Assessment Task 2: Critique of Research Manuscript

Details of task: Short report outlining a critique of a research manuscript submitted to a journal including

a recommendation for disposition of the manuscript.

An important component of the assessment in this course is a critique of a piece of climate or weather

research within the broader context of the field of climatology covered in the course. You will be provided

with a manuscript reporting original research results covering a topic discussed in this course that has been

submitted to a scientific journal. Your task is to critique it in terms of what you have learned in this course.

Your report must be presented in the style of a scientific critique as would be submitted by a manuscript

reviewer to the editor of a journal. Make sure that you follow the instructions and format your report

accordingly as outlined below. The report must include the following:

  • Summary of the manuscript: a structured summary of the manuscript relevant to your critique. You

need to summarise the introduction, methods and results as well as key conclusions (10 marks –

around 375-500 words).

  • Critique (total 25 marks – around 935-1250 words):

o an overall analysis of the appropriateness, degree of originality, and relevance of the

manuscript including knowledge expressed of the topic, (5 marks).

o critique of the methodology used, data quality and data analysis (5 marks);

o critique of data interpretation (5 marks).

o comment on the validity of the conclusions and how these relate to what is known and other

literature that you may want to cite in your critique to support your arguments (5 marks).

o comment on the relevance of the manuscript’s reference list including references that have

been ignored (5 marks).

  • Conclusions – your conclusions about the scientific rigor and relevance of the manuscript and

whether or not you consider the manuscript to be a relevant, original contribution to the field and

should therefore be published (3 marks – around 110-150 words). Include a sentence with your

specific recommendation for publishing: publish without revision; publish with minor revision; publish

with major revision; do not publish.

  • List of references – include all references that you have used to support your arguments. You are

encouraged to find at least 3-5 papers not cited in the manuscript that support your critique (2 marks

– around 75-100 words).

Your critique is expected to incorporate additional material from the scientific literature

(journals, textbooks and reference works) to support your arguments, and all references must

be properly cited in the text and listed in the reference list at the end of the critique. Peer reviewed

material is preferred but you may also cite other selected sources of information (e.g.

reports, websites, etc)

1500 words limit

Rise of the Robot

The mechanization of labor that has occurred over the last 150 years is now culminating in what seems to be a new phase, the rise of the robot. In your first essay for our class, I want you to grapple with the implications of what our robot future might mean. The essay should address the advantages that robotization offers (the techno-optimist position) and the concerns such a future might bring (the techno-pessimist position). To bring a different perspective to your discussion chose a type of robot (perhaps the sewing robot) and analyze its potential impact using Allenby and Sarewitz’s levels of technology. How does this analysis differ, if at all, from the techno-optimist/techno-pessimist dichotomy you presented in the first part of your essay? Remember, this is a prompt for writing. Your essay must cover all the points discussed in the prompt but you have freedom to decide how you would like to do so. Any arguments you present MUST be supported by credible sources. Include your essay word count at the bottom of your essay. Essays should be written in formal English with citations (footnotes). You may also use the Chicago-Turabian Style https://www.wired.com/story/what-is-a-robot/

Prescription drug abuse and drug policy

The paper must include one FULL page abstract. The paper must have no less than 8 peer reviewed references and citations throughout the body of the research paper providing research documentation. IMPORTANT: all citations must appear in the reference sheet “and” all references must appear in the body of the Drug Policy paper! Sources must be published no earlier than 2010. This assignment is designed for students to select a “Big Picture” topic which reflects a category in the area of A.T.O.D. For example, rather than choosing a narrow topic such as effectiveness of drug education in schools, a student may choose to discuss overall effectiveness of drug education programs, dose response, what populations these programs work best with, how “model programs” are determined, and why these are more effective, and perhaps researching what differences exists between drug education programs in the U.S versus those in other countries. Another example might be assessing treatment facilities here in the U.S versus other countries, and what aspects of these programs are identified as most effective. Another example might be how our judicial system impacts drug use and drug trafficking, what these changes have been over the years, and what these differences might be as compared to other countries. Bottom line, examining a bigger picture or larger category when exploring this line of research

Book or Article review

Write a review of the book or article of your choice. For purposes of this assignment, you should review one work, either a book or article or a book chapter. The item should be in print. I want you to focus on more traditional print media. In your review, you should: a)Clearly identify the book or article you are reviewing. You should indicate the title, author, the publisher if it is a book or the journal title if it is an article. state and explain the main arguments and conclusions of the book or article. Briefly describe how the piece is organized and the scope of its coverage. b)discuss the significance of the work under review. What does it add to your understanding of the particular component of the economy Kazakhstan, the particular country of Asian Economic history and of Economics and History more generally? c)evaluate the work under review. What did you find to be its strengths and weaknesses? Did you gain any insights from it nor not? Why or why not did you the work to be convincing?

health and social policy

Instructions:

  • For each questions Provide a 500-750 word response
  • Utilize a sufficient number of evidence-informed sources to support your posting (e.g., journal articles, reports from reputable health and social policy organizations such as CIHI, Health Quality Ontario, RNAO (Registered Nurses Association of Ontario), CNA (Canadian Nurses Association), (College of Nurses of Ontario) CNO ). It is expected that students will go beyond the use of a text book or the course module content to inform your discussion board response. List your references at bottom of your answer for EACH QUESTION in APA format.
  • Please base the answer in Canadian context
  • Please do question and the answer, don’t combine the answers for all the question

Quality of responses:

-Answering the question in a way that demonstrates your engagement with the issue, critical thinking, and a clear, logical argument;

 

-Providing a unique contribution to the question (e.g. the discussion board submission does not regurgitate online module content but rather provides the student’s own interpretation of the issue/content).

 

– Critical application of your answer as an Ontario (provincial) or Canadian (national) health or social policy issue. It should be clearly outlined whether or not your focus is provincial or national.

 

-Application and integration of your answer to one or more of the core concepts discussed in this course such as policy drivers, agenda setting, ideas, interests and institutions. For example, if the module content focuses on the Institutions component of the 3I framework, then you should be trying to integrate this into your analysis.

 

-Utilizing research evidence or policy relevant literature from reputable health care organizations to support ideas. Please do not regurgitate what is on the online module or a text book, you need to go beyond this and use the literature. And

 

-Applying the research evidence or policy relevant literature back to your discussion board response (e.g. you are not just putting a reference into your response for the sake of using a reference)

 

  1. Consider the following policy problem: Quality Improvement and the Excellent Care for All Act.

Now that you are familiar with legislated quality improvement, do you think that quality improvement plans and initiatives are necessary, why or why not? What are the implications should a hospital not carry out any form of quality improvement? (Q5)

Readings:

Buse, K., Mays, N., & Walt, G. (2009). Chapter 4: Agenda setting (pp. 6379). In Making Health Policy, New York: Open University Press/McGraw-Hill Education.

Department of Finance Canada. (2012). Federal Support to Provinces and Territories and The Canada Health Transfer and the Canada Social Transfer. Major Federal Transfers. 

Gauvin, F.P. (2014). Understanding policy developments and choices through the “3I” framework: Interests, Ideas, and Institutions (Opens PDF document).

Montreal, Quebec: National Collaborating Centre for Healthy Public Policy (NCCHP). Policy Issue – Quality Improvement and Excellent Care for All Act

Ontario Ministry of Health and Long-Term Care. (2017). Excellent Care for All Act, 2010, S.O. 2010, c. 14. 

Health Quality Ontario. (2017). Quality Matters: Realizing Excellent Care for All (Opens PDF document) (Opens PDF document).   

Health Quality Ontario. (2017). Insights into quality improvement: Hospitals: Impressions and observations. 2016/2017 Quality Improvement Plans (Opens PDF document) (Opens PDF document).

  1. Consider the following policy problem: Registered Nurse Prescribing.

Upon consideration of the differences in scope of practice and responsibilities, what do registered nurses need to do before they can be considered competent and safe to prescribe approved medications and corresponding diagnoses? Should any registered nurse be permitted to prescribe medications? What rules would you put into place to protect the public if you were making policy decisions? (Q3)

Readings:

 

 

Psychology Case Study

Based on the case study as attached.. please write a answer all these question in the essay. 2 single-spaced pages. Each case study summary and it include the following elements. • Description of the Presenting Problem (medical problem or functional problem or diagnosis etc)
 • Background information (e.g., sociocultural factors, family mental health history, relationships, substance use history, early and current life stressors, goals, and coping skills) 
 • Relevant current and past mental health symptoms 
 • DSM-5 diagnosis (or diagnoses) with rationale and specifiers if appropriate (discuss which 
information from the case study was used to formulate your diagnosis). 
 • Discussion of differential diagnoses (Was there another diagnosis that you considered? Explained why you did not assign that diagnosis). 
 • Recommended interventions and rationale (please include references) 
 Please include intext citation and end text reference. thank you

 

John Quinn was 31 years old, divorced, and a successful insurance salesman. He had experienced panic attacks
on several occasions during the past 10 years, but he did not seek psychological treatment until shortly after the
last incident. It happened while John and his fiancée Jacklyn were doing their Christmas shopping at a local
mall. Their first stop was a large department store, where Jacklyn hoped to find a present for her mother. John
was in a good mood when they arrived at the store. Although he was usually uneasy in large crowds of people,
he was also caught up in the holiday spirit and was looking forward to spending the bonus that he had
recently received from his company. Ten minutes after they began shopping, John suddenly felt very sick. His
hands began to tremble uncontrollably, his vision became blurred, and his body felt weak all over.He
experienced a tremendous pressure on his chest andbegan to gasp for breath, sensing that he was about to smother.
These dramatic physical symptoms were accompanied by an overwhelming sensation of apprehension. He was terrified
but did not know why. Without saying anything to Jacklyn, he ran out of the store and sought refuge in their
car, which was parked outside. Once there, he rolled down the windows to let in more air, lay down on the back
seat, and closed his eyes. He continued to feel dizzy and short of breath for about 10 minutes more.
Jacklyn did not find him for more than an hour because she had been browsing in an adjacent aisle and had
not seen him flee from the store. When she noticed that he was gone, she tried to reach him on his cell
phone but he did not answer. After awhile she realized that something was wrong and finally decided to check
the car. This was the fast panic attack that John had experienced since he and Jacklyn had begun dating
several months previously. After they returned to his apartment he explained what had happened and his
past history of attacks in somewhat greater detail; she persuaded him to seek professional help.
When John arrived at the clinic for his first appointment, he was neatly dressed in an expensive suit. He was
five minutes early, so the receptionist asked him if he would like to take a seat in the large, comfortably
furnished waiting room where several other clients were sitting. Politely indicating that he would prefer to
stand, John leaned casually against the corridor wall. Everything about his physical appearance-his posture, his
neatly trimmed hair, his friendly smile-conveyed a sense of confidence and success. Nothing betrayed the real
sense of dread he had struggled with since he had promised Jacklyn that he would consult a mental health
professional. Was he, in fact, crazy? He wanted help, but he did not want anyone to think that he was emotionally
unstable.
The first interview was not very productive. John cracked jokes with the counselor and attempted to engage in
an endless sequence of witty small talk. In response to the counselor’s persistent queries, John explained that he
had promised his fiancée that he would seek some advice about his intermittent panic attacks. Nevertheless, he
was reluctant to admit that he had any really serious problems, and he evaded many questions pertaining to
his current adjustment. John seemed intent on convincing the counselor that he did not have a serious
psychological problem. He continued to chat on a superficial level and, at one point, even began asking the
counselor whether she had adequate life insurance coverage.
In subsequent sessions, it became clear that the panic attacks, which never occurred more than two or three
times per year, were simply the most dramatic of John’s problems. He was also an extremely tense and
anxious person between attacks. He frequently experienced severe headaches that sometimes lasted for several
hours. These generally took the form of a steady diffuse pain across his forehead. John also complained that
he could not relax, noting that he suffered fromchronic muscle tension and occasional insomnia. Hisjob often
required that he work late in the evening, visiting people in their homes after dinner. When he returned to
his apartment, he was always “wound up” and on edge, unable to sleep. He had tried various distractions
and popular remedies but nothing had worked.
John was very self-conscious. Although he was an attractive man and one of the most successful salespersons
in his firm, he worried constantly about what others thought of him. This concern was obvious in his
behavior both before and after sessions at the clinic. At the end of every session, he seemed to make a point
of joking loudly so that anyone outside the counselor’s office would hear the laughter. He would then open
the door, as he continued to chuckle, and say something like, “Well, Alicia [the therapist’s first name], that
was a lot of fun. Let’s get together again soon!” as he left her office. The most peculiar incident of this sort
occurred prior to the fourth treatment session. John had avoided the clinic waiting room on past visits, but
this time it happened that he and his therapist met at a location that required them to walk through the
waiting room together to reach her office. Thinking nothing of it, the therapist set off across the room in
which several other clients were waiting, and John quickly followed. When they reached the middle of the
long room, John suddenly clasped his right arm around her shoulders, smiled, and in a voice that was slightly
too loud said, “Well, Alicia, what’s up? How can I help you today?” The therapist was taken completely by
surprise but said nothing until they reached her office. John quickly closed the door and leaned against the
wall, holding his hand over his heart as he gulped for air. He was visibly shaken. After he had caught his
breath, he apologized profusely and explained that he did not know what had come over him. He said that
he had always been afraid that the other people in the clinic, particularly the other clients, would realize that
he was a client and therefore think he was crazy. He had become extremely uncomfortable as they walked
across the waiting room and had been unable to resist the urge to divert attention from himself by seeming to
be a therapist.
This preoccupation with social evaluation was also evident in John’s work. He became extremely tense whenever he
was about to call on a prospective client. Between the point at which an appointment was arranged and his
arrival at the person’s home, John worried constantly. Would he or she like him? Could he make the sale?
His anxiety became most exaggerated as he drove his car to the person’s home. In an effort to cope with this
anxiety, John had constructed a 45-minute audio recording that he played for himself in the car. The
recording contained a long pep talk, in his own voice, in which he continually reassured and encouraged
himself: “Go out there and charm ’em, John. You’re the best damn salesman this company’s ever had! They’re
gonna be putty in your hands. Flash that smile, and they’ll love you!” and on and on. Unfortunately, the net
effect of the recording was probably an increase to his tension. Despite this anxiety, he managed to perform
effectively in the selling role, just as he was able to project an air of confidence in the clinic. But, on the
inside, he was miserable. Every 2 or 3 months, he would become convinced that he could no longer stand the
tension and decide to quit his job. Then he would make a big sale or receive a bonus for exceeding his quota
for that period and change his mind.
Social History
John was an only child. His father was an accountant, and his mother was an elementary school teacher. No
one else in his family had been treated for psychologicalproblems. John and his mother got along well, but
his relationship with his father had always been difficult. His father was a demanding perfectionist who
held very high, probably unrealistic, expectations for John. When John was in elementary school, his father
always wanted him to be the best athlete and the best student in his class. Although John was adequate in
both of these areas, he did not excel in either. His father frequently expressed the hope that John would
become an aeronautical engineer when he grew up. Now that John was working as an insurance salesman,
hisfather nevermissed an opportunity to express his disapproval and disappointment. He was also unhappy
about John’s previous divorce. When his parents came to visit, John and his father usually ended up in an
argument.
John remembered being shy as a child. Nevertheless, he enjoyed the company of other children and always
had a number of friends. When he reached adolescence, he was particularly timid around girls. In an effort to
overcome his shyness, he joined .the high school drama club and played bit parts in several of its productions.
This experience provided an easy avenue for meeting other students with whom he became friends. He also
learned that he could speak in front of a group of people without making a fool of himself, but he continued
to feel uncomfortable in public speaking and social situations.
After graduating from high school, John attended a state university for two years. Although he had been a
reasonably good student in high school, he began to experience academic problems in college: He attributed
his sporadicperformance to test anxiety. In his own words, he “choked” on examinations. Shortly after he entered
the classroom, the palms of his hands would begin to perspire profusely. Then his breathing would become
more rapid and shallow, and his mouth would become very dry. On the worst occasions his mind would
go blank.
Some of his instructors were sympathetic to the problem and allowed him to take extra time to finish
examinations; others permitted him to complete the exam in a different room away from other students.
Nevertheless, hisgrades began to suffer and by the end of his first year, he was placed on academic probation.
During his second year in college, John began to experience gastrointestinal problems. He had always
seemed to have a sensitive stomach and avoided rich or fried foods that often led to excessive flatulence or
nausea. Now the symptoms were getting worse. He suffered intermittently from constipation, cramping, and
diarrhea. He would frequently go for 3 or 4 days without having a bowel movement. During these periods, he
experienced considerable discomfort and occasional severe cramps in his lower abdominal tract. These
problems persisted for several months until, at the urging of his roommate, John finally made an appointment
for a complete gastrointestinal examination at the local hospital. The physicians were unable to find any evidence
of structural pathology and diagnosed John’s ‘s problems as irritable bowel syndrome. They prescribed some
medication, but John continued to suffer from intermittent bowel problems.
John had several girlfriends and dated regularly throughout high school and college. During his sophomore
year in college, he developed a serious relationship with Maria, who was a freshman at the same school.
She and John shared some interests and enjoyed each other’s company, so they spent a great deal of time
together. At the end of the academic year, John decided that he had had enough of college. He was bored
with his classes and tired of the continual pressure from his parents to get better grades. An older friend of
his had recently landed a well-paying job with an insurance firm, so John decided that he would complete
applications with a number of companies. He was offered a position i n sales with a company in a nearby
state. Maria decided that she would also .drop out of school. She and John began living together, and they
were married 2 years later.
John and Maria were reasonably happy for the first 3 years. He was successful at hisjob, and she eventually
became a licensed realtor. As they were both promoted by their respective firms, they found themselves spending
more and more time working and less and less time with each other. Their interests also began to diverge.
When Maria had some time off or an evening free, she liked to go out to restaurants and parties. John liked to stay
home and watch television.
John’s first real panic attack occurred when he was 24 years old. He and Maria were at a dinner theater with
three other couples, including Maria’s boss and his wife. The evening had been planned for several weeks,
despite John’s repeated objections. He was self-conscious about eating in public and did not care for Maria’s
colleagues; he had finally agreed to accompany her because it seemed that it would be important for her
advancement in the firm. He was also looking forward to seeing the play, which would be performed after the
meal was served. As the meal progressed, John began to feel increasingly uncomfortable. He was particularly
concerned that he might experience one of his gastrointestinal attacks during dinner and be forced to spend the
rest of the evening in the men’s restroom. He did not want to have to explain the problem to all of Maria’s
colleagues. In an attempt to prevent such an attack, he had taken antispasmodic medication for his stomach
and was eating sparingly. Just as everyone else had finished eating dessert, John began to experience a choking
sensation in his throat and chest. He could not get his breath, and it seemed certain to him that he was going to
faint on the spot. Unable to speak or move, he remained frozen in his seat in utter terror. The others quickly
realized that something was wrong, and assuming that he had choked on some food, Maria began to pound on his
back between the shoulder blades. There was now a sharp pain in his chest, and he began to experience heart
palpitations. John was finally able to wheeze that he thought he was having a heart attack. Two of the other men
helped him up, and a waiter directed them to a lounge in the building where he was able to lie down. In less
than 30 minutes, all of the symptoms had passed. John and Maria excused themselves from the others and drove
home.
John was frightened by this experience, but he did not seek medical advice. He was convinced that he was in
good physical condition and attributed the attack to something he had eaten or perhaps to an interaction
between the food and medication. He did, however, become even more reluctant to go to restaurants with Maria
and her friends. Interestingly, he continued to eat business lunches with his own colleagues without apparent
discomfort.
The second panic attack occurred about 6 months later, while John was driving alone in rush-hour traffic. The
symptoms were essentially the same: the sudden sensation of smothering, accompanied by an inexplicable,
intense fear. Fortunately, John was in the right lane of traffic when the sensation began. He was able to pull
his car off the road and lie on the seat until the experience was over.
By this point, John was convinced that he needed medical help. He made an appointment with a specialist in
internal medicine who gave him a complete physical examination. There was no evidence of cardiovascular or
gastrointestinal pathology. The physician told John that the problem seemed to be with his nerves and gave him a
prescription for alprazolam (Xanax), a high-potency benzodiazepine often used in treating anxiety disorders and
insomnia. John took 2 milligrams of Xanax three times per day for 4months. It did help himrelax and, in
combination with hisothermedication,seemed to improve his gastrointestinal distress. However, he did not like the
side effects (such as drowsiness and lightheadedness) orthe feeling of being dependent on medication to control his
anxiety. He saw the latter as a sign of weakness and eventually discontinued taking the Xanax (decreasinghis
dailydosagegradually, asrecommended byhisphysician).
Maria asked John for a divorce 3 years after they were married (2 years after his first panic attack). Itcame as no
surprise to John; their relationship had deteriorated considerably. He had become even more reluctant to go out with
herin the evening and on weekends, insisting that heneeded to stay home and rest his nerves. He was very
apprehensive in crowded public places and also careful about where and when he drove his car. He tried to avoid
rush-hour traffic.When he did drive in heavy traffic, he alwaysstayed in the right lane, even if it was much slower,so
that he could pull off the road if he had an attack. Long bridges made him extremely uncomfortable because they
did not afford an opportunity to pull over; he dreaded the possibility of being trapped on abridge during one of his
“spells.”
These fears did not prevent him from doing his work. He continued to force himself to meet new people, and he
drove long distances every day. The most drastic impact was on his social life. These increased restrictions led
to greater tension between John and Maria. They had both become more and more irritable and seldom enjoyed
being with each other. When she decided that she could no longer stand to live with him, he agreed to the divorce.
After Maria left, John moved to an apartment in which he was still living when he entered treatment 5 years
later. His chronic anxiety, occasional panic attacks, headaches, and gastrointestinal problems persisted relatively
unchanged, although they varied in severity. He had a number of friends and managed to see them fairly
frequently. He did, however, avoid situations that involved large crowds. He would not, for example, accompany
his friends to a professional football game, but he did like to play golf, where he could be out in the fresh air with
very few people and a lot of open space around him. He met Jacklyn 4 years after the divorce. Shewasslightly
olderthan he and much less active socially than Maria had been. They enjoyed spending quiet evenings watching
television and occasionally got together with one or two other couples to play cards. Although they planned toget
married, neitherJohn norJacklyn wanted torush into anything.

1. Identify the organization/issue and provide a short description/overview of the organization and/or the issues your policy brief will address (e.g. Abortion, Capital Punishment, Immigration, Planned Parenthood, the NRA, SCLC, etc…)

2. Title: Include the title of the brief “Capital Punishment and its Importance in the 21st century”. Try to make your title memorable by choosing a proactive or surprising title. It is the best way to communicate your key message and the need for change. 3. Introduction: the introduction, begin with a brief overview and state the problem or objective. Map where your argument will take the reader and explicitly outline your thesis. 4. Description of the problem and proposition of the preferred policy. Outline brief history or background relevant to the theme. Describe the problem that required attention and action by policy makers. Then offer a few sentences to support your suggested response to the issues you raised. This section should summarize the key points of the policy brief. 5. Analysis: Constructively criticize arguments, ideologies, and the quality of technical evidence. Use evidence from literature and other sources to support your perspectives and advance your recommendations. 6. Presentation of selected policy options and discussion of their impact. The main part of your brief should contain an analysis on the issue. Highlight which policies are the most appropriate to solve the given problem and don’t forget that you have to paint both sides of the perspective and limit your own as this may bias the analysis. Defend your arguments using supporting evidence and use strong arguments from the analysis to support your position. 7. Recommendations: Propose from your perspective up to three specific and feasible recommendations to address the problem/issue. The recommendation should be clear in detail what policymakers must do to adopt your recommendation and why it is in their best interest to do so. 8. Concluding remarks. Conclude with a persuasive argument and summary statement. Finally try to ensure that your policy brief feels complete. After completing each individual component of the brief, summarize the key message at the end. Conclude the brief by demonstrating that your response is logical, relevant and complete. 9. Reference list. At the end of the brief include a list of full reference materials which you utilized in the development of the brief in APA.

Quality, process, and location analysis case study

QSO 300 Final Project Milestone Two Guidelines and Rubric
Overview: For the second milestone of your final project, you will submit a quality, process, and location analysis case study analysis that will address the
typical problems that operations managers face. This case study analysis will be incorporated into the final summative analysis. This milestone is due in Module
Four.
Prompt: Refer to the Nissan case study, your own independent research, and the course materials to answer the following items. Specifically, the following
critical elements must be addressed:
I. Theories and Techniques
A. Explain the five steps of the theory of constraints (TOC) process. To what processes might the company in the case study apply TOC? Why would
applying TOC to these processes be advantageous?
B. Describe how total quality management (TQM) principles and tools can be used to improve quality in the latest line of products in the context of
the case study.
II. Data Analysis
A. Draw a cause-and-effect diagram that assesses why some of the company’s supply chain partners might have struggled to implement some of the
company’s newly developed materials. Summarize your findings from the diagram.
B. Draw a hypothetical process (time-function) map for producing a recently released (within the past two years) product manufactured by the
company. As an operations manager, how will you use the value map? Be sure to include your process map within your case study analysis.
C. Considering the data and options below, determine where the company should locate its new manufacturing plant. Explain why this would be
the favorable location.
Factor Weight Mexico City Columbia, SC
Political Risk .25 70 80
Transportation Costs .20 40 90
Labor Productivity .20 85 75
Rental Costs .15 90 55
Labor Costs .10 80 50
Taxes .10 90 50
Guidelines for Submission: The format for this assignment will be a Word document using a business writing format of your choice. There is no minimum page
length requirement, but the submission should be double spaced, and no more than four pages in total. Copy and paste any data analysis from Excel into your
Word document for submission. You may include your original Excel documents as supplementary material if you believe this will strengthen your contribution.

ESSAY ON RESEARCH METHOD DESIGNS

Students must synthesize information regarding research method designs including: qualitative, quantitative, single-case design, action research, and outcome-based research. b. Students will provide the definition, purpose, research tools, methods of statistical analytics, and one example of a current research study utilizing the design. Students must use empirical research articles to support provided information. Use at least one article for each research method design. Class textbooks are not appropriate sources. c. Students must utilize APA Manual 6th Ed. to cite sources and to provide a reference page. d. This essay must be at least 1500 words and cover all items in the description. PLEASE SEE THE RESEARCH OUTLINE ATTACHED FOR GUIDANCE AS I NEED TO STAY AROUND OR CLOSE THE SAME SUBJECT OF PREVIOUS WORK.

Final Project: Milestone One Guidelines and Rubric

Prompt: For this milestone, due in Module Three, you will prepare a draft of the literature review due as part of your final research investigation using the three
articles for your track that you selected in Module One. Rather than following the format of a typical lengthier APA literature review, you will instead prepare
three shorter, adapted, individual literature reviews (one for each provided article). Each literature review should be one page in length. The final literature
review will consist of a total of five literature reviews (based on the three articles provided in your track and two more articles found and selected by you). The
final version of the literature review will be submitted in Module Seven as part of Final Project I. The final project is meant for you to propose a hypothetical
study. You are not and should not be conducting human subjects research for this project. It is not necessary for the purposes of this assignment. All human
subjects research requires written approval from the SNHU COCE Institutional Review Board in order to protect the welfare and ensure ethical treatment of the
subjects.
First, read and review the three provided articles for your track. Next, using the questions presented in the Module Two literature review practice journal
assignment as a guide, you will draft three literature reviews of the articles provided in your track. The questions are provided here for your convenience:
 What is the title of the article? Provide a citation for the article in APA format.
 What is the purpose of the article?
 What is the hypothesis of the study? In other words, what claims do the authors make in the article?
 What variables (factors) are being looked at as an influence on personality?
 If these variables or the relationship between these variables have been studied before, what have other studies found? This shows historical
significance.
 What type of research design is used in the study?
 Do you think the research in this article was conducted in an ethical manner? Why or why not?
Use the Literature Review Template to complete this task. Refer to the Literature Review Example to assist you.
Also: Consult the sections of the Publication Manual of the American Psychological Association that cover literature reviews: Section 1.02, Literature Reviews;
Section 2.01, Title; Section 2.02, Author’s Name and Institutional Affiliation; and Section 2.05, Introduction.
Refer also to the tutorials at the Smarthinking Online Tutoring Service to assist you in your writing and to the webpage SNHU Online Writing Center
for proper APA formatting of sources.
The following elements must be addressed (as also outlined in the Literature Review section of the Final Project I Guidelines and Rubric document):
I. Literature Review: In this part of the assessment, you will analyze foundational research presented in the course for how the field of personality
psychology has changed over time, how researchers have designed research to study personality, and how issues of ethics have been addressed
historically in the field.
A. Summarize the claims made by the authors of the foundational research presented in the course regarding how personality develops. In other
words, what claims are made by the research about how human personality develops?
B. Summarize the claims made by the authors of the foundational research presented in the course regarding how personality is assessed. In other
words, what claims are made by the research about how personality has been determined by assessments?
C. Explain how the view of personality has evolved over the history of personality psychology. Be sure to support with examples from research to
support your claim.
D. Explain the conclusions you can reach about research in personality psychology. In other words, explain what we know about personality, based
on your review of the research presented in the course. Be sure to support your analysis with examples from research to support your claim.
E. Describe the specific research designs used in the foundational research presented in the course used to address research questions. For
example, what were the specific methods used to address their research question? What type of research design was used?
F. Explain how research designs were used by authors to conduct research in personality psychology. In other words, how did the research designs
used by researchers help in conducting research regarding personality psychology?
G. Discuss how issues of ethics have been addressed in the foundational research presented in the course. For example, how did the authors
inform the participants of what the experiment would entail? How did the authors account for any potential risks to participants associated with
the study?
H. Discuss how issues of ethics in personality psychology have been viewed historically. In other words, how have issues of ethics in the field been
viewed over time? Has this view changed as the field has progressed? Be sure to support your response with examples from research to support
your claims.
Guidelines for Submission: Your literature review draft must be submitted with double spacing, 12-point Times New Roman font, one-inch margins, and
discipline-appropriate citations in APA format. Each of the three literature reviews should be one page in length.
Rubric
Critical Elements Proficient (100%) Needs Improvement (70%) Not Evident (0%) Value
Literature Review:
Personality Develops
Summarizesthe evidence
presented in the foundational
research explored in the course
regarding how personality
develops
Summarizesthe evidence
presented in the foundational
research explored in the course
regarding how personality
develops, but summary is cursory
or containsinaccuracies
Does not summarize the evidence
presented in the foundational
research explored in the course
regarding how personality
develops
12
Literature Review:
Personality Assessed
Summarizesthe evidence
presented in the foundational
research explored in the course
regarding how personality is
assessed
Summarizesthe evidence
presented in the foundational
research explored in the course
regarding how personality is
assessed, but summary is cursory
or containsinaccuracies
Does not summarize the evidence
presented in the foundational
research explored in the course
regarding how personality is
assessed
12
Literature Review:
History
Explains how the view of
personality has evolved over the
history of the field using
examplesfrom the research
Explains how the view of
personality has evolved over the
history of the field, but
explanation is cursory or lacks
examplesfrom research
Does not explain how the view of
personality has evolved over the
history of the field
12
Literature Review:
Personality Psychology
Explainsthe conclusionsthat can
be reached about personality
psychology, based on analysis of
the research presented in the
course using examples from the
research
Explainsthe conclusionsthat can
be drawn about personality
psychology presented in the
course, but explanation is
cursory, containsinaccuracies, or
lacks examplesfrom research
Does not explain the conclusions
that can be drawn about
personality psychology
12
Literature Review:
Research Designs
Describesthe specific research
designs in the foundational
research presented in the course
used to addressresearch
questions
Describesthe research designsin
the foundational research
presented in the course used to
addressresearch questions, but
description is cursory, contains
inaccuracies, or response does
not reference specific research
designs from the research
Does not describe the research
designs in the foundational
research presented in the course
used to addressresearch
questions
12
Literature Review:
Conduct Research
Explains how research designs
were used by authorsin the
research presented in the course
to conduct research
Explains how research designs
were used by authorsin the
research presented in the course
to conduct research, but
explanation is cursory or contains
inaccuracies
Does not explain how research
designs were used by authorsin
the research presented in the
course to conduct research
10
Literature Review:
Issues of Ethics
Discusses how issues of ethics
have been addressed in the
foundational research presented
in the course using examples
from the research
Discusses how issues of ethics
have been addressed in the
foundational research presented
in the course but discussion is
cursory, containsinaccuracies, or
lacks examplesfrom research
Does not discuss how issues of
ethics have been addressed in the
foundational research presented
in the course
10
Literature Review:
Viewed
Discusses how issues of ethics in
personality psychology have been
viewed historically using
examplesfrom the research
Discusses how issues of ethics in
personality psychology have been
viewed historically, but discussion
is cursory, containsinaccuracies,
or lacks examplesfrom research
Does not discuss how issues of
ethicsin personality psychology
have been viewed historically
10
Articulation of
Response
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact readability
and articulation of main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
10
Total 100%