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Evaluate the effects of the global nursing shortage on health policy.

How has the shortage affected the United Nation’s Millennium Development Goals?

Analyze how nursing ideas, values, and beliefs impact policy agenda.

Identify when policy can dictate treatment options.

 

Objectives of the project
The basic objective of this group project is to familiarize the students about the Accounting Information Systems of various organization in the

economy. Preparation of the AIS of various organizations on group-wise and the presentation of the same will l help all the students to familiarize the

information processing, documentation , system development , system analysis and the use of system for auditing and control in various organizations.

The CLOs fixed for the group project are
CLO 4. Assess the basic information processing and documentation of business cycles
CLO 5. Apply fundamental concepts about systems development and systems analysis
CLO 6. Employ auditing accounting Information systems

CLO 4. Assess the basic information processing and documentation of business cycles ( 7 marks)
Students are expected to identify an organization and assess the basic information processing and documentation of business cycles of that organization.

Once you list out the basic information processing develop a DFD for business activities of that selected organization. Also Prepare the Revenue or

Expenditure cycle activities of the selected organization.
CLO 5. Apply fundamental concepts about systems development and systems analysis ( 7 marks)
Explain the application of computer based accounting techniques in your selected organization. You can explain about the accounting software used in

your organization for data entry, preparation of various reports and how the system is used for analyzing the reports for managerial decision making.
CLO 6. Employ auditing accounting Information systems ( 6 marks)
Explain how the AIS is used for auditing the business activities of the selected organization. You can explain how the system is used for auditing

revenue/ expenditure/Assets of the selected organization .

 

Guidelines for the preparation of Project work
1. Any three students can form a group and do the project.
2. Books, journals, magazines, papers , internet , brochure etc, can be used for the preparation of the topic and the reference shall be properly

documented as per APA style
3. Each group is expected to submit a hard copy in A4 size paper as well as a soft copy of the project for evaluation
4. The total weight age of the Group work is 20%
5. The maximum page limit for the group project is 10
6. The last date for submission of the project work is on or before 5th May 2016
7. All project work is submitted with a cover page covering the following aspects
a. Title of the project
b. Student / s name & ID
c. Title of the course and course code
d. Specify your batch/ morning/evening/weekend
e. Name of the university
f. Date of submission
8. All project work shall be handed over to the course instructor in his office and get the signature of the instructor.
9. All students are expected to use the EBSCO- business source elite or Sciencedirect.com for preparing the project
10. All assignments/ project work/ case studies shall be valued based on the Rubric attached.
11. Any project which is not submitted as per the direction of the course teacher will not be valued and it will be rejected.
12. While making presentation of project work, participation of all group members are required and power point slides shall be prepared and it

shall be attached with your project work.
13. All project work shall be prepared in the following format
a. There shall be an introduction
b. The body or text of the project with adequate explanation. All important points shall be subdivided in to paragraphs with suitable side

headings.
c. Conclusion and suggestions
d. References used for project preparation

 

 

Critical Essay #1 Assignment Description
In this essay, you will conduct a critical analysis of a television show that aired before 1980,
selecting a particular episode to examine in depth. The essay should situate the show in relation
to its historical and industrial context in order to conduct a critical analysis of a particular
episode.
The Essay should address the following questions/issues:
When did the show air historically and on what network? Was the show part of daytime
or prime-time programming? What is its genre? What other shows did it compete with at
the time, and what made your selected show unique?
What is the overarching concept of the show? How does the show’s overarching concept
relate to social or political issues that were prominent in American life at the time of its
airing? Who is the intended audience?
Considering television’s primary role as a medium of social communication, what does a
close reading of a specific episode reveal about the show’s political messaging and
American culture in the late-20th century?
The essay should include at least 3 scholarly citations, which might include course readings, the
Lotz book (esp. pp. 21-25), scholarly articles on your selected show, or scholarly articles on
shows that clearly relate to your selected show in terms of its history and/or genre. The essay
should also use historical context as presented in class discussion/lectures, although you need not
cite this in the bibliography.
The essay should include a thesis statement that succinctly offers the main point you want
readers to understand about social, political, cultural, aesthetic, and/or historical significance of
the show you select. You should not feel compelled to address all of these issues, as particular
shows are significant in specific ways.
The essay should be 1,250-1,500 words double-spaced (approx. 5-6 pages), with 1-inch margins
and 12-point Times New Roman font. Use MLA guidelines for citation(s).
It is crucially important that the essay is cleanly written. Avoid mistakes in spelling, grammar,
and punctuation. Sentence structure should be clearly legible. It might be a good idea to visit the
writing center for pragmatic help on this front.
Below, you will find a list of selected shows that aired before 1980 in order to help in the
selection process. You are completely free to select a show not on this list.Select TV Shows: 1950-1979
The Adventures of Dr. Fu Manchu
The Adventures of Rin Tin Tin
Adventures of Superman
Alfred Hitchcock Presents
Bonanza
Buck Rogers
Captain Kangaroo
Climax!
The Donna Reed Show
Dragnet
The Ed Sullivan Show
The Ernie Kovacs Show
Father Knows Best
Flash Gordon
The George Burns and Gracie Allen Show
The Goldbergs
Gunsmoke
Howdy Doody
I Spy
Lassie
Leave It to Beaver
Perry Mason
Peter Gunn
Rawhide
Sea Hunt
See It Now
Texaco Star Theater
Playhouse 90
This Is Your Life
You Bet Your Life
Your Show of Shows
Batman
Adam-12
The Addams Family
The Andy Griffith Show
The Beverly Hillbillies
Bewitched
Captain Kangaroo
Car 54, Where Are You?
Combat!
Dark Shadow
Days of Our Lives
The Dick Van Dyke Show
Elvis (’68 Comeback Special)
F Troop
Flipper
The Fugitive
Get Smart
Gilligan’s Island
Gidget
Green Acres
The Green Hornet
Guiding Light
H.R. Pufnstuf
Hawaii Five-O
Hee Haw
Hogan’s Heros
The Johnny Cash Show
Julia
Laugh-In
The Mod Squad
The Man from U.N.K.L.E.
Mission: Impossible
Mister Ed
Mister Roger’s Neighborhood
The Monkees
The Munsters
My Favorite Martian
My Living Doll
My Mother the Car
My Three Sons
Naked City
The Patty Duke Show
Petticoat Junction
Playboy’s Penthouse
Romper Room
The Smothers Brothers Comedy Hour
Star Trek
That Girl
All My Children
The Amazing Spider-Man
Baretta
Battlestar Galactica
I Dream of Jeannie
The Brady Bunch
The Carol Burnett Show
Charlie’s Angels
The Sonny & Cher Comedy HourColumbo
Dallas
The Partridge Family
The Dick Cavett Show
Diff’rent Strokes
Eight is Enough
Fantasy Island
Hart to Hart
The Incredible Hulk
The Jeffersons
Good Times
Kojak
Kolchak: The Night Stalker
Kung Fu
Maude
The Mickey Mouse Club
The Odd Couple
Police Story
Rhoda
Sanford and Son
The Six Million Dollar Man
The Streets of San Francisco
Starsky & Hutch
Three’s Company
MASH
The Waltons

Purpose:  The purpose of this document is twofold. First, it is designed to assist the graduate nursing student to reflect upon the MSN curriculum in relation to the Essentials of Master’s Education in Nursing, The Graduate Level QSEN competencies and the AONE competencies for Nurse Executives. Second, the completion of this matrix will assist the Nursing Systems Management MSN program director and faculty in the evaluation of the NSM curriculum.

 

Directions:                                                                                          

 

1. Visit the following websites and review the explanation of the AACN MSN Essentials as well as the AACN Graduate-Level QSEN Competencies Knowledge, Skills and Attitudes (2012) and the AONE Competencies for Nurse Executive. You will want to keep these documents open and refer to them as you complete the matrix.

www.aacn.nche.edu/education-resources/MastersEssentials11.pdf

http://www.aacn.nche.edu/faculty/qsen/competencies.pdf

http://www.aone.org/resources/nec.pdf

 

Review the chart on pages 2 and 3 of this document. Note that the AACN MSN Essentials, the corresponding QSEN KSA’s and the AONE competencies are listed across the top of the chart (columns) and the MSN courses you have taken are listed down the side of the chart (rows).

 

3. Indicate the points at which the assignments and/or content from a given class (as listed in the left hand column) intersect with one (or more) of the Essentials, KSA’s. and/or AONE competencies (as listed in the first 3 rows) by placing an “X” in the appropriate box. Ideally, you should be able to identify assignments from the NSM program that address each of the MSN Essentials as well as each of the QSEN KSA’s and each of the AONE competencies. Be advised that not every class meets every competency so please do not simply put an X in every box.  This is an exercise which requires significant thought and reflection on the MSN curriculum you are completing.

 

4. After completing the chart, return it to your MSN program director, along with a copy of the twoassignments you believe to be the most illustrative of achieving any of the essentials, any of the KSA’s and/or any of the AONE competencies.

 

5. Write an approximately 500-750 word composition which explains why you believe the two assignments you submitted are illustrative of the essentials, KSA’s, and/or competencies you cited. Submit this composition as directed by your program director who will review the submitted documents and communicate any suggestions or revisions to you for re-submission.

 

 

 

 

 

MSN Essentials

I

II

III

IV

V

VI

VII

VIII

IX

QSEN KSAs

I

II

III

IV

V

VI

AONE Competencies

I

II

III

V

V

MSN Core Courses

N-5310 Nursing Theory

N-5370 Research Methods

N-5338 Health Law, Policy,Ethics

NSM Specialty Courses

N-5300 Org. Theory and Culture

N-5335 Management Roles and Operations

N-5337 Health Care Financial Management

N-5366 Managing DiverseWork Teams

N-5365 Managing Health Outcomes

MSN Essentials

I

II

III

IV

V

VI

VII

VIII

IX

QSEN KSAs

I

II

III

IV

V

VI

AONE Competencies

I

II

III

V

V

N-5339 Nursing Management Residency

Electives/Nursing Education Certificate Courses

N-5347 Effective Teaching Strategies

N-5348 Evaluation of Learning

N-5345 Curriculum Design

 

Question 1
Public finance and business finance are different. Although public finance may borrow tools and concepts from private finance, they are often

applied in different ways and for different reasons. Citing the text, explain how and why public and private finance are different. In your

response, highlight the different types of goods each sector provides and include examples. Please use information from Mikesell, John. Fiscal

Administration book if possible.
Please provide references

Question 2 (please use case-1 below to answer this question.
As a public manager, it is important to be well versed in the strategies used to maintain and increase agency budgets. Read Case 2-1 in your

text and provide a response addressing the following issues: First, identify the budget strategies from the text used by Weinberger. Is there a

common logic running through them, or is each independent of the others? Also consider to what extent these strategies would be transferable

outside the national defense budget, as well as how successful they may be in a different, more peaceful time.
Please provide references

Question 1

Public finance and business finance are different. Although public finance may borrow tools and concepts from private finance, they are often

applied in different ways and for different reasons. Citing the text, explain how and why public and private finance are different. In your

response, highlight the different types of goods each sector provides and include examples. Please use information from Mikesell, John. Fiscal

Administration book if possible.

Please provide references

Question 2 (please use case-1 below to answer this question.

As a public manager, it is important to be well versed in the strategies used to maintain and increase agency budgets. Read Case 2-1 in your

text and provide a response addressing the following issues: First, identify the budget strategies from the text used by Weinberger. Is there a

common logic running through them, or is each independent of the others? Also consider to what extent these strategies would be transferable

outside the national defense budget, as well as how successful they may be in a different, more peaceful time.

Please provide references

CASES2-1

CASE 2–1 Strategies in Defense of the Defense Budget

Once the budget justifications and numbers have been prepared, agencies face the task of marketing the package to the legislature. Conditions

vary from year to year; the tactics applicable in one session may not be at all appropriate in the next. The changing approaches are described

in the following review of strategies used by Secretary of Defense Caspar Weinberger in selling the budget for fiscal years 1982 through 1986.

Recall that these years were the ones immediately before the collapse of the Soviet Union and the defense build up may have been instrumental in

ending the Cold War.

Consider These Questions

Identify the budget strategies Weinberger used. Is there a common logic running through them, or is each independent of the others?
Would the strategies he used be applicable to the post–Cold War environment? Would the current secretary of defense be able to learn

anything by reviewing Weinberger’s script? How has the war on terrorism changed the budget environment?
To what extent would these strategies be transferable outside the national defense budget?
Use the historical statistics section of the most recent federal budget to trace the pattern of defense outlays and budget authority from

1980 through 1989. What pattern do you identify? Compare the patterns there with comparable data for 2000 to the present.

Weinberger Finds His Well-Worn Strategies Always Succeed in Blunting Defense Budget

By Tim Carrington

Washington—Defense Secretary Caspar Weinberger has privately referred to his campaign for a bigger defense budget as Kabuki, a highly ritualized

Japanese art form in which all movements are tightly choreographed in advance. Despite the furor surrounding the Reagan administration’s push to

add $29 billion to the military budget for the next fiscal year, many aspects of the contest seem to follow a set script. And after four years

in the fray, the tireless Mr. Weinberger is nothing if not well-rehearsed. Since President Reagan launched his military buildup, Congress has

provided the Pentagon with about 95 percent of the spendingauthority it has sought. A look at the defense budget debate over the past four years

bears out Mr. Weinberger’s observations that it’s less a political brawl than one of Washington’s most stylized dramas. And the past could well

foreshadow what happens this year.

1982

In March 1981, Congress granted the Pentagon a startling 20 percent increase, bringing its budget for fiscal 1982 to $216.5 billion, just below

the $222 billion the administration sought. However, five months later, Mr. Weinberger faced dissent from within the Reagan administration.

David Stockman, director of the Office of Management and Budget, proposed rescinding part of that increase and scaling back the projected

military expansion for future years. The budget chief had just learned that the fiscal 1982 federal budget deficit was likely to rise to $62.6

billion, small in relation to today’s deficits of more than $200 billion, but for that time a record. Mr. Stockman recognized that Mr. Reagan’s

goal of showing a balanced budget by 1984 was in jeopardy, and he considered the defense buildup part of the program. In staving off Mr.

Stockman’s assault on the planned buildup, Mr. Weinberger turned to a tactic for which he has since become famous, the chart and easel. The

defense secretary’s charts, presented in a meeting with the president, showed large soldiers bearing large weapons, which were labeled “Reagan

budget.” They towered above small soldiers with small weapons labeled “OMB budget.” President Reagan went along with the “Reagan budget.”

1983

In preparing the fiscal 1983 plan, Mr. Weinberger was again confronted with the budget-slashing demands of Mr. Stockman. The defense chief had

many allies within the administration but by now government officials began to refer to the hegemony of the “majority of two,” Mr. Weinberger

and President Reagan. With unwavering White House support, the defense secretary shot down an OMB attempt to chop $20 billion from the proposed

defense budget, then offered an unusual set of cuts himself. In what became a recurring feature of the budget process, the Pentagon stripped

billions from its budget simply by adjusting the inflation assumptions. Weapons programs remained intact.

In defending the budget on Capitol Hill, Mr. Weinberger emphasized “the Soviet threat” and insisted that economic and fiscal concerns shouldn’t

influence the Pentagon’s spending. But deficit concerns were mounting nonetheless and world financial markets were unusually jittery. When the

administration sought $257 billion for defense in fiscal 1983, Rep. Joseph Addabbo (D-N.Y.), chairman of the defense appropriations

subcommittee, declared that defense is not sacrosanct in the deficit-cutting effort. In the Senate, Chairman Pete Domenici (R-N.M.) opened

Budget Committee hearings with the declaration that “the hemorrhage of the budget deficit must be alleviated.” The committee pressed Secretary

Weinberger to suggest modest cuts from the proposed Pentagon budget, but the secretary refused. He said he hoped Congress wouldn’t be “unwise

enough” to reduce the budget request at all. Congress, while hammeringaway at the Pentagon to offer up cuts was loath to impose its own set of

reductions. When the face-off ended, Congress gave the Pentagon budget authority of $245 billion, $12 billion less than the $25 billion the

administration asked for but still 13 percent, or $29 billion, more than it got the previous year.

1984

Preparations of the defense budget for fiscal 1984 brought another confrontation with Mr. Stockman, who demanded that Mr. Weinberger take $11

billion out of his planned $284.7 billion budget. The Pentagon, expert at protecting weapons programs through what observers call “cut

insurance,” was ready to meet these demands almost painlessly. Inflation assumptions were lowered, fuel-price calculations adjusted, and some

military-construction projects postponed. In addition, a planned pay increase was dropped. In presenting a new budget request for $273.4

billion, Mr. Weinberger declared: “We have reached the bone.” Many legislators expressed outrage at Mr. Weinberger’s refusal to consider other

cuts despite mounting economic worries over the government’s budget deficit. Sen. Don Riegle, a Democrat from badly pressed Michigan, asserted

that the United States had a defense secretary “whose basic judgment is dangerous to our country.” Mr. Weinberger replied: “You have

accomplished your principal purpose, which is to launch a demagogic attack on me in time for the afternoon and evening editions.” The debate had

become more rancorous, but the Pentagon’s tactics still produced results. When the war of words ended, Congress granted the Pentagon 93 percent

of the spending authority it sought—a $262.2 billion budget, up 8 percent, or $20.2 billion from the previous year.

1985

Deficit-reduction efforts in early 1984 centered on making a “down payment” against the deficit in fiscal 1985. After another skirmish with Mr.

Stockman, Mr. Weinberger agreed to seek a 15 percent increase that would bring the Pentagon’s spending authority to $305 billion. House

Democrats assailed the plan, but as in the past, they wanted Mr. Weinberger to suggest the cuts, rather than slash on their own initiative

politically popular military programs in an election year. Mr. Weinberger refused, saying: “We need it all.” Congress didn’t give him the full

$305 billion he sought but again provided 93 percent of that; it approved a fiscal 1985 military budget of $284.7 billion, up 7 percent, or

$19.5 billion, from the previous year.

1986

The contest over the fiscal 1986 budget is following the pattern of early years. Mr. Weinberger called for a 13 percent increase in a budget he

said had been “scrubbed” down to the basics. After Mr. Stockman’s demands for cuts gathered support from other cabinet members, Mr. Weinberger

made accounting adjustments to produce $6.2 billion in reductions. Further cuts? Mr. Weinberger asserts that the budget he presented is the

“bare minimum.” When pushed to suggest some cuts, Mr. WeinChapterberger recently resorted to what’s called “the Washington Monument strategy”—

for “cut my budget and I’ll close the Washington Monument” (or something equally visible). During Senate hearings, the defense secretary warned

that if Congress cuts the Pentagon budget, there would be a slowdown in the B-1 bomber project, elimination of two Trident submarines, and

cancellation of a multiple-launch rocket system—all considered high-priority programs. Some participants say the ritual is getting tiring. “It’s

the same Kabuki dance,” says one Senate Budget Committee aide, “but Domenici is getting extremely frustrated with it.”

Mikesell, John. Fiscal Administration (Page 91- Page 94). Cengage Textbook. Kindle Edition.

 

International Relations
What lessons should the international community draw from its 15-plus year involvement in Afghanistan?

Find a recent media or news article on the Internet concerning government budget issues a police department, sheriff’s department, state

law enforcement agency, or other public sector law enforcement agency is currently facing.
Write a 700- to 1,050-word paper where you:
Give a summary of the article
Outline the type of operating budget utilized by the chosen agency
Discuss challenges faced by leaders in the article in working through the budget issues
Summarize how you as a criminal justice leader would work through the specified budgetary issue you outlined
Include at least two academic sources in your paper.

Over the course of the semester we are given serious consideration to various ethical theories and how they help us to understand some ethical issues we encounter in our daily lives. Thinking more broadly, a well-considered theoretical basis is essential for a moral society, something we call the Just Society. The concept of a Just Society is perhaps simple in conceptualization: how should people behave in order for a given society to be considered as fair as possible to all members of that society? In order for us to determine proper behavior, we of course must have some way to measure that behavior, and that ‘some way’ is one of the ethical theories we’ve taken
up this semester. So for the final essay I’d like you to discuss what the Just Society appears like to you. To explain and support your vision you should deal, in depth, with the following questions: how shall people
treat each other? How shall we judge proper (i.e. ethical) behavior? What specific issue or two can you provide to very specifically illustrate how humans will behave ethically? The last question allows you opportunity to (i.e. you must) bring in at least one, though two is better and more is yet better still,, applied topics to your essay. Finally, what behavioral standard would illustrate an unjust society? Your essay should be at least six full pages in length, double-spaced, 12-point font and 1-inch
margins. You must provide citations, however a works cited page is not necessary if you are only using material from the text. However, if you use other sources, you must provide a works cited page. Using outside sources is not a requirement, however; you can certainly write an
excellent paper relying only upon “Reason & Insight” by Timothy Shanahan and Robin Wang.

Module 4 – SLP INSTUCTIONS
RISK: EXPONENTIAL SMOOTHING FORECASTING AND VALUE OF INFORMATION
Scenario: Using the same situation from SLP 3, recall that you are deciding between three investments. You have heard of an Expert who has a “track record” of high confidence in correctly identifying when market conditions are favorable or not. You are now considering whether to consult this “expert” and if it would be worth paying his fee to get his prediction. So you are going to do further analysis to determine the value of this information that the expert might provide.
In order to simply the analysis a bit, you have decided to look at two possible outcomes for each alternative instead of three. You are interested in whether the market will be Favorable or Unfavorable, so you have collapsed the Medium and Low outcomes. Here are the three alternatives with the adjusted NPV outcome and probabilities.
Option A: Real estate development. This is a risky opportunity with the possibility of a high payoff, but also with no payoff at all. You have reviewed all of the possible data for the outcomes in the next 10 years and these are your estimates of the Net Present Value of the cash flow and probabilities.
High/Favorable NPV: $5 million, Pr = 0.5
Unfavorable NPV: $1.2 million, Pr = 0.5
Option B: Retail franchise for Just Hats, a boutique type store selling fashion hats for men and women. This also is a risky opportunity but less so than option A. It has the potential for less risk of failure, but also a lower payoff. You have reviewed all of the possible data for the outcomes in the next 10 years and these are your estimates of the Net Present Value of the cash flow and probabilities.
High/Favorable NPV: $3.4 million, Pr = 0.75
Unfavorable NPV: $2 million, Pr = 0.25
Note that this option requires less investment, so there is $0.2 million available, which will be invested in the same bonds as Option C. The NPV of this investment in this option (B) is $0.4 million. This has been added to NPV for the Favorable and Unfavorable outcomes of the boutique.
Option C: High Yield Municipal Bonds. This option has low risk and is assumed to be a Certainty. So there is only one outcome with probability of 1.0
NPV: $1.5 million, Pr = 1.0
You have contacted the Expert and received a letter stating his track record which you have checked out by several resources. Here is his stated track record:

True State of the Market
Expert Prediction Favorable Unfavorable
Predicts “Favorable” .9 .3
Predicts “Unfavorable” .1 .7

You realize that this situation is a bit complicated since it requires the expert to analyze and predict the state of two different markets: the real estate market and the retail hat market. You think through the issues of probabilities and how to calculate the joint probabilities of both markets going up, both going down, or one up and the other down. Base on your original estimates of success, here are your calculations of the single probabilities and joint probabilities of the markets.
Probabilities Favorable Unfavorable
A: Real Estate 0.50 0.50
B: Just Hats 0.75 0.25

Joint Probabilities
A Fav, B Fav (A+, B+) 0.375
A Unf, B Unf (A-, B-) 0.125
A Fav, B Unf (A+, B-) 0.125
A Unf, B Fav (A-, B+) 0.375

Finally, after a great deal of analysis and calculations, you have determined the Posterior probabilities of Favorable and Unfavorable Markets for the Real Estate business and the boutique hat business.
Real Estate Just Hats
F U F U
0.45 says “F/F” 0.75 0.25 0.90 0.10
0.15 says “F/U” 0.75 0.25 0.30 0.70
0.30 says “U/F” 0.125 0.875 0.90 0.10
0.10 says “U/U” 0.125 0.875 0.30 0.70

For example, this table says that there is 45% chance that the expert will predict Favorable for both markets (F/F), and when he makes this prediction, there is a 75% chance that the Real Estate market will be favorable and 25% chance that it won’t, and also a 90% chance that the Hat market will be Favorable and 10% chance it won’t.
You have developed a decision tree showing the original collapsed solution and also showing an expanded decision tree for evaluating the value of the expert’s information. You need to enter the probabilities into this tree to see if the expert’s information will increase the overall expected value of your decision. Download the Excel file with the incomplete decision tree. SLP 4-Decision Tree.xlsx
Assignment
Complete the information in the decision tree in the Excel file. Determine the Expected NPV of the decision if you were to consult the Expert. Does this increase the value of your analysis? By how much?
Write a report to your private investment company and explain your analysis and your recommendation. Provide a rationale for your decision. 
Upload both your written report and Excel file with the Decision Tree analysis to the SLP4 Dropbox.
SLP Assignment Expectations
Analysis
• Accurate and complete analysis in Excel.
Required:
• Length requirements = 2–3 pages minimum (not including Cover and Reference pages)
• Provide a brief introduction/ background of the problem.
• Complete and accurate Excel analysis.
• Written analysis that supports Excel analysis, and provides thorough discussion of assumptions, rationale, and logic used.
• Complete, meaningful, and accurate recommendation(s).

 

Description
Write an essay that develops an argument about ONE of the short works of fiction we have read. Your argument should marshal one of these four types of

literary claims. Remember to also utilize relevant passages from the literary text to support your argument:

1. Formal/Structural Claim: These claims focus on some formal element of the narrative such as narrative perspective (i.e. third person

omniscient) or some reoccurring symbolism (i.e. The yellowing pages of sheet music indicates Johnson’s “ex-colored man’s” failure to become a ragtime

musician, but this important symbol also reflects the fading away of his racial identity)

2. Thematic Claim: These claims examine an important theme that organizes the narrative (i.e. the important moral ideal of female sexual purity

in Harriet Jacobs’sIncident in the Life of a Slave Girl; and the social distance that separate white women—the virtual embodiment of the Victorian

ideal of sexual purity—and black enslaved women who possess no control over their bodies or sexuality)

3. Historical Claim: These claims examine some aspect of the historical period or moment around which a novel or story is set. (i.e. Jacobs’s

slave narrative is part of a tradition of Abolitionist writing that utilizes the various rhetorical strategies of moral persuasion)

4. Theoretical Claim: These claims examine a theoretical concept or idea as a basis for reading/understanding/interpreting the story. (i.e. Black

vernacular theory with its emphasis on the ways in which black authors appropriated the discourse of black culture and the dominate discourse of

Christianity is no where more apparent than in Wheatley’s poem “To the University of Cambridge, in New England”)

Requirements:
1. Your paper must accord with standard MLA guidelines for format and citation.
2. Your paper must be typed and double-spaced using standard Times New Roman 12 font.
3. Your first page should include a title and a standard heading that includes your name, course name, professor’s name, and date.
4. Your title should evoke an original idea or guiding concept; for instance: “The Irony of the Sublime in William Wordsworth’s I wandered lonely

as a cloud”. In other words, no generic or non-specific titles such as: An Analysis of The Sky is low-the Clouds are mean.
5. Number each page except for the first with your last name appearing before the page number as the header (eg. Tyler 6).
6. Do not include a separate title page or put your paper in a binder.
7. Use standard in text parenthetical citations as per MLA guidelines.
8. If quoting three or more lines of text, use a block quote.