examples and/or evidence. may not be relevant. Shows limited or no understanding of the business and its environment. Limited or no examples and evidence used. Work is presented in a professional manner. The language contains very few, if any, errors in grammar or vocabulary. Meaning is clear. The language is generally accurate but contains some errors in grammar or vocabulary. Meaning is clear. The language is sufficient for understanding but contains errors in grammar and vocabulary. The overall meaning is clear. Significant errors in grammar, spelling and vocabulary such that the meaning is unclear. Conventions of academic writing (e.g. citation, references etc.) are followed meticulously. Conventions of academic writing (e.g. citation, references etc.) are followed apart from the occasional oversight. Conventions of academic writing (e.g. citation, references etc.) are followed but show inconsistencies and/or errors. Does not follow the conventions of academic writing. Portfolio 1: Overview THE PORTFOLIO IS PART OF THE ACADEMIC PROGRAMME OF WORK YOU ARE REQUIRED TO COMPLETE FOR CO-OPERATIVE EDUCATION. IT IS DESIGNED TO ENSURE THAT YOU ARE ACHIEVING THE GOALS AND OBJECTIVES YOU PLANNED FOR YOUR CO-OPERATIVE EDUCATION PLACEMENT. Please note that throughout your Portfolio you must: • APPLY CONCEPTS, MODELS, FRAMEWORKS, THEORIES AND/OR TECHNICAL COMPETENCIES FROM YOUR MAJOR, AND OTHER AREAS OF STUDY • USE AUTHORITATIVE SOURCES • PROVIDE IN-TEXT REFERENCES IN APA (6TH ED.) • UPDATE YOUR REFERENCE LIST WITH THE FULL REFERENCE (APA 6TH ED.) THROUGHOUT CO-OPERATIVE EDUCATION YOU WILL BE FOCUSING ON HOW YOU ARE ACHIEVING THE BBUS LEARNING GOALS SET OUT BELOW: LEARNING GOAL 1: BE SELF-DIRECTED, REFLECTIVE LEARNERS Learning Goal 2: Be knowledgeable in their major field(s) of study Learning Goal 3: Be critical enquirers and creative problem solvers Learning Goal 4: Be able to make business decisions that take into account social, ethical, environmental and global dimensions Learning Goal 5: Be able to work effectively with others Learning Goal 6: Be effective communicators Learning Goal 7: Be connected to business THE PORTFOLIOS ARE THE NEXT STAGE OF THE ASSESSMENT PROGRAMME THAT CULMINATES IN AN ORAL BRIEF AND FINAL REPORT. IN THE CO-OPERATIVE EDUCATION ASSESSMENTS YOU WILL CRITICALLY REFLECT ON, ANALYSE AND EVALUATE YOUR DEVELOPMENT THROUGHOUT THE CO-OPERATIVE EDUCATION PLACEMENT AND WORK ON AND COMPLETE A TOPIC OF YOUR CHOICE. Instructions for completing this document You are required to address all of the points in each of the sections. You may either answer each point individually or you may choose to respond to all points in one discussion using paragraphs with appropriate headings and sub-headings. Note: Do not delete any of the information or instructions from the template Portfolio 1 Checklist  Completed each section.  APA referencing and in-text citations.  Tasks discussed relate to major.  Research topic finalised and is focused towards the use of authoritative secondary resources.  Theories, concepts, frameworks introduced throughout.  Two personal goals reviewed and progress discussed.  Media log completed  Evidence of workspace provided.  Spellchecked and proof read document. A. Your Co-operative Education Role: being knowledgeable in your major field(s) of study by demonstrating the application of knowledge from your major(s) to your Co-operative Education Placement The aim of Section A is as follows: • To demonstrate how relevant the various theories and concepts from your major have been in completion of your tasks to date • To reflect on your performance to date THE TASKS: 1. For each key task that you have undertaken so far, briefly describe the task and explain how theories, concepts, models, frameworks and/or technical competencies, from your major(s) have applied. In your discussion you should: • REFER TO A COMPREHENSIVE RANGE OF THEORY, CONCEPTS, MODELS, FRAMEWORKS AND/OR TECHNICAL COMPETENCIES USING IN-TEXT CITATIONS. • EXPLAIN HOW THE THEORY WAS RELEVANT AND GUIDED YOU TO COMPLETE YOUR TASKS. 2. Evaluate your performance to date: discuss and reflect on how well you perceive you have performed your tasks and other activities to date. You must use supporting evidence and/or examples of progress made.   B. Your Professional Identity: communicate effectively in professional settings, working effectively with others including intercultural perspectives The aim of Section B is as follows: • To restate (and revise if required) your TWO chosen goals and actions for professional development • To reflect on your progress and development to date in both of these chosen goals • To review how your planned actions are supporting your progress In your Learning Plan you developed TWO goals for your professional development to work on during your placement. These related to you 1. working effectively with others to make constructive contributions 2. working with one’s own and other cultures and diverse perspectives in professional settings In this section you will reflect on your placement experiences in your chosen aspects of your Professional Practice so far. NOTE: You may have refined or revised your goal(s)from feedback in your Learning Plan, as well as your specific actions you have put in place to achieve your goal(s). Please include these updates in your reflection below. THE TASKS: Goal ONE: Working effectively with others to make constructive contributions State your specific aspect here: Building effective working relationship. • My current goal is (include any changes): By the end of my Co-operative Education Placement, I will continue to work in teams in order to achieve the optimal results for my organization. Although I will face many challenges in my new role, by the end of the internship period I will need to prove my abilities in coping with others. • Outline your planned actions (include original and any additional/new actions) My planned action was to use the professional communication theory, where I need to communicate effectively with my teammate. Communicating with my team members is an important tool because it clarifies any vague information for me; also it helps to do my task correctly (Mohan, McGregor, Saunders, & Archee, 2008). • Evaluate how your actions have helped towards achieving your goal. Discuss achievements you are making and/or issues you are encountering that may be preventing progress being made, include specific workplace examples and evidence. Note: You are required to integrate authorised sources to support your actions My first week at Almajdouie was excellent in all aspects; my primary goal was to be working effectively with others. The accounting department is divided into many sections, which are account receivable, account payable and cashier. I am working with the A/R team next to the other sections. I mean by section that the offices have partitions, so it looks like sections. I like this idea because it helps in the communication process and in the exchange of tasks. Also, because we are using new accounting software, which is called Oracle, if some workmate faces an issue in it, they don’t need to leave their desk they just ask their neighbour over the partition for help. Also, it is easy in exchanging the papers from and to the workmate. At the first day, I was nervous and shy, so I decided to break the barriers between my workmates and me. Firstly, I introduced myself to the people I will be working with, I told them that I am doing co-op for the sake of learning and helping in achieving any tasks. Honestly, they were helpful and kind to me, they explain to me anything I don’t understand. For example, one day my supervisor emailed me the code number for a customer and asked me to find the statements this particular customer from the Oracle then send it to him. He verbally explained to me how to find it but the system was complicated so I have asked my workmate to help and he did. After that, I was really good at this task I have submitted more than 35 statements to my supervisor. I think that introducing my self at the first day was a good reason in achieving my goal. Also, I always keep smiling, because I believe that it gives an impression to the person in front of me that I am easy-going person and willing to help. https://www.themuse.com/advice/how-to-make-your-new-employees-first-day-a-huge-success Goal TWO: Work with one’s own and other cultures and diverse perspectives in professional settings State your specific aspect here: Improve my listening skills. • My current goal is (include any changes): During my Co-Operative Education Placement, my goal is to continue to work on improving my listening skills in order to achieve the desired results for my organization. Although I will face many challenges in my new role, I can show my supervisor and the people I am working with that I can improve my listening skills by the end of the internship period. • Outline your planned actions (include original and any additional/new actions) • Evaluate how your actions have helped towards achieving your goal. Discuss achievements you are making and/or issues you are encountering that may be preventing progress being made, include specific workplace examples and evidence. Note: You are required to integrate authorised sources to support your actions   C. Your Co-operative Education Placement Organisation and the environment it operates in: being critical enquirers and creative problem solvers. The aim of Section C is as follows: • To critically examine the impact of a current event or issue from your media log on your organisation • To reflect on your integration into your organisation • To provide evidence and discuss your personal work environment IN THIS SECTION YOU MUST: • SUPPORT YOUR ANSWERS WITH EXAMPLES AND EVIDENCE AND REFERENCE USING APA 6TH ED. THE TASKS: 1. Briefly state who your CPO is, their core business and the industry sector to which they belong 2. Identify and discuss one current event from your media log (Appendix 1) that is particularly relevant to your Co-operative Education Placement Organisation, including your understanding of this current event and the implications for your Organisation and how they could manage this. 3. Reflect on your integration into your organisation and its internal environment. You should include discussion on your personality type and the strengths and weaknesses identified in your Learning Plan together with any challenges or successes achieved to date. 4. Personal Work environment: • Use visual images to illustrate your personal work environment (insert below) e.g. work stations, office space and facilities. • Discuss why you have chosen these images. I agree to the following (please tick) ☐ Permission has been given by my workplace supervisor to provide this these images ☐ No private or confidential content has been included in these visual images Note: If permission has not been granted you must describe your personal work environment in 2-3 paragraphs below PLEASE NOTE: YOU MAY NEED TO RESIZE YOUR IMAGES TO UPLOAD TO BLACKBOARD.  D. Your Topic developing your skills as a critical enquirer and creative problem solver, being knowledgeable in your major field of study by demonstrating the application of knowledge from your major(s) to your Co-operative Education role, placement, or industry The aim of Section D is as follows: • To finalise and justify the working title for your topic • To demonstrate progress being made in researching your topic, with evidence of at least 4-5 appropriate resources IN THE FINAL REPORT YOU WILL BE REQUIRED TO CRITICALLY ANALYSE AND EVALUATE YOUR CHOSEN TOPIC FROM YOUR DISCIPLINE PERSPECTIVE. THIS MUST BE APPLIED EITHER TO YOUR ROLE AND/OR YOUR ORGANISATION AND/OR INDUSTRY SECTOR. THIS TOPIC SHOULD DEVELOP YOUR DISCIPLINE KNOWLEDGE BEYOND THAT ACQUIRED IN YOUR ROLE AND YOUR SKILLS AS A CRITICAL ENQUIRER AND CREATIVE PROBLEM SOLVER. YOU MUST DEMONSTRATE COMPREHENSIVE UNDERSTANDING OF YOUR TOPIC THROUGH RESEARCH AND APPLY IT TO YOUR ROLE AND/OR INDUSTRY AND/OR ORGANISATION. IN YOUR LEARNING PLAN YOU LISTED YOUR INITIAL IDEAS ON YOUR AREA OF INTEREST FROM YOUR DISCIPLINE PERSPECTIVE. THIS IS AN OPPORTUNITY FOR YOU TO REFINE YOUR TOPIC AND RECEIVE FEEDBACK FROM YOUR ACADEMIC SUPERVISOR. YOUR TOPIC WILL BE DEVELOPED FURTHER IN PORTFOLIO 2, ORAL BRIEF AND FINAL REPORT. YOUR ROLE, ORGANISATION OR ITS INDUSTRY SHOULD PROVIDE CONTEXT OR BACKGROUND FOR YOUR RESEARCH. YOU MUST AVOID DISCLOSING ANY CONFIDENTIAL INFORMATION. YOU SHOULD ONLY DRAW ON SECONDARY RESEARCH I.E. RELEVANT ACADEMIC LITERATURE FOR YOUR RESEARCH AND TO SUPPORT YOUR DISCUSSION. 1. You must not disclose any confidential information from your organisation or complete any primary research. 2. The work must not have previously been submitted by yourself or another person. 3. All researched information must be acknowledged by citing and referencing in APA 6th ed. THE TASK: In approximately 250-350 words expand on the information you provided in your Learning Plan. You must: • PROVIDE A WORKING TITLE FOR YOUR TOPIC (THIS IS OFTEN BEST STATED AS A QUESTION) • PROVIDE A RATIONALE FOR YOUR TOPIC WITH SOME DETAIL • DISCUSS HOW YOUR TOPIC IS RELATED TO EITHER YOUR ROLE, CPO AND/OR INDUSTRY • IDENTIFY AND OUTLINE THE SUPPORTING INFORMATION YOU HAVE GATHERED FROM YOUR RESEARCH INCLUDING ACADEMIC LITERATURE FROM YOUR MAJOR. CITE AND REFERENCE APPROPRIATELY AND ADD TO THE REFERENCE LIST AT THE END OF THIS DOCUMENT. 4-5 AUTHORITATIVE RESOURCES ARE EXPECTED.   References: Refer to AUT Library on APA 6th: http://aut.ac.nz.libguides.com/APA6th Appendix 1: Media Log Portfolio 1 (at least one entry per week of your placement). These items need to be linked to your discussion in Section C Date Event/ Issue (Brief discussion) Media Source (APA 6th)

 

 

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Discussion Paper


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Discussion Prompt #1

Identify and discuss an example of self-serving bias in a workplace. Describe how you engaged in self-serving bias to explain your own or a co-worker’s behavior, or how a co-worker engaged in self-serving bias in explaining your or their behavior. How did this impact the situation and the relationship?

Discussion Prompt #2

Analyze the attributional patterns you use to explain a mean or disappointing behavior by a good friend and by someone whom you do not like. Analyze how differences in your feelings about the two individuals affect your attributional tendencies.

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W4 Discussion Options Menu: Forum

Discussion Prompt #1

Identify and define at least one regulative and constitutive rule for interacting in face-to-face situations, and one of each type of rule when communicating over e-mail. Discuss how you learned each of these rules. What happens if these rules are not followed?

Discussion Prompt #2

Describe verbal communication between you and a close friend or romantic partner of the other sex. How do you both follow the gender patterns for your respective gender? How do gender stereotypes factor into this interaction?

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W5 Discussion Options Menu: Forum

Discussion Prompt #1

Consider three different friends that you have and discuss their physical appearance. Does their physical appearance affect their personality? Are there certain things about their physical appearance that cause others to stereotype them or prejudge them? If they went to a different country, how would people view them?

Discussion Prompt #2

Look around your office or bedroom. How would you analyze the artifacts and environment? What do you these nonverbal say about who you are? How do these items impact your feelings of comfort, identity and security? How would it be different if all of these things disappeared?

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W6 Discussion Options Menu: Forum

Discussion Prompt #1

Analyze your own listening effectiveness. Using the textbook to guide you, analyze your strengths and weaknesses in terms of the text’s guidelines for effective informational listening and effective relational listening. Identify two listening skills you would like to improve and describe how you plan to develop greater competence in each.

Discussion Prompt #2

Effective listening varies according to listening purposes and people with whom we interact. Explain how we adapt styles and behaviors of listening to diverse situations and individuals. Use the textbook for definitions and supporting material.

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W7 Discussion Options Menu: Forum

Discussion Prompt #1

Consider how conflict can be detrimental and/or beneficial to a relationship. Give examples and how it applies to the basic principle of conflict.

Discussion Prompt #2

Consider a friendship that you sustain over long distances. What technologies (e.g., phone, e-mail, e-Cards, web pages, chat rooms, video phones, etc.) do you use to sustain this relationship? Do you use different technologies for different kinds of communication activities?

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W8 Discussion Options Menu: Forum

Discussion Prompt #1

Consider the four guidelines for effective communication in families. Discuss how you have used or not used each of these guidelines in your family.

Discussion Prompt #2

Watch a television show about a family. Describe how your family is different from the television show that you watch. Relate it terms that were discussed in the book.

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Challenges with Medical Coding Quality


Challenges with Medical Coding Quality

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A. Develop an introduction (suggested length of 4–6 pages) that explains the rationale for the project by doing the following:

1. Present your topic.

2. Explain why you chose the topic.

3. Explain why you chose your project format (e.g., case study, meta-analysis of data).

4. Discuss why the project is important to the field of HIIM.

 

B. Explain the problem your project will address (suggested length of 3–5 pages) by doing the following:

 

Note: You may choose to include some reference to your sources to support your explanations.

 

1. Outline the problem.

2. Provide background information of the problem.

3. Discuss possible causes of the problem.

4. Explain why an examination of this problem is important.

 

C. Create a well-organized literature review of 15–20 professional sources by doing the following (1 to 2 reviews per page suggested):

1. Outline research for best practices for your topic.

2. Summarize the professional literature relevant to the topic you have chosen.

3. Provide a conclusion that interprets how the literature applies to the problem being investigated.

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D. Provide your preliminary reference list.

Explorer Quest


Explorer Quest

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The Explorer Quest is an opportunity to explore a music-related topic you are interested in learning more about. You are encouraged to choose a topic that will benefit you professionally (ie: Research how music relates to your field of study, submit a project you can use as a sample for grad. school applications, etc) or personally (ie: Learn an instrument, learn a song, etc.). You are fairly free in choosing a topic.

 

The amount of XP you earn will be determined by three components:

  1. The Project Itself (max 100 XP)
  2. Works Cited (max 50 XP)
  • Self-Reflection (max 50 XP)

 

  1. The Project Itself
  • Written Project: Double-spaced, size 11 or 12 font, 2+ pages
    1. Write a short story from the perspective of someone living in a particular decade, an instrument tracing its evolution, a particular musician, etc.
    2. Write a journalism article on your topic.
    3. Write a literature review of various books/articles related to your topic.
    4. Read and summarize a music-related book. What did you learn? Be critical of the book and include your opinion.
    5. Write a research paper.
    6. If you are a parent, learn about music education techniques and try them out on your child. Write about the experience. You’ve just discovered an easter egg. Email Prof. S explaining a possible idea for your Explorer Quest, or if you need suggestions, ask.
    7. If you have an elderly relative with Dementia or Alzheimers, learn about music therapy techniques and try them out on your relative. Write about the experience.

 

*This should NOT be a stressful project. I expect quality work regardless of project format, but if you are having a jam-packed semester, let me know and we’ll work to make sure this isn’t just another assignment on the pile. I know what it’s like to be a student!

 

  1. Works Cited

 

Regardless of format, you are expected to properly cite at least five sources with your project (exceptions apply – see me for details).  Audio and video examples count as sources but must be cited properly.

 

Citations should come from reputable sources. I suggest searching for sources through www.scholar.google.com rather than conducting regular Google searches.

 

You may use MLA, APA, or Chicago format for your works cited page. For more information on how to properly cite sources, please see Brooklyn College (http://libguides.brooklyn.cuny.edu/cite) or Purdue’s webpage (https://owl.english.purdue.edu/owl/section/2/).

 

  • Self-Reflection – 1 page, double-spaced, size 11 or 12 font

 

Regardless of format, you are expected to submit a self-reflection with your project. The reflection is a critique of your own work – what you did well, how you can improve, what you learned along the way, if/how you benefitted from this project, etc.

 

The reflection also serves as your opportunity to let me know what feedback you’d like and what I should take into account when grading. If you learned a piece of music, what kind of advice would you like me to provide? If you wrote a research paper, would you like suggestions on improving grammar, content, etc.?

 

 

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IMSE 2030 – Fundamentals of Systems Design and Analysis – Assignment 2


IMSE 2030 – Fundamentals of Systems Design and Analysis – Assignment 2

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Complete below and produce ONE report to include all parts.
PART 1. Using IDEF0 methodology, draw a complete model to specify an organization of your choice
(industrial, service, or public). This model should specify the organization down to its 2nd level of
decomposition (i.e., include function blocks at the Axx level), taking into consideration of all the aspects
such as outlined below:
Follow strictly the cross-checking steps to ensure the integrity of your model:
1. Specify and Cross-Check a function block: for each of the Inputs, cross-check for its related
Output(s); for each of the Outputs, cross-check for its related Input(s); for each of the Mechanism
and Control, check what it is used for.
2. Decompose, if needed, to 3-5 next level functions. For each of these sub-level functions:
 Carry out the Specify and Cross-Check as outlined in (1)
 Establish relationships amongst these functions through flow of Inputs,
Outputs, Controls and Mechanisms
 Cross-Check Integrity of Decomposition: lower-level definition should
represent EXACTLY its higher level function.
3. Repeat step 2 until the required level of detail is reached.
You should provide a textual description of the overall system/organization of concern, as well as for each
of the function blocks presented in the model.
PART 2. From your IDEF model of the organization, pick up two related functions. Draw an ActivityCycle-Diagram
to illustrate how the dynamic interaction takes place.
PART 3. Explain, with flowchart if necessary, how simulation process can be logically carried out to
estimate the system performance in terms of average lead time, and/or average resources utilization. Then,
for the ACD model of Part 2:
 Assign time elements involved (such the average and distribution times of arrival, and
machining/process/service times)
 Carry out a simulation, physically, and estimate the values related to system performance such as
the mean throughput and/or the average waiting times.
Length and Structure: No more than 20 pages (1.5 spacing and including figures). Please properly
“section” your report, so that it follows the format of a typical technical report.
Date of submission: To be decided with class.
Individual Assignment Evaluation Sheet
Assignment No.:________2____________Name of Student:_________________________________
Evaluation Criteria Score Comments
Understanding of complete functional modelling of
industrial/service/public systems
Use of IDEF modelling: able to use the methodology correctly
(top-down approach, meaningful decomposition of functions,
proper specification of inputs, outputs, controls and
mechanisms and flows)
Understanding of the functional structure of a
industrial/service/public system: the completeness of the
specification of a system in the industrial, service, and public
sectors.
Integrity of mode: Specification correct for ALL functions and
at ALL levels. Cross-checking properly carried out as
required.
(40)
Understanding of dynamic flow and interaction
Use of Activity-Cycle-Diagram modelling: able to use the
methodology correctly
Understanding of the dynamic logics: understand the meaning
and dynamic logics and explain how this can be used to
accomplish discrete simulation of the operation of a system.
Use of ACD to carry out a simple simulation: values such as
mean waiting times, etc., correctly estimated.
(30)
Contents and Quality of Presentation
 Good introduction and meaningful background
information
 Clear argument, logically structured and easy to follow
 Good illustrations
 Sufficient support material/examples/references
 Logical conclusion
(10)
Class Submission (20)
TOTAL (100) General feedback

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Data Analysis, R


Data Analysis, R

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Instructions:

The project aims to analyze a real data set. You are free to perform any analyses that you consider to be relevant and informative. Use R to perform calculations and computations. Do not submit pages of raw computer output, but you need include important tables or attach graphs to your report. Write concise answers that clearly describe the steps in your analysis and your conclusions. You will be graded with respect to how well your analyses reveal interesting aspects of the data set, the interpretation of your results, how well you justify your methods of analysis, and the overall quality of your writing.

 

Your report should contain the following:

  1. Provide a one paragraph summary of your major findings. This should not contain any formulas or mathematical symbols. It should be well written so that it could be easily understood by anybody else who is not a statistician.
  2. Provide a description of the steps taken to identify your best model (or models). Do not give all the details of your search. Do not submit any computer output in this section. Simply outline the issues you considered, your decisions, and the sequence of steps you took to develop a model. (Not to exceed one typed page.)
  3. Provide a description of your best model (or models), including estimates of parameters and their standard errors, and the statistical inference you performed. You may copy small parts of computer output into this part of the report. Discuss and interpret any important features of your model and state your conclusions in the context of the problem. (Not to exceed two typed pages).
  4. Provide convincing evidence that your analysis is based on a good model. Discussion of residual plots and other diagnostic checks would be appropriate. You may attach graphs but lists of raw computer output should not be submitted and will be ignored. (Not to exceed one typed page, excluding graphs.)
  5. You may submit one more paragraph outlining additional analyses that you would have done if you had more time. You will earn points for good suggestions and lose points for suggestions with little potential value.

 

Data set description:

This data set comes from a study conducted by Baty et al. (2006). The original purpose of this study was to measure the influence of beverages on blood gene expression. They would like to explore the underlying mechanisms of the cardio protective effects of beverages (You are not restricted to their study purpose). Six healthy individuals participated in the randomized controlled cross-over experiment. On 4 independent days they had 4 different beverages (500mL each: grape juice, red wine, 40g diluted ethanol, water). Blood samples were taken at baseline (0 hour, without drinking beverages), 1, 2, 4, 12 hours after the drink together with standardized nutrition. RNA of 120 samples was hybridized on Affymetrix microarrays. The gene expression data were obtained for 108 blood samples. The data set is Beverage Study Data Set. The data set is contained in “Alldata.Rdata” file, which can be loaded into your R by using the command (after setting the working directory to the place where you saved the data set) load(file=”Alldata.Rdata”)

Within the data set, “Alldata” is a list, which includes the following objects:

“originaldata”   “trt1”           “trt2”           “trt3”          “trt4”

“time_h0”         “time_h1”    “time_h2”   “time_h4”   “time_h12”

“ind1”        “ind2”     “ind3”         “ind4”       “ind5”    “ind6”

The objects included in the data set are

 

originaldata: All the gene expression data (transformed counts data);

trt1: IDs for individuals participated in Alcohol group;

trt2: IDs for individuals participated in Grape juice group;

trt3: IDs for individuals participated in Red wine group;

trt4: IDs for individuals participated in Water group;

time h0: Observations measured at baseline;

time h1: Observations measured at 1 hour after the drink;

time h2: Observations measured at 2 hours after the drink;

time h4: Observations measured at 4 hours after the drink;

time h12: Observations measured at 12 hours after the drink;

ind1: data obtained from individual 1;

ind2: data obtained from individual 2;

ind3: data obtained from individual 3;

ind4: data obtained from individual 4;

ind5: data obtained from individual 5;

ind6: data obtained from individual 6;

 

You can access to each object by using the operator $. For example, if you want to

get the data contained in trt1, you could type in the following

Alldata$trt1

The original data is a matrix containing 22283 rows and 130 columns. Each row corresponds to one gene, and the 3rd column to the 110th column correspond to gene expression data. The rest columns are gene IDs or the gene annotation information. The following is very small part of the data

GSM87863 GSM87887 GSM87896 GSM87934 GSM87943 GSM87853

1   6.96959      6.84646        6.99376      7.0678         7.07566       7.18618

2   4.94771      4.63228        4.47609      4.41107        4.6249        4.61241

3   7.38956      7.21881        7.62192      7.76446        7.4327        7.3896

4   7.73394      7.73069        8.12781      7.92782        7.96697      7.96694

5   3.10916      3.3146         3.4218         3.46084        3.29934      3.35648

6   6.93594      7.23465        6.63625      6.72077        7.15            7.07379

The first column in the above data example corresponds to the observation ID GSM87863. This ID is contained in the variable Alldata$trt1, Alldata$time_h0 and Alldata$ind1. This means that this column data (gene expressions) are obtained from the individual 1 at time 0h who participated in the treatment 1 (Alcohol group). Each row corresponds the gene expression for each gene. In the above data set, the rows 1-6 provide gene expressions for the first 6 genes.

 

References:

Baty F, Facompre M, Wiegand J, Schwager J et al. Analysis with respect to instrumental variables for the exploration of microarray data structures. BMC Bioinformatics, 2006 Sep 29;7:422.

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Lab 8 DNA Coding and Protein Synthesis


Lab 8 DNA Coding and Protein Synthesis

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Introduction: Connecting Your Learning As covered in a previous lesson, DNA is an abbreviation for the biological molecule called deoxyribonucleic acid. DNA is found in the nucleus of cells and it stores genetic information and the code for synthesizing proteins. A DNA molecule is organized into sections called genes. Genes code for specific proteins that are vital to living organisms. Proteins are important because they are the building blocks of cells and, additionally, proteins called enzymes play a key role in catalyzing chemical reactions in living organisms. Proteins are synthesized in the cytoplasm of cells by ribosomes. Long strands of DNA along with proteins called histones are tightly wound together to form chromosomes. In order to synthesize a protein, information must be transferred from the DNA in the nucleus of the cell to the ribosomes in the cytoplasm of the cell. The process involves two steps: transcription and translation. Transcription is the process where the code for a protein found on a specific gene located on DNA is written to another nucleic acid molecule called ribonucleic acid (RNA). This process takes place in the nucleus of the cell. The molecule of RNA then leaves the nucleus and enters the cytoplasm where the process of translation takes place. Translation is a process where the code for making a protein (found on a molecule of RNA) is translated into specific amino acids that will comprise apolypeptide (protein). In this lab, students will simulate the process of protein synthesis by transcribing DNA molecules into RNA molecules and then subsequently, translating RNA molecules into amino acids. Students will also extract DNA from an onion. Resources and Assignments Multimedia Resources None Required Assignments Lesson 10 Lab 8 Required Materials From the Lab Kit DNA template cards Universal genetic code reference card Ribosome circle Thermometer Funnel 100 ml graduated cylinder 2 coffee filters Measuring spoon (teaspoon) 2 teaspoons salt Student Provided Pen or pencil Standard printer paper (1 sheet) Scissors Onion 1 small pot 120 ml water 2 tablespoons liquid dish detergent Fork (Needed only if a blender or food processor is not available) Knife Cutting board or other surface for cutting the onion Additional water for heating (3-4 cups tap water) 2 small glass, ceramic, or metal mixing bowls 2 cups ice or access to a freezer 2 clear drinking glasses (12-16 oz) 100 ml Isopropyl alcohol (rubbing alcohol), 71% or higher Blender or food processor Tape Optional: (if the student wants to preserve the extracted DNA) Alcohol (100-200 ml) Focusing Your Learning Small clear glass container with a lid Wooden skewer or toothpick Lab Objectives By the end of this lesson, you should be able to: 1. Identify the structure of DNA including the following: nucleotides, base pairing, hydrogen bonds, and the double helix model. 2. Compare and contrast the structure of DNA and RNA. 3. List and describe the steps of DNA replication. 4. List and describe the steps of transcription and translation, and describe where each occurs in the cell. 5. Explain the functions of messenger RNA, transfer RNA, and ribosomal RNA. 6. Distinguish between codons and anticodons. Background Information DNA and RNA Structure Assessing Your Learning Compose answers to the questions below in Microsoft Word and save the file as a backup copy in the event that a technical problem is encountered while attempting to submit the assignment. Make sure to run a spell check. Copy the answer for the first question from Microsoft Word by simultaneously holding down the Ctrl and A keys to select the text, and then simultaneously holding down the Ctrl and C keys to copy it. Then, click the link on the Lab Preview Page to open up the online submit form for the laboratory. Paste the answer into the online dialog box by inserting the cursor in the box for question one and simultaneously holding down the Ctrl and V keys. The answer should now appear in the box. Repeat this process for each question. Review all work to make sure that all questions have been completely answered and then click on the Submit button at the bottom of the page. 1. How does DNA differ from RNA? (2 points) 2. Where in the cell does each of the following processes take place? (2 points) a. Transcription b. Translation 3. The following is a base sequence on a strand of DNA. When the strand replicates, what is the base sequence on the complementary strand of DNA? (2 points) AATCGCATACCCGGTCAG 4. Transcribe the following DNA molecule into mRNA: TAACCTGGACTACAAATC. (2 points) 5. What is a promoter? (2 points) 6. What is the role of the enzyme DNA polymerase? (2 points) 7. What is the end product of transcription? (2 points) 8. Why would it be impossible to extract DNA from cooked foods? (2 points) 9. Which DNA extraction procedure (warm water versus room temperature water) produced a greater quantity of DNA? Explain why the results turned out the way that they did. (6 points) 10. Provide the amino acid sequence for DNA template cards 1 through 5 (from Procedure 4 in the lab)? (10 points) a. DNA template card # 1: b. DNA template card # 2: c. DNA template card # 3: d. DNA template card # 4: e. DNA template card # 5: 11. What is an exon? (2 points) 12. What three molecules are needed for the process of translation? (3 points) a. b. c. 13. What are the building blocks of proteins called? (2 points) 14. List the three stop codons. (3 points) a. b. c. 15. Provide the amino acid sequence for DNA template cards 6 through 10 (from Procedure 4). (10 points) a. DNA template card # 6: b. DNA template card # 7: c. DNA template card # 8: d. DNA template card # 9: e. DNA template card # 10: 16. Define the following terms: (2 points) a. Point mutation b. Frameshift mutation 17. Name the type of mutation that occurred below. (2 points) Original strand of DNA: CTAGGCCTAACTGCC Replicated strand of DNA: CTAGGCCAAACTGCC 18. Provide the amino acid sequence for DNA template cards 5 and 11 through 14 (from Procedure 4). (10 points) a. DNA template card #5: b. DNA template card # 11: c. DNA template card # 12: d. DNA template card # 13: e. DNA template card # 14: 19. DNA template cards 11 through 14 represent mutations that occurred in template card five. Review the amino acid sequences for cards 5 and 11 through 14 and answer the following: (10 points) a. What type of mutation occurred in cards 11 and 12? b. Did the mutation in card 11 result in a change in the protein synthesized? c. Did the mutation in card 12 result in a change in the protein synthesized? d. What type of mutation occurred in cards 13 and 14? e. Would the mutations that occurred in cards 13 and 14 result in a change in the protein synthesized? 20. A base deletion of base eight (frameshift mutation) occurs in the following nucleotide sequence: CTCAATGAAGGCCTA. (4 points) a. Write the codons for the nucleotide sequence. b. Write the codons for the nucleotide sequence following the base deletion. 21. (Application) How might the information gained from this lab pertaining to protein synthesis be useful to a student employed in a healthcare related profession? (20 points)

 

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