Improving the Competitiveness of “Service Department – Consumer Air Conditioner” by Re-engineering

A “Submitted Project Outline” is attached for your reference (with some amendment highlight in RED). This Submitted Project Outline is approved but the content of

Project still can be amended.

A copy of “Chapter 1 for Supply Chain” is attached for your reference.

Professor’s requirement:
1. New Title: “Providing high quality services in Air Conditioner Industry by Business Process Management – A Case Study”

2.1. Write “Chapter 1 – Introduction” first.
2.2. Plus “a customized case study research framework”, this is similar to Figure 3.3.

3. Chapter 1.1, Project background
3.1. Pls include changes in the last ten years in Air Conditioner Service Industry. You may consider:
a) Plenty of new brands appear in the market – Midea, Haier, GLEE …
b) Most of the famous brand employs China (or other Asia Country) A/C factory for OEM, like, Carrier, York, General, Mitsubishi …
c) Quality of air con decreases in the recent year (maybe due to the fact of OEM in China …).
d) Product life cycles of air con are shorter.
d) Models change rapidly (say, change every 2 years), hence, hard to keep shock for spare parts because of so many different models.
e) Any other changes in the industry.
(Note: No need to treat all the above items is a must, some of them are form my own experience)

3.2. Describe how service department operate in daily operation.
(e.g., receive service calls, arrange service appointment with customer, allocation of technician manpower, and prepare spare parts/tools for repair …)
Pls include a “Typical Process Workflow for daily operation of service department”, similar to Figure 1.1.

3.3. Mention different kinds of air con: Light Commercial System & Room Air-Conditioner, Window Unit, and Split Unit …

3.4. Mention that air con would have normal wear and tear, not cold, water leakage, noisy, break down …, and therefore, customers require checking/inspection and/or

repair services.

4. In Chapter 1.2, Problem Statement, you may consider (during peak season):
a) Wait for long time to have someone answer service call
b) Wait for long time to have technician visit the premises
c) Service job cannot be completed in one visit, need 2 to 3 visits to finish (service quality is not good enough)
d) Not all popular use spare parts are available in stock, sometime need to pay extra charge for parts delivery by air, otherwise, have to wait long time for the

arrival of parts
e) Technician will not explain the reason of fault to customer and then leave, even customer ask
f) Customer Relationship Management skill is not up to standard

5. In Chapter 1.3, Problem Objectives, pls include:
“To design a customized case study research framework for collecting primary data from the Service Department of Consumer Air Conditioners at Carrier Hong Kong. With

this research design, it will be possible to analyze key business processes and consequently identify strategic ways in which those processes can be reengineered so as

to increase the competitiveness of the department…” or similar.

6. In Chapter 1.4, Chapter Layout, this is similar to “Chapter 1 for Supply Chain”.

6.1 For item (v) (p.8 of Supply Chain), pls include:
“Analysis of the Competitiveness of the Service Department at Carrier. It will analyse the situations of department with respect to the company in general and also the

Whole Air Conditioner Industry.” or similar.

7.
Chapter 7 – Discussion of Results
Chapter 8 – Conclusion
Chapter 9 – Recommendations






  1. Case Study
    • Begin with the work you completed for the Case Study: Evaluating Ashford University Institutional & Program Outcomes assignment in Week One.
    • Review the feedback you received from your instructor and then create a case study that takes on the role you did not pursue.
    • If you used your own story or that of a willing volunteer for the original assignment, then you will create a case study for a fictitious character.
    • If you created a character for the case study in the original assignment, then you will use your own story or that of a willing adult volunteer.
    • In this section, you will:
      • Create a 750- to 1000-word case study of a real (either yourself or a willing adult volunteer) or fictitious person who has developed the competencies of their academic program at Ashford University.
      • Evaluate your real or fictitious person’s learning within the program as it contributes to the overall attainment of the institutional outcomes.
      • Include at least one personal life example and one career example of applying the competencies to resolve personal challenges and an ethical dilemma (e.g., a client or research subject reveals compromising information about a friend or family member who also happens to be someone you know in a personal/social context).
      • Create or describe a scenario in which the person wrestles with an issue related to the assigned research topic (Suicide) in her or his personal and/or professional life. Be specific in your discussion of the scenario and provide details demonstrating professional problem solving on the part of the person in your case study.
      • Include a section wherein your fictitious person or you articulate a personal point of view, evaluate evidence, determine options for responding and evaluate the pros and cons of the options prior to making a decision about a course of action within the scenario.
      • Conclude with how the problem was resolved and what the person learned while at Ashford University that assisted in an effective resolution.

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Resources which will aid you in completing this journal assignment include Chapter 1 in your textbook, the “Endless Questions” video, and all relevant Instructor Guidance.

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In a Journal entry of 500-1000 words, begin by reflecting on the phrase, “Well that’s what we did with my kids and they turned out just fine.”  Describe your own thoughts about this statement and explain why this may be true in some cases, but not in others.  Use personal experiences or examples to support your factual statements and opinions.

Then, watch the Endless Questions video analyzing child development research and find one additional scholarly source of your choice (see tips and a link to tutorials below) and use them to reflect on and answer the following questions:

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  • Why is it important to utilize problem-solving techniques in exploring developmental issues, grounded in child development theory to explain and/or demonstrate a foundational knowledge of the children’s developmental continuum, from conception?
  • What makes scholarly research different from anecdotal evidence (or personal experience) in explaining child and adolescent development?  [Hint: Consider the methodology of the articles you are reading.]
  • Identify and briefly describe the key points of one theory and why you feel that theory is applicable to child and/or adolescent development.

Finally, relate the value of continued learning with a concluding reflection on why we should incorporate both personal experience and scholarly research grounded in theory to help support any statements made in this class or any other professional setting.

You are required to utilize at least one scholarly source (including, but not limited to, the multimedia in the required and recommended resources for Week One).  You must cite all of your sources (including the video embedded above) in proper APA style.  If you are unsure how to create an APA style reference page, please visit the Citation and Reference page on the Ashford Writing Center website. Aside from the video embedded in the prompt, you are to find one other scholarly through the Ashford Library website to help support your reflections in PART II.  View this great tutorial provided by the Ashford University Library which will show you how to find scholarly articles and how to assess the scholarly quality of the resource.

NOTE: As you are completing your searches in the library search engines, check the boxes in the search engines of the library for scholarly, peer-reviewed sources. This allows you to find resources that have been evaluated by a number of experts in the field and do not represent just one person’s opinion.

 

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Researchers often use both primary and secondary resources when performing legal research. Primary resources are generated by government entities and include cases, statutes, and regulations. Secondary resources, like encyclopedias, treatises, dictionaries, hornbooks, and law review articles, describe or analyze the law.

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Secondary sources are helpful to legal researchers because they provide background knowledge of a legal topic. They also help researchers learn legal terms and relevant language for crafting searches using online and print resources. They direct researchers to statutes, regulations, and cases that impact an area of law. New researchers or those researching a legal topic wholly unfamiliar to them should begin with a legal encyclopedia. After gaining some useful background on a legal issue, a researcher may look for more in-depth coverage of the issue in a treatise or law review article.

 

Note: As you progress through this class, you will be asked to choose examples of policy issues to use in your assignments. You will also select a policy issue for your Final Project. Keep in mind that you may want to select a broader policy issue for your Final Project and examine narrower policy issues for your weekly assignments.

 

To prepare for this assignment:

 

 

 

 

The assignment: (2–3 pages)

 

  • Briefly describe a policy issue of interest to you.
  • Identify three specific secondary resources that you think would be useful for researching the issue that you described and explain why.
  • Explain how you might use the secondary resources that you identified to proceed to the next step of the legal research process. That is, explain how the secondary resources might help you identify the primary resources related to the issue that you selected. Be specific.

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The question:
As a graduate from one of the world’s finest universities, you have been hired as a consultant by Qantas to write a report on its pricing strategy on the Sydney-Brisbane route. The requirements of the report are given below, but your report should address each specific question in turn. For the purposes of your paper, you can assume that Qantas is a monopolist in the relevant markets.

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a. Outline the pricing strategy you recommend when Qantas knows the exact willingness to pay for the flight between Sydney and Brisbane for each customer. What conditions are required for this pricing strategy to be implementable? Make sure you provide clear economic reasoning for your answer.

…….

b. Now assume that there are just two types of customer – business travellers and holiday makers – but Qantas cannot observe the consumer type for any given customer. The two types of customer differ in their valuation for the flight and in their price sensitivity.

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What pricing strategy would you now recommend? Make sure you provide intuition for your recommendation.
c. Qantas is also interested in its pricing options for another potential scenario. Now the airline is interested in the relationship between two routes – the Sydney-to-Brisbane segment and the Sydney-to-Coolangatta (Gold Coast) route.

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Assume that business travellers want to go to Brisbane, but can fly into Coolangatta if they have to. On the other hand, holiday makers only want to fly into Coolangatta (they value a flight to Brisbane at $0) and have a lower value of a flight than business travellers. What pricing strategy options are available to Qantas? In addition, what relationship between the two markets limits Qantas’s

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School of Economics BUSS1040 Essay 1
ability to raise price. Compare your answer to part(b). Can you suggest any strategies that can help overcome this relationship? Make sure you provide economic arguments to justify your answer.
Please note:

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1. This essay is 500 words long, not including references, appendices and diagrams. Any essays longer than 500 words will only be read and graded up for the first 500 words.
2. Apply the relevant theories from the unit of study when analysing the problem.
3. You may need to undertake some research to complete this assignment. Make sure you reference your essay completely, consistently and accurately.

…….

4. In this assignment, you will also be rewarded for the depth of your analysis using the tools that you will have been taught in the unit.
5. You must back up with evidence or logical reasoning all statements that you make.
Your claims should be, where appropriate, supported by references to the existing work (detailed in the bibliography).

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Power System
Project description
paraphrasing all the papers and editing
PHASE SEQUANCE
OBJECTIVES
To complete this laboratory you need to determine the phase sequence of a three phase source.
DISCUSSION
Phase sequence is usually indicated on bus bars by a colour code of some kind, or it may be found by using phase sequence indicator, commercially available. In the absence of such a decide, the phase sequence can be found by connecting in star two equal resistor and a capacitor to the three terminals of the power source as shown in Figure 2-1. The voltage across the two resistors will be found to be unequal and the phase sequence is in the order, (high voltage)-(low voltage)-(capacitor). For example, if the voltages across the resistors are 20 V and 80 V as shown in figure 2-1, the phase sequence is B-A-C. The voltages succeed each other in the sequence B-A-C-B-A-C; hence the sequence B-A-C is the same as the sequence A-C-B or the sequence C-B-A.
pic
RESULTS
1) Using the resistive load, capacitive load and AC voltmeter the circuit was connected correctly.
2) Voltage of E1 and E2 was measured and they are 365.4 vac and 96.15 vac respectively.
3) The phase sequence was determined and this is 1-2-3.
4) When the phase was according to the direction the power supply was connected.
5) While we connected the phase sequence was connected then we also connected the power supply and the sequence was 4-5-6.
6) Voltmeter was connected through the three terminal 1-4,2-5and 3-6. The voltage according to the sequence is E1-4= 10.29 vac, E2-5= 9.527 vac, E3-6= 9.937vac.
7) When we put the power supply clock wise we get metering close to zeros and anticlockwise we get the voltage close to voltage 171.6vac, 171.8vac, 171.8vac.
REAL POWER & REACTIVE POWER
OBJECTIVES
To complete this laboratory you should be able to interpret the meaning of positive, negative, real & reactive power. Also, observe the flow of real and reactive power in three phase circuits.
DISCUSSION
In three phases, three wire Ac circuits two wattmeters are needed to measure the real power while three phase, four wire circuits require three. These meters may be combined into a single wattmeter of special construction, which greatly simplifies the problem of adding the reading of two or three wattmeters to obtain the total three phase power. A typical three phase wattmeter has three inputs terminals and outputs too.
pic
In addition, the three phase alternating circuits may involve many types of circuit’s and devices, but the flow of active and reactive power can always be determined by introducing wattmeter and varmeter.
pic
RESULTS
1) Using the load of 1200? the circuit was connected according to the figure.
2) The inductive load was replaced in the place of resistive load. And the value was recorded.
3) And the procedure was repeated by twice.
4) The real power was affected when the capacitive load was switched off.
5) The real power was affected when the resistive load was switched off.
6) We were agreed that whatever we used for all intents and purposes the capacitive load supplying most of the reactive power required by the inductive load.
7) The motor absorb both real and reactive power.
8) We get the following results. pic
9) We have calculated the apparent power by using formula s=E1/v3
CONCLUSION
To conclude, the only way to be sure that the connections are identical for various receptacles is to measure the voltage between similarly marked terminals. And if the voltage is zero in all cases, then the phase sequence and the connections are identical. In the end, Wattmeters and varmeters are connected on either side of an electrical circuit or device, and we can determine the real and the reactive power which produces or absorbs.
POWER FLOW & VOLTAGE REGULATION OF SIMPLE TRANSMISSION LINE
OBJECTIVES
To complete this laboratory, we need to observe the flow of real and reactive power in a three-phase transmission line with known passive loads. Also, voltage regulation at receiver as a function of the type of load.
FOR MORE INFORMATION ON THIS PAPER Click Here…….
DISCUSSION
The resistance, inductance and capacitance of a transmission line are uniformly distributed over its length, the magnetic field around the conductors existing side by side with the electric field created by the potential difference between them. We can picture a transmission line as being made up of thousands of elementary resistors, inductors and capacitors.
pic
In high frequency work this is precisely the circuit required to explain the behaviour of a transmission line .Fortunately, at low frequencies of 50Hzor 60Hz.we can simplify most lines so that they comprise one inductance. one resistance.
pic
The inductance L is equal to the sum of the inductances and the same is true for the resistance R,The capacitance C is equal to one half the sum of capacitance. And the inductance C can be replaced by their equivlent reactance Xl & Xc.
pic
In the end, Very high voltage lines which run for many kilometres have appreciable capacitive and inductive reactance.
RESULTS
1) We was connected the wattmeter in series to the variable three phase 415 v and we got the following result. P1= 15w , Q1= 80 var ; P2= 10w, Q2= 80var.
2) Using the variable voltage ac source the circuit was connected and the impedence was set of the transmission line to 400?. The load was connected to the inductive load of 1200?.
3) We the line of an open circuit the voltage was adjusted of the source so that the line to line voltage is E1= 350V.
4) Three phase inductive load was connected with 1200?.
5) Three phase resistative load was connected with 1200?.
6) Three phase capacitative load was connected with 1200?.
7) The circuit was short circuited and the readings were recorded.
8) The real and reactive power was recorded through the transmission line.
9) The voltage regulation was calculated through the transmission line by the formula %regulation =(Eo-El)*100/Eo
Where Eo is the open circuit voltage and El is the voltage under the load. The recorded value is as following.
Pic
PHASE ANGLE & VOLTAGE DROP BETWEEN SENDER & RECIVER
OBJECTIVES
To complete this laboratory you need to cover, the receiver and voltage. And observe the phase angle between the voltage at the sending and the receiving and of the transmission line. Also, the line voltage drop when the sending & receiving 7 voltages have the same magnitude.
DISCUSSION
The capacitors should deliver reactive power equal to that consumed by the inductive load. This produces a parallel resonance effect in which reactive power required by the inductance is in effect supplied by the capacitance and none is furnished by the transmission line. So, the reactive power which the capacitors must supply to regulate the voltage, isn’t easy to calculate. Our purpose of this experiment is to determine the reactive power by trial & error. And adjusting the capacitors until the receiver end voltage is equal to sender & voltage.in the end, loads which draw both real and reactive power, the capacitors must be tailored to compensate first, For the inductive components of the load and second, for the resistive component.
RESULTS
1) The impedance was set at 200?. The voltmeter was connected according to the figure. The circuit was connected in three phase variable voltage supply.
2) By using the three phase voltage load E1 was adjusted to 350 v and we kept that constant. We increased the resistive loading steps. And calculated the values.
pic
3) Then we connected the three phase balanced capacitive load in parallel with the resistive load. We repeated the step by two times. And tried adjusted the value close to 350 v.
graph
4) In this experiment we observed significant voltage drop along transmission line even when the voltages E1 and E2 at the sender and receiver ends are equal in magnitude. pic
5) We used the results of procedure step 4 we calculated the voltage , current , real power and reactive power per phase .
CONCLUSION
We reduced all voltages and powers to a per phase basis, assumed a star connection. Since E1 and E2 are line to line voltages the corresponding line to line neutral voltages are 0.577 (1v3) times the line to line voltages.
Real power Q2 is smaller than P1 because of the line I^2R loss line transmission line.
We measured the current directly but measurement of the real and reactive power and knowledge of the voltages was sufficient to enable us to calculate everything about the line.
PARAMETERs WHICH AFFECT REAL & REACTIVE POWER FLOW
FOR MORE INFORMATION ON THIS PAPER Click Here…….
OBJECTIVES
To complete this laboratory, we need to observe reactive power flow when sender & receiver voltage are different, but in phase. Also, Observe real power flow when sender & receiver voltages are equal. But, Out of phase.
DISCUSSION
Transmission lines are designed and built to deliver electric power. Power flows from the generator to the load but, In complex interconnected systems, The sender and receiver ends may become reversed. Power in such a line may flow in either direction depending upon the system load conditions which of course vary throughout the day. The character of the load also, changes from hour to hour, both as to KVA loading and as to power factor.
pic
When the voltages at the sender & receiver ends are in phase, but unequal reactive power will flow. The direction of flow is always from the higher voltage to the lower. Moreover, the real power can only flow over a line if the sender and receiver voltages are out of phase. the direction of power flow is from leading to the lagging voltage and again, it should be noted that this rule applies only to transmission lines which are principally reactive.
pic
RESULTS
1) The three phase transmission was connected between terminal 4,5,6 of two consoles, one of which is designated as station A and the other. And section B was connected three phase wattmeter at the other end as well as phase meter as shown in figure.
2) With the transmission line switch was open then we adjusted the line to line voltages to that E1 & E2 were both equal to 370 V & the phase angle was zero between terminal 4-5of station A and terminal 4-5 of station B.
3) With making any changes we measured the phase angle terminal between 4-5 of section A & terminal 5-4 of section B. And that was leading .
4) The phase angle between terminal 4-5 of section A and terminal 5-4 at section B the angle was legging.
5) We then measured all phase angle between two section.
6) We closed the three phase transmission line switch E1=E2=370V and the impedance=200? P1= -0.9w ; P2=-0.8w; Q1=90 var; Q2=-0.8var.
7) We raised the voltage to 415 V and observed the power P1=-10w ; P2=-12w; Q1=90 var; Q2= -65var.
8) Then we reduced the section voltage to 350 V and observe power follow P1=-4w ; P2=-5w; Q1= -30 var; Q2=-35var.
9) The voltage was varied of both section A &B and we checked the truth of the statement of the reactive power statement that always flows from the higher voltage to the lower voltage.
10) We changed the terminal settings got the following data. Table
11) The phase shift was same for all three phases and that all voltages are balanced.
12) The three phase connection was changed and the settings was 400? transmission line between secondary terminals 4,5,6. We got following data
FOR MORE INFORMATION ON THIS PAPER Click Here…….
Table
13) Using only one console we set up the experiment as figure 6-15 where E1 = 415 V and using a star connected resistive load of 1200 ? per phase 200 ? transmission line.
14) We repeated procedure 13 as inductive load of 1200 ?/ phase.
15) We repeated the step 13 again as capacitive load of 1200?/ phase.
16) We got the following values.
Table
CONCLUSION
The experiment was carried out by 5 group members. There was high voltage presents and we had be careful while we operating the experiment and every time we changed the settings we turned off the power supply the we carried out our experiment. We did the following procedure as our experiment sender and receiver voltage was unequal but in phase; sender and receiver voltages was equal but out of phase; sender and receiver was unequal but out of phase.
PARALLEL LINES TRANSFORMERS & POWER HANDLING CAPACITY
OBJECTIVES
To complete this laboratory, we need to cover the real power Vs Phase angle curve of a transmission line. Use of transformers to increase the power handling capacity of a line.also, transmission lines in parallel.
DISCUSSION
The real power which could be delivered by a transmission line depends upon the voltages at the sender and receiver ends and the phase angle between them. The real power P of a three-phase line is given by the equation. Formula
In addition, Sender & receiver voltages are held constant. The power delivered will be dependent on the phase angle. This relationship between the power P and the angle.
graph
In the end, we should note that any phase can exist between Zero and 360 Degree or, which is the same thing, between 0 and 180 Degree lagging and 0 and 180 Degree leading, if the power Vs phase angle curve is extended to cover all possible angles then we obtain this curve.
graph
RESULTS
1) On figure 7.7 stations A and B were linked by a transmission line having a certain reactance X . from the value of the line to line voltages we determine the reactive power and the direction the flow.
2) We referred the procedure step 1 we calculate the maximum power.
3) Two parallel transmission lines operating at a three phase line to line voltage of 120 KV each had line reactance of 60 ?, if the total power would differed is 84 MW we could calculated the phase angle between the sender and receiver voltages.
4) Using two independent power supplies and three phase regulating autotransformer we set the line reactance to 600 ? and we measured the real power flow when the phase shift is +15 ?. E1 =419V; E2 = 415.9V; P1 =-75W; P2 =-80 W. Q1 =19 var; Q2=0 var.
5) Now at sections A and sections B we had been introduced set up and set down transformer s connected in delta star and star delta respectively. And we got the following values. E1 =627.0V; E2 = 648.3V; P1 =226W; P2 =-249W. Q1 =-29 var; Q2=-185var.
CONCLUSION
The experiment we had done there was high voltage connection ie had to be care then we could successfully finished our lab experiment. The experiment was carried out by 5 group members. There was high voltage presents and we had be careful while we operating the experiment and every time we changed the settings we turned off the power supply the we carried out our experiment.
REFERANCING
Please refer to the Lab Manual Handbook, Phase sequence LAB one and parameters which effect real and reactive power flow LAB two. And this is provided by unit ENS3206 resource, under Assessment session upon ECU Blackboard website.






Health sciences and medicine

• 1. Analysis of Power and Politics within Healthcare Organizations

Review Chapter 8 of your course text, including the section on Henry Mintzberg’s political games which begins on page 143. The chapter’s author has provided a depiction of each political game element as it pertains to health professionals in a health care organization. Identify a professional organization in which you have worked or volunteered (it does not have to be related to health) and describe its members. Evaluate each member as you determine their basis of power within the organization. Identify any political games that you were aware of by members of the staff or any ancillary employees/volunteers. Additionally, identify any political games that you were aware of that were played by the managers, administration, and/or the Board of Directors. If you did not witness or were not aware of any political games at your organization, describe a potential scenario of what a situation could look like for your selected workplace. Give two examples, one for the staff and one for someone in leadership. What were the motivations (or potential motivations) of why the games may have been pursued? Were there (or could there be) any negative impacts on an organization by the occurrence of these games? Give examples of the negative impacts.

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• 2. Managing Conflict and Interpersonal Relationships

Review the case study presented in the course text at the top of page 151. What organizational strategy would you recommend the CEO utilize to get the organization back on track considering conflict management and interpersonal relationships?

1. Read from the text, Health Organizations: Theory, Behavior, and Development:
o Chapter 7: Group Dynamics
? This chapter provides concepts such as teams and group processes within the health care organization are evaluated.
o Chapter 8: Power and Politics
? This chapter provides concepts such as sources of power and politics within the health care organization are evaluated.
o Chapter 9: Conflict and Interpersonal Relations
? This chapter provides concepts conflict management and interpersonal relationships are evaluated.
More Recommended Resources
3. Anderson, M. (2009). The role of group personality composition in the emergence of task and relationship conflict within groups. Journal of Management and Organization, 15(1), 82. Retrieved from the ProQuest database.
4. Sword, L.D. (2008). A complexity science view of conflict. Emergence: Complexity and Organization, 10(4), 10. Retrieved from the ProQuest database

2. make sure that you allow the discussion to be cited as to how much you are directly quoting. and how much is your original discussion. Try to make it more original as to Your OWN WORDS and views as possible.Please review the required resources from chapters 7,8,9 to complete assignment.

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Chapter 7: Classical Macroeconomics and the Keynesian Challenge

Chapter 9: Taxes, Government Spending, and Fiscal Policy

Chapter 12: Banking and The Federal Reserve System

Chapter 14: Monetary Policy In Theory And Practice

Focus of the Final Paper

In an effort to move the economy out of a recession, the federal government would engage in expansionary economic policies. Respond to the following points in your paper on the actions the government would take to address expansionary fiscal and monetary policies:

Expansionary Fiscal Policy:
Explain the actions the federal government would take while engaging in expansionary fiscal policy in terms of the following:
  • The necessary change in taxes and government spending,
  • The effect on aggregate demand, GDP, and employment.
  • …….
    …..

Expansionary Monetary Policy:
The three tools the Federal Reserve Bank (The Fed) uses when conducting monetary policy are the required reserve ratio, the discount rate, and open market operations.

Explain the actions of the Fed in regard to the three tools.

  • When the required reserve ratio is increased or decreased
  • When the discount rate is increased or decreased
  • Buying or selling government securities when conducting expansionary monetary policy

Explain how these actions would affect the money supply, interest rates, spending, aggregate demand, GDP, and employment.

Writing the Final Paper

The Final Paper:

  1. Must be eight to ten double-spaced pages in length and formatted according to APA style as outlined in your approved styled guide.
  2. Must include a title page that includes:
    1. Title of paper
    2. Student’s name
    3. Course name and number
    4. Instructor’s name
    5. Date submitted
  3. Must include an introductory paragraph with a succinct thesis statement.
  4. Must address the topic of the paper with critical thought.
  5. Must conclude with a restatement of the thesis and a conclusion paragraph.
  6. Must use at least four scholarly resources, including the textbook.   Two sources must come from the Ashford Library.
  7. Must use APA style as outlined in your approved style guide to document all sources.
  8. Must include, on the final page, a reference List that is completed according to APA style as outlined in your approved style guide.
  • …….
    …..







This assignment is an analysis of the neuropsychological disorder that supports your Final Project. You will create an outline of the main points of your Final Project, using your selected neuropsychological disorder as approved by the instructor in Week One. The Final Project Outline should be organized into three sections, each main section having required components.  This outline is both an analysis of your topic as well as a tool to ensure that you are on the right track with your Final Project. The more information you provide, the more feedback you will receive from your instructor, which will be helpful as you write your Final Project.

Please note:  This assignment may incorporate information from your Week One assignment, but it must expand on that information.  Additionally, this assignment must be submitted in formal APA outline style (not in paragraph form).

Final Project- Outline Components

  1. Introduction
    1. Succinct thesis statement (one or more sentences detailing the focus of your Final Project and informing the reader about your topic and the scope of your paper)
    2. Define the type of disorder
      1. Neurological
      2. Psychological
      3. Neuropsychological
    3. Diagnostic criteria
      1. What components must be present for the disorder to be diagnosed?
      2. Include physical and psychological signs and symptoms.
    4. Reason(s) why you chose this topic
      1. Personal experience
      2. Professional experience
      3. Other reason
    5. Epidemiology
      1. Who is affected?
      2. Are they young/old?
      3. Male/female
      4. Rural/urban
      5. Ethnicities
  2. Discussion
    1. Detailed description of the disorder
      1. Signs and symptoms
      2. Epidemiology
      3. Any subtypes of the disorder
    2. Detailed description of the natural history of the disorder
      1. How the disorder develops over time with treatment
      2. How the disorder develops over time without treatment
    3. Methods used to diagnose, evaluate, and manage the disorder
      1. Initial diagnosis (e.g., physical exam, imaging and/or laboratory testing, special studies, psychological evaluation, psychometric testing)
      2. Ongoing management  (e.g., physical exam, imaging and/or laboratory testing, special studies, psychological evaluation, psychometric testing)
    4. Risk factors
      1. Genetics
      2. Lifestyle
      3. Environmental factors
    5. Other causative factors
      1. Known
      2. Theorized
    6. Nervous system structures and/or pathways involved in the disorder (detailed information regarding the underlying pathology as it applies to these structures and functional pathways)
    7. Neurotransmitter(s) and receptor system(s) involved in the pathology of the disorder
    8. Current treatment options
      1. Drug (pharmacologic) therapies
      2. Nonpharmacologic therapies (including psychological and other therapeutic services)
      3. Type of care providers (e.g., medical, nursing, therapists)
      4. Type of healthcare setting (e.g., hospital, home, outpatient, nursing facility)
    9. Future areas of research
      1. Treatment options
      2. Evaluation and diagnostic methods for initial diagnosis
      3. Increasing knowledge relating to etiology and pathologic processes
  3. Conclusion
    1. The conclusion reaffirms your initial thesis statement
    2. The conclusion may be one or more paragraphs that use the material you have discussed in the paper to support the validity of your synthesis and elaborate on the theme of your paper

Writing the Final Project Outline 

The Final Project Outline:

  1. Must be a minimum of three to four double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.
  2. Must include a title page with the following:
    1. Title of paper
    2. Student’s name
    3. Course name and number
    4. Instructor’s name
    5. Date submitted
  3. Must begin with an introductory paragraph that has a succinct thesis statement.
  4. Must address the topic of the paper with critical thought.
  5. Must include section headings in approved APA style, in order to organize your paper.
    1. Main section headings include: Introduction, Discussion, and Conclusion.
      • Plan to utilize these sections as first-level headings in your Final Project, formatted according to APA style, to organize your paper.
      • Each main heading and all subheadings should include at least a two- to three- sentence description (use complete sentences). Do not simply write the heading and a few words of description.
  6. Must include in-text citations for all statements of facts obtained through your research.
    1. Remember that direct quotes (identical phrases or sentences taken from a source) require in-text citations with appropriate formatting.
    2. Statements of opinion should be clearly stated as such, and include a rationale to support why you hold this opinion (e.g., personal or professional experience, your research findings).
  7. Must end with a conclusion that reaffirms your thesis.
  8. Must use at least six to eight scholarly sources that were published with the last five years, including a minimum of four peer-reviewed original research studies.
    1. In general, dictionaries and encyclopedias are not considered appropriate as resources for academic writing.
    2. It is assumed that these references will be included in your Final Project.
  9. Must document all sources in APA style, as outlined in the Ashford Writing Center.
  10. Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.