Resources:
1. Textbook
2. Web research on fungi-related food products (listed below)
3. Websites on invasive plant species: the USDA website “Introduced, Invasive, and Noxious Plants” (American) or the Global Invasive Species Database(Global)
4. Website on animal model organisms: National Institute of General Medical Sciences: Using Model Organisms to Study Health and Disease
Instructions:
1. Review the sections on fungi, plants, and animals in your textbook
2. Perform web research on fungi-related foods (listed below)
3. Investigate the USDA website “Introduced, Invasive, and Noxious Plants” or the Global Invasive Species Database
4. Explore National Institute of General Medical Sciences: Using Model Organisms to Study Health and Disease
5. Respond to (1-5) in a single MS Word document, using complete sentences.

Prompt Section 1
In Week 6, we learned about Saccharomyces cerevisiae, a single-celled yeast of the Fungi kingdom. S. cerevisiae is central to bread and alcoholic fermented beverages such as beer and wine. But these yeasts are by no means the only way humans enjoy fungi as food products! Below you will find groups of edible mushrooms, fungi-ripened cheeses, and fungi-fermented foods.

1. Choose a food from each of these three groups (Mushrooms, cheeses, fermented foods). For each example, find the scientific name of the organism that is eaten or that is involved in the processing of the food products. Give a few sentences of background on each of the foods you chose. Use citations and references appropriately.

Prompt Section 2
People often move plants from one part of the world to another. Sometimes, an introduced plant species becomes invasive, taking over native plant populations. Visit a website on invasive plant species. Choose a location (perhaps your home or an area that interests you) and investigate the following questions.
1. What are some plants that are considered invasive for that state? Find one example and describe it, including whether it is a bryophyte, seedless vascular plant, gymnosperm, or angiosperm.
2. How are invasive species harmful? What can be done to stop the spread of invasive species?

Prompt Section 3
Biologists often study animals in an effort to better understand the workings of general biology, animal biology, and human health. Visit the National Institute of General Medical Sciences: Using Model Organisms to Study Health and Disease to view examples of animals that are used as a model organisms for scientific research.
1. Name two animal organisms that are used in scientific research. To what phyla do these animals belong? Careful–Note that yeast, fungi, and social amoebae are not animals!
2. What types of discoveries have been advanced using the model organisms that you chose?

An important type of research is observation. Watching what people do is informative. You can make decisions about product placement, look for safety issues, and general traffic patterns. You would want to observe shoppers before siting a store anywhere. You would need to know how many people come by a space, if they come alone, if they have bags when they leave, etc.

Your project is to visit a large store (grocery, department store, Bed Bath and Beyond). There are several in the nearest shopping center so this should be easy.

You need to spend 30 minutes walking the store and observing. If the store asks you to leave, do so. They should not notice you but if they do, leave immediately. This is a class project, not a reason to be arrested.

record the time of day and the address of the store

Observe (qualitatively):

=What do shoppers do when they enter the store?  Get a shopping cart, stop to get acclimated, move on quickly? Watch for a minute or two and move on.=Aisles: do they follow the main aisle all the way to the back or do they quickly move into the merchandise?

=Do they seem to be actively searching or are they browsing?

=How many shoppers buy something with in this short time frame?

Your deliverable is a well-formatted report that includes:

=what you observed

=what is important in the information you observed

=actionable intelligence, that is, what could this store do to improve

Write a review on “women’s place in everyday talk: reflections on parent-child interaction” by Candace West and Don H. Zimmerman and the review should be around 600 words no more than 600 words.
QUESTIONS TO KEEP IN MIND WHEN WRITING A REVIEW: Does the paper clearly state its purpose? Does it reach its goal? Is the paper successful at bringing evidence to support its arguments? Is the evidence/arguments sufficient to the goal of the paper? Are there any opposing viewpoints or other explanations that should have been taken into account? Is the paper ‘complete’ in its argumentation? Are there any obvious other explanations that were not considered, but should have been?
Avoid direct quotes, but if you must, cite them With author’s name, year and page number.

1. In the four slave narratives you have read this term, the authors often comment on the ways
their experiences are informed by both race and gender.
For example, Harriet Jacobs/Linda Brent states: “When they told me my newborn babe was a
girl, my heart was heavier that it had ever been before. Slavery is terrible for men; but it is far
more terrible for women. Superadded to the burden common to all, they have wrongs, and
sufferings, and mortifications peculiarly their own” (Chapter XIV).
Frederick Douglass, in his narrative, claims that “Th[e] battle with Mr. Covey was the turning
point in my career as a slave. It rekindled the few expiring embers of freedom, and revived
within me a sense of my own manhood” (Chapter X).
Choose ONE of the slave narratives we have read this term. Discuss the ways in which the
socially constructed categories of ‘race’ and gender operated to subjugate enslaved peoples in
the Americas. Explore as well the ways in which the author resisted these experiences of
oppression and narrated an alternate sense of self-identity. Draw on the articles by Barbara
Bush, Brenda Stevenson, and/or G.K. Lewis to help you theorize enslaved people’s
oppression and resistance.

Follow these steps to the letter to achieve a high grade on this assignment.
1. Complete crafting the argument in the form of modus ponens. You should now have three lines (exactly!). Example:
If I am going to the movies, I will need to bring money.
I am going to the movies.
I will need to bring money.

2. Look for an issue. Do some news reading, find a video, or address an everyday event or item that can be thought of argumentatively. Remember that an argument is literally any aspect of the world which is being used to lead you into a particular belief or action. You can write on anything you want, in fact, without any limits.

3. State your issue in the form of a question. This forms the reason for the paper. An argumentative essay always seeks to answer a question. The issue question (IQ) should be stated at the very top of the paper. It’s the very first thing I should see.

4. State your answer in one sentence. If you formulated your question well, then this will be easy. If your question was confused, then you’ll have trouble with this step. This sentence is the conclusion of the outline and should be the third line of the modus ponens argument. It is also the “B” Statement in the outline.

5. Do any necessary research. Ask yourself whether the argument that you have crafted relies on premises that are factual in nature. Are you claiming that something is true about the world? If so, then you should support this factual claim with good references. Whenever possible, double-source all such factual claims. Make sure, however, that you are only trying to source factual claims. It does no good to provide references for ethical claims. The ethics of the paper — the “shoulds” — are your own, and no one can argue them for you.

6. Write your first paragraph. This paragraph will support the first premise. Be very precise here. Ask yourself what the first premise of your argument is saying, and then support that claim with specific reasons. Each sentence should be on point and there should be no wasted language. Avoid, for example, saying how controversial the topic is or how long people have been arguing about it.

7. Write your second paragraph. This paragraph will support the second premise. The same principles apply as in the first paragraph.

8. Check your word count. You should be up to at least 350 words and no more than 450 words for the outline + paragraphs. These are strict word count limits.

A video depicting this process is here: screencast.com/t/w92OGHy0wu. Another video explaining the supporting paragraphs is here: screencast.com/t/1GysUTZbpD.

Thinking Outside the Box Innovation Assignment

PURPOSE: 

The purpose of this leadership assignment is to:

• Identify a problem in your environment or microsystem in need of a solution.
• Employ a systematic approach to problem identification and solution development through Design Thinking.
• Provide a scholarly dissemination of your work.

DUE DATE:

The assignment is due no later than November 2, 2018 at 11:00 PM CST.  Any assignment posted after the due date follows the “late submission” grading policy.  Refer to Course Syllabus.

LEARNING ACTIVITIES:

• Read module material.  Articles provided provide valuable information related to design thinking, empathy, innovation, and disruption.
• Review content notes.  These notes provide additional information to support your innovation.
• Review embedded media.
• Complete a PowerPoint Assignment based on the criteria below using the provided PowerPoint
• For more information on the UAB Design Studios Project, visit http://www.uab.edu/solutionstudios/(Links to an external site.).
• Use the PowerPoint templete to complete the assignment.
• Conduct a literature search to locate evidence-based, scholarly articles to support the leadership strategies recommended in your PowerPoint presentation. Use no less than five (5) scholarly references in your discussion of leadership strategies; not including Lencioni.
• **Note:  For NUR 737, you may receive up to twenty (20) clinical hours toward the clinical  requirements for the DNP degree.  Please use the DNP Clinical Log to record the hours for this course.
• Prepare a scholarly PowerPoint  in accordance with the requirements below.

PowerPoint REQUIREMENTS:

Introduction (10%) (1 slide)  

• Provide your credentials, title, department/division, and UAB email on the “Introduction” slide.  No need for a picture at this time.  If you choose to become part of the Soultion Studio project, we can add a picture.  Tajuana T Shuler, MSN, Psychiatric Mental Health Nurse Practitioner- Board Certified, (PMHNP-BC), School of Nursing/Doctrine of Nursing Program, ttshuler@uab.edu

Design Thinking Slides (40%) (Slides 2, 3, 4, 5)

• These slides are specific and answer the following questions in sequence:
  • Who are the patients? These patients are part of your microsystem. Active Duty Military members who are dealing with substance abuse problem
  • What is the problem?  This may or may not be the beginning of your DNP scholarly project.  No stress.  This assignment is only to begin a dialogue and learn the language.  Our patients who are diagnosed with either Alcohol use disorder moderate or Alcohol use Disorder severe will relapse at least 3 times (diagnosis is based on the DSM 5, reference that if you need to)
  • What is the need?  Explain if there is something that patients and/or clinicians need to solve the problem.  In most all cases, there is a needs not being filled….thus the need.  Will receiving the Naltrexone XR injection reduce the number of relapses in patients diagnosed with Alcohol use disorder moderate and alcohol use disorder severe (Cognitive therapy and groups alone are not reducing the number of relapsing we are seeing in our patient population. If we introduced medication management will it help with the cravings and reduce the high number of relapses that we are seeing.
  • What is the benefit? Tell me the planned or anticipated outcomes or improvements.  With the introduction of Naltrexone XR injections, this should help with the cravings our patients are receiving and reduce the high number of relapses we are seeing.

Leadership Development Strategies: (20%) (2-3 slides)

• Based on your results develop a personalize leadership development plan on how you will develop the project/innovation.
• Provide DRAFT ideas of how to address the need.  Provide a minimum of two (2) ideas of how to address the need.  Think outside the box!!
• Include feedback from the stakeholders on how you identified the problems and needs.
• The goal is for you to show how you identified the problem and need.  Who did you work with?  What feedback or guidance did they provide?  Is this information based on evidence?  Example, we can’t simply say…” We want to discharge patients faster”.  There is some background to this.  What is the current time for discharge?  What are the bottlenecks?
• We are not asking for a full DNP project.  Only wanting you to begin thinking DNP project and Quality Improvement through INNOVATION.
• Use scholarly literature to support your strategies.

Implications for Practice: (20%) (2 slides)

• Provide a robust and meaningful discussion of how your leadership skills and abilities impact your ability to function in your current role
• Provide a description of your ideal “dream job” and what leadership steps are needed to achieve this goal. My ideal dream job is to open my own practice where I provide services to adolescents and adults who suffer from mental health issues.

Scholarship: (10%)

• Your assignment should reflect the scholarship performance expected of a doctoral student. All content should be properly formatted with correct grammar, spelling, logical flow, clear section.  AVOIDdirect quotes – paraphrase cited work appropriately.  Make certain that all evidence based ideas and interventions are appropriately cited. You should dedicate slide(s) to display any citations used.  APA format is expected.
• You should use scholarly creativeness to present and highlight your work.  The end product of your work should be ready for presentation to your organization’s executive leadership team.  Points will be deducted for the failure to produce a presentation that demonstrates professional and scholarly work.

 

In this Performance Task Assessment, you will have an opportunity to demonstrate your competence in market alignment. You will create a senior management-level PPT presentation that assesses the newspaper marketplace and the role of digital product options. You will consider new tactics and/or strategies to increase the success of in response to the NYT Paywall Case Study provided.
Your response to this Assessment should:
• Reflect the criteria provided in the Rubric.
• Adhere to the required assignment length.
• Use the APA course paper template available here.
Access the following to complete this Assessment:
• The New York Times (NYT) Paywell Case Study
This Assessment requires submission of one (1) document: Marketing Presentation.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Rubric
To begin this Assessment, read the New York Times (NYT) Paywall Case Study. As you read, evaluate the market that NYT was facing and, based on the information presented, formulate marketing tactics that you would recommend to NYT’s leadership.
Create a formal PPT presentation (15–25 slides) that will communicate your marketing tactics. Be sure to include the following sections and details:
Section 1: Executive Summary (You may choose to complete this section last.)
• A single slide containing 5–7 bullet points that summarize the remaining slides.
Section 2: Customer Expectations
• Identify customer expectations as part of a complete market analysis including demographics.
Section 3: Market Trends
• Identify at least five market trends impacting the company. Elaborate and/or speculate on the trends’ implications for the company at the end of 3 years.
• Include a high-level SWOT analysis of each (two bullet points per quadrant). The trends may include: use of new media by a customer segment (e.g., mobile media), price increases resulting in fewer purchases/purchasers or segment growth/shrinkage, consolidation of suppliers or competitors, resource scarcity, and so on.
• Recommend tactical responses to the opportunities (or threats) identified in the SWOT analysis for each of the trends.
Section 4: Social and Ethical Considerations
• Recommend marketing actions that take into consideration their impact in the areas of ethics, corporate social responsibility, and sustainability.

Texas is home to more than one million undocumented immigrants, and most of them are stuck in low-paying jobs. Meanwhile, the state also suffers from a lack of skilled workers. The Texas Workforce Commission estimates that 133,000 jobs are currently unfilled, many because employers cannot find qualified applicants (The Boston Globe, September 29, 2011). Texas was the first state to pass a law that allows children of undocumented immigrants to pay in-state college tuition rates if they have lived in Texas for three years and plan to become permanent residents. The law passed easily back in 2001 because most legislators believed that producing college graduates and keeping them in Texas benefits the business community. In addition, since college graduates earn more money, they also provide the state with more revenue.
Chuck Norris, who sits on the Board of Directors for the Texas Workforce Commission suggests the board should hire your consulting firm, Stat Solutions, to estimate the mean hourly wage of workers with various levels of education. You accept the job and a sample is collected of the hourly wages of 30 Texas workers with a bachelor’s degree or higher, 30 Texas workers with only a high school diploma, and 30 Texas workers who did not finish high school.
Chuck wants you to provide a full report for him to present at the next meeting of the Texas Workforce Commission Board of Directors which occurs in 10 days.

Requirements and associated point values:
Part 1 – Calculate and use descriptive statistics to compare hourly wages for each of the education levels. Be sure to include the mean, standard deviation and margin of error with 95% confidence for each of the 3 levels (9 calculations). These calculations range in value from 3-4 points each for a total of 33 points. Note: See page 293 for the margin of error formula.

Part 2 – Construct and interpret 95% confidence intervals for the mean hourly wage at each education level. There should be an upper and lower number for each of the 3 levels. The end result should be 6 numbers which are valued at 3 points each for a total of 18 points.

Part 3 – Write up your findings in report form. For an example review and refer to other reports throughout your textbook. There is at least one at the end of each chapter. In your report discuss the difference between the means, etc. What do you find? Does education seem to make a difference? Remember these are dollar value wages. Please note: you are expected to use proper statistical terminology when appropriate but remember you are writing for a group who may not be as knowledgeable about statistics as you are. You must be sure they can understand your findings while also writing a professional report. This portion of the case study is valued at 29 points. Of those points, 9 will be allocated to proper grammar and spelling.

Data File and Grading Rubric
The data file for the case study is in an Excel spreadsheet and located in Blackboard, see “Case Study.” The grading rubric is on the second sheet of the Excel workbook. The submission link is located in the same folder. Refer to the course schedule for the case study due date.

Excel
You are expected to use Excel functions for the majority of your calculations. 10 points are allocated to the use of Excel. I will check within the cells to find/confirm your formulas and summation. An additional 10 points are allocated to showing your work (calculations). If you use Excel you receive the combined amount (20 points). If you perform the calculations by hand and show your work on paper you will receive only 10 points. Use Excel! It is a great tool that will serve you well in your future endeavors. The case study is valued at a total of 100 points.

The book review should do the following three things:

1. Provide a brief summary of the content of the book. Imagine that the reader has not heard of the book before, and provide enough of a summary that they understand what the book is about. Also identify the book’s core argument or perspective and the types of evidence and data used to support that argument/perspective.
2. Provide a critical assessment of the book: highlight what you think are the strengths and weaknesses of the book based on the evidence presented and the arguments being made. Articulate whether or not you think the argument is persuasive. You may want to consider the following questions when evaluating the book:
   • What would make the argument more persuasive?
   • Does the book help us to better understand or solve an environment or resource problem?
   • What kind of approach does the author take to the issue?
   • What kinds of issues does the author discuss?
   • Based on your new knowledge of transdisciplinary environmental problem-solving, does the book offer a transdisciplinary or interdisciplinary approach to understanding or solving the issue? Or does the author only appear to consider a single perspective?
3. Articulate why this book is important to read (or not) and who might benefit from reading it.

Essentials:

• Title Page, Reference List Page with the proper APA citation of the book under review.
• 1000-1200 Word Count; word count listed at the end of the book review.
• Written as an essay: Introduction, body, and a brief conclusion.
• Book must be from the approved list.
• Students may write their essays in the first person, but the paper should be written in a formal and professional tone.
• Students do not need to do additional research in support of their book review, however, if they draw from additional sources, those sources must be cited properly and listed in the references.

 

 

 

	Book Review Essay: 1000 – 1200 words   There is an automatic 1% penalty for any reference to the book as a “novel”.
(A- – A+)   Highly Proficient	Substance Summary:        Clear and concise summary of the book’s core argument and the types of evidence used to support the argument   Assessment:     Clear and insightful assessment of the book, with reference to why the student finds the book persuasive or not persuasive, and supported with evidence from the book. Strongly demonstrates the student’s familiarity with the book and engages with the author’s argument and evidence. Organization:  Sequence of ideas is effective and purposeful. Evidence:        Highly persuasive use of evidence or examples from the book or other sources of information.   Composition Grammar:    Perfect or near perfect Diction:         Word choices perfect or near perfect, little confusion about meaning Sentences:    Clear and easy to read; few convoluted sentences Style:             Clear, engaging and elegant writing; formal and professional tone Word count: Falls within the word count
(B – B+)   Proficient	Substance Summary:        Clear summary of the book’s core argument and the types of evidence used to support the argument; overall, the review might be more summary than critical assessment.   Assessment:     Clear and somewhat insightful assessment of the book, with some reference to why the student finds the book persuasive or not. Student’s assessment is partially supported with evidence from the book. Demonstrates that the student has read and understood the book. Organization:  Effective organization, very little awkward sequencing of ideas Evidence:        Very persuasive use of evidence or examples, few gaps in logical connections   Composition Grammar:    Mostly proper grammar; very few errors Diction:         Mostly proper word choices; some awkward or incorrect words Sentences:    Mostly well-crafted; few awkward passages Style:             Clear; assessment flows easily; mostly formal and professional tone Word count: Falls within the word count
(C – B-)   Somewhat proficient	Substance Summary:       Reasonable summary of the book’s core argument and the types of evidence used to support the argument;   Assessment:     Less clear assessment of the book; little reference to whether the student finds the book persuasive or not. Student’s assessment is not well supported with evidence from the book. Overall, the review seems to be more summary than assessment of the book. Organization:  Generally effective; significant sequencing problems but not enough to muddle the assessment. Evidence:        Evidence to support argument is broad or non-specific but still on-topic; logical connections not entirely clear; promising assessment, but needs further development to be persuasive and/or cogent   Composition Grammar:      More errors than appropriate, requires one more proofread Diction:         Problems with word choice begin to obstructs clear understanding Sentences:      Sentences convey meaning but not always clearly Style:              Writing style has lapses in formality or professional tone Word count:   May exceed the word count and needs editing; may fall below word   count and need more content
(D – C-)   Weak proficiency	Substance   Summary:       Poor or unclear understanding of the book’s core argument and the types of evidence used to support the argument;   Assessment:     A discernable but vague assessment of the book. No articulation as to whether the student finds the book persuasive or not. May rely heavily on describing the book rather than assessing it. Organization:  Some attempt at organization, but overall a bit scattered. Evidence:        Little or shallow substantive evidence, no clear logic to the                    argument   Composition Grammar:       Many grammatical errors Diction:           Many improper word choices Sentences:       Many passages and connections between sentences are difficult to   understand Style:                Mostly awkward phrasing and immature or informal writing style Word count:    May fall below the word count and need more content

 

 

(D-)   Very weak proficiency	Substance   Summary:       Does not describe the book’s core arguments or the types of evidence used. Assessment:     Lacks an assessment of the book. May rely heavily on describing the book rather than assessing it. Organization:  Disorganized, no direction; needs considerable rewriting Evidence:        No discernable effort made to support claims or assessment of the book.   Composition Grammar:       Very sloppy Diction:           Weak Style:               Poor grammar, diction and immature writing style Word count:   May fall below the word count
F (Below 50%)   Not proficient	Substance   Summary:        No clear summary of the book   Assessment:     No clear assessment of the book Organization:  Entirely disorganized; reads like a stream-of-consciousness piece Evidence:         None   Composition Very sloppy Poor grammar, diction and immature writing style Does not meet the minimum word length
Unacceptable (Below 40%)	Substance Did not review a book from the selected list Makes no reference to evidence used in book   Composition Extremely sloppy Extremely difficult to understand what is being said Does not meet the minimum word length

Answer one of the following five questions.
1. The pursuit and accumulation of wealth is a core feature of the modern world. Yet throughout history man has expressed criticisms, cautions and concerns about the accumulation of private property and its implications. Discuss some of these criticisms, cautions and concerns as they have been expressed over time and whether any of them bear relevance today.
2. By the time Adam Smith’s An Inquiry into the Nature and Causes of the Wealth of Nations was published in 1776, Europe had undergone a dramatic transformation from a feudal, largely agrarian society to an increasingly market-based commercial society. Discuss some of the more significant, transformative societal developments, and their implications, from 1492 to 1776.
3. Much has been written about the so-called “Adam Smith Problem;” the apparent dichotomy between his Theory of Moral Sentiments and An Inquiry into the Nature and Causes of the Wealth of Nations. Discuss whether these two works are reconcilable with one another. Do they reflect two very different imaginations of humans? Do they suggest that the author changed his mind after writing the first book? Might they represent a more complex and unifiable imagination of who we are or can be.
4. We have examined the following as a good definition for Corporate Social Responsibility: The duty of a corporation to create wealth in ways that avoid harm to, protect, or enhance societal assets. Discuss this definition as an expression of the Social Contract Theory. Also discuss the evolution of the Social Contract Theory from its original application to government toward this contemporary application to the world of business.
5. The lives of John D. Rockefeller and Ida Tarbell exemplify the great societal tension of their time; the rise of the great American capitalist titan and the growing fear of what Rockefeller and his like heralded for American society. Discuss whether and in what ways Ms. Tarbell’s criticism of Rockefeller can be seen as a precursor to modern Corporate Social Responsibility theory.
Your Essay should be no less than four (4) double-spaced pages. Please use the Modern Language Association (MLA) format.