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Casual Analysis Essay

Casual Analysis Essay info

What is a causal analysis? A causal analysis asks you to examine why something has happened or what factors have led to a particular problem. To write an effective essay, the thesis and body paragraphs of your causal analysis will focus on 2-4 specific actions, events, thoughts, attitudes, conditions, or decisions that have led to the problem you have identified. Be sure to focus only on the causes of the problem in this paper; this paper task does not ask you to consider effects.

For example:

  • What are the causes behind the United States’ dependence on fossil fuels?
  • What are the causes behind the low college graduation rate?
  • What are the causes behind citizens’ disinterest in using public transportation?
  • What are the causes behind the poor health of the American population?

The causal analysis and a note on style: When you write your essay, you will want to avoid the personal pronoun “I.” Learning to eliminate person pronouns (I/me/my/you/we/our) from your writing now will prepare you for other Composition essays and forms of academic writing.

Introduction

Make sure you write on one of these topics: Identify a social, environmental, or political problem that is of local, national, or global concern.

Your introduction to your causal analysis essay will clearly introduce the problem that you are writing about. Give general background information on the topic that the reader needs in order to understand the thesis. The introduction is a good place to explain the significance of the problem or issue that you will be discussing in your essay, before you start presenting the causes. Alternatively, you can include a paragraph, after your introductory paragraph, in which you discuss the scope and nature of the problem, rather than putting all that information in your introduction. Notice how, in the introduction to the sample causal analysis essay, the author provides some contextual information about the significance of the problem and the implications. Your thesis statement, which is the final sentence of your introduction, is where you clearly state the problem/issue and the causes of that problem.

Your thesis statement, which is the final sentence of your introduction, is where you clearly state the problem/issue and outline 2-4 causes of that problem. Be aware that you’re writing a causal analysis. This means that you will have to identify why the problem occurs, not the effects of the problem.

Here is a sample thesis for a causal analysis:

______________ is a growing problem in the U.S. today caused primarily by _________________, _________________, and _________________.

For more helpful information and videos, review the “Optional reading” section at the bottom of this page.

Structuring the body paragraphs

Following the essay introduction are the body paragraphs. In these paragraphs, you discuss the individual causes of the problem/issue in more detail, using outside research whenever possible to support your claims.

The paragraph following the introduction should begin with a clear topic sentence that introduces the first supporting point presented in the thesis statement. Make sure each thesis point is developed into at least one body paragraph of your essay. Remember, too, that this essay asks you to incorporate at least two sources in your body paragraphs. When you introduce evidence to support your point, describe the evidence and explain how the evidence supports your point and your main claim. Cite your sources using APA in-text citations. For help with APA and/or more information on constructing the body of the essay, review the “Optional reading” section at the bottom of this page.

Conclusion

The final paragraph of the essay is the conclusion, where you restate the thesis and summarize the major points you made throughout the essay. Many causal analysis essays will end with a call to action, where the writer urges the reader to take an active response to the problem. Once again, the sample causal analysis essay provides a good example of an effective conclusion.

More information on organizing, outlining, and drafting review the “Optional reading” section at the bottom of this page.

Reference page

At least two sources should be cited on your reference page. It’s important that you have 1:1 correspondence in your paper. This means that every time you use an in-text citation, the source you are citing must also appear on the reference page at the end of your paper. Similarly, if you include a source on your reference page, the source must appear at least once in your paper as an in-text citation.

In what ways does the media misrepresent the nature of crime?

Take Home Exam

The Task

  • Select two questions from the three provided.
  • Write a 750 word response to each of the two selected questions.

 

General Information

  • The +/-10% rule applies to the word count.
  • Answers are to be in essay format. That is, they are to have a brief introduction, be written in paragraphs addressing each element of the question and have a brief conclusion. (In relation to the introduction and conclusion ‘brief’ means approximately 4-5 sentences)
  • Referencing is to be strictly APA6.
  • You may have either a reference list for each answer, or one reference list covering both answers.
  • Your take home exam responses MUST be in one document, the first page of which is to be a title page containing: the assessment task title (ie. ‘Take Home Exam’), your name and student number, the course name and course code, your tutor’s name and details of your enrolled tutorial (if you are attending a tutorial other than that for which you are enrolled you must provide the details of the tutorial in which you are officially enrolled), and the due date.
  • Presentation guidelines provide that: each page is to be numbered, 11pt font size, font is to be either Arial or New Times Roman, line spacing is to be either double or 1.5, margins are to be 2.54 cm (‘normal’ setting in Microsoft Word), reference list is to be commenced on a new page which is headed ‘References’.
  • As a general guide you should have a minimum of 5 references. It is possible to pass this assessment item utilising only the required and recommended course readings.  However, students who go outside of those readings by including other appropriate academic sources will be rewarded.

Cardiopulmonary Physiolog yWritten Laboratory Assessment Task

MBP20004 Cardiopulmonary Physiolog yWritten Laboratory
Assessment Task:
Structured Abstract
In this subject you will perform a series of experiments which highlight a different aspect of
Cardiopulmonary physiology. Based on your performance of these experiments you will be
required to write a structured abstract (as commonly seen on PubMed and used in the
biomedical literature) so that you can illustrate your understanding of the neurophysiology
in action. If your experiment has more than one part you may write up the one part that
you feel you can do your best at. However, an incomplete or insignificant effort will be
reflected in your marks. Choose carefully. Please pay careful note of announcements on
BlackBoard which will state when and how this task is to be submitted.
What is a structured abstract ?
A structured abstract is a summary of work done which uses a special structure in order to
communicate the experiment, its motivation, its methods, its results, and any conclusions
that can be drawn.
The typical structured abstract uses the IMRAD format: introduction, methods, results, and
discussion.
For the purposes of this unit we will use a modified format of
 Title
 Introduction
 Hypothesis
 Methods
 Results
 Figures and Figure Legends
 Conclusion.
Title: The title of a report is extremely important. It is often the first thing that an
interested reader will read and evaluate, deciding on the basis of the title if the report is
relevant to their interest. A good title sells the paper. A title should be a one sentence
summary of the work being presented. It should announce to the reader information like; i)
what is being investigated, ii) species and gender of the participant (to the extent that it is
relevant), iii) the big finding or observation of the report.
Introduction: The Introduction should introduce the physiology behind experiment and
state its purpose. Another name for the Introduction section of a structured abstract is
Background. The Introduction should also set up the intellectual rationalization for the
hypothesis.
Hypothesis: This should be a simple statement that predicts the outcomes of the
experiments. It can be as simple as; “We hypothesises that Drug X will produce Response
Y.” Having made a hypothesis, you need to ensure that your experiment and statistical
procedures actually tests for that outcome.
Methods: The Methods should briefly summarise the experimental procedure. DO NOT
COPY THE METHOD EXACTLY FROM THE PRAC NOTES — write what you did in your own
words. Further, the methods should be in prose. Where relevant, you should also explain
how you will treat the group data, and statistically test you hypothesis (if appropriate; Note
we have not collected group data in MBP20004, so this may not be relevant).
Results: The Results section is where the results of the experiment should be stated. State
the results in your own words. Take care with your presentation — ensure your results are
laid out neatly and clearly for the reader to read and interpret. Make sure you report all
statistical data in the correct format (where relevant) and that you have adequately
described your observations to be understood by an informed outsider.
Figure and Figure Legend: If appropriate you should include a data figure that adequately
summarises your observations. This figure should include details such as error bars where
measures of central tendency are being reported. In addition to the figure, there should be
an accompanying figure legend that includes a title for the figure, and adequately describes
the details in the figure such that a person who has not been in the lab class can interpret
the figures meaning. This includes defining all abbreviations in the figure.
Conclusion: The conclusion should be only a simple statement that relates how your
observations confirms or contradicts your hypothesis.
Your structured abstract, along with a heading stating your name, your student number,
your prac group, and the name of the experiment you have chosen to summarise, need to
fit on 1 page max (less than one page is okay — it will depend on the font size and font you
use (but be guided by your character count – see below)).
The structured abstract is worth 15% of your final subject grade and should be about the
equivalent of 600 words (not including references). Your figure (and figure legend) are
equivalent to about 200 words. Ultimately, however, the abstract needs to be a coherent
piece of writing that fairly and concisely explains why you conducted the experiment, how
you did it, what you measured and observed, and what conclusions you have made from the
data. Marks will be lost if the abstract is unnecessarily long, as well as if the abstract is too
brief that it cannot tell the story. You must state the word count at the end of your
abstract, excluding headings, and figure legends and references.
You must use the headings Title, Introduction, Hypothesis, Methods, Results, Conclusion.
DON’T BE FOOLED – Writing an abstract is a difficult task and even though a structured
abstract is short it can be difficult to get it right.
Why are you making us do this ?
Sometime, in your future employment, you very well may be required to write a concise
summary of some task you were required to perform. Having the skill to write a clear
concise summary of work done, for someone else to read, is a valuable task to learn. Here at
university you must now practise this skill. As you progress through your scientific career
you may also read papers which have structured abstracts – having written one you can
then better judge what is in a structured abstract and how much trust you can place in the
abstract you are reading. The whole idea is to make you much better writers of science and,
in the future, much more competent and confident users of the scientific literature as well.
Where can I look to find examples ?
Information relating to writing structure abstracts can be found in these library resources”
 Chapter 11 of How to Write and Illustrate a Scientific Paper is about abstracts
o pp. 58-60, and how a structured abstract differs from a conventional abstract
o http://ebookcentral.proquest.com/lib/swin/detail.action?docID=336112
 Chapter 2.3 of Academic Writing and Publishing
o , pp.31 – 37, also covers structured abstracts.
o http://ebookcentral.proquest.com/lib/swin/detail.action?docID=336273
Grading Rubric Structured Abstract. MBP20004 Cardiopulmonary physiology. 2018
Assessment of your structured abstract/lab report will be based on this rubric. You should use this rubric to self-assess the quality of your own submission
against the grading criteria. (In other words, this rubric is an indication of what the grader is looking for as they assess your work.)
Exemplary (A grade) Above Average (B
grade)
Average (C Grade) Below Average (D
grade)
Unsatisfactory (F
grade)
Title/Name/Lab-tute
information
1.6 – 2 1.4 – 1.58 1.2 – 1.38 1 – 1.18 0-0.90
The Title is a one
sentence summary of
the research that
clearly advertises the
substantive content of
the paper
The author is clearly
identified (including
student ID) and the
author indicated their
lab class and team
members
The Title is a one
sentence summary of
the paper, sufficient
for the reader to
identify the main
theme of the research
but is not a complete
summary of the
content.
The author is clearly
identified (including
student ID) and the
author indicated their
lab class and team
members
The Title provide little
information about the
content of the paper,
but simply repeats the
laboratory activity.
OR
Does not properly
identify the author
OR
does not provide
information about the
lab class and team
members in the group
The Title provide little
information about the
content of the paper,
but simply repeats the
laboratory activity.
AND
Does not properly
identify the author
OR
does not provide
information about the
lab class and team
members in the group
Title is missing, or does
not match the content
of the paper.
Introduction 2.4 – 3 2.1 – 2.37 1.8 – 2.07 1.5 – 1.77 0 – 1.35
The Introduction
explains in sufficient
details the rationale for
the experiment: Why
was the experiment
performed, what
theory was being
The introduction
provides good
background to the
research/prac activity
that succinctly
outlines, but does not
clearly explain the
The introduction
provides background
to the lab activity that
does not go beyond
the Lab-Tute guide.
OR
The introduction
appropriately identifies
the research question
but does not provide a
detailed justification or
historical or is
inappropriate
The Introduction
provides no
background or
justification for the
research activity.
tested/demonstrated,
and sufficient evidence
presented to justify the
research hypothesis.
One to 3 references
are included. At least
one reference from a
peer-reviewed paper.
(It is appropriate at this
level to reference
textbooks)
References cited in
appropriate APA style
at the end of the
ABSTRACT (Not
included in the word
count).
rationale for the
hypothesis.
Includes at least one
reference from at least
a textbook.
References cited in
appropriate APA style
at the end of the
ABSTRACT (Not
included in the word
count).
The introduction make
no references to
existing literature
(irrelevant) to the
research study.
AND
The introduction make
no references to
existing literature
OR
Reverences are not
appropriately
formatted in APA style.
Hypothesis 0.8 – 1 0.7 – 0.79 0.6 -0.69 0.5 – 0.59 0 – 0.45
Hypothesis derives
directly from the
Introduction, is stated
in a way that can easily
be quantified and
experimentally tested.
Hypothesis derives
directly from the
Introduction, is stated
in a way that the
specific research
question can be
identified but is vague
about how it can be
measured.
Hypothesis is vaguely
stated but relates to
the research activity.
OR
No clear quantifiable
measure is stated in
the hypothesis
Hypothesis is vaguely
stated but relates to
the research activity.
AND
No clear quantifiable
measure is stated in
the hypothesis
Hypothesis show clear
misunderstanding of
the purpose of the LabTute
activity.
Methods 2.4 – 3 2.1 – 2.37 1.8 – 2.07 1.5 – 1.77 0 – 1.35
Methods are written in
a succinct and clear
style.
Technique and
protocol are reported
so that the a naïve
reader can clearly
identify the
procedures. Where
drugs are used the
doses are reported.
Data analysis
technique and
statistical tests are
identified (where
appropriate).
Methods are written in
a succinct and clear
style.
Technique and
protocol are reported
so that the naïve
reader can interpret
the procedures (with
difficulty). Where
drugs are used the
doses are reported.
AND
Data analysis
technique and
statistical tests are
identified (where
appropriate).
Methods are written in
a succinct and clear
style.
Technique and
protocol are reported
so that only an
informed reader can
interpret the
procedures (with
difficulty). Where
drugs are used the
doses are reported.
OR
Data analysis
technique and
statistical tests are
NOT identified.
Methods are written in
a succinct and clear
style.
Technique and
protocol are reported
so that only an
informed reader can
interpret the
procedures (with
difficulty). Where
drugs are used the
doses are reported.
AND
Data analysis
technique and
statistical tests are
NOT identified.
An informed reader
cannot read the
methods section and
understand the
protocol.
OR
The writing style is
obscure and
unintelligible.
In all categories,
statistical measures
are only required IF
there is group data
to be analysed.
Results 2.4 – 3 2.1 – 2.37 1.8 – 2.07 1.5 – 1.77 0 – 1.35
Reported results are
clearly and succinctly
stated.
Where appropriate,
measures of central
tendency (mean and
SD) are reported,
and appropriate
statistical tests are
performed.
Reported results are
clearly and succinctly
stated.
Where appropriate,
measures of central
tendency (mean and
SD) are reported,
and however,
appropriate
statistical tests are
not performed.
Reported results are
clearly and succinctly
stated.
Group data are NOT
quantified and the
measure of central
tendency is NOT
reported.
OR
Reported results are
clearly and succinctly
stated.
Group data are NOT
quantified and the
measure of central
tendency is NOT
reported.
AND
Reported results do
not fairly or accurately
represent the available
data.
Data is reported
appropriately.
Appropriate units
of measurement
are reported
Data is reported
appropriately.
AND
Appropriate units
of measurements
ARE reported
Data is NOT
reported
appropriately.
OR
Appropriate units
of measurements
ARE NOT reported
Data is NOT
reported
appropriately.
AND
Appropriate units
of measurements
ARE NOT reported
Figure(s) 1.6 – 2 1.4 – 1.58 1.2 – 1.38 1 – 1.18 0-0.90
An Appropriate figure
is prepared that
summarises the data.
The Figure includes
units of measure and
axis titles so that the
naïve reader can
understand what is
being depicted.
Appropriate error bars
are included on any
group data.
A figure title
appropriately describes
the data represented
An Appropriate figure
is prepared that
summarises the data
Any one criteria in the
Exemplary category is
missing
An Appropriate figure
is prepared that
summarises the data
Any two criteria in the
Exemplary category is
missing.
An inappropriate figure
is presented that does
not summarise the
group data.
A figure that
represents individual
data.
Any three or more
criteria from the
Exemplary category is
missing.
No Figure presented.
in the figure, including
an explanation of all
abbreviations in the
figure.
Conclusion 0.8 – 1 0.7 – 0.79 0.6 -0.69 0.5 – 0.59 0 – 0.45
A clear statement of
how the reported
results relate to the
stated hypothesis, such
that a naïve reader can
understand the major
take home message.
A statement of how
the reported results
relate to the stated
hypothesis, such that a
informed reader can
understand the major
take home message.
An accurate
restatement of the
result, without
reference to the stated
hypothesis
An accurate
restatement of the
results
Structured Abstract:
Estrogen Receptors as a Potential Target for Stimulating Brown Adipose Tissue
Thermogenesis.
Introduction
According to the Australian Institute of Health and Welfare 63% of Australian adults
are overweight or obese. Excess weight increases an individual’s risk of many diseases.
Obesity can be explained by an imbalance between energy intake and energy expenditure.
That is to say that a person is ingesting more energy through their diet, over a certain period
of time, than they are using over that same period of time. In this scenario the extra energy
will be stored as white adipose tissue (WAT) (Kajimura & Masayuki, 2014; Lopez & TenaSempere,
2015). It is possible to modulate an individual’s energy expenditure by modifying
the amount of physical activity the perform, or by altering their metabolic rate. Brown
Adipose Tissue (BAT), when stimulated, increases an individual’s metabolic rate by wasting
energy as heat. Studies have shown that deactivation of BAT can be achieved by silencing
estrogen receptors in the ventromedial hypothalamus (VMH) of female rats (Martinez de
Morentin et al., 2014). This implicates estrogen as a key ligand in BAT regulation and the
VMH as a key brain region. Both males and females possess ER’s in the VMH, and as such,
there is no reason to think a sexually dimorphic response to estrogen is likely, however there
is a paucity in the literature describing this phenomenon in males. The aim of the present
study is to investigate whether central administration of estrogen will elicit an increase in
BAT thermogenesis in males, as it has reported to in females. It is hypothesized that an
increase in thermogenesis will occur in males, as it does in females.
Commented [JR1]: This title is missing critical information:
It lacks a reference to the species and sex of the subjects
(male and rats) or that the study is restricted to the CNS.
It also lacks author information
Grade: 1/2
Commented [JR2]: The Introduction could have been
written more succinctly (remember that your marker is
reading 150 lab reports). As an example, is the first sentence
necessary background for the Abstract?
Good background material provided. For instance the
description of BAT, and its function is important for the naïve
reader to understand the rationale of the experiment. The
author has also identified that there is evidence that
implicates estrogen in BAT regulation. Finally there is
evidence presented that justifies looking for estrogen
response in both males and the central nervous system.
Grade 2.8/3
Commented [JR3]: The Hypothesis is clearly stated, but
lacks its own subheading.
The hypothesis derives directly from the introduction but
does not indicate how BAT activation will be measured. Nor
is it clear in the hypothesis alone that the study is looking for
central estrogen evoked activation.
Grade: 0.65/1
Method
Anaesthetised rats had an arterial cannula inserted so that blood pressure could be
monitored using a pressure transducer. A venous cannula was also installed for delivering
anesthetic and fluids. BAT thermogenesis was monitored by logging the temperature of the
BAT. An increase in BAT temperature, independent from the temperature of the skin near the
BAT or core temperature, reflected an increase in BAT thermogenesis. Estradiol was used as
the estrogen receptor agonist. 10% dimethyl sulphoxide (DMSO) in saline was used to
dissolve the estradiol. The 10% DMSO was also used as the negative control.
Results
The results of this study showed that whilst the control inhibited BAT thermogenesis,
estradiol elicited an increase in BAT thermogenesis. The mean increase in BAT temperature
was 0.86 degrees C (SEM +/- 0.38). These results are represented in Figure 1. In order to test
Figure 1
Figure 1: Group data for BAT temperature plotted to compare ICV-C and ICV-E. ICV-E shows
clear, consistent activation over the entire period. In contrast ICV-C shows oscillations from
thermoregulation and an overall decrease in temperature. Error bars indicate SEM.
-2
-1.5
-1
-0.5
0
0.5
1
1.5
0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200 210 220
Change from Baseline (°C)
Time (mins)
ICV-Estrogen (ICV-E) vs. ICV-Control (ICV-C) BAT
Temperature
ICV-C BAT ICV-E BAT
Commented [JR4]: The Methods neglects to mention the
anaesthetic used, or the dose of drug. The Method correctly
identifies that the estrogen is dissolved in DMSO but
neglects to mention the dose of estrogen.
Reading the method it would be impossible to know that the
drug was delivered directly into the central nervous system
via intracerboventricular injection.
It is not clear how the analysis will be performed
Grade: 0.5/3
Commented [JR5]: Results subheading not correctly
formatted. The reader/grader almost missed it.
Proper unit of measure being reported.
Measure of central tendency reported.
Hypothesis test result (t-test) reported.
Grade 2.9/3
Commented [JR6]: Figure is referred to in text of results.
No Figure title present.
Good Figure legend.
Abbreviations are not defined.
1.38/2
for statistical significance, the area under the curves was calculated and then a t-test
performed. Significance was achieved with a p-value of >0.05 as represented in Figure 2.
Conclusion
Stimulation of central estrogen receptors in males elicits an increase in BAT
thermogenesis, as it does in females. This may prove useful as a potential pharmacological
target for anti-obesity drugs.
Figure 2
Figure 2: Average of the area under the curve for each treatment group. groups show
significantly different responses. Statistical analysis reveals a significant difference between
ICV-C and ICV-E. Error bars indicate SEM. * indicates p<0.05.
*
*
-250
-200
-150
-100
-50
0
50
100
150
200
ICV-C ICV-E
Area Under the Curve ICV-C vs. ICV-E
Commented [JR7]: Excellent and succinct summary of the
results, specifically as it relates to the hypothesis.
Grade: 1/1
Commented [JR8]: Final grade 10.23/15 (68% – C)
References
Kajimura, S., & Masayuki, S. (2014). A New Era in Brown Adipose Tissue Biology:
Molecular Control of Brown Fat Development and Energy Homeostasis. Annual
Review of Physiology, 76, 24. doi:10.1146/annurev-physiol-021113-170252
Lopez, M., & Tena-Sempere, M. (2015). Estrogens and the control of energy homeostasis: A
brain perspective. Trends in Endocrinology and Metabolism, 26(8), 411-421.
doi:http://dx.doi.org/10.1016/j.tem.2015.06.003
Martinez de Morentin, P. B., lez-Garcia, I. G., Martins, L., Lage, R., Fernandez-Mallo, D.,
Martinez-Sanchez, N., . . . Lopez, M. (2014). Estradiol Regulates Brown Adipose
Tissue Thermogenesis via Hypothalamic AMPK. Cell Metabolism, 20, 12.
doi:10.1016/j.cmet.2014.03.031

Opportunity Analysis Plan Guidelines and Grading Guide

Overview The final project for this course is the creation of an Opportunity Analysis Plan. The main purpose of this project is to thoroughly evaluate a business idea at the early stages of development, which is often where many of the challenges exist. This assignment will give students an opportunity to thoroughly analyze a business venture and develop critical thinking patterns to avoid mistakes or pitfalls in business opportunity development. The final product represents an authentic demonstration of competency because it provides students with the critical thinking skills needed to evaluate either their own business idea or the ideas of others. It also encourages students to ask key questions before dedicating resources to ideas that may not be successful. The project is divided into four milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Three, Five, and Seven. The final product will be submitted in Module Seven. Main Elements In the Opportunity Analysis Plan you will document the viability of an idea, state its competitive advantage, and outline a business path. Students should deliver a concise report of findings and two video presentations.  Title page: Opportunity Analysis Plan  Report includes the following sections: o Section 1: Description of Idea  Provide general overview of idea  Explain how it solves a problem, meets a need, and so on  Describe the basic business concept (textbook worksheet, Chapter 2)  Discuss/evaluate the competitive advantage o Section 2: Market Analysis  Include the short paper from Milestone One o Section 3: Assessment of the Entrepreneur and the Team  Where are the knowledge gaps and how are they covered?  How is the team structured? o Section 4: Business Phasing  This is a discussion of the logical progression for growing a business, which starts from the initial idea and grows into a viable business venture.  The phasing approach should explain how the development phases minimize risk, aid learning/analysis at the earliest possible stages, and create a proper progression of the business venture.  The goal of developing phases is to show how much risk is required for each phase compared to the expected outcome or return on the investment; phasing allows for learning during each step and creates a decision point prior to moving on to the next phase on whether to proceed, modify the business, or exit (with potentially a smaller overall loss).  Potential planning and development stages/phases:  Idea stage  Concept stage  Test marketing stage  Product/service development stage  Commercialization  Include anticipated resource requirements for each stage of development. Format Milestone One: Market Research In Task 2-4, you will submit details on the market research for a business idea. You should study the market or industry you want to pursue for your business idea. The assignment should include four sections: brief introduction, industry/economic sector, target market, and company. The format should be a research paper and will be graded separately using the Market Research Rubric document. Feedback should be applied to the Final Project. Milestone Two: Presentation #1 – Idea Generation In Task 3-3, you will submit a PowerPoint with voice-over narration (or alternative) presentation to the professor. Powerpoint voice-over narration (or alternative software) will be used to create a voice recording that corresponds to your PowerPoint slides. There is no requirement to show video during this presentation, but audio is required. The presentation should include 3–5 PowerPoint slides documenting the idea, its value and uniqueness, and what problem it solves or need it meets. The presentation should be less than 5 minutes in length. There should be an audio recording that goes along with the PowerPoint presentation. This assignment will be graded using the Presentation Rubric. Feedback should be applied to the Final Project. Milestone Three: Rough Draft of Final Opportunity Analysis Plan In Task 5-3, you will submit a draft Opportunity Analysis Plan. The format should match the requirement for the final Opportunity Analysis Plan. However, only the first three sections of the outline described above are due for this milestone. Section 4, Business Phasing, is not required to be turned in as part of this milestone. Full points are awarded if the assignment is submitted; 0 points are awarded if the assignment is not submitted. Feedback will be provided using the Final Project Rubric. Milestone Four: Presentation #2 — Idea Funding Pitch In Task 7-2, you will submit a PowerPoint with voice-over narration (or alternative) presentation to the professor. The recorded presentation you create should be 3–5 minutes in length, and there are no specifications on how many PowerPoint slides to use. You may also choose to show various websites or other resources. The purpose of this presentation is to create a venture capital pitch wherein you are asking for resources. The “pitch” should include the details you think are important for a potential investor to understand so they are able to make a decision about investing in your company/idea or not. There should be an audio recording that goes along with the Powerpoint presentation. This assignment will be graded using the Presentation Rubric. Final Submission: Opportunity Analysis Plan In Task 7-3, you will submit the final Opportunity Analysis Plan. It should be a complete, polished artifact containing all of the main elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded using the Final Project Rubric

Identifying common ethical issues that occur within the criminal justice system

Research Paper

In your response to the discussion board “Research Paper Topic”, post the topic you wish to research, the course learning objective with which it aligns, and why this topic is of special interest to you. I will approve, comment, or disapprove. Please wait for approval before you begin your research.. The following are the six course learning objectives from which you can base your topic:

  • Examine the organizational structure and the administration process of the U.S. justice system.
  • Differentiate among the various components that influence the administration of the criminal justice system.
  • Describe the use of force and the use of discretion in criminal investigation.
  • Examine the administration of the courts when addressing sentence alternatives.
  • Analyze the American correctional system and its use of alternative programs when administering justice.
  • Identify common ethical issues that occur in the criminal justice system.

Research paper topics must be based upon one of the course learning objectives. When submitting the selected research topic by the end of Week 2, students must identify not only the topic of their research paper but also the course learning objective with which it is aligned.

When writing your research paper be sure to focus upon the aspect of criminal justice that you are addressing from the perspective of the course learning objective with which it is associated. You must support points made in the research paper with scholarly resources. Your personal opinion must be limited and will not be a determining factor in the final grade. Instead, your grade is determined by how well you support your argument utilizing the materials discussed in this course and research and reference material you locate.

What I do not want is a regurgitation of what is in the readings. Expand on the readings; do not repeat it. Direct quotes should be used sparingly and limited to instances where the original meaning would be lost if not directly quoted. Document your facts utilizing standard APA style 6th edition.

This paper is to be submitted to me as indicated on the Course Schedule and Grading Policy Summary Table.  The paper is to be in APA format 6th edition and the body of the paper is to be between 7 and 10 pages.  The body of the paper does not include the title page, table of contents, appendix or references. Abstracts should not be included and will not count as part of the body of the paper if included.

This is to be of high quality, free of spelling and grammatical errors, and of original work. Plagiarism will be dealt with harshly.  You are to title your paper by your last name.  For example, an individual with the last name of Smith would name their paper “smith.docx” with “.docx” being the MS Word file extension.  You are to submit your paper by uploading it to your Assignments area of the course site prior to the due date as indicated in the Course Schedule and Grading Policy Summary Table.

You must submit your research paper to this assignment as a Word document. Other formats will not be accepted. The date of your submission is based upon the date you successfully submit your research paper in the correct Word format.

Papers will be graded based on the Criminal Justice Paper Rubric.

 

 

MY SUBMITTED TOPIC: I would like to conduct my research on the many ethical issues that occur in our criminal justice system. My research focus will align with course objective 6: Identifying common ethical issues that occur within the criminal justice system. To narrow it down, I would like to focus on how race effect ethics in the criminal justice system and how ethics is driven by racial discrimination. I’m choosing this topic because the news and media presents racial discrimination going on in the world every day and discrimination tend to tarnish our views about each other while compromising our ethical morals.

 

ORGANIZATIONS, BUSINESS PROCESSES, AND IT SYSTEMS RELATIONSHIPS.

Paste these instructions on the cover page of your paper, using a small font.
After reviewing the required reading (attached), write a 3-page paper on the Federal Aviation Administration addressing the following:
1. What does the organization do? (i.e., What types of products or services does it provide?) Note that the organization could be For-Profit, Non-Profit, or Government.
2. What is the structure of this organization? Why do you think it was selected?
3. Discuss one or more high level processes the organization accomplishes? Which department do you think is the lead for this process?
4. Discuss one or more information technology systems used to accomplish the processes identified in “3” above. Why do they use information technology? Who are the participants that use the identified tool?
You are encouraged to use the SAME terms and sources as the case for the generic parts of your paper and specific sources related to the organization you identified, if they are publicly available.
The paper will also have an abstract that states the purpose of the paper and what will be answered, as well as section headings that guide the reader throughout the evolution of the discussion. The paper will have a conclusion.
Quotations should only be used for definitions so that the student can demonstrate the ability to synthesize and articulate knowledge from the required reading.
All assertions and key discussion points are properly cited using APA format. In other words, any sentence or paragraph that contains material derived or synthesized from the background reading or other sources will be cited.
All required references are to be cited at least once.

A Taste of Power (See the description)

*you have to write an argumentative essay based on the book A Taste of Power- Elaine Brown’s
*Please see the attached picture to follow the requirements!
*You can pick up your own theme from the below (choose one that you can work on the essay well)

1.Brown’s attitude about Race
2.Brown’s attitude about Love
3.Brown’s attitude about Skin Color
4.Brown’s attitude about Sex
5.Brown’s relationship with Men
6.Brown’s relationship with Women
7.Brown’s relationship with her Parents

*Also on the attached picture, there is saying Devil in A Blue Dress, but it is not about this book. Thank you

“Using the module literature on the ‘division of labour’, analyse and assess the relationship between the demise, or growth, of individual knowledge and the overall expansion of knowledge within society and its implication for social hierarchy.”

There are three elements to this question: individual knowledge, the knowledge located within society, and the creation of legitimate and/or illegitimate hierarchies.

To address these elements:
You must read Adam Smith – and reference him, including page numbers or paragraph numbers, to support and evidence your argument.
And you must read and make use of the readings by writers such as: Lisa Hill, Harry Braverman, Nathan Rosenberg, Karl Marx, and other writers.
You must reference using the Harvard referencing system and remember to include page numbers.

You are not permitted to use sources from beyond the module. You are not permitted to use poor quality web sources such as Wikipedia, Investopedia, Economics Help, etc. Therefore, do not to begin with Google (e.g. by Googling the division of labour). This is because some of the results Google produces include inaccurate claims.

Compare and Contrast essay

Ex. high school vs. college work But please elaborate on a better topic. Teachers instructions as followed,
Your Compare and Contrast essay. It is to be 4-5 pages long plus a works cited page. It needs to have a minimum of two sources with in-text citations and parenthetical documentation (remember the ICE assignment).

Remember – no personal pronouns and make sure your similarity does not exceed 20%.

Please refer to your modules for a review of the Compare and Contrast essay, the outline format or the works cited page.

Make sure the essay is in MLA format in #12 font Times New Roman, and you need to have at least 5 paragraphs for the essay

Educational Philosopher Profile

DETAILS: Booker T Washington, an educational philosopher.
Analyze his views and their impact on education.
-Essay must be written in standard dialect of American English, and must include at least 4 references possible( USE BOOK a textbook source from “The School In The United States, documentary history By James W. Fraser). Also, the minumum is 2 pages, of body text not including cover and reference page—.

Paper format: APA
Number of sources:4 at least
Academic level:Sophomore (College 2nd year)
Spacing:Double Spaced
Number of pages:2
Urgency:
Preferred language style:I want a US writer
Writer-.
Please include all free features, outline, bibliography, formatting, plagarism check.