Biology 301 Pamphlet Assignment

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Biology 301 Pamphlet Assignment. Biology 301 Pamphlet Assignment

Pamphlet addressing non-scientific community and presentation

 

Addresses Learning Outcome:

Recognize risk factors leading to disease and identify preventive measures and treatments.

This assignment is designed for you to demonstrate your ability to communicate your knowledge of a disease to the lay (non-scientific and non-medical) public.

Botulism

The disease or disorder should not be a common (uncommon) chronic disease or a unique preventable disease that has already addressed in our course.  Common diseases include coronary artery disease, Alzheimer disease, arthritis, diabetes, AIDS, hypo- and hyper-thyroidism, hypertension, psoriasis, sleep apnea, Lyme’s Disease, sinusitis, allergic rhinitis, mononucleosis, asthma, urinary tract infections, many STDs (check with your instructor), irritable bowel disease, strep throat, MRSA, polio, tuberculosis, Lockjaw, anorexia nervosa, autism, Down syndrome, and many cancers (check with your instructor).  For any additions to this list, check with your instructor.

 

Process

Create an informative pamphlet about the chosen chronic or preventable disease for a non-scientific community. Ideally, the pamphlet should be in the form of a six-page pamphlet.

 

Content

The pamphlet should contain the following:

Content and language that targets a lay audience.  All terms should be explained and diagrams and graphics should be provided to clarify concepts and ideas.

A brief description of the disease, including its symptoms and signs

Explanation of the effects of the disease on healthy body function including cellular, tissue, organ and organ system levels

Risk factors contributing to the onset of the disease

Description of preventive steps to avoid the disease (if avoidable)

Available diagnostic and therapeutic tools

Outcomes of the disease (such as prognosis or recovery potential)

Information about how a person suffering from the disease can maintain a desirable quality of life, minimize or slow the progress of the disease

 

Body of the pamphlet

At a minimum, your pamphlet should contain the following required elements:

Introduction

Addresses signs, symptoms

Explains effects of the disease on healthy body functions, and relates this to signs and symptoms

Analyzes risk factors and preventive steps

Describes maintenance of quality of life

Discusses diagnostic and therapeutic tools

Explains expected outcomes and prognosis

Describes current areas of research into prevention, treatment or cure

Describes possible future areas of research into prevention, treatment or cure

Conclusion – summary of your findings

Final list of references included in pamphlet

Clarity, proper grammar, punctuation, spelling

 

List all references at the end of your pamphlet. You must use at least five references from credible, scientifically rigorous sources and cite them using American Psychological Association (APA) style. Two or more references should be from the UMUC Library. The references cited should be no older than seven years (published 2004 – 2011).  References should be listed on a separate page that does not count toward the required length of the paper.

 

Format of the pamphlet

Single-spaced

Two tri-fold pages (if printed back to back this tri-fold would be one page printed on both sides)

All content written in your own words

Reference citations included in APA format (not part of the tri-fold; should be provided on a separate page)

 

 

Pamphlet and PPT presentation (10%): Explain a disease of the reproductive system that has a genetic basis — risk factors, prevention, maintenance of health, treatment, outcomes; chronic disease—maintenance of state (prevention/slow progression), quality of life. If none is to your liking, OK to choose another disease that you have not chosen before. Also explain the disease’s effects on the body.  Post the Pamphlet in your Assignments Folder but the PPT in the Discussion of week # 8.

Biology 301 Pamphlet Assignment

 
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Broyles Textbook Exercise 1 Excel Spread Sheet URGENT IN 2 Hrs

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Broyles Textbook Exercise 1 Excel Spread Sheet URGENT IN 2 Hrs.

Broyles textbook exercise 1
Use Excel to complete “Exercise 1” on page 247 (Regression Analysis) in the textbook.
2) Answer the questions at the end of the exercise. There needs to be at least 150 words written to answer the questions regarding the numbers and information regarding Regression Analysis.
3) APA format is not required, but solid academic writing is expected.
4) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Fundamentals of statistics in health administration
Broyles, R. W. (2006). Fundamentals of statistics in health administration. Sudbury, MA: Jones and Bartlett Publishers, LLC. ISBN-13: 9780763745561 (Available as eBook)
http://gcumedia.com/digital-resources/jonesandbartlett/2006/fundamentals-of-statistics-in-health-administration_ebook_1e.php
See attached copies of the scanned items one has the question on 247 and that questions tell you to look at another question to retrieve the data and answer the questions.Please note that the zip lock attachment has the question information you will need to do the excel and I attached the name of the book ect to do the written part. Please excuse the email address
I have a zip file where do i upload its not uploading on the order pageBroyles textbook exercise 1

Use Excel to complete “Exercise 1” on page 247 (Regression Analysis) in the textbook.

2) Answer the questions at the end of the exercise.

3) APA format is not required, but solid academic writing is expected.

4) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

 Fundamentals of statistics in health administration

Broyles, R. W. (2006). Fundamentals of statistics in health administration. Sudbury, MA: Jones and Bartlett Publishers, LLC. ISBN-13: 9780763745561 (Available as eBook)

http://gcumedia.com/digital-resources/jonesandbartlett/2006/fundamentals-of-statistics-in-health-administration_ebook_1e.php

See attached copies of the scanned items one has the question on 247 and that questions tell you to look at another question to retrieve the data and answer the questions.

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Broyles Textbook Exercise 1

 

  1 Unsatisfactory 0.00% 2 Less Than Satisfactory 65.00% 3 Satisfactory 75.00% 4 Good 85.00% 5 Excellent 100.00%
70.0 %Content  
40.0 %Performance of Exercise 1 on p. 247 of Broyles Using Excel to do the Regression Analysis and Answering the Questions Attached Failure to demonstrate the ability to use Excel to do the regression analysis and correctly answer the questions attached. Demonstrates only minimal ability to use Excel to do the regression analysis and correctly answer the questions attached. Demonstrates ability to use Excel to do the regression analysis and correctly answer the questions attached, but has some slight misunderstanding of the process and applications. Demonstrates ability to use Excel to do the regression analysis and correctly answer the questions attached (in student’s own words). Demonstrates clearly and fully the ability to use Excel to do the regression analysis and correctly answer the questions attached (in the student’s own words).  
30.0 %Integration of Information from Outside Resources into the Body of Paper Failure to use references, examples, or explanations. Provides some supporting examples, but minimal explanations and no published references included. Supports main points with examples and explanations, but fails to include published references to support claims and ideas. Supports main points with references, explanations, and examples. Analysis and description is direct, competent, and appropriate of the criteria. Supports main points with references, examples, and full explanations of how they apply. Thoughtfully analyzes, evaluates, and describes major points of the criteria.  
20.0 %Organization and Effectiveness  
7.0 %Assignment Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.  
8.0 %Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.  
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.  
10.0 %Format  
5.0 %Paper Format (Use of appropriate style for the major and assignment) Template is not used appropriately, or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.  
5.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.  
100 %Total Weightage    

 

 

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Broyles Textbook Exercise 1 Excel Spread Sheet URGENT IN 2 Hrs

 
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Human Growth

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Human Growth. Human Growth & Development HHG4M

Final Exam

 

All questions carry equal marks

Use examples to illustrate your answers

 

Q1. “You cannot predict the outcome of human development. All you can do is like a farmer create the conditions under which it will begin to flourish.” ― Sir Ken Robinson. How does this relate to varies theories of human development? Use examples and related to theories in your answer.

 

Q2. “Attachment to a baby is a long-term process, not a single, magical moment. The opportunity for bonding at birth may be compared to falling in love–staying in love takes longer and demands more work.” T. Berry Brazelton. How does this relate to varies theories of attachment? Use examples and related to theories in your answer.

 

Q3. Agents of socialization provide critical information for children to function as members of

society. Identify at least three (3) agents of socialization and how each of them contributes to socialization. Use examples to illustrate your answer.

 

Q4. Write short notes on any five of the following (use examples to illustrate your answers):

i. neuroscience

ii. brain wiring

iii. pruning

iv. Pituitary Gland

v. Community Supports

vi. Morality

vii. active rebellion

viii. Environmental Pollutants

ix. Maternal Nutrition

x. Toxoplasmosis

xi. The Role of the Unconscious

 

 

 

 

 

Human Growth & Development – an Overview

Unit 1 Test

 

Attempt all questions. Use examples to illustrate your answer.

 

1. What is the difference between human growth and development?

 

2. What are the characteristics of development?

 

3. What is a family?

 

4. Identify and define the strands of development (P.I.E.S). Provide an example for each type of development.

 

5. Define nature and nurture. Explain how both nature and nurture play a role in human growth and development.

 

6. Four major theorists have been discussed in this unit — Erik Erikson, Jean Piaget, Kohlberg and Bronfenbrenner. Whose theory, in your opinion, best explains this stage of human development and why? Use examples to illustrate your answer.

 

 

 

 

Human Growth & Development – Brain Development in the Early Years

Unit 2 test

 

 

Attempt all questions. Use examples to illustrate your answer.

 

Q1. How is the brain “wired”? What are “windows of opportunity” in relation to brain development? What happens to the brain when it doesn’t get the things it needs?

 

Q2. What are the impacts on the child as a result of the following having an impact on the mother’s health: (write short notes on any 5)

· Rubella

· Environmental Pollutants

· STDs

· Toxoplasmosis

· Medical Care

· Stress

· Alcohol or drugs

· Smoking

· Prescription Drugs

 

Q3. Environmental deprivation has drastic negative consequences on ‘normal’ development. In A child was deprived of the following:

· attachment & bonding,

· social interaction,

· play,

· roper healthy nutrition,

· regular exposure to language

· verbal communication.

 

For each type of deprivation mentioned, identify a minimum of two potential negative consequences on any area of growth and development (discuss impact on any 3 of above deprivations).

 

 

 

 

Human Growth & Development HHG4U – Parenthood Attachment & Bonding

Unit 3 Test

 

Attempt all questions. Use examples to illustrate your answer.

 

Q1. What is bonding and attachment? When and how does bonding and attachment happen? Why is bonding and attachment important?

 

Q2. The attachment theories of three main psychologists have been discussed in this unit. These are Bowlby, Harlow and Ainsworth. Whose theories, in your opinion, best explain the concept of attachment and why? Use examples to illustrate your answer.

 

Q3. Play throughout the lifespan helps to promote growth and development in different ways. Identify two examples (from any type of development) of how play helps development in each stage in the life cycle.

 

Q4. Explain the various Parenting Styles as discussed in the unit.

 

 

 

Human Growth & Development – Socialization Factors that Influence Human Development

 

Unit 4 Test

 

Attempt all questions. Use examples to illustrate your answer.

 

Q1. What is socialization? What role does the family play in socializing its members? How do schools influence socialization? Does the media influence socialization?

 

 

Q2. Identify the agents of socialization and how they impact a person over time.

 

Q3. Short Notes. Explain the influence of any five (5) of the following:

· Birth Order

· Parental Relationships

· Transition to Parenthood

· Gender Development

· Family Models

· Self Esteem

· School

· Peers

· Globalization

· Media & Technology

· Community Supports

 

Q4. Discuss the role of School as an agent of socialization. Include examples and references to different life stages, course work, placement, and personal experiences.

 

 

 

 

 

 

 

 

 

 

 

 

Commitment to Student and Student Learning

 

http://beta.images.theglobeandmail.com/archive/01236/pink09lf2_63163_1236746cl-3.jpg

Adults must be alert to sexed-up images targeted at very young girls

ZOSIA BIELSKI

Globe and Mail; Published Tuesday, Jun. 09, 2009 4:00AM EDT; Last updated Thursday, Mar. 10, 2011 4:25PM EST

They troll gossip blogs, pore over Miley Cyrus videos and eyeball toy store shelves. They’re not preteens, but a crew of early childhood educators on a mission: to show parents and teachers what their five- to 11-year-old charges are ingesting.

The educators from the University of Toronto’s Ontario Institute for Studies in Education are meeting with teachers across North America to drive home the message that consumerist culture is sexualizing girls, and early onset puberty is worsening the problem.

The educators want to deepen elementary school teachers’ understanding of media. They will present their research, entitled the Pink Project, at a U.S. National Association for the Education of Young Children gathering in Charlotte, N.C., next week.

Early childhood education specialist Kimberly Bezaire spoke to The Globe and Mail.

Why are you looking at girls aged 5 to 11 specifically?

There’s so much research on teens and that three- to five-year-old range, but so little from 5 to 11. Biology and branding are really changing the ways these girls are growing up today.

 

What do you mean by biology changing?

Accelerated puberty – early onset puberty. It’s commonplace now for a certain percentage of girls to be having their period when they’re 8. We still haven’t gotten a clear answer on that one. Body mass index is one of the speculations, and also environmental conditions. Then it’s coupled with acceleration in social maturity and high achievement pressures. Girls excel but it’s a double-edged sword: Along with that comes an obsessive perfectionism.

 

You look at digital characters. What do you mean by that?

Miley Cyrus, the G-rated [actress] on Nickelodeon who seems so wholesome – she doesn’t stand alone: There’s Hannah Montana, clothing, products, YouTube videos, her Vanity Fair photo, her fashion photos in all the tabloid magazines, and there’s 24/7 access to those things. [Colleague] Shelley Murphy wanted to be Laurie Partridge when she was growing up. The most personal information she could learn was her star’s height, weight and favourite toothpaste. Now, the girls mine and know every single little detail – who [Ms. Cyrus] is dating, what she wants to wear and buy, who she’s posed in her underwear for, what picture she took in the shower to send to which boy and that she wants to have breasts like Katy Perry. We found from our interviews with parents that they often aren’t aware of the extent of information their girls know and make sense of.

 

And how do they make sense of it?

That’s the complicated question. Making a YouTube video of yourself in a push-up bra and a tank top when you’re 10 years old and having adult men subscribe to your [channel] – that’s what we’re seeing. They’re looking at media role models and imitating. What are the deeper spiritual and mental health implications to your identity? What are the girls spending their time, money and energy on, that could be spent on other things?

 

You look at clothing. What stood out?

We’re hearing from parents that it’s hard to find neutral, innocuous clothing. It’s all pretty, pink, sparkly and sexy. There’s a lot of trash talk on the clothing. We saw skinny jeans for babies at the Gap. We’re seeing high heels and thongs, belly shirts, low-rise jeans and wedge heels. How did we get to this point, the pornification of little ones? How did we get used to it, and who is the audience? The feminist theory that it’s the male gaze doesn’t quite satisfy us.

 

What about toys?

The Bratz are so explicitly sexualized that [children’s book publisher and distributor] Scholastic has banned them. They had a brand called Rock Angelz and they come with a groupie van. It had a bar and hot tub. There’s nothing subtle about it and they’re calling them toys – toys for what? … From our workshops, teachers really do question why parents buy this stuff. It’s easy to get into simplistic judgment but we hear from moms that it’s hard to say no. It’s a constant barrage and the cross-marketing is complex.

 

How is this script affecting their relationships?

Some immediate effects are a disruption between girls and their parents, who report a lot of conflict and pressure. Regarding friendships, teachers report these themes disrupting classroom learning and play as early as Grade 1. This sexualized curriculum disrupts important opportunities to develop social skills and self-esteem. The implications relate highly to the development of a relationship with the self: knowing who you are and what your value is, regardless of style, accoutrements, social status, attention and posing. I’m interested in knowing more about how fathers, stepfathers and grandfathers are making sense and responding – or not – to all of this.

 

What are you hoping to change?

We’re curriculum theorists. For schools and teachers, we want to position these issues as a curriculum that we can think critically about. The next step will be setting up a blog space where the teachers who have been involved can continue to be co-researchers and contribute to a tipping point.

 

What’s your advice for parents?

We caution against sticking one’s head in the sand and figuring, ‘This is just a free-for-all.’ But we also wouldn’t suggest banning pop culture texts altogether. What we know is that children learn about themselves and the world in the context of their family, school and culture. When we engage with our kids about this stuff, we create opportunities to communicate our own values. We secure our position as role models when we engage.

 

 

 

 

Parents and Their Role in their Children’s Education

From: Social Science Research Skills

 

Purpose:

The purpose of this activity is to:

– describe the diverse ways in which aspects of the school environment contribute to the socialization of individuals at various stages of the life cycle

– demonstrate an understanding of the impact that parental involvement in schools can have on a child’s growth and development

– describe creative approaches to fostering parental involvement in schools

 

 

The Process:

· You will work either individually or in a small group (three to four people) and then each complete an individual report to summarize your results.

 

Part One

· Choose one stage of the school system you will investigate:

· Preschool

· Junior/Senior Kindergarten

· Primary (grades 1 – 3)

· Junior (grades 4 – 5)

· Middle School (grades 6 – 8)

· Secondary School (grades 9 – 12)

· Conduct a literature search using the Internet and periodicals. Your goal is to gather secondary research on the role that parents play in the education of their children. Ensure that you keep track of where you found all of your research. You will be required to cite all of your sources and give credit using the APA style of citation.

 

Part Two

· Conduct primary research. Your goal is to answer the research question

“What role do parents play in the education of their children?”

· Determine how to gather information and who the sample will be. You may decide to interview parents of children in your selected group, teachers and administrators, parent volunteers (e.g., Home and School Association, Parent Council) or students. To keep your study manageable, choose ONE segment to research.

· You will need to determine your best method (tool) of information gathering – survey, interview, observation or a combination of these methods.

· Create a research tool that will be distributed to the sample you selected above.

· Follow the guidelines given in class about creating your research tool. Your teacher must approve your sample and research tool before it is administered.

· Each student in the group must be involved in the administration of the survey. When conducting your primary research collection it is important that you respect an individual’s choice to respond to an interview/survey with “no comment” or “no response at all” as a valid answer. Some people will prefer not to participate in your research.

 

Part Three:

After the primary research is brought back to class your group will tally the data. All groups’ members should have this information.

 

Write a three-page report that will include the following:

 

Part A – Introduction and Method

· A brief summary of the method and sample used for your primary research

 

Part B – Results and Discussion

· Summarize findings, draw conclusions, and identify similarities and differences between your secondary research and primary results.

· Did you notice any differences between the males and females that you surveyed? Ages of students?

· How does the information collected in your survey compare to the material presented in the book and in other secondary sources? How are they similar or different? Why do you think the similarities/ differences exist?

· Are there any views that you find surprising?

· Based on your research answer the question “What makes for an effective school?”

 

Part C – Conclusion

· Examine your research and identify its the implications. What does your research say about the role that parents play in the education of their children?

· Based on both your primary and secondary research create a list of creative approaches to fostering parental involvement in schools. Ensure that your suggestions are realistic and appropriate to the age group you are investigating.

 

The following websites will be helpful in your research. They should be used as a starting point only.

 

Ontario Home and School Association – http://www.ofhsa.on.ca/

Canadian Federation of Home and School Associations –

http://cap-pac.ic.gc.ca/chsptf/index.html

Ontario School Council Support Centre – http://schoolcouncils.net/

Ontario Parent Council – http://www.ontarioparentcouncil.org/

Parents for Education – http://www.peopleforeducation.com/

Family Education – http://www.familyeducation.com/home/

Parent’s Place – Education Central – http://www.parentsoup.com/edcentral/

 

 

Today’s Parent – Education – http://www.todaysparent.com/education/index.jsp

21

 

 

 

HHG4M Unicef Global Perspectives Project

 

This project requires you to first pick any country that you would like to work on. No two students are allowed to pick the same country.

 

Country: ________________________________________

 

Name of the UN Delegate for this country (you) _________________________

 

Step 1: Define indicators, find statistics and explain contributing factors (causes) and implications (effects) for children for your country. Hint: you may wish to break down the children’s ages by certain age groups.

 

Step 2: Search your country’s profile on unicef.org site and choose ONE issue to focus on and present to class. Try to choose an issue that you have found some background information on through your statistics search. Print at least one copy of the article to work from. All articles have to be in English. Read your article well and keep a copy to submit with your work.

 

Step 3: Select three factors that you feel are important in demonstrating the needs of your country. These must be connected to the issue you are explaining.

 

Step 4: Present your findings (presentation) on your country to the class at the United Nations delegates meeting – causes and effects; questions for debate and solutions.

 

Step 5: Turn in your articles, presentations notes and the attached.

 

 

 

 

 

 

 

 

 

 

HHG4M

Issues in Human Growth and Development

Summative Assignment (CCT)

 

 

PROCESS:

You will choose a topic/issue in human growth and development – it may be an issue discussed in class, or one of your own choosing. It may NOT be a topic that you have previously completed a project on.

1. Identify the issue and the developmental stage to which the issue is most relevant (some issues may touch several developmental stages, but please focus on just one stage for this assignment).

2. Connect this issue to a developmental theory or framework discussed in class, and explain how this theory is related to the issue.

3. Explore the growth or development issue in greater depth – use the research plan to guide your research and help focus your topic to determine what aspect of the topic you will examine.

4. You will present the results of your research (which may include primary sources such as surveys, questionnaires and interviews as well as secondary sources) in both an oral presentation and written presentation. You will choose how your work will be divided between these two components.

 

PRODUCT: There is a written and oral component to this product. The general expectation is a 5-7 minute presentation, and a written product that represents an approximately 2000 word essay.

You may choose to scale up or down in terms of your oral presentation – a longer oral presentation will result in a smaller written product and a shorter oral presentation will result in a larger written product. If you chose to demonstrate your learning with a product that is more of a “thing” you will need to provide a smaller written component outlining the theoretical connections.

 

You will meet with your instructor to decide (in writing) what your written/oral division will be and what the expectations for the written product will be.

Your product may be one of the following:

· 2000 word essay

· scrapbook

· artwork & explanation

· brochure

· learning activity for the class

· a review of a selection of articles

Human Growth

 
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Interdisciplinary Plan Proposal

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Interdisciplinary Plan Proposal. 1

 

Interdisciplinary Plan Proposal

Write a brief introduction (2 to 3 sentences) to your proposal that outlines the issue you are attempting to solve, the part of the organization in which the plan would be carried out, and the desired outcome. This will set the stage for the sections below.

Objective

Describe what your plan will do and what you hope it will accomplish in one or two succinct sentences. Also, comment on how the objective, if achieved, will improve organizational or patient outcomes. For example:

Test a double-loop feedback model for evaluating new product risk with a small group of project managers with the goal of reducing the number of new products that fail to launch. This objective is aligned to the broader organizational goal of becoming more efficient taking products to market and, if successful, should improve outcomes by reducing waste.

Questions and Predictions

For this section ask yourself 3 to 5 questions about your objective and your overall plan. Make a prediction for each question by answering the question you posed. This helps you to define the important aspects of your plan as well as limit the scope and check its ability to be implemented.

For example:

1. How much time will using a double-loop feedback model add to a project manager’s workload?

a. At first, it will likely increase their workloads by 5 to 10 percent. However, as the process is refined and project managers become more familiar and efficient, that percentage will decrease.

Change Theories and Leadership Strategies

For this section, you may wish to draw upon the research you did regarding change theories and leadership for the Interview and Interdisciplinary Issue Identification assessment. The focus of this section is how those best practices will create buy-in for the project from an interdisciplinary team, improve their collaboration, and/or foster the team’s ability to implement the plan. Be sure that you are including at least one change theory and at least one leadership strategy in your explanation. Always remember to cite your sources; direct quotes require quotation marks and a page or paragraph number to be included in the citation.

Another way to approach your explanations in this section is to think through the following:

· What is the theory or strategy?

· How will it likely help an interdisciplinary team to collaborate, implement, and/or buy in to the project plan?

· Make sure to frame this explanation within the organizational context of the proposed plan, that is, your interviewee’s organization.

Team Collaboration Strategy

In this section, begin by further defining the responsibilities and actions that represent the implementation of the plan. One strategy to defining this is to take a “who, what, where, and when” approach for each team member.

For example:

· Project Manager A will apply the double-loop feedback model on one new product project for a single quarter.

· Project Manager B will apply the double-loop feedback model on all new product projects for a quarter.

Vice President A will review the workloads of project managers using the double-loop feedback model every Thursday for one quarter.

After you have roughly outlined the roles and responsibilities of team members, you will explain one or more collaborative approaches that will enable the team to work efficiently to achieve the plan’s objective. As with the change theories and leadership strategies, you may draw on the research you conducted for the Interview and Interdisciplinary Issue Identification assessment. However, you are being asked to give a more in-depth explanation of the collaboration approaches and look at how they will help the theoretical interdisciplinary team in your plan proposal.

Another way to approach your explanations in this section is to think through the following:

· What is the collaboration approach?

· What types of collaboration and teamwork will best help the interdisciplinary team be successful?

· How is the collaboration approach relevant to the team’s needs and will it help drive success?

· Make sure to frame this explanation in terms of the subject of the plan proposal; that is, your interviewee’s organization.

Required Organizational Resources

For this section, you will be making rough estimates of the resources needed for your plan proposal to be successful. This section does not have to be exact but the estimates should be realistic for the chosen organization.

Items you should include or address in this section:

· What are the staffing needs for your plan proposal?

· What equipment or supplies are needed for your plan proposal?

· Does the organization already have these?

· If so, what is the cost associated with using these resources?

· If not, what is the cost of acquiring these resources?

· What access (to patients, departments, and so forth) is needed?

· Are there any costs associated with these?

· What is the overall financial budget request for the plan proposal?

· Staff time, resource use, resource acquisition, and access charged?

· Remember to include a specific dollar amount in your request.

After you have detailed your budget, make sure that you explain any impacts on organizational resources that could happen if your plan is not undertaken and successful. In other words, if the issue you are try to solve through your plan proposal persists or gets worse, what will be the potential costs to the organization?

 

References

Interdisciplinary Plan Proposal

 
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