Writing a proposal that functions as a focus of change is a significant part of being a social worker and policy advocate. The proposal is your opportunity to use your advocacy skills to change and improve the lives of others by influencing decision makers.
For this Assignment, you write a proposal for some form of social advocacy that will seek to change a social, organizational, or legislative policy. The proposal may also involve advocacy for the amelioration of a social problem. The purpose of this assignment is to thoughtfully and thoroughly plan how you will advocate for changing a social problem or policy that is of interest to you. The policy and advocacy practice can take whatever form you wish and can be on one or more of the following levels: agency, community, or state.
Submit a 2- to 3-page proposal that addresses the following:
Provide a brief synopsis of the social problem you selected in Week 2. Provide a brief synopsis of the policy you selected in Week 4. Explain your selection of a policy—why, as a policy advocate, did you select this specific policy to promote change regarding the social problem? Identify the person or group who enacted the policy and explain their motivation or reason for advocating for this policy. How does the reason differ from your own advocacy and change goals? Describe the ways in which the policy impacts the populations and discuss the consequences—intended and unintended. Hint : Build on your answer to the following part of your Week 4 Assignment: Explain how this policy affects clients you might see in a clinical setting and why, as a clinical social worker, it would be important to advocate for change. Describe your initial work to change the policy (i.e., plan for social advocacy). Be sure to incorporate the sources you found using standard APA format.
Read Chapter 8 of the Jansson text. Selected at least five sources to support your advocacy proposal. The sources may be related to specific consequences of the social problem, issues related to the policy, or steps for advocacy.
Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Cengage Learning. Chapter 8, “Placing Policy Proposals in Policy Briefs in the Second, Third, and Fourth Steps of Policy Analysis” (pp. 246–283)
Part III Recommended Solution and Potential Implementation Issues
This section will consist of:
The Recommend a Solution to the problem, specifically what is the recommended solution for this organization and why, support by your weighted objective and the organization’s needs, Opportunities with justification for its selection, including the potential benefit. Training Strategies Implementation Potential Implementation Issues What are areas of concern when planning out an implementation strategy? References/Bibliography and Appendices: (5 points)
This section documents the sources used in the research report. At least 10 citations from at least seven resources must be included in APA style. This attachment includes a copy of the strategic information systems grid you developed during your research (Attachment A), as well as the comparison of solutions you considered
Assignment Title: Basics of Machine Learning and Visualisation
Assignment Type: Set exercise testing practical skillsWord Limit:
Weighting: 100%
Issue Date: 16/04/2024
Submission Date: 27/06/2024
Feedback Date: 18/07/2024 Plagiarism:
When submitting work for assessment, students should be aware of the
InterActive/Canvas guidance and regulations in concerning plagiarism. All submissions should be your own, original work.
You must submit an electronic copy of your work. Your submission will be electronically checked.
Harvard Referencing:
The Harvard Referencing System must be used. The Wikipedia, UKEssays.com or similar websites must not be used or referenced in your work.
Introduction
This Module equips learners with the advanced knowledge, skills, and competencies to demonstrate an understanding of basics of computer science and its applications and Use of concepts of information systems to make business decisions
1
Tasks (All tasks are equally weighted):
A MS Excel file is attached to this task.
Choose an appropriate machine learning algorithm for regression to present the relation between years of experience on the salary.
Using the selected machine learning algorithm, build the regression model illustrating the dependence of the number of years of experience on the salary.
Use Tableau to visualize the regression model’s predictions.
Provide a detailed description of the problems encountered during the analysis and how you addressed them.
Covered learning outcomes: L01, L02, L03
2
GUIDANCE ON ASSESSMENT
All materials must be properly referenced under Harvard conventions. The length required is 2500 words with tasks equally weighted. The writing style should be formal academic / report writing style with in-text referencing to support your comments and observations. Originality, quality of argument and good structure are required. The report should demonstrate sound understanding and ability to apply knowledge and theory of Digital Economy and Transformation. Additional marks being awarded for juxtaposition and insight
of issues.
GradingCriteria
Generic Criteria
Knowledge of contexts, concepts, technologies and processes
The extent to which knowledge is demonstrated: relevant contextual or theoretical issues are identified, defined and described historical or contemporary practices are identified, defined and described
appropriate technologies, methods and processes are identified, defined and described Understanding through application of knowledge The degree to which research methods are demonstrated:
relevant knowledge and information is compared, contrasted, manipulated, translated and interpreted knowledge and information is selected, analysed, synthesized and evaluated in order to generate creative ideas, solutions, arguments or hypotheses
Application of technical and professional skills The degree to which:
appropriate materials and media are selected, tested and utilised to realise and present ideas and solutions
90 – 100
Outstanding breadth and depth of knowledge of contextual and theoretical issues, some of which are at the forefront of the discipline, and their relationship to a range of historical and contemporary practices
Extensive knowledge of a range of relevant specialist techniques and processes
Rigorous application of a range of research methodologies to projects, problems and hypotheses with evidence of highly focused independent thought and critical analysis
Strong ability to produce a range of creative practices and to critically evaluate them to generate highly effective results
Accomplished and original application of a range of specialist practical and technical skills
Accomplished application of advanced transferable and professional skills to problem solving
80 – 89
Outstanding breadth of knowledge of contextual and theoretical issues and critical concepts and their
relationship to historical
and contemporary practices
Extensive knowledge of relevant and specialist techniques and processes
Relevant knowledge is systematically and rigorously explored and interpreted when proposing solutions to projects and problems which demonstrate evidence of independent thought
Outstanding ability to analyse and synthesise knowledge to produce original creative practice and to evaluate results
Accomplished and fluent application of specialist practical and technical skills
Outstanding demonstration of transferable and professional skills
70 – 79
A significant breadth of knowledge of contextual and theoretical issues and critical concepts and their
relationship to historical
and contemporary practices
Significant knowledge of relevant specialist techniques and processes
Relevant knowledge is thoroughly explored and interpreted when proposing solutions to projects and problems which demonstrate some evidence of independent thought
Strong ability to analyse and synthesise knowledge to produce creative practice and to evaluate results
Accomplished application of specialist practical and technical skills
Highly effective demonstration of transferable and professional skills
60 – 69
Confident knowledge of a range of contextual and theoretical issues and critical concepts and their
relationship to historical
and contemporary practices
Confident knowledge of relevant specialist techniques and processes
Relevant knowledge is thoroughly explored and interpreted when proposing solutions to projects and problems
Sound ability to analyse and synthesise knowledge to produce creative practice and to evaluate results
Strong application of specialist practical and technical skills
Confident application of transferable and professional skills
50 – 59
Familiar with a range of contextual and theoretical issues and critical concepts and their relationship to historical
and contemporary practices
Sound knowledge of relevant specialist techniques and processes
Relevant knowledge is competently explored and interpreted when proposing solutions to projects and problems
Sound ability to apply and analyse knowledge to produce creative practice and to evaluate results
Sound application of specialist practical and technical skills
Sound application of transferable and professional
40 – 49
Familiar with fundamental contextual and theoretical issues and critical concepts and their relationship to historical and contemporary practices
Adequate knowledge of relevant specialist techniques and processes
Competent ability to explore and interpret relevant knowledge in seeking solutions to projects and problems
Competent ability to apply and analyse knowledge to produce creative practice
Competent application of specialist practical and technical skills
Competent application of transferable and professional skills
30 – 39
Some knowledge of fundamental contextual and theoretical issues and critical concepts and their
relationship to historical
and contemporary practices
Limited knowledge of relevant specialist techniques and processes
Limited ability to manipulate or interpret relevant knowledge in seeking solutions to projects and problems
Limited ability to apply knowledge to produce creative practice
Rudimentary application of specialist practical and technical skills
Rudimentary application of transferable and professional skills
0-29
No significant knowledge of fundamental
contextual and theoretical issues or critical concepts
No significant knowledge of relevant specialist techniques or processes
Little or no ability to manipulate or interpret relevant knowledge in seeking solutions to projects or problems
Little or no ability to apply knowledge to produce creative practice
Ineffective application of specialist practical and technical skills
Ineffective application of transferable and professional skills
Patient safety and quality of care are not just concepts in a textbook—they shape what you see and experience every day in healthcare settings, the news, and even in your own or your family’s interactions with the system. This activity invites you to bridge what you are learning with real-world issues by finding and analyzing a current situation, story, or problem that directly connects to one of our key patient safety topics.
As you work through this, think about how your growing professional knowledge can help you recognize risks, propose improvements, and contribute to safer, higher-quality care.
Step 1: Choose a Topic Select ONE of the following topics as the lens for your work:
Standardization of Practices Promoting a Culture of Safety Utilizing Technology Patient Engagement Interdisciplinary Collaboration Continuous Monitoring and Improvement Preventing Healthcare-Associated Infections (HAIs) Disaster Preparedness and Emergency Response Step 2: Find a Real-World Situation Look online for a recent situation or problem that clearly relates to your chosen topic. Possible sources include:
A news article describing a safety incident or quality improvement effort A professional blog post or commentary about a healthcare challenge A video (e.g., a news clip or professional talk) describing a case or problem A case example or report you find through an online search Choose something that feels meaningful or relevant to your current or future role in healthcare.
Step 3: In no more than 500 words, create a post that includes: Brief description of the situation/problem What happened? Who was involved? What was the setting? Connection to your chosen topic Explain clearly how this situation relates to the topic (e.g., how it illustrates issues in patient engagement, technology use, or interdisciplinary collaboration). Application of the topic to the situation Use course concepts to analyze what went wrong or what went well. Propose at least two specific actions or strategies that could improve patient safety or quality in this scenario (or that explain why it was successful). Reflection on practice Briefly explain how this example shapes your thinking about your own role in promoting safety and quality.
General expectations: Demonstrate critical thinking and connection to practice Write clearly and coherently, with attention to grammar and mechanics Maintain a professional and respectful tone in all posts
ubject Code and Title HEP601 Critical Literature Review
Assessment 3 Minute in class presentation and script
Individual/Group Individual
Length 3 minute in class presentation with script (PPT notes 1000 words max +/-10%)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Demonstrate information literacy and problem-solving skills to locate, gather and organise, credible and relevant resources.
b) Evaluate the quality and relevance of secondary sources related to your chosen field through critical reading.
c) Critically appraise, annotate and synthesise literature to develop a project statement for scholarly research in your chosen field.
d) Identify and distinguish between practice and theory based literature in your chosen field.
Submission Due By 11:59pm AEST/AEDT Sunday end of Week 5
Weighting 20%
Total Marks 100 marks
Assessment Task
Locate, gather and organise a range of practice and theory-based literature in your chosen field, then analyse and evaluate their interconnected topics, ideas, relationships and relevance, to develop a skeletal framework for a proposed literature review and annotated bibliography. Present in a 3 minute in class presentation. Use notes in PPT to include maximum 1000 words script.
Context
A literature review is a multi-stage process. The researcher is required to scan the available information; meticulously take notes; evaluate, synthesize, and structure the information; write a critical review of the literature; and build the list of references. The more complex the research, the more demanding the literature review process becomes. Several steps precede the task of writing the review, and a number of different approaches to organising the body of the literature review exist. Before embarking on a full-length literature review, it is prudent to determine the approach, or combination of approaches, to take.
Encountering the messy nature of knowledge while working towards the literature review can be intimidating. Concept maps can help to make sense of gathered information while conducting a literature review by visualising connecting ideas across a collection of literature or a research area. They can be used as a tool to identify additional search terms during the literature search, clarify thinking about the structure of the literature review in preparation for writing the review. They enable the researcher to better understand the theory, concepts and the relationships between concepts. 1
Instructions
This assessment has three parts:
Concept map
Outline of the proposed topic and research project area
Literature framework tables with 10-15 key seminal papers
This assessment will also form the basis for the work you will undertake in Assessment 2.
Concept Map (visual)
Concept Maps are graphic representations of topics, ideas, and their relationships. They allow users to group information (such as research sources) in related modules so that the connections between and among the literature become more readily apparent than they might from an examination of a list. See an example of concept map below:
Follow the steps below to complete this part (1) of the Assessment.
I. Identify an area of research that interests you, which you would like to explore further. This could be inspired by an existing problem or simply be driven by a curiosity and desire to contribute to the existing body of knowledge in the field.
II. Locate and gather a range of practice and theory-based literature focussed around your selected area of research.
III. Evaluate the literature sources for their relevance to your area of research.
IV. Conduct an analysis of the literature, in order to understand the interconnected topics, ideas and relationships, these are known as emergent themes.
V. Determine an appropriate approach, or combination of approaches, for organising the literature to highlight key concepts.
VI. Create a concept map of the literature that logically visualises the connecting topics, ideas, and relationships; and highlights the important themes, potential debates and existing gaps in the body of knowledge.
2. Outline of the Literature Review
Create a skeletal framework of the proposed literature review that outlines the structure, and defines the scope and focus of the proposed literature review.
In your outline present the following information:
● The literature search strategies applied (be as detailed and specific as possible, as this is the basis on which your mentor or learning facilitator can check if you are looking at the literature correctly)
● Group the articles and briefly discuss them in the context of the basis on which they were grouped (Chronological, Methodological, Thematic or Theoretical, or some combination thereof).
● Develop a table of citations and literature (recommend approximately 10-20 papers with coverage in 4 themes/streams.
3. Literature Framework Table and annotations
Include a minimum of 10-15 annotations of significant works in the literature that are driving your research project area and topic in your literature framework table. This is an evolving document, and you should continue to update it through your research process, maybe even after this course – if applicable.
An annotation may contain all or part of the following elements depending on the content of the sources you are examining. You must include as many of these elements as are relevant for your source. These can be developed to the headings in your table.
● Bibliographic citation.
● author(s).
● scope of the research/paper.
● Key argument.
● The research methods if applicable.
● Conclusions made by the author/s.
● Strengths and limitations of the text.
● Gaps in knowledge needing exploration.
Please refer to the Assessment Rubric for details on how your submission will be assessed.
Your presentation slides may include the following slides:
Search process
Literature framework table and annotation 10-15 seminal references
Concept map visual
Gaps and directions that need to be researched
Project title and topic area for approval
Referencing
The references list should contain the sources of information you used and cited in your paper. Only include those cited in the text (this is not a bibliography) but include every citation.
It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing in the Academic Skills webpage.
Submission Instructions
Submit your Assessment 1 Concept Map, Outline of the Literature Review and Annotated Bibliography using the following naming convention: HEP601_First name_Family name_Assessment 1.pdf. Submit your report via the Assessment link in MyLearn. Your Learning Facilitator will provide a mark and feedback via the MyMarks
Academic Integrity
All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according to the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online.
Students also must keep a copy of all submitted material and any assessment drafts.
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Subject Code and Title HEP601 Critical Literature Review
Assessment 3 Minute in class presentation and script
Individual/Group Individual
Length 3 minute in class presentation with script (PPT notes 1000 words max +/-10%)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Demonstrate information literacy and problem-solving skills to locate, gather and organise, credible and relevant resources.
b) Evaluate the quality and relevance of secondary sources related to your chosen field through critical reading.
c) Critically appraise, annotate and synthesise literature to develop a project statement for scholarly research in your chosen field.
d) Identify and distinguish between practice and theory based literature in your chosen field.
Submission Due By 11:59pm AEST/AEDT Sunday end of Week 5
Weighting 20%
Total Marks 100 marks
Assessment Task
Locate, gather and organise a range of practice and theory-based literature in your chosen field, then analyse and evaluate their interconnected topics, ideas, relationships and relevance, to develop a skeletal framework for a proposed literature review and annotated bibliography. Present in a 3 minute in class presentation. Use notes in PPT to include maximum 1000 words script.
Context
A literature review is a multi-stage process. The researcher is required to scan the available information; meticulously take notes; evaluate, synthesize, and structure the information; write a critical review of the literature; and build the list of references. The more complex the research, the more demanding the literature review process becomes. Several steps precede the task of writing the review, and a number of different approaches to organising the body of the literature review exist. Before embarking on a full-length literature review, it is prudent to determine the approach, or combination of approaches, to take.
Encountering the messy nature of knowledge while working towards the literature review can be intimidating. Concept maps can help to make sense of gathered information while conducting a literature review by visualising connecting ideas across a collection of literature or a research area. They can be used as a tool to identify additional search terms during the literature search, clarify thinking about the structure of the literature review in preparation for writing the review. They enable the researcher to better understand the theory, concepts and the relationships between concepts. 1
Instructions
This assessment has three parts:
Concept map
Outline of the proposed topic and research project area
Literature framework tables with 10-15 key seminal papers
This assessment will also form the basis for the work you will undertake in Assessment 2.
Concept Map (visual)
Concept Maps are graphic representations of topics, ideas, and their relationships. They allow users to group information (such as research sources) in related modules so that the connections between and among the literature become more readily apparent than they might from an examination of a list. See an example of concept map below:
Follow the steps below to complete this part (1) of the Assessment.
I. Identify an area of research that interests you, which you would like to explore further. This could be inspired by an existing problem or simply be driven by a curiosity and desire to contribute to the existing body of knowledge in the field.
II. Locate and gather a range of practice and theory-based literature focussed around your selected area of research.
III. Evaluate the literature sources for their relevance to your area of research.
IV. Conduct an analysis of the literature, in order to understand the interconnected topics, ideas and relationships, these are known as emergent themes.
V. Determine an appropriate approach, or combination of approaches, for organising the literature to highlight key concepts.
VI. Create a concept map of the literature that logically visualises the connecting topics, ideas, and relationships; and highlights the important themes, potential debates and existing gaps in the body of knowledge.
2. Outline of the Literature Review
Create a skeletal framework of the proposed literature review that outlines the structure, and defines the scope and focus of the proposed literature review.
In your outline present the following information:
● The literature search strategies applied (be as detailed and specific as possible, as this is the basis on which your mentor or learning facilitator can check if you are looking at the literature correctly)
● Group the articles and briefly discuss them in the context of the basis on which they were grouped (Chronological, Methodological, Thematic or Theoretical, or some combination thereof).
● Develop a table of citations and literature (recommend approximately 10-20 papers with coverage in 4 themes/streams.
3. Literature Framework Table and annotations
Include a minimum of 10-15 annotations of significant works in the literature that are driving your research project area and topic in your literature framework table. This is an evolving document, and you should continue to update it through your research process, maybe even after this course – if applicable.
An annotation may contain all or part of the following elements depending on the content of the sources you are examining. You must include as many of these elements as are relevant for your source. These can be developed to the headings in your table.
● Bibliographic citation.
● author(s).
● scope of the research/paper.
● Key argument.
● The research methods if applicable.
● Conclusions made by the author/s.
● Strengths and limitations of the text.
● Gaps in knowledge needing exploration.
Please refer to the Assessment Rubric for details on how your submission will be assessed.
Your presentation slides may include the following slides:
Search process
Literature framework table and annotation 10-15 seminal references
Concept map visual
Gaps and directions that need to be researched
Project title and topic area for approval
Referencing
The references list should contain the sources of information you used and cited in your paper. Only include those cited in the text (this is not a bibliography) but include every citation.
It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing in the Academic Skills webpage.
Submission Instructions
Submit your Assessment 1 Concept Map, Outline of the Literature Review and Annotated Bibliography using the following naming convention: HEP601_First name_Family name_Assessment 1.pdf. Submit your report via the Assessment link in MyLearn. Your Learning Facilitator will provide a mark and feedback via the MyMarks
Academic Integrity
All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according to the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online.
Students also must keep a copy of all submitted material and any assessment drafts.
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In Weeks 4, 7, and 9 of the course, you will participate in clinical discussions. In one of these three weeks, you will be a presenter as well as help facilitate the online discussion; in the others you will be an active discussion participant. When it is your week to present, you will create a Focused SOAP note and a short didactic (teaching) video presenting a real (but de-identified) complex patient case from your practicum experience.
You should have received an assignment from your Instructor letting you know which week of the course you are assigned to present.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
Review this week’s Learning Resources and consider the insights they provide. Also review the Kaltura Media Uploader resource in the left-hand navigation of the classroom for help creating your self-recorded Kaltura video.
Select a child/adolescent or adult patient from your clinical experience that presents with a significant concern. Create a focused SOAP note for this patient using the template in the Resources. All SOAP notes must be signed by your Preceptor. When you submit your SOAP note, you should include the complete SOAP note as a Word document and PDF/images of completed assignment signed by your Preceptor. You must submit your SOAP Note using Turnitin. Please Note: Electronic signatures are not accepted. If both files are not received by the due date, Faculty will deduct points per the Walden Late Policies.
Then, based on your SOAP note of this patient, develop a video case study presentation. Take time to practice what you will say beforehand, and ensure that you have the appropriate lighting and equipment to record the presentation.
Your presentation should include objectives for your audience, at least 3 possible discussion questions/prompts for your classmates to respond to, and at least 5 scholarly resources to support your diagnostic reasoning and treatment plan.
Video assignment for this week’s presenters:
Record yourself presenting the complex case study for your clinical patient. In your presentation:
Dress professionally and present yourself in a professional manner.
Display your photo ID at the start of the video when you introduce yourself.
Ensure that you do not include any information that violates the principles of HIPAA (i.e., don’t use the patient’s name or any other identifying information).
State 3–4 objectives for the presentation that are targeted, clear, use appropriate verbs from Bloom’s taxonomy, and address what the audience will know or be able to do after viewing.
Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management.
Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.
Pose three questions or discussion prompts, based on your presentation, that your colleagues can respond to after viewing your video.
Be succinct in your presentation, and do not exceed 8 minutes. Specifically address the following for the patient, using your SOAP note as a guide.
Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
Objective: What observations did you make during the psychiatric assessment?
Assessment: Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses and why you chose them. List them from highest priority to lowest priority. What was your primary diagnosis, and why? Describe how your primary diagnosis aligns with DSM- 5-TR diagnostic criteria and is supported by the patient’s symptoms.
Plan: What was your plan for psychotherapy (include one health promotion activity and patient education)? What was your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan. Discuss an identified social determinate of health impacting this patient’s mental health status and provide your recommendation for a referral to assist this patient in meeting this identified need (students will need to conduct research on this topic both in the literature and for community resources).
Reflection notes: What would you do differently with this patient if you could conduct the session again? If you are able to follow up with your patient, explain whether these interventions were successful and why or why not. If you were not able to conduct a follow-up, discuss what your next intervention would be.
Make sure that each problem/sub-problem is on its own worksheet.
Your Excel model must be executable. If your excel model is ran, it should generate the same results you submit. That means the spreadsheet has correct embedded formulae and Solver dialog boxes have all the inputs. If ‘Solve’ is clicked and your spreadsheet does not produce the reported results, a zero score will be assigned to that problem.
Name the Excel file as “Homework 1_Last Name.xlsx”.
Please contact the instructor if you have any questions regarding the assignment.
Problem 1
The Weinberger Electronics Corporation manufactures four highly technical products that it supplies to aerospace firms that hold NASA contracts. Each of the products must pass through the following departments before being shipped: wiring, drilling, assembly, and inspection. The time requirement in hours for each unit produced and its corresponding profit value are summarized in the following table:
PRODUCT
DEPARTMENT
XJ201
XM897
TR29
BR788
Wiring
0.5
1.5
1.5
1.0
Drilling
0.3
1.0
2.0
3.0
Assembly
0.2
4.0
1.0
2.0
Inspection
0.5
1.0
0.5
0.5
Unit Profit ($)
9.0
12.0
10.0
8.0
The production available in each department each month and the minimum monthly production requirement to fulfill contracts are as follows:
DEPARTMENT
CAPACITY (HOURS)
PRODUCT
MINIMUM PRODUCTION LEVEL
Wiring
15,000
XJ201
150
Drilling
17,000
XM897
100
Assembly
26,000
TR29
300
Inspection
12,000
BR788
400
The production manager has the responsibility of specifying production levels for each product for the coming month. Use Excel spreadsheet to solve Weinberger’s profit-maximization problem using LP.
Problem 2
A sudden increase in the demand for smoke detectors has left Hanson Alarms with insufficient capacity to meet demand. The company has seen its monthly demand for electronic and battery-powered smoke detectors rise to 27,500 and 14,450, respectively. Tommy Hanson, the CEO of Hanson Alarms, has told his COO Julia Hanson that the company must always meet demand for its products. Hanson’s production process involves three departments: fabrication, assembly, and shipping. The data for production and prices is summarized below.
Hours required to manufacture 1 unit
DEPARTMENT
Electronic powered
Battery powered
Monthly Hours Available
Fabrication
0.20
0.13
2,500
Assembly
0.25
0.22
4,470
Shipping
0.15
0.18
3,200
Variable cost/unit
$18.80
$16.00
Retail price
$32.50
$31.60
The company also has the option to obtain additional units from a subcontractor, The ChrisJones Company, who has offered to supply up to 25,000 units per month in any combination of electronic and battery-powered models, at a cost of $22.75 per unit. For this price, ChrisJones will assembly, test, and ship its models directly to the distributors without using Hanson’s production process. Use Excel spreadsheet to determine the optimal quantities to make and/or buy that will maximize profit.
(Hint: For making or buying a product, Unit profit = Unit retail price – Unit Cost)
Using the topic you selected for Week 2: Paper and Week 5: Research Paper Part I, complete your final research paper. Consider the following:
What are the major findings from the scholarly sources you found?
How will can your research be applied in an organizational setting?
What are the potential implications of your findings?
What are your recommendations for additional research on the topic?
Your paper must have 7-10 scholarly references. Ideally, these references will be the some of the ones you listed in your annotated bibliography. The 7-page essay (2400 words minimum in the body of the text) should be written in APA.
Essentially, here’s what I will be grading you on:
Does this student understand the material?
Can this student demonstrate synthesis through writing?
Can this student apply critical thinking skills on the topic they have chosen?
Can this student write in their own words?
Can this student write at the graduate level?
IMPORTANT
Remember that your final paper is automatically checked for plagiarism through turnitin.com.
Assignment: PowerPoint Presentation on Staffing, Professional Development, and Performance Appraisal For this assignment, you have been tasked with creating a PowerPoint presentation that provides your audience with a brief yet comprehensive overview of the connections between staffing, professional development, and performance appraisals.
Your Poster or PowerPoint Presentation should include the following sections:
Abstract Provide a summary of the key parts of your presentation. Length requirement: 150–250 words. Purpose/Objectives Combine the purpose and objectives of your presentation into this section (2–3 bullets). Be sure to highlight how staffing, professional development, and performance appraisals are interconnected in supporting organizational effectiveness. Background Provide a brief overview of the importance of staffing, professional development, and performance appraisals. Include relevant and interesting statistics (e.g., turnover rates, cost of training, appraisal effectiveness, or workforce development trends). Staffing Approaches Discuss key strategies for effective staffing, including recruitment, retention, and alignment with organizational goals. Consider the impact of proper staffing on professional growth opportunities and performance outcomes. Professional Development Describe the role of professional development in employee growth and organizational success. Highlight different methods such as continuing education, mentoring, certifications, workshops, and career ladders. Connect how professional development influences both staffing outcomes (e.g., retention, morale) and performance appraisal results. Performance Appraisal Tools Discuss, compare, and contrast four to five different types of appraisal tools. Explain how these tools can also identify staffing needs and professional development opportunities. Performance Appraisal Strategies Discuss strategies managers can use to ensure appraisals are effective, accurate, and fair. Include steps managers should take before, during, and after the appraisal process. Integrate how appraisal feedback can inform staffing decisions and drive professional development plans. Discussion Provide a personal reflection on your own experiences with staffing, professional development, or performance appraisals. If you are in a supervisory role, reflect from the perspective of a manager responsible for these processes. If you are not in a supervisory role, reflect as an employee engaging in them. Consider: Was your staffing experience adequate for your role? Did you receive professional development support? Were appraisals tied to unit or institutional goals? Did these processes contribute to your growth? Conclusion Summarize the key content/points discussed in the presentation. Address the future implications of integrating staffing, professional development, and performance appraisals for building a sustainable, high-performing workforce. References Use at least three additional references beyond your textbook (minimum of four total). Visuals In addition to bullets, paragraphs, and sentences, incorporate at least two of your choice of the following: charts, graphs, tables, and other visuals to help convey key content to your audience in your poster presentation. Remember this is a stand-alone presentation so the PPT should be able to speak for itself without a voiceover. No Voicethread (VT) required for this assignment but link placed in VoiceThread Groups to upload a presentation in VT to share with your groupmates.
If you decide to do a poster, you can use the attached template. Once finished save it as a pdf file before uploading your presentation into Blackboard to maintain the layout.
Additional Resources:
Read the Developing a Professional Poster Presentation article. (attached) Review this web article Developing an Effective Poster Presentation
