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PSYC

Application, Perspectives and Stress, applying what you have learned

· Be sure that your answers are detailed and worth 50 points of work.

· Be sure to review the Assignment Grading Rubric located under the “materials” “content” tab on D2L before submitting your assignment.

· 12-point font, Double spaced

Page limit –You should have approximately two pages, (double spaced) for each force. Be sure you are giving enough information that you are fulfilling the criteria from the Assignment Grading Rubric. It is not about the number of pages – it is about demonstrating that you are able to apply the information and fulfill the criteria as listed on the Assignment Grading Rubric.

ASSESSMENT: STRESS and How stress interacts with the biological, cognitive, developmental, social/personality, and mental/physical health.

1. Describe in detail ONE realistic, stressful situation or event. This may or may not be a personal issue. (You may wish to use and expand on one of your stressful situations that you documented in your stress journal.)

Apply what you have learned throughout the semester. REMEMBER: in order to apply what you have learned – you need to use, explain, and make connections of psychology terminology, theories and concepts to the “stressful situation” you described in #1.

2. Write a detailed response that discusses how each of the 5 below perspectives/forces interact with the ONE stressful situation you described in #1.

1. Name and give specific examples for each of the forces using psychology terminology, theories, and concept that was learned, this semester and describe in detail how these apply to the situation.

2. Be sure to identify in your examples how each of the psychology terms, theories and concepts you used specifically relate to each of the 5 forces. (Guide: Use a combination of at least 5 specific psychology terms, theories and concepts learned for each of the below 5 forces.)

*biological

* cognitive

*developmental

* social/personality

*mental and physical health

ADDITIONAL INFORMATION AND TIPS: Remember to organize your thoughts.

Your work should look similar to the below: Use paragraph format throughout your work.

STRESSFUL SITUATION: (Name this heading in your work)

YOUR INFORMATION HERE. XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX.

BIOLOGICAL: (Name this heading in your work)

YOUR INFORMATION HERE. Paragraph format.

Guide: Use a combination of at least 5 specific psychology terms, theories and concepts learned for the BIOLOGICAL force. Be sure you are describing the meaning of each term, theory and concept you are using. Then, apply the terminology, theory, and/or concepts. Demonstrate by describing in specific detail how these specifically relate to your above stressful situation. (This is imperative in order for you to demonstrate and apply what you have learned.)

Guide is two pages for demonstrating biological

COGNITIVE: (Name this heading in your work)

YOUR INFORMATION HERE. Paragraph format.

Guide: Use a combination of at least 5 specific psychology terms, theories and concepts learned for the COGNITIVE force. Be sure you are describing the meaning of each term, theory and concept you are using. Then, apply the terminology, theory, and/or concepts. Demonstrate by describing in specific detail how these specifically relate to your above stressful situation. (This is imperative in order for you to demonstrate and apply what you have learned.)

Guide is two pages for demonstrating cognitive

DEVELOPMENTAL: (Name this heading in your work)

YOUR INFORMATION HERE. Paragraph format.

Guide: Use a combination of at least 5 specific psychology terms, theories and concepts learned for the DEVELOPMENTAL force. Be sure you are describing the meaning of each term, theory and concept you are using. Then, apply the terminology, theory, and/or concepts. Demonstrate by describing in specific detail how these specifically relate to your above stressful situation. (This is imperative in order for you to demonstrate and apply what you have learned.)

Guide is two pages for demonstrating developmental.

SOCIAL/PERSONALITY: (Name this heading in your work)

YOUR INFORMATION HERE. Paragraph format.

Guide: Use a combination of at least 5 specific psychology terms, theories and concepts learned for the SOCIAL/PERSONALITY force. Be sure you are describing the meaning of each term, theory and concept you are using. Then, apply the terminology, theory, and/or concepts. Demonstrate by describing in specific detail how these specifically relate to your above stressful situation. (This is imperative in order for you to demonstrate and apply what you have learned.)

Guide is two pages for demonstrating social/personality.

MENTAL AND PHYSICAL HEALTH: (Name this heading in your work)

YOUR INFORMATION HERE. Paragraph format.

Guide: Use a combination of at least 5 specific psychology terms, theories and concepts learned for the MENTAL/PHYSICAL HEALTH force. Be sure you are describing the meaning of each term, theory and concept you are using. Then, apply the terminology, theory, and/or concepts. Demonstrate by describing in specific detail how these specifically relate to your above stressful situation. (This is imperative in order for you to demonstrate and apply what you have learned.)

Guide is two pages for demonstrating mental/physical health

RESOURCES USED:

We know that our some of our best students use resources in addition to our textbook to gather knowledge and information. Please cite the sources you used at the end of your work, as well as throughout your work. You do not need a special works cited page.

Criteria
Level 4: 11.5-12.5 pts
Level 3: 10 -11 points
Level 2: 8-9.5 points
Level 1: 0-7.5 points
Criterion Score
Criterion 1 Connections to Experience
12.5 points
Meaningfully applies connections among experiences outside of the formal classroom (including life experiences and academic experiences to deepen understanding of the field of psychology concepts/theories/frameworks and to broaden own point of view.

11 points
Effectively selects and develops examples of life experiences, drawn from a variety of contexts (i.e. family life, artistic participation, civic involvement, work experience), to illuminate concepts/theories/frameworks to the field of psychology.

9.5 points
Compares life experiences and academic knowledge to infer differences, as well as similarities, and acknowledge concepts/theories/frameworks to the field of psychology.

7.5 points
Refers to life experiences. Learner does not connect and apply to academic knowledge.

Score of Criterion 1 Connections to Experience,
/ 12.5
Criterion 2 Quality of Information
12.5 points
Information clearly relates to the assignment topic. Learner goes beyond assignment requirements, pursues substantial additional knowledge. Includes substantial supporting details, examples, and/or cited references.

11 points
Information clearly relates to the assignment topic. It provides several supporting details, examples, and/or cited references.

9.5 points
Information clearly relates to the discussion topic. Average/few details and/or cited references.

7.5 points
Information has little or nothing to do with the assignment.

Score of Criterion 2 Quality of Information,
/ 12.5
Criterion 3 Amount of Information
12.5 points
All topics in the assignment are addressed thoroughly.

11 points
All topics in the assignment are addressed; some details are lacking.

9.5 points
Most topics in the assignment are addressed thoroughly.

7.5 points
Few of the topics in the assignment are addressed and/or poorly addressed.

Score of Criterion 3 Amount of Information,
/ 12.5
Criterion 4 Lesson Objective
12.5 points
Learner fully understands and embodies the objective of the lesson.

11 points
Learner understands, but may still need time to embody the objective of the lesson.

9.5 points
Learner grasps the meaning, but may not fully understand, nor embody the objective of the lesson.

7.5 points
Learner does not grasp the meaning of the lesson.

Score of Criterion 4 Lesson Objective,
/ 12.5
Total
Score of Application, Perspectives and Stress, Applying what you have learned,
/ 50

Criteria
Level 4: 11.5-12.5 pts
Level 3: 10 -11 points
Level 2: 8-9.5 points
Level 1: 0-7.5 points
Criterion Score
Criterion 1 Connections to Experience
12.5 points
Meaningfully applies connections among experiences outside of the formal classroom (including life experiences and academic experiences to deepen understanding of the field of psychology concepts/theories/frameworks and to broaden own point of view.

11 points
Effectively selects and develops examples of life experiences, drawn from a variety of contexts (i.e. family life, artistic participation, civic involvement, work experience), to illuminate concepts/theories/frameworks to the field of psychology.

9.5 points
Compares life experiences and academic knowledge to infer differences, as well as similarities, and acknowledge concepts/theories/frameworks to the field of psychology.

7.5 points
Refers to life experiences. Learner does not connect and apply to academic knowledge.

Score of Criterion 1 Connections to Experience,
/ 12.5
Criterion 2 Quality of Information
12.5 points
Information clearly relates to the assignment topic. Learner goes beyond assignment requirements, pursues substantial additional knowledge. Includes substantial supporting details, examples, and/or cited references.

11 points
Information clearly relates to the assignment topic. It provides several supporting details, examples, and/or cited references.

9.5 points
Information clearly relates to the discussion topic. Average/few details and/or cited references.

7.5 points
Information has little or nothing to do with the assignment.

Score of Criterion 2 Quality of Information,
/ 12.5
Criterion 3 Amount of Information
12.5 points
All topics in the assignment are addressed thoroughly.

11 points
All topics in the assignment are addressed; some details are lacking.

9.5 points
Most topics in the assignment are addressed thoroughly.

7.5 points
Few of the topics in the assignment are addressed and/or poorly addressed.

Score of Criterion 3 Amount of Information,
/ 12.5
Criterion 4 Lesson Objective
12.5 points
Learner fully understands and embodies the objective of the lesson.

11 points
Learner understands, but may still need time to embody the objective of the lesson.

9.5 points
Learner grasps the meaning, but may not fully understand, nor embody the objective of the lesson.

7.5 points
Learner does not grasp the meaning of the lesson.

Score of Criterion 4 Lesson Objective,
/ 12.5
Total
Score of Application, Perspectives and Stress, Applying what you have learned,
/ 50

Criteria
Level 4: 11.5-12.5 pts
Level 3: 10 -11 points
Level 2: 8-9.5 points
Level 1: 0-7.5 points
Criterion Score
Criterion 1 Connections to Experience
12.5 points
Meaningfully applies connections among experiences outside of the formal classroom (including life experiences and academic experiences to deepen understanding of the field of psychology concepts/theories/frameworks and to broaden own point of view.

11 points
Effectively selects and develops examples of life experiences, drawn from a variety of contexts (i.e. family life, artistic participation, civic involvement, work experience), to illuminate concepts/theories/frameworks to the field of psychology.

9.5 points
Compares life experiences and academic knowledge to infer differences, as well as similarities, and acknowledge concepts/theories/frameworks to the field of psychology.

7.5 points
Refers to life experiences. Learner does not connect and apply to academic knowledge.

Score of Criterion 1 Connections to Experience,
/ 12.5
Criterion 2 Quality of Information
12.5 points
Information clearly relates to the assignment topic. Learner goes beyond assignment requirements, pursues substantial additional knowledge. Includes substantial supporting details, examples, and/or cited references.

11 points
Information clearly relates to the assignment topic. It provides several supporting details, examples, and/or cited references.

9.5 points
Information clearly relates to the discussion topic. Average/few details and/or cited references.

7.5 points
Information has little or nothing to do with the assignment.

Score of Criterion 2 Quality of Information,
/ 12.5
Criterion 3 Amount of Information
12.5 points
All topics in the assignment are addressed thoroughly.

11 points
All topics in the assignment are addressed; some details are lacking.

9.5 points
Most topics in the assignment are addressed thoroughly.

7.5 points
Few of the topics in the assignment are addressed and/or poorly addressed.

Score of Criterion 3 Amount of Information,
/ 12.5
Criterion 4 Lesson Objective
12.5 points
Learner fully understands and embodies the objective of the lesson.

11 points
Learner understands, but may still need time to embody the objective of the lesson.

9.5 points
Learner grasps the meaning, but may not fully understand, nor embody the objective of the lesson.

7.5 points
Learner does not grasp the meaning of the lesson.

Score of Criterion 4 Lesson Objective,
/ 12.5
Total
Score of Application, Perspectives and Stress, Applying what you have learned,
/ 50

What Happened to Our Constitution: Executive Agreements, Executive Orders, and Signing Statements. A functioning legislative branch is paramount to a healthy democracy. To the degree that our Framers embraced this philosophy can be seen in the expansive list of powers granted Congress by the Constitution. However, in recent years, many have pointed to the erosion of the nation’s legislature. In particular, it has been noted that the presidential use of executive agreements, executive orders, and signing statements have harmed America’s doctrine of separation of powers by circumventing the legislative process itself. To this end:
Select one of the topics to expound upon, either executive agreements, executive orders, or signing statements.
Identify the constitutional basis for such, if any.
Provide an example of this tool at work in American federal government;
Explain the intersection of such use with the doctrine of separation of powers.
Conclude by affirming the strength or weakness of the nation’s legislative process.
This paper should be approximately five pages in length. A total of four scholarly sources should be used to stake your claims. Your paper should be in APA format and will be graded based on the attached rubric.What Happened to Our Constitution: Executive Agreements, Executive Orders, and Signing Statements. A functioning legislative branch is paramount to a healthy democracy. To the degree that our Framers embraced this philosophy can be seen in the expansive list of powers granted Congress by the Constitution. However, in recent years, many have pointed to the erosion of the nation’s legislature. In particular, it has been noted that the presidential use of executive agreements, executive orders, and signing statements have harmed America’s doctrine of separation of powers by circumventing the legislative process itself. To this end:
Select one of the topics to expound upon, either executive agreements, executive orders, or signing statements.
Identify the constitutional basis for such, if any.
Provide an example of this tool at work in American federal government;
Explain the intersection of such use with the doctrine of separation of powers.
Conclude by affirming the strength or weakness of the nation’s legislative process.
This paper should be approximately five pages in length. A total of four scholarly sources should be used to stake your claims. Your paper should be in APA format and will be graded based on the attached rubric.What Happened to Our Constitution: Executive Agreements, Executive Orders, and Signing Statements. A functioning legislative branch is paramount to a healthy democracy. To the degree that our Framers embraced this philosophy can be seen in the expansive list of powers granted Congress by the Constitution. However, in recent years, many have pointed to the erosion of the nation’s legislature. In particular, it has been noted that the presidential use of executive agreements, executive orders, and signing statements have harmed America’s doctrine of separation of powers by circumventing the legislative process itself. To this end:
Select one of the topics to expound upon, either executive agreements, executive orders, or signing statements.
Identify the constitutional basis for such, if any.
Provide an example of this tool at work in American federal government;
Explain the intersection of such use with the doctrine of separation of powers.
Conclude by affirming the strength or weakness of the nation’s legislative process.
This paper should be approximately five pages in length. A total of four scholarly sources should be used to stake your claims. Your paper should be in APA format and will be graded based on the attached rubric.What Happened to Our Constitution: Executive Agreements, Executive Orders, and Signing Statements. A functioning legislative branch is paramount to a healthy democracy. To the degree that our Framers embraced this philosophy can be seen in the expansive list of powers granted Congress by the Constitution. However, in recent years, many have pointed to the erosion of the nation’s legislature. In particular, it has been noted that the presidential use of executive agreements, executive orders, and signing statements have harmed America’s doctrine of separation of powers by circumventing the legislative process itself. To this end:
Select one of the topics to expound upon, either executive agreements, executive orders, or signing statements.
Identify the constitutional basis for such, if any.
Provide an example of this tool at work in American federal government;
Explain the intersection of such use with the doctrine of separation of powers.
Conclude by affirming the strength or weakness of the nation’s legislative process.
This paper should be approximately five pages in length. A total of four scholarly sources should be used to stake your claims. Your paper should be in APA format and will be graded based on the attached rubric.What Happened to Our Constitution: Executive Agreements, Executive Orders, and Signing Statements. A functioning legislative branch is paramount to a healthy democracy. To the degree that our Framers embraced this philosophy can be seen in the expansive list of powers granted Congress by the Constitution. However, in recent years, many have pointed to the erosion of the nation’s legislature. In particular, it has been noted that the presidential use of executive agreements, executive orders, and signing statements have harmed America’s doctrine of separation of powers by circumventing the legislative process itself. To this end:
Select one of the topics to expound upon, either executive agreements, executive orders, or signing statements.
Identify the constitutional basis for such, if any.
Provide an example of this tool at work in American federal government;
Explain the intersection of such use with the doctrine of separation of powers.
Conclude by affirming the strength or weakness of the nation’s legislative process.
This paper should be approximately five pages in length. A total of four scholarly sources should be used to stake your claims. Your paper should be in APA format and will be graded based on the attached rubric.

Read the articles. These articles contain examples of calculating opportunity costs. You will follow these examples to answer one of the questions listed at the bottom of the topic.

The opportunity cost of buying iPhones and Cronuts by Ben Walsh, September 2013
The potential economic costs of Tropical Storm Harvey: Explained by Nathaniel Meyersohn, August 26, 2017
Here’s what an unpaid internship will cost you by Abigail Hess, June 19, 2017
8 Chores That Aren’t Worth Your Time (So Outsource Them!) by Hank Coleman, June 16, 2014
Paying for health care with time – Harvard Gazette
It Costs You $43 to Sit Around the Doctor’s Waiting Room
What is the Value of Exercise? 2,500 by Gretchen Reynolds, September 7, 2016
Listen to Planet-Money: Episode 386: The Cost of Free Doughnuts
You are expected to make your contribution to the main topic and respond with value-added comments to at least two of your classmates. You are encouraged to respond to other students and to your instructor.

Step 2: Choose just one case to answer the question(s) associated with that case.

You are standing in line. Think about what you would be doing if you were not in this line. The alternatives are infinite and computing the cost of them all is impossible. However, since you could only be doing one thing (not all of them) if you are not in this line, determining the opportunity cost requires only knowing the one thing you would be doing. Calculate in dollars your opportunity costs of standing in line.
Think about what you would be doing if you weren’t in class. The alternatives are infinite and computing the cost of them all is impossible. However, since you could only be doing one thing (not all of them) if you were not in class, determining the opportunity cost requires only knowing the one thing you would be doing. Calculate in dollars your opportunity costs of sitting in class.
The classic example of opportunity cost is the costs of going to college. Illustrate the implicit opportunity cost of foregone income as well as tuition, books, and so on. Think about whether room and board should be considered a cost of college. What are your opportunity costs of going to college? Calculate in dollars your opportunity costs of going to college.
Discuss the opportunity costs of natural disasters. Create your own example of the opportunity costs of a natural disaster. Calculate in dollars the opportunity costs of a natural disaster.
Discuss the opportunity costs of your visiting the doctor’s office. Calculate in dollars the opportunity costs of your visiting the doctor’s office.
Read the articles and create your own example of opportunity cost of an activity — not of a purchase. Your ideas should be supported by calculation in dollars of opportunity costs.
Step 3: Reflection. Students should also include a paragraph in the initial response in their own words, using microeconomic terminology, reflecting on what they learned from the assignment and how they think they could apply what they learned in the workplace or in everyday life.

Provision 4. The nurse has authority, accountability, and responsibility for nursing practice, makes decisions, and takes action consistent with the obligation to provide optimal care.

4.1 Acceptance of accountability and responsibility – Individual registered nurses bear primary
responsibility for the nursing care that their patients receive and are individually accountable for their own
practice. Nursing practice includes direct care activities, acts of delegation, and other responsibilities such as
teaching, research, and administration. In each instance, the nurse retains accountability and responsibility for the
quality of practice and for conformity with standards of care.
Nurses are faced with decisions in the context of the increased complexity and changing patterns in the delivery
of health care. As the scope of nursing practice changes, the nurse must exercise judgment in accepting
responsibilities, seeking consultation, and assigning activities to others who carry out nursing care. For example,
some advanced practice nurses have the authority to issue prescription and treatment orders to be carried out by
other nurses. These acts are not acts of delegation. Both the advanced practice nurse issuing the order and the
nurse accepting the order are responsible for the judgments made and accountable for the actions taken

4.2 Accountability for nursing judgment and action – Accountability means to be answerable to
oneself and others for one’s own actions. In order to be accountable, nurses act under a code of ethical conduct
that is grounded in the moral principles of fidelity and respect for the dignity, worth, and self-determination of
patients. Nurses are accountable for judgments made and actions taken in the course of nursing practice,
irrespective of health care organizations’ policies or providers’ directives.

4.3 Responsibility for nursing judgment and action – Responsibility refers to the specific accountability
or liability associated with the performance of duties of a particular role. Nurses accept or reject specific role
demands based upon their education, knowledge, competence, and extent of experience. Nurses in
administration, education, and research also have obligations to the recipients of nursing care. Although nurses in
administration, education, and research have relationships with patients that are less direct, in assuming the
responsibilities of a particular role, they share responsibility for the care provided by those whom they supervise
and instruct. The nurse must not engage in practices prohibited by law or delegate activities to others that are
prohibited by the practice acts of other health care providers.
Individual nurses are responsible for assessing their own competence. When the needs of the patient are beyond
the qualifications and competencies of the nurse, consultation and collaboration must be sought from qualified
nurses, other health professionals, or other appropriate sources. Educational resources should be sought by
nurses and provided by institutions to maintain and advance the competence of nurses. Nurse educators act in
collaboration with their students to assess the learning needs of the student, the effectiveness of the teaching
program, the identification and utilization of appropriate resources, and the support needed for the learning
process.
4.4 Delegation of nursing activities – Since the nurse is accountable for the quality of nursing care given
to patients, nurses are accountable for the assignment of nursing responsibilities to other nurses and the
delegation of nursing care activities to other health care workers. While delegation and assignment are used here
in a generic moral sense, it is understood that individual states may have a particular legal definition of these
terms.The nurse must make reasonable efforts to assess individual competence when assigning selected components
of nursing care to other health care workers. This assessment involves evaluating the knowledge, skills, and
experience of the individual to whom the care is assigned, the complexity of the assigned tasks, and the health
status of the patient. The nurse is also responsible for monitoring the activities of these individuals and evaluating
the quality of the care provided. Nurses may not delegate responsibilities such as assessment and evaluation;
they may delegate tasks. The nurse must not knowingly assign or delegate to any member of the nursing team a
task for which that person is not prepared or qualified. Employer policies or directives do not relieve the nurse of
responsibility for making judgments about the delegation and assignment of nursing care tasks.
Nurses functioning in management or administrative roles have a particular responsibility to provide an
environment that supports and facilitates appropriate assignment and delegation. This includes providing
appropriate orientation to staff, assisting less experienced nurses in developing necessary skills and
competencies, and establishing policies and procedures that protect both the patient and nurse from the
inappropriate assignment or delegation of nursing responsibilities, activities, or tasks.
Nurses functioning in educator or preceptor roles may have less direct relationships with patients. However,
through assignment of nursing care activities to learners they share responsibility and accountability for the care
provided. It is imperative that the knowledge and skills of the learner be sufficient to provide the assigned nursing
care and that appropriate supervision be provided to protect both the patient and the learner
https://www.princetonhcs.org/-/media/princeton/documentrepository/documentrepository/nurses/code-of-ethics.pdf

Answer these questions based on the above provision 4.

1.What ethical theories or principles is this provision designed to uphold?
2.What virtues does this provision exemplify?
3.Look into the future fifteen years. Based on expected advances in health care, what revisions would you expect would be needed in this provision?

kindly follow the instructions and see the structures to follow in answering each of the qestions as stated in the instructions below.

Please take some time to view the following four videos (at least twice) on the future of Supply Chain Management.
Video 1. The Future of E-Supply Chains (3 mins) https://www.youtube.com/watch?v=wwjzxHI92Eg
Video 2. Supply Chain 2040 (10 mins) https://www.youtube.com/watch?v=zA0NbwVVJzg
Video 3. 8 Trends in Supply Chains (3 mins) https://www.youtube.com/watch?v=WFZLpAEtdWw
Video 4. Supply Chains enabling E-Commerce (9 mins) https://www.youtube.com/watch?v=8Ci5Xe3AlvM
Now answer the following 4 questions:
1. Traditionally supply chain management was considered as a back-office function. In the future it will be more about delivering a great customer experience. How will the supply chain of the future be able to deliver exactly what the customer wants, to a location they choose and at a time that meets their needs? (video 1)
2. As a result of Covid-19, Global Supply Chains have come under serious pressure to continue to deliver. How will tools such as ‘predictive analysis’ and ‘artificial intelligence’ help supply chain professionals better manage risk in the future? (video 2)
3. With greater emphasis being placed on ‘re-use’ and ‘recycle’, how will future supply chains manage the need to incorporate ‘reverse flows’ and ‘circular logistics’? (video 3)
4. There are many challenges facing supply chain management. Two of the most difficult to resolve are ‘last mile delivery’ and ‘product returns’. Describe how new technologies can help to solve these tricky issues. (video 4)

Structure for answering coursework

Using journal articles, show:

Transformation of supply chain:

The transformation of supply chain from being a back office operation to customer centric: traditionally customer visited the store to buy products (fulfillment of products), but now technology (internet, e-commerce, business websites) allow fulfillment to take place by delivering the product to the customer (where the customer is). Therefore earlier customers visited the store, but now stores/brands visit the customer making it customer centric.

Show an industry example:

Show statistics (e.g. using statista.com website), advantages/disadvantages, etc.

xxxxx

For answering questions: Overall approach:

Step 1. Identify the concept from the question, video

Step 2. Describe the concept (not using your own knowledge, information, experiences) but by researching journal articles only & only. Use Google Scholar, Ulster Uni Library’s tool (e.g. searching keyphrases with concepts e.g. supply chain management)

Step 3. Show its application in real world. You may search again on Google scholar < sholar.google.com >

(e.g. searching keyphrases by appending the words ‘case study’ with concepts e.g. supply chain management case study).

Ideally it should list/include a case study example in its results. If it doesn’t then you may want to search using normal web search on Google < google.com >

Step 4: Evaluate the concept by evaluating its advantages, disadvantages, etc. You can also use statistical/quantitative data from website like Statista.com

MLA style
Essay on your choice of ONE of the following questions:
1. How might a Marxist explain problems within either a.. Othello’s marriage to Desdemona or b. Othello’s promotion of Cassio
over Iago?
2. Using insights from the discussion, psychoanalyze (meaning, apply the Oedipus complex, and notions of the id, ego and superego, to one of the following: a. Othello b. Cassio c. Desdemona

Rationale: Strategy in FM is one of the key cornerstone for managing buildings and asset in any organisation and contribute enormously to the continuity and survivability on both the medium and long-term.
Description:
Review and critically examine the strategic and operational objectives of an organisation which you are familiar with and propose a framework to bridge the gap between strategy and operation. Based on your own observation, you need to identify five key areas of conflicts as experienced first hand and undertake further research into the theory of facilities management to reflect and underpin your observations. You need to suggest ways to address these gaps and propose practical approach and operational steps to overcome such conflict between strategy and operation and address the key barriers which militate against smooth and easy operation. In so doing you need to focus on the core FM activities which include mainly space planning and design, asset management, maintenance management and life cycle.
Additional information:
Students should have access to relevant textbooks, reading list and other recommended readings/links on Moodle. Students are expected to conduct their own research in order to complete this coursework. Own research includes other secondary resources, in addition to textbooks and Moodle notes, journal articles, industry-based articles.
For advice on writing style, referencing and academic skills, please make use of the Centre for Academic Success: https://icity.bcu.ac.uk/celt/centre-for-academic-success

Related to your fictional letter assignment to a world leader for this week, share the following:
What anthropological insights do you think would be most useful to world leaders, when considering policies related to current environmental challenges?
What are some insights from anthropology that you think might be useful to world leaders considering policies for potential future environmental challenges?

1.) How did that food become a commodity and why is it grown/raised/processed/sold/eaten
where it is? How did that food come to be a part of a Los Angeles foodscape and part of the
landscape where it is produced? Provide some historical background and context for your
commodity chain.
2.) How many different places, actors, and projects collaborate to raise, harvest, process,
package, transport, sell, and prepare that food?
3.) Who are the people that make that food possible and where do they come from? What lives
and communities does that food impact as it moves across time and space?
4.) How do different actors create value, meaning, or taste as the food moves through the supply
chain?
5.) What policies shape this commodity chain, from start to finish?
6.) What social injustices, environmental issues, projects of resistance, or personal stories are
tangled up in your commodity chain?
Organize your paper with descriptive section headings
FINALS WEEK: Commodity Ethnography due March 20th
– 10 – 12 pages, double-spaced, double-sided printing, 12 pt font, Times New Roman
– You are encouraged to include visuals and figures, if pertinent, but these do not count toward the total page count.
– Include a title, and page numbers, and proofread carefully.
– Cite your sources using the Chicago Manual of Style (author date) in-text citations, and provide a bibliography
AT LEAST 10 SOURCE should be SCHOLAR SOURCE.
PROOFREAD AND PROVIDE PROPER CITATIONS.
USE A PLAGIARISM CHECKER.
Highlighting part needs reword/ citation/

Assignment 3: User Centered Design Artefact Analysis
DESCRIPTION
We are surrounded by objects and interact with systems that are crafted to serve our needs and desires. For this assignment you will select an artifact and/or system with user centered design and function. You will investigate its purpose, history, construction, and its usability. After thorough research you will write deep analysis of your chosen subject. There is no word count limits or inclusions of supporting visual materials (pictures, graphics, etc.) In your analysis you must cover the following points:
• • Name of artifact/system
• • Creator/designer and client
• • Brief history of making
• • What is the unique problem it needed to address
• • Who is the intended user group
• • What is the process of development
• • What features/functions it includes and why
• • What works well and what might need improvement
• • Is this a version of an old artefact or completely new one
• • Is it unique or similar to other existing products/systems
• • Are there plans for new versions and improvements
RELEVANT LINKS:
https://journals.sagepub.com/doi/abs/10.2190/TW.42.2.c
https://www.interaction-design.org/literature/topics/user-centered-design

7 User-Centered Design Principles

COURSE LEARNING OUTCOMES ADDRESSED:
LO1: Demonstrate competent use of design vocabulary and concepts, and ability to use/apply this technical language in everyday situations.
LO4: Analyze, evaluate, and synthesize complimentary knowledge and findings related to design, design process and society.
RELATIVE WEIGHT:
Assignment 1 – 20%
PROCESS:
1. Select a product and/or service demonstrating user centered design quality(s).
2. Research in depth its origin and intended user group.
3. Gather all possible information and ideas about the chosen product and /or service.
4. Write an summary/analysis of the chosen product.
5. Submit 1 PDF to OneDrive submission space under Assignment 3 folder.