Assignment 1: Hollywood Movie Description and goal In this assignment, as a data analyst, you will provide data analysis advice to your client AussieMovies. The organisation is an investor in movies. You are required to develop an interactive report within this business context. The specifications below indicate what you need to produce, but not how to produce it. Using a multitude of factors, the company managers want to • Have a better understanding and visualisation of the data through an interactive report. • In addition, it should help understanding o the factors influencing positively or negatively the potential success or revenues of future movie projects, and o the evolution of the market over the years. Use your business analytics skills and SAS Visual Analytics to solve those questions. Data – The HOLLYWOODMOVIEDATASET IM data set The data set, available in SAS Viya, was obtained from several movie databases using both automated as well as manual means. It is more than likely that some of the values are captured/entered incorrectly. Hence, the accuracy of the data set cannot be guaranteed. This data set can be used for descriptive and predictive modelling. The data dictionary is provided on the next two pages. Additional information • The report is to be submitted to the Moodle site before the due date. • Interactivity implies the use of filters, buttons, etc… • You might need to convert data items to measures or categories. You can also create new calculated items and custom categories if you think it is necessary. • The questions are open on purpose: it is up to you to know what to show. • An export of your interactive report should be attached to your written report as well (i.e., your submission will be a single file containing both). • Due date: 26-Jun-2022 (Sunday in Trimester 2Week 6) before 11:30 p.m. AEDT. • Maximum 2,500 words (excluding illustrations and appendices). Keep it simple (no need for references and executive summary). • Do not forget to include a cover page with your name, student number, subject, and assignment details. • Students can submit as an individual or group (2 or max 3 students) assessment. • Filename: MBAS902_SYD222_Al_fhame-lname.docx
Programme Code BN021, BN112 BA in Creative Digital Media Module Code DMED 2028, Multimedia Development 2 Autumn repeat assessment breakdown Project 100% Deliverable 1 – Interactive E-learning Solution Deliverable 2 – Demo Defence Video Deadline Friday 20th August at 9:00 am Multimedia Development 2 Repeat Assignment Shaun Ferns Institute of Technology Blanchardstown By submitting your project for assessment you agree to the following: “The material contained in this assignment is the author’s original work, except where work quoted is duly acknowledged in the text. No aspect of this assignment has been previously submitted for assessment in any other unit or course.” IMPORTANT NOTE This assignment is an individual project. The work you submit must be your own. It is fine for you to ask a lecturer or fellow student for assistance with the project, but the actual work created and submitted must be your own. Plagiarism and academic dishonesty can lead to failure of the module and other penalties outlined in the Institute’s rules and regulations. Deliverable 1 – Interactive E-learning Solution The project is to design, create, present, publish and defend an interactive E-Learning solution, to demonstrate what you have learnt from this module’s topics. The Interactive E-learning Solution should be an original piece of work whose purpose is to teach the Twine software(twinery.org). There is no specified application for the creation of the E-Learning solution though in the past students have used both Unity &/or Adobe Animate. Remember this is a multimedia project, it must consist of a more than once form of media and must include some form of interactive assessment. • So, remember, this project is your ‘vehicle’ to demonstrate the range and depth of your technical and creative skills. • Your project should demonstrate the range of skills/technologies introduced in the module. For example, your code should demonstrate the use of the user interaction time-based, actionbased motion How you will be assessed: • The quality of your interactive eLearning solution o Does it illustrate knowledge of timelines and coding concepts from the topics in the module o Does it all work? o Is it easy to use by someone who visits it the first time? o Does it have a professional look & feel of an interactive eLearning solution? o Does it demonstrate achievement of technically challenging features? • The quality of the arguments you make in your demo/defence session and video • Deliverable – zipped folder containing copy of interactive files o “StudentNumber_webdev.zip” o You are to submit a ZIP file containing a copy of the contents of your interactive story • Include: o documentation ? The documentation file should include a report summarising the procedures and tools/techniques used, file listing, navigation flowchart/storyboard, and support material including production and user instruction documentation e.g. Read Me files. o “sources.txt” (inside folder “images) ? You are to submit a text file which states the origin of each image/audio used in your website (be specific, e.g. saying “Google images” is not good enough! You need to state the URL including the original filename of the image from that source, and also state the image filename as it appears in your interactive story). Please apply Harvard referencing to sources ? You should also declare any other sources used in your story, and state clearly how they have been used, so it is clear which parts of your project are your own work, which are the work of others, and the extent to which you have changed any work from others Additional Resource You are required to move through a planning, design and development phase before delivering the product. This could include some of the following stages if appropriate, but your client’s needs (if justified) may require alternative phases: • Background information on the project • Define the scope for the product • Identify learner characteristics • Establish constraints • Produce a style manual • Identify required resources • Ideas for content • Detailed program description (types of learning, chosen methodology, program sequence) • Media types and formats to be used • System inputs or outputs (if any) • Flowcharts and/or Storyboards Deliverable 2 – Demo Defence Video As there is little opportunity to demonstrate your creation of the interactive story you are required to demonstrate by screen capture your work. Similar to presenting during class time this is your opportunity to demonstrate your understanding of the process for developing and creating your interactive E-Learning solution. In your video defence/presentation you will be required to demonstrate and defend your understanding of your selected platform, specifically the use of code to enhance your work, your methods, choices and design, and the quality of your final interactive E-Learning solution. You may also be asked to defend/present your work in person if there is some query about your project/grade. Demo/Defence video • video file o “StudentNumber_defense.wmv” o You are to submit a 5min video file containing your video demo/defence o Load video on YouTube or Vimeo(private – password “md2”) Method of submission All work is to be uploaded to Moodle – deadlines are as specified on Moodle. Due to tight correction deadline no late submissions. Files should be named in the style: B0007 (but with your names and student number…). Folders should be correctly named BEFORE being ZIPed. Incorrect file names will not be assessed. When a ZIP folder is required do not use RAR or 7zip etc. Submission Checklist 1. A zip file containing a. interactive E-Learning solution b. all documents relating to the interactive E-Learning solution 2. Demo/Defence video • video file o “StudentNumber_defense.wmv” o You are to submit a 5min video file containing your video demo/defence, Load video on YouTube or Vimeo(private password “md2”) 1. Additionally, all files to be submitted in hardcopy on DVD. (Submit August 20th D-Block Shaun Ferns mailbox) Penalties • Due to a tight correction deadline, late submissions will not be accepted. • Incorrect file names will not be assessed. • Where no proof of creation is offered for the development of a new asset, it will be assumed that the asset is from a 3rd party. In such a case, zero marks will be awarded for the creation of that asset. • 3rd party assets used but not listed in the sources list will incur a penalty. • If a particular asset does not work or run correctly, marks will be not be awarded for this part. • Marks will only be awarded for files submitted. If, for example, the student submits an incomplete project file, resulting in the project file being corrupt or ‘unopenable’, zero marks will be awarded for that component. • It is important to note that work already submitted may NOT be submitted again. This is considered plagiarism. Hint: To avoid penalties, document your work periodically and create versions of your game. Create a realistic schedule of tasks to ensure a timely completion of the project. Approach the project incrementally to ensure that, even if the project is unfinished, a version is still submitted.
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Interactive Activity Icon In history, bias is defined as the incorporation of personal assumptions, beliefs, and values into historical writing. Sometimes this bias is conscious, and other times it is unconscious. Reading a bit more about a historian can help you understand their personal assumptions, beliefs, and values. In turn, this can help you understand what biases they might potentially introduce in their writing.
Two major historians, Howard Zinn and Larry Schweikart, have written popular books on American history containing very different historical interpretations of the same events. Explore this interactive resource on Zinn and Schweikart to learn about their different personal assumptions, beliefs, and values that might influence how each historian interprets historical events and might introduce bias into their writing.
Perspectives: A Tale of Two Historical Biases
Resource Icon
Now that you have learned a bit about Zinn’s and Schweikart’s personal assumptions, beliefs, and values, take a look at how they have written about the same historical events: Christopher Columbus’s arrival in the Americas in 1492. As you read through each excerpt, be sure to consider what biases may be present in their work.
Howard Zinn
Zinn, H. (2010). A people’s history of the United States. New York, NY: Harper Perennial. “To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice. It serves—unwittingly—to justify what was done.
My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)—that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly.” (p. 9)
Larry Schweikart
Schweikart, L., & Allen, M. (2004). A patriot’s history of the United States: From Columbus’s Great Discovery to the war on terror. New York, NY: Sentinel. “The five‐hundred‐year anniversary of Columbus’s discovery was marked by unusual and strident controversy. Rising up to challenge the intrepid voyager’s courage and vision—as well as the establishment of European civilization in the New World—was a crescendo of damnation, which posited that the Genoese navigator was a mass murderer akin to Adolf Hitler.
Even the establishment of European outposts was, according to the revisionist critique, a regrettable development. Although this division of interpretations no doubt confused and dampened many a Columbian festival in 1992, it also elicited a most intriguing historical debate: did the esteemed Admiral of the Ocean Sea kill almost all the Indians? A number of recent scholarly studies have dispelled or at least substantially modified many of the numbers generated by the anti‐Columbus groups, although other new research has actually increased them.” (pp. 7–8)
The two appears to represent two extreme sectors of the historical spectrum. In many cases, their historical assumptions, beliefs, and values have significant differences. Howard Zinn in his writings assumed that the now-radicalized public of the 1960s was dissatisfied with the ancient history and he thought that modern history was long awaited. This means that he felt that there was a need for a modern take in history. He thought that there was a need for such things as modern people, women, Native Americans, and black people. Zinn felt that there was a need for including these topics in his writings and I feel that these issues had not been included in any book before his writings. Schweikart, on the other hand, defends his utterances by laying an attack on the more liberal historians, for example, Howard Zinn. His beliefs and assumptions are more liberal and patriotic. His works are more biased, and they are filled with different techniques so that they can obscure the views of unsuspecting students.
I can feel that the differences in their views and personal assumptions is that Zinn is portrayed as the more controversial one who has personal convictions on social justice plus accountability while Schweikart is a patriotic historian who has personal conviction in patriotism. The major differences are based on the distinctions they had on their historical interpretations from different individual experiences. Howard Zinn indicates that the repercussions of these omissions have not been merely to give a skewed view of the past. Nevertheless, they are supposed to mislead us about the present, and he indicates that no pure fact fails to preclude a judgment………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Case Study, Chapter 8: Grand Nursing Theories Based on Interactive Process
After reviewing the theories, models, and frameworks from this chapter, consider the following Case Study and discuss the questions.
Case Study:
Susan Frank is a nurse in a home care agency and she is making her initial visit to a new patient. The patient’s name, Jay Gold, looks familiar, and when she enters his home, she finds she knew him in her former job. Susan had first met Mr. Gold more than a decade ago when she was working on a medical unit at the local community hospital. At that time, Mr. Gold had been admitted to the hospital for diabetes with ketoacidosis. It was at this time that he discovered he had insulin-dependent diabetes. During his initial hospitalization, he was started on insulin and had to learn to care for his diabetes. In the weeks that followed his hospitalization, Mr. Gold returned to the medical unit to see the nurses who cared for him each time he had a visit with his dietician and diabetes educator. As his diabetes came under control, Mr. Gold returned to his outgoing, energetic baseline. He talked to the nurses about his sales job, his wife, and his two daughters and told them how much he had learned in caring for his disorder.
Susan was shocked to see Mr. Gold’s appearance now. He was lying in his bed with his back to her and did not look up when she entered the room. As she spoke to him, she noted that his color was ashen. His voice was soft as he spoke, and he appeared depressed and lethargic. He had had a right above the knee amputation (AKA), and Susan noted a large scar on his chest. She reviewed his record and found that Mr. Gold’s diabetes had progressed rapidly and that he had multiple complications. He had had a coronary artery bypass graft (CABG) 2 years ago and was also being monitored for decreased renal function. He had vascular problems and neuropathy, which led to the AKA. The reason for the home visit was that Mr. Gold was found to have osteomyelitis, requiring 6 weeks of intravenous antibiotics.
Mr. Gold is married. He and his wife live in a pleasant, 2-story condo in an upscale community in a quiet retirement area. His two grown daughters are married but visit often. Susan learns that Mr. Gold has not been able to work for a number of years and is relying on Social Security disability and his wife’s part-time job.
Select one of the nursing models/theories from this chapter that will help Ms. Frank in assessing Mr. Gold and planning for his care. Why did your group select that model?
Based on the model selected, what additional information would Susan want to collect/assess?
Based on the model selected, how would Ms. Frank initiate a plan of care for Mr. Gold?
Do you think that Susan would assess and plan differently for Mr. Gold’s care if she used a different model for Mr. Gold? Why or why not?
In this case study, I would select the theory of self-care deficit nursing theory that was proponent by Dorothea E.Orem. The method is vital as it mentions the Parson’s structure theory and Von Bertalanffy’s system theory. This is because the two theories were capable of explaining the issues that Mr. Gold was undergoing in his system, for example, the amputation of one leg (AKA) and the effects that he was going through with the provision of self-care considering she was privy to his past. The theory focuses on the modern realism, and it views the patient as an agent. It portrays a high developed formalized theoretical system, and presently it is being referred to as the theory of self-care science and in coming up with the new self –care plan. She will utilize Orem’s magnum opus, and she will derive many quotes examples from the past encounters.
2.
According to the appearance of Mr. Gold, it seems that he was lethargic and ashy indicating that he is not being taken care of well at home. Ms. Frank should ask him his state of affairs of interaction with his wife. It also seems that though he is staying in a well up the condo, the finances are down; thus the nurse should ask about his life savings and other retirement insurance policies that were held by him. Finally, though the two daughters were regularly visiting hi, plus his wife was working, Ms. Frank should be asked about their financial relationship with his family and his ailing so that she can formulate an appropriate care plan.
In initiating the care, Ms. Frank should utilize all the additional information that she has received from Mr. Gold plus the physical, physiological and psychological information that is present in formulating it. The other thing is that she should take care of the other advantageous conditions that can affect Mr. Gold as he is recuperating considering…………………………………………………………………………………………………………………………………………………………………………………………………………………………………. Grand Nursing Theories Based on Interactive Process ………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
Prior to completing this assignment, review your prior research and course submissions related to the company you selected for research in Week 2’s Environmental Scanning interactive assignment. Ensure that you have incorporated the feedback you received from your previous submissions. In your Final Project this week, you will pull the various elements you’ve created together to aid your creation of a Strategic Plan. From the perspective of an executive with the firm, your supervisor has tasked you with creating a strategic plan to grow the business over the next three years using this Strategic Plan Template. Continue to access the Mergent Ashford University Library online database which offers company financials, descriptions, history, property, subsidiaries, officers, and directors and the Business Insights database. (View the Mergent tipsheet and Business Insights tipsheet Tips document for suggested methods of searching Ashford University Library databases generally as well as specific advice for searching these two databases).
Your strategic plan must be future-oriented and must
Describe the company, the company’s history and its 4Ps (Product, Price, Place, and Promotion).
Examine the company’s mission statement and assess its impact on the organization’s activities.
Explain the current situation of the organization in the market (industry, market, and general environment analysis).
Add your SWOT analysis (strengths, weaknesses, opportunities, and threats) of your chosen company here. Evaluate areas that offer opportunities for
Choose three or four areas from your SWOT analysis and assess why the areas you have chosen are essential to your strategic plan
Summarize the results of your Environmental Scan and Porter’s 5 Forces.
Evaluate the degree to which they aid in conceptualizing the company’s competitive position in its marketplace.
Assess the company’s international performance in light of Cultural Barriers, Monetary Exchange Rates, and Political Instability.
Assess the financial performance and condition of the
Operational budget: Research and assess the company’s operational budget.
Assess the performance in terms of key performance indicators.
In your analysis, be sure to include profitability ratios relevant to your analysis.
Debt to Equity ratio
Debt to Assets ratio
Based on the data, evaluate the overall current financial condition of the company.
Support your analysis by referring to the company data
Create a three year end trend analysis
Assess how your Operational Budget analysis affects your three-year strategic plan.
Recommend an organizational structure in terms of the organizational design as defined in Abraham (2012) section 2.6.
Assess the impact of the strategic plan on the organizational culture.
Strategic Goals: Create measurable core strategic goals for each of the three to four areas addressed from the SWOT analysis, addressing any contingencies associated with the strategies you are recommending and prioritizing them according to ease of achievement and time to completion.
Recommend marketing positions and opportunities for growth in your strategic plan
Add specific language to the strategic plan that addresses the company’s Corporate Social Responsibility
Explain your plan to measure the success of your strategic plan
Submit the Strategic Plan to the instructor.
The Final Paper
Must be 10 to 12 double-spaced pages in length (excluding title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.) resource.
Must include a title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
Must use at least five scholarly and/or credible resources (including a minimum of three from the Ashford University Library) other than the textbook.
The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.