Identify the objective(s) of the inductive analysis; brief justification for the use of an inductive analysis.

ndividual Assignment –report with qualitative analysis (100%)

This assignment requires that you perform individually a small inductive/GT analysis,

using qualitative material (e.g.:interviews, political speeches, reports, laws/rules,

other.). The analysis should follow the recommendations of one of these authors: Miles & Huberman (1994/2013) OR Strauss & Corbin (1990/1998/2015) OR Gioia et al (2013). Is is mandatory to do a 1st order and 2nd order analysis (either open coding and axial coding if you follow Strauss & Corbin; either 1storder and 2nd order coding if you follow Gioia).

The data (sample) to be analyzed should include at least the equivalent to 5 pages of text and no more than 10 pages.
Mandatory Elements

1.Introduction

The introduction should include: Topic/theme, research problem, main theoretical

framework; Identify the objective(s) of the inductive analysis; brief justification for the

use of an inductive analysis.

2. Research context and Methodology

2.1 Data collection

Characterize the data collection according to the recommendations of the author(s) you are following.

2.2 Data analysis

Characterize the data analysis procedure according to the recommendations of the author(s) you are following. The development of categories has to be open/inductive and the analysis may be done by “hand” or using a software.

3. Findings

This part should include: at least one table or figure; the description of the results; examples of representative quotes for 1st and 2nd order codes and the

interpretation/discussion of the results.

4.Conclusions

Here you should present a critical perspective on the research conducted highlighting the contributions and limitations and presenting suggestions for future studies.

5.References

6.Annex/Appendix.

Include in an annex the material (data) that was analyzed and examples of the data codification main procedures and at least some Memos.

you can used Atlas.Ti or MaxQDA you should attach a copy of the coding analysis you did with the software.

Mandatory References

Gioia, D., Corley, K.G., & Hamilton, A.L. (2013). Seeking Qualitative Rigor in Inductive Research: Notes on

the Gioia Methodology. Organizational Research Methods, Volume 16 (1), p. 15-31.

OR

Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand

Oaks, CA: Sage.

OR

Miles, M.B., Huberman, A.M. & Saldaña, J.M. (2013). Qualitative Data Analysis: A Methods Sourcebook.

SAGE Publications.

OR

Strauss, A. & Corbin, J. (1990/1998/2015). Basics of Qualitative Research. Techniques and Procedures for developing Grounded Theory. Thousand Oaks: Sage

Report format

The report should comply with the following format:

Size: between 10 and 15 pages (excluding references and annexes);

Add a separate worksheet to your workbook and explain the strengths and weaknesses of the data you found and the ratios and trends you calculated.

Objective: The purpose of this assignment is to make sure everyone is acquainted with financial statements and well versed in Excel formula and graphing tools.

Exercise: Build an Excel workbook, capture and review the financial statements for Oracle Corporation from its most recent Annual Report on Form 10K or EDGAR, and run the relevant financial ratios for the last three fiscal years. Do the same for Oracle’s competitors Microsoft and SAP on the same worksheets in your workbook. Compare and contrast their respective financial ratios (pick four metrics most relevant and used by financial analysts), and build tables and graphs in the Excel to show the comparisons, trends, etc. for these companies. Add a separate worksheet to your workbook and explain the strengths and weaknesses of the data you found and the ratios and trends you calculated. Appropriately name each worksheet tab.

The following table lists some of the more relevant and widely used ratios (metrics) by financial analysts. Pick from this list the four you feel best represent the comparisons of the three firms; but be sure to explain as part of your assignment why you believe these four metrics you pick are the strongest and best to use for the comparisons.

Create a case study analysis on the company’s external and global environmental issues while focusing upon the remote, industry, and operating environments.

Case Study Analysis Paper: External and Global Environment

Prepare a case study analysis on Case 14: “Louis Vuitton in Japan” found in the Cases section of your Pearce and Robinson textbook.

Closely follow the Case Study Analysis Template by clicking on the hyperlink. Please utilize this template format for this Assignment. Use titles and subtitles per the format for readability purposes.

Focus upon the idea of conducting a SWOT analysis with respect to Louis Vuitton’s external and global environment which includes the remote, industry, and operating environments. Be sure to include the SWOT analysis as shown in the Appendix of your paper (after the References page).

Assignment Checklist:

Conduct a SWOT analysis on the case study company’s external and global environment.

Create a case study analysis on the company’s external and global environmental issues while focusing upon the remote, industry, and operating environments.

For additional Assignment details see Rubric below.

Choose any toy store or other store large enough to have its own toy section and approach it with open eyes and a clean slate.

. For this assignment, you are to visit a local toy store, or the toy section in a department store, and analyze the toys in terms of gender socialization.

2. Choose any toy store or other store large enough to have its own toy section and approach it with open eyes and a clean slate.

3. Take some notes on what you see, paying attention to the toys and how they are marketed.

4. You are then to write up your findings at a minimum of 500 words

5. Look for the following for your write-up:

a. What are the differences between ‘boys’ toys and ‘girls’ toys?

b. How are they marketed/packaged?

c. From your own perspective, what lessons are boys and girls learning from these toys and their marketing?

d. Use information from the text chapter on Socialization and tie in your observations to the material in the text. Make the text material explicit.

Textbook: Sociology in Modules (w/out access) Edition: 2nd

Author: Schaefer ISBN: 9780078026812 Copyright Year: 2013

Publisher: McGraw-Hill

Describes the health consequences associated with each criteria pollutant, any sensitive populations, and identifies when standards were last reviewed and/or changed.

Ambient air quality is one aspect of the environment that is not modifiable for many people. Everyone breathes, and it is often not possible to avoid polluted air. Laws protecting against harmful levels of outdoor air pollutants have been developed to mitigate exposures. The National Ambient Air Quality Standards (NAAQS) website describes the six criteria pollutants regulated under the federal Clean Air Act. The NAAQS site Describes the health consequences associated with each criteria pollutant, any sensitive populations, and identifies when standards were last reviewed and/or changed. As you review the site, note the terminology surrounding ambient air quality and regulation of pollutants, such as primary and secondary standards, attainment, and implementation.

For this Assignment, use the Air Quality Standards worksheet. You will evaluate health consequences relating to air pollution, determine how air quality is monitored, discriminate between air quality standards, and assess the rationale behind them. As you complete the Assignment, ponder whether air quality standards really are standard.

Use the rubric embedded in the Air Quality Standards Worksheet to assess this Assignment.

o Air Quality Standards Worksheet (Word document)

o Module 3 Discussion Rubric (Word document)

o United States Environmental Protection Agency. (EPA). (1991). Indoor air facts No. 4 (revised): Sick building syndrome. Retrieved from www.epa.gov/iaq/pdfs/sick_building_factsheet.pdf

o United States Environmental Protection Agency (EPA). (2014). National Ambient Air Quality Standards (NAAQS). Retrieved from http://www.epa.gov/air/criteria.html

o World Health Organization (WHO). (2014). Air pollution. Retrieved from http://www.who.int/topics/air_pollution/en/

o Document: Air Quality Standards Worksheet (Word document)

o Document: Module 3 Discussion Rubric (Word document)

Module 3 Air Quality Standards Worksheet and Rubric

Student Name:

Timeliness

Fully Met

Partially Met/Good Partially Met/Fair Not Met

Timeliness Indicators Posted by the deadline Posted 1 day late Posted 2–4 days late Posted 5 or more days late

Grade Impact No impact 10% reduction in overall assignment score 20% reduction in overall assignment score 0 points

Part 1: NAAQS Quiz (Short answer)

Go to EPA’s National Ambient Air Quality Standards website homepage at http://www.epa.gov/air/criteria.html. Review the details of NAAQS for the criteria pollutants and answer the following questions:

Question (5 points each) Response Score

How many criteria pollutants are covered under the NAAQS?

In what year was the ozone standard first initiated?

For which pollutant has the standard been most recently strengthened?

Over what period of time are lead measurements made to assess meeting the standard?

What human health effect is associated with exposure to carbon monoxide?

List the top two sources of sulfur dioxide emissions in the U.S.

Define a “non-attainment” area with respect to the NAAQS.

For which regions of the U.S. is attainment of PM10 a particular problem?

Instructor comments:

Total Score

(40 possible points)

Part 2: Choosing national air quality priorities (short essay answer)

Review the background information on each of the pollutants covered under the NAAQS and, based on the available information and considering the questions you addressed above, indicate which ambient air pollutant you believe should be a national regulatory priority for the United States and why. Support your choice by describing the types of health consequences associated with the pollutant (including any susceptible populations), its major sources, and when the standards were last reviewed and/or changed. Then, provide a brief explanation of one or more global implications for regulation of this pollutant by the United States. Be sure to cite your sources.

Response:

Score (20 possible points):

Instructor comments:

Quality Indicators Fully Met

Partially Met/Good Partially Met/Fair Not Met

Content Quality

(20 points) Choice of regulatory priority was fully supported with quantitative data on health consequences, major sources of the choice pollutant, and when standards were last reviewed/changed

AND

Global implications of U.S. regulation of the pollutant were clearly discussed

AND

Data sources were referenced and highly appropriate to support the choice and discussion

(20 points) One of the following expected criteria was not clearly discussed: health consequences, major source, when standards were last reviewed, or global implications.

AND/OR

Choice was mostly but not fully supported with quantitative data and references

AND/OR

Writing was a little unclear (typos, minor issues)

(16–19 points)

Two of the following expected criteria were not clearly discussed: health consequences, major source, when standards were last reviewed, or global implications.

AND/OR

Choice was not well supported with quantitative data and references

AND/OR

Writing was unclear (frequent typos, grammatical errors)

(14–15 points)

The pollutant choice was not a pollutant regulated under the NAAQS

AND/OR

Three or more of the following expected criteria were not clearly discussed: health consequences, major source, when standards were last reviewed, or global implications

AND/OR

Choice was not supported with quantitative data and references

(0–13 points)

Part 3: Identify Which Pollutants Significantly Contribute to These Issues

Although many pollutants get a bad reputation, certain types of gas emissions contribute more to specific environmental issues. Review section 4.1 in your text and the background information on each of the pollutants covered under the NAAQS. Choose from among the eight pollutants below and fill in the name of the correct pollutant in the grid below.

chlorofluorocarbons particulate matter dioxins nitrogen dioxide

carbon monoxide sulfur dioxide ozone carbon dioxide

Pollutant Global warming Ozone layer depletion Acid deposition Score

Response (5 points)

yes no no

Response (5 points)

yes yes no

Response (5 points)

no no yes

Instructor Comments:

Total Score

(15 possible points)

Final Score:

Part 1 Score (40 possible points)

Part 2 Score (20 possible points)

Part 3 Score (15 possible points)

Total Score (75 possible points)

Instructor comments (Timeliness):

Timeliness Factor (late points deducted):

THIS IS THE Rubric

Timeliness On Time Late Missing Post(s)

Timeliness Indicators All internal and final deadlines for Discussion were met

One or more required deadlines missed

(No postings allowed after the last day of the module) One or more required Discussion posts missing

(No postings allowed after the last day of the module)

Grade Impact No impact 10% reduction in overall Discussion score per day for each late required post up to last day of the module) 30% reduction in overall Discussion score for each missing required post

No participation=0 points

Discussion Indicators Excellent

Above Average

Average

Fair

Poor

Score

Communication Quality and Clarity

12 Possible Points

Professional, appropriate, and clear communication, with completely correct spelling and sentence structure

AND

Statements normally requiring references or citations were always validated with the source

(12 points) Appropriate and clear communication, with infrequent minor spelling errors

AND

Statements normally requiring references or citations were always validated with the source

(10–11 points) Writing sometimes not clear

and/or occasional minor spelling or sentence structure errors that somewhat detracted from professional appearance

AND/OR

Statements normally requiring references or citations were validated with the source

(9 points) Writing often not clear, or contained frequent spelling or sentence structure errors that detracted from professional appearance

AND/OR

Statements normally requiring references or citations were sometimes not validated with the source

(7–8 points) Communications were not professional, or not appropriate, or

writing frequently unclear and difficult to follow

AND/OR

Statements normally requiring references or citations were frequently not validated with the source

(0–6 points)

Content

12 Possible Points

All contributions were fully relevant to the journal article topic

(12 points) Most contributions were relevant to the journal article topic and digressions did not detract from the conversation

(10–11 points) Contributions were occasionally vague or off topic, or with slightly distracting digressions

(9 points) Contributions were often not relevant to the journal article topic, too vague, or rambled so that the point was difficult to find

(7–8 points) Contributions were frequently off topic or very vague

(0–6 points)

Uniqueness and Depth

12 Possible Points

Articles were critiqued with highly insightful, thought provoking, and original analysis and interpretation, with all contributions of substantial depth

(12 points) Articles were critiqued with insightful and original analysis and interpretation, with most contributions in-depth

(10–11 points) Articles were discussed, but with limited depth, insight, or not always demonstrating original interpretations

(9 points) Ideas and comments were often not in-depth or original (e.g., reliance on “I agree” statements without follow up)

(7–8 points) Ideas and comments were frequently superficial, shallow, or lacking in originality

(0–6 points)

Engagement and Community Response

12 Possible Points

Postings were always designed to engage others and often stimulated multiple peer responses that furthered the discussion

AND

Strong follow up with peer questions/

comments, demonstrating a true scholarly conversation

(12 points) Postings were designed to engage others and usually stimulated peer responses that furthered the discussion

AND

Good follow up to peer questions/

comments, demonstrating a good conversational flow

(10–11 points) Postings were sometimes not designed to engage others or further the discussion

AND/OR

Sometimes no follow up responses to peer questions/

comments, somewhat inhibiting a good conversational flow

(9 points) Postings often were not designed to engage others or further the discussion

AND/OR

Often no follow up responses to peer questions/

comments, limiting meaningful conversational flow

(7–8 points) Postings were not designed to engage others or further the discussion

AND/OR

No follow up responses posted to peer questions/

comments, leading to little or no meaningful conversational flow

(0–6 points)

Critical Thinking and Analysis

12 Possible Points

Analysis of articles always demonstrated critical thinking.

Specifically,

Strong reliance on facts and validated opinions. Multiple perspectives were considered. Points were always well supported and based on scholarly evidence. Arguments were coherent, organized, and logical. Connections were frequently made between ideas, and conclusions always flowed from evidence.

AND

Contributions always included well-chosen resources that supported and extended the discussion

(12 points) Analysis of articles usually demonstrated critical thinking.

Specifically,

Reliance on facts and validated opinions. Multiple perspectives were usually considered. Points were usually well supported and based on scholarly evidence. Arguments were usually coherent, organized, and logical. Connections were made between ideas, and conclusions flowed from evidence.

AND

Resources frequently supported and extended the discussion

(10–11 points) Some analysis of articles with an occasional deficiency of one or two areas of critical thinking.

Specifically,

Occasional reliance on assumptions and unsubstantiated opinions rather than facts, or occasionally only one view point considered, or occasional use of less scholarly or less appropriate resources, or sometimes unorganized or less logical arguments, or some lack of connection between ideas, or conclusions occasionally did not flow from the evidence.

AND/OR

Resources sometimes did not support and extend the discussion

(9 points) Limited analysis of the articles, with a deficiency of several areas of critical thinking or frequent issues in one area.

Specifically,

Reliance on assumptions and unsubstantiated opinions rather than facts, usually only one view point considered, frequently used less scholarly or less appropriate resources, frequently incoherent, disorganized, or illogical arguments, often a lack of connection between ideas, or conclusions often did not flow from the evidence

AND/OR

Resources frequently did not support and extend the discussion

(7–8 points) Articles were not analyzed and/or critical thinking was not demonstrated

AND/OR

Contributions did not include resources that supported and extended the discussion or were not of appropriate quality or not supportive of the points being made

(0–6 points)

Initial Score (60 possible points):

Instructor comments:

Instructor comments (Timeliness):

Timeliness Factor (late points deducted):

Total Score (60 possible points):

Create a case study analysis focusing on the company’s internal environmental issues through the development of long-term objectives.

Case Study Analysis Paper

Prepare a case study analysis on Case 29: “Whole Foods Market 2010: How to Grow in an Increasingly Competitive Market” found in the Cases section of your digital textbook.

Closely adhere to the Case Study Analysis Template by clicking on the hyperlink. Please utilize this template format for this Assignment. Use titles and subtitles per the format for readability purposes.

Focus upon the idea of conducting a SWOT analysis with respect to Whole Food’s internal environment and use long-term objectives to remedy the issue presented in the case study. Please include the SWOT analysis with the four quadrants in the Appendix of your paper (after the References page). You can find the case study SWOT analysis template in Doc Sharing.

Conduct a SWOT analysis on the case study company’s internal environment.

Create a case study analysis focusing on the company’s internal environmental issues through the development of long-term objectives.

For additional Assignment details see Rubric below.

Explain the role that the HIS department can play in research studies and specifically.

Final Project – Health Care Informatics in Research Studies PowerPoint Assignment

You are the HIS director at your facility and you get a visit from a physician at a local

hospital who often works with your facility on a variety of research projects. He informs

you that a new research project has been developed between the two institutions and

that you have been placed in charge of all HIS needs. The research that is being

completed is a therapeutic drug trial. The researchers will come from the physician�s

facility, while the patients will come from yours. (Go

to https://clinicaltrials.gov/ct2/info and learn more about Drug Trials) Although you are not

an active researcher, there are many ways that you can be a valuable part of the

research team. The physician researcher tells you that the research team consists of

several Internal Medicine Residents and recent RN graduates that will require training in

data collection, data quality, forms design, databases, data analysis, statistics, ethics,

informed consent, privacy and security in order to help ensure integrity of the research

and protection of patients.

You are to develop a 20 slide presentation that will be given to the entire research team

that targets the areas below. As you are developing your PPT start with an overall goal

for the presentation and relevant objectives. The goal will include what is the purpose of

your presentation, while the objectives are what you want your audience to know when

the presentation is complete. Please see the page in the Module 4 Final Presentation

folder titled What are SMART Goals and Objectives to assist you in creating your goals

and objectives. When developing your objectives, think about what your audience must

know when you have completed this presentation; what do you want them to walk away

with? You must consider the requirements of the physician researcher as you are

developing your objectives. Be sure that you include in-text citations where appropriate

and a title slide as well as a references slide(s). The title slide and references slide do

not count your required 20 slides. You must include at minimum four peer-reviewed

references in your final presentation; one of the required references may be from a

government sponsored website. Before beginning your presentation, review the

Assignment Rubric found in the Course Tools folder, as well as the PPT Guidelines and

Requirements Page found in Module 4. Remember to use your notes section � this is

key to the development of your presentation! Consider using a few images to help keep

the attention of your audience.

1) Explain the role that the HIS department can play in research studies and specifically

how your department can assist in this study. What impact could your HIS department

have on this research team?

2) What impact does HIPAA and privacy have on this process of health research? What

health and personal information about your patients are you allowed to release for the

purpose of research?

3) Review various HIS equipment (i.e., computers, scanners, etc.) and how the

research team can make the best use of this technology during their research.

4) What other services can your HIS department offer this research team?

5) Develop a flow chart similar to page 270 in your Gartee text that describes the

process for data collection during this study. Make sure that you do not copy this chart,

rather, create a new chart specific for your group.

6) Explain the difference between the role HIS will play in research as compared to

administration, practice, and educational settings.

You are to develop a 20 slide presentation that will be given to the entire research team

that targets the areas below.

Be sure that you include in-text citations where appropriate

and a title slide as well as a references slide(s).

What realizations, insights or lessons have you learned about yourself, your co-workers, sponsors, etc.?

Reflect on experiences for the first month of the internship. Include in this first journal the

name of your company(Queens Hospital Center), department(The department of external affairs), supervisor (Ms. Dominique) and a brief description of the kind of work you

are doing(some office paper work). Use the guide questions found above to help you build Journal 1

The following questions may be used as a guide for your reflection journal:

What happened today/this week? Describe the experience.

What did you do? Describe what you did and why you did it.

What didn’t you do or say that you could have? Why?

What risks did you take or avoid; new behaviors you tried?

What were the effects of what you did; what did you feel about those results?

How does what you are experiencing relate to concepts in this or other courses?

What have you learned that you might not have learned in the classroom?

What realizations, insights or lessons have you learned about yourself, your co-workers,

sponsors, etc.?

How does what you are doing relate to you’re learning goals for this semester?

What KSA’s, other than your personal learning goals, did you enhance/learn?

What were your expectations of this experience and were they met? If not, how did you

deal with it?

How can you apply what you learned from this situation?

Describe the impact this experience had on you and how you anticipate it will affect you

in the future?

What makes you feel that you would or would not like to perform this job as a career?

What is the single most critical addition the Groot& Homan article brings to the discussion of learning.

Part 1: Arguably, both Nooteboom and Nonaka/Zhu see learning as significant to competitive advantage and long-term viable organizations. Identify what you think is the (1) single most significant similarity between the two books in regard to learning and the (2) single most significant difference in how the two books view learning. Explain your answers.

Part 2: In your opinion, What is the single most critical addition the Groot& Homan article brings to the discussion of learning (that is, what is the most significant aspect of learning that Groot & Homan discuss that may not be directly addressed or well explicated in either Nooteboom or Nonaka/Zhu)? Provide a rationale for your answer.

Please refer to the articles mentioned. Find them online I do not have copies to upload.