Author: chris

Choose a product or service from one of these examples:

• Fast food
• Class of consumer product
• Personal care
• Automobile

Research the Internet to analyze how that product or service has been advertised.

Prepare a 15- to 20-slide Microsoft^® PowerPoint^® presentation in which you investigate the role of advertising in a culture of consumerism. Be sure to discuss the following:

• Who determines ethical standards for advertising?
• In what ways has advertising affected American culture?
• What are the key persuasive techniques used in consumer advertising? Illustrate with specific examples, explaining how each technique works.
• Discuss some of the critical issues that may arise from the following areas:
  • Children and advertising
  • Advertising in schools
  • Health and advertising
  • Political advertising
• Find one example of a  specific commercial that strikes you as particularly creative and appealing:
  • What are the elements that are unusual?
  • What is the target group of the commercial?
  • How does the commercial appeal to consumers?
  • Why do you believe this commercial to be effective in brand name recognition?
  • How are ethical standards met (or pushed to their limits)?

Illustrate your findings with specific examples. List any references on the last slide.

Format consistent with APA formatting guidelines.

answer these questions in a essay format

For this stage, you will be analyzing a movie selected from the AFI’s 10 Top 10 list. The film you choose can be one that you have previously analyzed in this course. While you are allowed to choose a film that does not come from the AFI lists, you are strongly encouraged to email your professor to receive approval before doing so.

The analysis portion of your paper should be 1500 to 1800 words in length. You should analyze the film through the lens of one of the broad theories you have learned about in class (auteur theory, genre theory, formalist theory). Your analysis must address four main areas (contextual information, story/plot, aesthetic choices, and social/personal impact) and how these areas work together to develop the theme of the movie. As you construct your analysis, assume that your reader is not familiar with this film. Use your analysis to explain to your reader why they should watch this film.

In addition to the film you are analyzing, you must use three scholarly sources to support your arguments. Refer to the ENG225 Research Guide in the Ashford University Library for guidance and to locate your sources. Cite your sources (including the feature-length film) within the text of your paper and on the reference page. Cite your sources according to APA style as outlined in the Ashford Writing Center.

Your analysis must address the following components (noted in bold below):

• Contextual Information– In this area, you will provide some of the basic identifying information of the film. This includes:
  • Title
  • Director, cinematographer, major actors/actresses. Be sure to describe their roles in the overall design process.
  • Year of release
  • Type of film (blockbuster, indie, documentary, etc.)
  • Genre
• Story/Plot – In this area, you should offer a brief summary of the film, and then show how it was deployed in the narrative structure of the film. Explain the difference between the film’s story and its plot. This area can be addressed as a separate paragraph, or can be threaded throughout your analysis of the film.
• Aesthetic Choices– In this area, you will assess the efficacy of specific techniques and design elements employed in the film as they apply to the overarching narrative and theme of the film. These elements include:
  • Mise en scène (e.g., lighting, sound, composition of frame, costuming, etc.)
  • Editing (e.g., cuts and transitions, shots used, angles, etc.)
  • Technology (i.e., analyze the impact of any notable technological effects: film stock, targeted release venue, special effects, etc.)
• Social/Personal Impact– In this area, you will critically address the following questions:
  • What impact did this film have on society (i.e., politically or culturally, positive or negative)? The impact can be as major as inspiring political or social changes or as minor as inspiring the production of toys or lunchboxes.
  • How did society affect this film (i.e., what currents in society led to the creation of the film)?
  • If you are unable to find any information about the social impact of the film, explain the personal impact it has had on you.

Note: Not every bullet point under the four listed components will necessarily apply to your movie. However, you will still need to discuss each of the four main components thoroughly, which means that you may need to explain a concept even if it can’t be directly applied to your movie.

Your paper should be organized around a thesis statement that clarifies what you will attempt to accomplish in your paper, and how you will proceed. Additionally, you must conclude with a restatement of the thesis and a conclusion paragraph.

Stage 2: Reflection

After completing your movie analysis, you will reflect on the analysis process and how you have learned to more thoroughly analyze film as well as how rigorous study of film enhances your development as a student and thinker. In this 300- to 600-word reflection, review your initial post from the “Post Your Introduction” discussion in Week One, and consider how your ability to analyze movies has changed or grown. Append your reflection to the analysis portion of your paper and submit as one document. Your reflection should be personal and exploratory in nature.

Address the following questions in your reflection:

• What can be gained through analyzing film?
• How has this changed the way you view movies?
• How are you able to use film theory and criticism to find and interpret meaning in movies?
• In what ways has this course changed your understanding of how movies are related to society?
• What skills have you developed during this course, and how might those skills be applied to your major, profession, and/or life?

The Final Film Critique

• Must be one document that is 1800 to 2400 words in length, comprised of a 1500- to 1800-word film analysis and a 300- to 600-word reflection.
• Must include a separate title and reference page, and be formatted according to APA style as outlined in Ashford Writing Center.
• Must include a title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• 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 three scholarly sources (reviews, articles, or book chapters) other than the textbook to support your points. Refer to the ENG225 Research Guide for guidance.
• Must document all sources in APA style, as outlined in the Ashford Writing Center.
• Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.

Assignment 2: Single-Payer Healthcare

The 2010 Patient Protection and Affordable Care Act (ACA) was implemented primarily to provide access to health insurance for those who would not otherwise be insured. The ACA is not designed as a single-payer healthcare system although some of its architects as well as its detractors see the ACA as steering the United States toward one.

Research the single-payer approach to healthcare delivery using your textbook, the Argosy University online library resources, and the Internet.

In a 3–4-page paper, address the following:

• Define a single-payer system and identify a country where it is used.
• Using demonstrated research findings, describe the strengths and weaknesses of a single-payer healthcare system.
• Based on your current situation in terms of healthcare coverage (insured by an employer, covered under a parent’s or spouse’s policy, receiving government benefits, uninsured, etc.), explain how a single-payer plan would affect how you receive healthcare. Do you favor a single-payer approach? Why, or why not?
• If you were to design a single-payer system, explain how you would address the challenges.

Write a 3–4-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M4_A2.doc.

By Wednesday, December 23, 2015, deliver your assignment to the M4: Assignment 2 Dropbox.

• What are TQM and ISO?
• How might TQM and ISO be used to improve an organization?
• What are the benefits and challenges each?
• What is the role of a Quality Control department in relation to either TQM or ISO?

Prepare a 850-word paper detailing the findings of your discussion.

I need to send a .sav file which is not allowed thru this site.  This document is called the Faculty Comments Dataset.sav. which has to be opened in SPSS 21. The teacher’s email is needed to send this document

I have attached the Rubrics attachment and the Assignment attachment which is the same as in this body of this description box. 

Background Information

Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key questions were:

• How do nursing students and nurse faculty members contribute to incivility in nursing education?
• What are some of the causes of incivility in nursing education?
• What remedies might be effective in preventing or reducing incivility?

They gathered responses from online surveys with open-ended questions from 36 nurse faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes. They noted four major themes of responses:

• Faculty perceptions of in-class disruption and incivility by students
• Faculty perceptions of out-of-class disruption and incivility by students
• Student perceptions of uncivil behaviors by faculty
• Faculty and student perceptions of possible causes of incivility in nursing education

A total of eight sub-themes were identified among the faculty comments on types of in-class disruptions. Those subthemes were:

• Disrupting others by talking in class
• Making negative remarks/disrespectful comments toward faculty
• Leaving early or arriving late
• Using cell phones
• Sleeping/not paying attention
• Bringing children to class
• Wearing immodest attire
• Coming to class unprepared

Reference

Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility: Student and faculty perceptions of uncivil behavior. Nursing Education Perspectives, 28(2), 93-97.

Assignment Directions

Imagine that you have replicated the Clark and Springer (2007) study with psychology students from an on-campus undergraduate program (all face-to-face classes). The faculty members are describing students they have in their psychology classes.

You have organized responses from the 15 faculty who responded regarding in-class disruptions.

Because this qualitative research study involves human subjects, the researcher must consider the potential ethical issues involved in conducting the study. The researcher should consider the following things:

• The potential researcher/participant and participant/participant interactions involved in the study.
• The potential ethical issues surrounding the researcher/participant and participant/participant interactions involved in the study.
• How to mitigate both the ethical issues and harm to individuals and institutions.

Preliminary Analysis

Complete the following steps to use the SPSS data file (Faculty Comments Dataset.sav) to do some initial analyses of the data:

1. Open the SPSS data file.
2. In DATA VIEW, notice that columns 1 and 2 contain the comments that were collected. Also note that column 2 contains a place to enter the numerical code for each theme into which that comment would fall. Columns 3-5 contain each faculty respondent’s ID code, gender code (1=male, 2= female), and number of years teaching, respectively.
3. In VARIABLE VIEW, notice how the codes for gender are entered under the VALUES column. You will use the same method to enter the codes for the comment themes for the second variable. You will want to review the videos located in both the topic materials and in the General Guidelines of the assignment for information on how to do this. Also, note that to the far right in VARIABLE VIEW, under MEASURES, the proper scale of measurement needs to be entered for each variable. Only years of teaching is a scale (continuous) variable. All the others are codes/qualitative.

Coding the Comments and Examining the Frequencies of Each Theme

Column 1 contains brief summaries of the different comments that were collected from the 15 faculty (some faculty gave more than one comment). Code the comments (Hint: generally, look for the same themes that Clark and Springer found, but add anything that may be new or do not include a theme that does not fit your set of comments) by completing the following steps:

1. Assign each type of comment a number code (e.g., talking during class = 1; disrespectful = 2; etc.).
2. Put the code of each comment in the column headed FACULTYCOMMENTCODE just to the right of the comment (that is, it should be in the same row as the comment).

Next, enter the code values and meaning of each code. You will want to review the videos located in both the topic materials and in the General Guidelines of the assignment for information on how to do this. Complete the following steps to enter the code values and meaning of each code:

1. Switch to VARIABLE VIEW.
2. Go to the row for the second variable.
3. Look under VALUES, and enter the code value and the meaning of each code. For example, Value box = 1; Label box = Talking during class. Then, click “Add” so the label shows in the box below. Then, put the next code value (2) in the Value box, its meaning in the Label box, and click “Add.” Continue this until all code values and labels are showing in the larger box.
4. When finished, click “OK.”

Now, analyze the frequencies of comments in each theme. You will want to review the videos located in both the topic materials and in the General Guidelines of the assignment for information on how to do this. Complete the following steps to analyze the frequencies of comments in each theme:

1. Go to AnalyzeàDescriptive StatisticsàFrequencies.
2. Select FACULTYCOMMENTCODE and move it to the box on the right (Variables). The “Display Frequency Tables” box should be checked.
3. Use data in the SPSS data file to create a bar graph by selecting Chart and then choosing bar graph. Be sure to have the graph show the frequency of each type of response. Note: you can also display the percentage of all comments that fell into that category.

Submit the output tables and graphs with your summary write-up as described below.

Here is an example of this kind of output using a different, but similar, set of data:

Frequencies

Reporting the Demographics of the Faculty

Every research report requires the researcher to report the demographic characteristics of the participants. The demographic information collected depends on the focus of the study. For this study, two key pieces of demographic information were collected: the gender of the faculty member and the number of years s/he has been teaching at the college level.

Run an analysis of the data in this SPSS file to summarize the characteristics of the 15 faculty in your study. You will want to review the videos located in both the topic materials and in the General Guidelines of the assignment for information on how to do this. Your analysis should include the following items:

• The number of male and female faculty who responded
• The mean number of years of college teaching reported by this group.
• The standard deviation of years of college teaching reported by this group.
• The range (lowest number of years to highest number of years) of college teaching reported by this group.

Complete the analysis by performing the following steps:

1. Go to AnalyzeàDescriptive StatisticsàFrequencies.
2. Observe the frequency of males and females.
3. Create a chart as well as recording the numbers. Disregard “missing values” as this is data extraneous to the analysis; the SPSS system is only looking at the rows where there are comments.
4. Go to AnalyzeàDescriptive StatisticsàFrequencies.
5. To determine the years of teaching, move NUMBERYEARSTEACHING to the right box (Variable(s)).
6. Select “Statistics,” and then make sure that mean, std. deviation, minimum, maximum, and range are checked.
7. Click “Continue.” Then click “OK.” Values for the mean, standard deviation, minimum, maximum, and range will be provided to you in a single table. You will also be presented with information on the frequency of each response, but you probably will not use this if you have a lot of different answers. However, if you wanted to report your findings in groups, the frequency output will provide information for grouping. For example, you might want to report the number of teachers who taught fewer than 5 years versus the number who had taught 5 or more years. The frequency table would allow you to do this so that you would not have to count them by hand.

Submit the output tables and graphs with your summary write-up as described below.

Write-up the Results

Summarize the results of the data analysis. The summary should include a concise description of the following:

1. The means to mitigate potential ethical issues surrounding to this study.
2. The themes identified when analyzing the faculty comments about in-class disruptions.
3. The demographics of the faculty participants based on the data collected from the SPSS analyses.

Submit the SPSS output tables and graphs created in the previous parts of this assignment as appendices to the summary statement.

Choose a product or service from one of these examples:

• Fast food
• Class of consumer product
• Personal care
• Automobile

Research the Internet to analyze how that product or service has been advertised.

Prepare a 15- to 20-slide Microsoft^® PowerPoint^® presentation in which you investigate the role of advertising in a culture of consumerism. Be sure to discuss the following:

• Who determines ethical standards for advertising?
• In what ways has advertising affected American culture?
• What are the key persuasive techniques used in consumer advertising? Illustrate with specific examples, explaining how each technique works.
• Discuss some of the critical issues that may arise from the following areas:
  • Children and advertising
  • Advertising in schools
  • Health and advertising
  • Political advertising
• Find one example of a  specific commercial that strikes you as particularly creative and appealing:
  • What are the elements that are unusual?
  • What is the target group of the commercial?
  • How does the commercial appeal to consumers?
  • Why do you believe this commercial to be effective in brand name recognition?
  • How are ethical standards met (or pushed to their limits)?

Illustrate your findings with specific examples. List any references on the last slide.

Format consistent with APA formatting guidelines.

Assignment 3: Socratic Dialogue

For this assignment you will create a Socratic dialogue. The dialogue will be completed in two parts. The first part will be 1–2 pages of notes to help you generate the arguments and analysis that will become a part of your dialogue in Part II.

Part I

1. Identify a belief. This can be a religious belief, an ethical belief, political belief, or any other one about which reasonable minds can disagree. Beliefs that are held by the vast majority of people (such as a widely accepted scientific fact) are not good choices for this assignment). A good topic will have reasonable evidence and reasoning supporting both sides.
2. Consider other points of view, or counter-arguments. Think about what you find persuasive about these counter-arguments, as well as how you might argue against them. Try to keep an open mind. Remember, we are engaging in philosophical dialogue, not trying to win an argument.
3. Examine the multiple points-of-view and weigh the evidence. Identify any unsupported assumptions or holes in the argument.
4. Consider the consequences of the beliefs presented. Philosophical thinking is an ongoing process, so it is important to identify questions for further thinking and to wonder about factors and circumstances that might change your view about a particular question.

Part II

Using the analysis from Part I, write a 2-page dialogue between Socrates and a person of your choosing (i.e., the Interlocutor) that examines the belief.

1. Have the Interlocutor present the belief and reasons you identified in step 1 of Part I.
2. Have Socrates pose questions that encourage the Interlocutor to consider other points-of-view as well as any problems with their argument, drawing upon the multiple points-of-view you identified in steps 2 and 3 of Part I, as well as the potential consequences of a given position as identified in step 4 of Part I.
3. Make sure your dialogue arrives at a conclusion. Keep in mind that it may be different from the belief or point of view you started with, and could be somewhat open-ended. As you searched for reasons that support your belief or point of view, you may have also come across reasons that challenge your beliefs. Don’t hide from these challenges. Remember, philosophy requires us to examine and even question our beliefs. If you find yourself more persuaded by the other points of view, don’t despair! Unlike a formal debate, the kinds of arguments we make while engaging in philosophical thinking are open to revision.

TEACHERS NOTES:

Assignment 3: Socratic Dialogue

For this assignment you will create a Socratic dialogue. The dialogue will be completed in two parts. The first part will be 1–2 pages of notes to help you generate the arguments and analysis that will become a part of your dialogue in Part II.

Part I

1. Identify a belief. This can be a religious belief, an ethical belief, political belief, or any other one about which reasonable minds can disagree. Beliefs that are held by the vast majority of people (such as a widely accepted scientific fact) are not good choices for this assignment). A good topic will have reasonable evidence and reasoning supporting both sides.
2. Consider other points of view, or counter-arguments. Think about what you find persuasive about these counter-arguments, as well as how you might argue against them. Try to keep an open mind. Remember, we are engaging in philosophical dialogue, not trying to win an argument.
3. Examine the multiple points-of-view and weigh the evidence. Identify any unsupported assumptions or holes in the argument.
4. Consider the consequences of the beliefs presented. Philosophical thinking is an ongoing process, so it is important to identify questions for further thinking and to wonder about factors and circumstances that might change your view about a particular question.

Part II

Using the analysis from Part I, write a 2-page dialogue between Socrates and a person of your choosing (i.e., the Interlocutor) that examines the belief.

1. Have the Interlocutor present the belief and reasons you identified in step 1 of Part I.
2. Have Socrates pose questions that encourage the Interlocutor to consider other points-of-view as well as any problems with their argument, drawing upon the multiple points-of-view you identified in steps 2 and 3 of Part I, as well as the potential consequences of a given position as identified in step 4 of Part I.
3. Make sure your dialogue arrives at a conclusion. Keep in mind that it may be different from the belief or point of view you started with, and could be somewhat open-ended. As you searched for reasons that support your belief or point of view, you may have also come across reasons that challenge your beliefs. Don’t hide from these challenges. Remember, philosophy requires us to examine and even question our beliefs. If you find yourself more persuaded by the other points of view, don’t despair! Unlike a formal debate, the kinds of arguments we make while engaging in philosophical thinking are open to revision.

TEACHERS NOTES: