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Taking Care of Each Other: Madison Communities Respond to Food Insecurity in the Age of COVID | Pulitzer Center

Taking Care of Each Other: Madison Communities Respond to Food Insecurity in the Age of COVID | Pulitzer Center

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Taking Care of Each Other: Madison Communities Respond to Food Insecurity in the Age of COVID

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Speaking Out on Coronavirus

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A ‘harvest handout’ on the University of Wisconsin-Madison campus facilitated by F.H. King Students for Sustainable Agriculture. Image courtesy of Cooper Hamilton.

United States, 2020.

This article originally appeared in The Daily Cardinal on February 4, 2021.

You’re at the local grocery store when you realize that the only fruits and vegetables available are on a small display shelf.

There’s just a few apples, oranges and tomatoes, all of which are overpriced and already overripe. The rest of the shelves are

filled with processed foods. You sigh, grab the packages that look the healthiest and make your way to the checkout line.

The city of Madison is home to one of the strongest farm-to-table movements in the country. However, even before COVID-

19, while some had access to locally grown foods, many residents struggled to put healthy food on their table. A lack of fresh

produce is a common reality in some Madison neighborhoods, particularly in neighborhoods with lower socioeconomic

statuses. 

According to the USDA, there are seven areas labeled “food deserts” in Madison, although that is a term that some people in

the food justice community find stigmatizing of the neighborhood, and prefer to use the term “food apartheid.” This means

that a third of the people living in these areas are more than a mile away from a grocery store or healthy food retail outlet.

Most of them are located on the South side of the city. The absence of fresh food retail space or affordable options in these

areas makes it that much more difficult for people to access nutritious foods.

Sarah Karlson is the Farm and Education manager at Badger Rock, one of Madison’s community organizations that works to

fill the gap in providing fresh produce to its surrounding residents and families. Located on the south side of Madison,

Badger Rock is home to a Neighborhood Center, an urban production and education farm, a community garden and Badger

Rock Middle School. Karlson is a huge advocate for food sovereignty, which is defined by the USDA as “the right of peoples

to healthy and culturally appropriate food produced through ecologically sound and sustainable methods, and their right to

define their own food and agriculture systems.”

Before Badger Rock, the neighborhood lacked a location for community gathering and green spaces. To help with increased

food insecurity from COVID-19, Badger Rock started a food pantry where they distribute what they grow as well as food

donated by the Community Action Coalition and Second Harvest pantries. 

Karlson describes Badger Rock as a “POC-forward space,” with 80% of its student population coming from the surrounding

neighborhood. Its program is a part of Rooted, a non-profit organization that works to create healthier neighborhoods in

Madison. 

“The root of everything we do is relationship-building,” Karlson said. “And the tools that we use to do that are food.”

Similarly, on the UW-Madison campus, F.H. King promotes sustainable agriculture and has gained a focus on food justice in

the past few years. The student-led organization runs a garden plot at the Eagle Heights Garden where they use

environmentally friendly methods to grow a variety of organic fruits, vegetables and other plants. https://www.dailycardinal.com/article/2021/02/taking-care-of-each-other-madison-communities-respond-to-food-insecurity-in-the-age-of-covid

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The main goal of the club is to educate people on sustainability, F.H. King Outreach Director Cooper Hamilton said. “And [to

get] free, fresh produce directly to students.”

The organization receives its funding from the Associated Students of Madison (ASM), UW-Madison’s student government,

to distribute their produce in their weekly Harvest Handouts  throughout their growing season. Their largest handout gave

produce to roughly 200 people, and Hamilton believes that for some of them, this was their only access to fresh produce

that week. 

“We don’t discriminate on who comes to get it. If an adult passes by the stand, we’ll hand it out to them,” Hamilton said.

Hamilton stated that one reason organizations like F.H. King are so important is because there aren’t any truly affordable

and convenient grocery stores on or near campus. Additionally, he noted that the pandemic has “thrown a wrench into food

insecurity on campus.”

As dining halls are closed this semester for students who don’t live in residence halls, options for fresh food near campus for

students with a tight budget are even more limited. Another problem is that new students, particularly low-income

students, are not informed of food justice organizations on campus such as F.H. King as well as Slow Food UW, the Open

Seat and Food Recovery Network, and often don’t realize that they have access to these resources. 

Hamilton explained, “You kind of have to be in the inner circle to know about programs that provide free or inexpensive

food.”

Currently, F.H. King is working with UW housing to improve student access to produce by installing tower gardens outside

of dorms. Tower gardens are about 6 feet tall, use efficient aeroponic water filtration systems and mainly grow leafy greens.

According to Hamilton, a single tower garden can provide enough produce to feed a dozen people for a week.

In addition to Rooted programs like Badger Rock in the Madison community and student organizations including F.H. King

on campus, the Goodman Community Center on the near East side and the REAP food group all work to put fresh food in

the hands of community members that need it most. 

Still, while these Madison organizations work to combat food insecurity, the deeper causes of these issues have only been

exacerbated by the ongoing pandemic.

Stephen Ventura, Professor Emeritus of Soil Science and Environmental Studies at UW-Madison, has focused his studies on

fixing the systemic issues which lead to food insecurity. Ventura started the Community and Regional Food Systems Project,

which investigated food insecurity issues in eight different cities in the United States. From this, he’s concluded that food

justice and racial justice are deeply entwined, and stem from the same social issues.

“They are a challenge of poverty and wealth inequity,” Ventura summarized. 

In the 1980s, large grocery chains closed most of their stores within inner cities and expanded in suburban neighborhoods.

A study across multiple states found that there were four times as many grocery stores in predominantly white

neighborhoods than in predominantly black neighborhoods. In fact, the Black Panthers began in the early 1970s as a food

security organization that provided breakfast for schoolchildren in low-income areas in Oakland, CA. 

One of the first urban agriculture programs that combined food and racial justice in the United States was Growing Power

in Milwaukee, WI, which lasted from 1993 to 2017. Founder Will Allen bought the last farm left on Milwaukee’s north side,

far from any grocery stores and five blocks from a housing project. Growing Power created numerous self-sustaining,

community based projects. Ventura described the 2010s as the decade that saw a “huge awakening” in both urban

agriculture practice and broader awareness of food justice issues.

Many food justice programs today, including Badger Rock which began in 2012, are based on Growing Power’s original

model.

Due to the pandemic, Ventura says more people are becoming aware of the fragility of our food system and the value of

local food chains. Increasingly, people are seeing how this fragility hurts already disadvantaged segments of society. 

According to Feeding America, the same people who are the most at risk for serious health complications with COVID-19 —

such as seniors, people with chronic illnesses and people of color — will also face the largest economic consequences of the

pandemic. Pantries received increased funding from USDA’s CARE Act passed in April, which put $850 million towards food

pantries. Yet, according to Ventura, this will not be enough to help these vulnerable populations.https://www.feedingamerica.org/sites/default/files/2020-05/Brief_Local%20Impact_5.19.2020.pdf

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Experts and activists have different ideas on how to battle this increased food insecurity. Some food justice activists argue

for federal subsidies to promote retail in underserved areas and increase SNAP benefits targeted for retailers and

distributors to make it easier to sell healthy foods. Simply stated, more healthy foods should be subsidized instead of the

unhealthy ones that are currently subsidized.

Ventura, on the other hand, thinks that there should be more local control of food systems.

In October, he said that the federal government “isn’t very good at supporting poor people.”

The Trump administration had tried to reduce people’s SNAP and EBT program eligibility while supporting huge commodity

farmers, which made it even more difficult for local diversified farmers. To combat this, Ventura believes in creating more

regional food policy councils such as the Dane County Food Council to help “deal with federal deficiencies” and supports

food systems at every level, from local farmers to distribution. The agricultural systems in place should also be incentivized

to “produce more and healthier food instead of commodity crops such as corn, soy, and lots and lots of milk,” he said.

Two days after President Joe Biden’s inauguration, his administration expanded pandemic-EBT and SNAP benefits by 15%

by providing more money for low-income families to make up for children missing meals due to schools being closed during

the pandemic.

Due to the COVID-19 pandemic, food justice programs provide more services and the federal government implemented

relief programs. Still, a study from Northwestern estimates that food insecurity has more than doubled in the United States

in 2020. Giving support to local food justice programs, like Badger Rock and F.H. King, may be one of the best ways to help

those who are in need of nutritious food.

“We need more people understanding and involved in food distribution,” Ventura said. “People have a tendency to take care

of each other.” 

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Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care

Purpose

The purpose of this assignment is:

  • To apply a change process using the ACE Star Model of Knowledge Transformation and a systematic review after identifying a clinical topic of concern and related nursing practice issue.
  • The information from the ‘Illustration’ part of our lessons in Weeks 1-6 will mentor you through this process. Your change process is to be set up as a pilot project.

Course Outcomes

This assignment enables the student to meet the following course outcomes:

  • CO 2: Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO 2)
  • CO 8: Selects vidence for best practices when planning professional nursing care involving systems, processes, and devices for individuals, families, aggregates and communities. (PO 8)

Points

The assignment is worth 225 points.

Directions

Please do not use any of the Nurse Daniel information for your own topic, nursing intervention, or change project. Nurse Daniel serves as an example only to illustrate the change process.

  1. Please review the infographic as way to guide you in getting started with your assignment: Developing an Assignment with Integrity (Links to an external site.)
  2. View a short tutorial with tips for completing this assignment: Evidence-Based Practice Change Process Assignment Tutorial (Links to an external site.) or by reading the transcript (Links to an external site.).
  3. Download the EBP Change Process form (Links to an external site.) during Week 1. The use of this specific form is REQUIRED 
  4. Identify a clinical topic and related nursing practice issue you think needs to be changed. 
  5. Locate a systematic review on your topic from the CCN Library databases. Be sure this involves nursing actions.
  6. Work through each step of the ACE Star Model as outlined on the assignment form (Star Points 1-5: Discovery, Summary, Translation, Implementation, and Evaluation). Respond to the instructions provided on the form.
  7. Follow the activities and thinking of Nurse Daniel in Weeks 1-6 in the ‘Illustration’ part of each lesson. He will be working through a clinical topic and nursing practice issue to demonstrate a change (ACE Star Model and systematic review).
  8. Work on a portion of the process each week, as the illustration unfolds.

Best Practices

  • Please reach out to your instructor for feedback or assistance with your PICOT question as needed.
  • Required and Additional Background Reading in Weeks 1 and 2 under Readings is available for more information on the ACE Star Model and the use of systematic reviews.
  • Please see the grading criteria and rubrics on this page.
  • Please use your browser’s File setting to save or print this page.

Scholarly Sources and Citations

  • Please cite any references (in APA format) of your systematic review or other scholarly document (optional) as needed.
  • Paraphrasing information, rather than quoting, is expected. No quotes for this assignment please!

**Academic Integrity**

Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment

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Identify a country (e.g., Australia or any other country) and a public health issue. Public health problems/issues include excessive alcohol consumption, food safety, heart disease and stroke, road traffic accidents, nutrition, physical activity and obesity, tobacco use, water, sanitation and hygiene, HIV, drug abuse and mental health;

ASSESSMENT 1 BRIEF
Subject Code and Title PUBH6003 Health Systems and Economics
Assessment Case Study Report
Application of systems thinking and building blocks in a country context/setting to public health issues and problems
Individual/Group Individual
Length 1,500 words (+/–10%)
Learning Outcomes The Subject Learning Outcomes demonstrated by the successful completion of the task below include:
a) Critically examine the key characteristics of health systems and apply this knowledge to local and global contexts;
b) Investigate and inquire into the building blocks of health systems and interpret how they are translated globally; and
c) Evaluate the principles of systems thinking and promote multi-sectoral collaboration for the successful implementation of public health programmes.
Submission Due by 11.55 pm AEST/AEDT on the Sunday at the end of Module 5
Weighting 35%
Total Marks 100 marks
Context
Systems thinking helps us to understand the elements and relationships/interconnectedness of parts to a system. Currently, the use of systems thinking is being advocated in public health as a new paradigm shift. It aids in the solving of complex and intractable public health problems and the identification of risk factors for the achievement of health systems goals/good population health outcomes.
You are required to thoroughly research and write a critical individual report on systems thinking and its application to strengthening the six building blocks of health systems for the reduction/prevention of a chosen public health problem/issue for a selected country.
Instructions
You are required to:
• Identify a country (e.g., Australia or any other country) and a public health issue. Public health problems/issues include excessive alcohol consumption, food safety, heart disease and stroke, road traffic accidents, nutrition, physical activity and obesity, tobacco use, water, sanitation and hygiene, HIV, drug abuse and mental health;
• Provide a critical analysis of the concept of systems thinking and how it can be applied to public health;
• Discuss the six health systems building blocks as proposed by the World Health Organisation (WHO);
• Discuss why the chosen public health issue is complex in the context of the chosen country based on the building blocks and thus requires systems thinking; and
• Apply and analyse how systems thinking can be used to reduce/mitigate the selected public health issue along with the building blocks of the health systems of the chosen country.
Structure of the Report
Introduction
• Provide an overview of the key characteristics of the chosen country, including its population, health status indicators (e.g., disease prevalence/incidence, morbidity, mortality and life expectancy at birth) and health system indicators (e.g., service utilisation/health service access, hospital bed density, availability of essential medicines and commodities, health worker density and distribution) (use any three of the stated indicators).
• Describe the selected public health issue and why it is an issue for the chosen country (use data/statistics to support your claim).
• Provide an overview of the whole assessment to serve as a guide for the reader, explaining that the assessment will use the concept of systems thinking to help prevent/reduce the chosen public health problem of the chosen country and will offer solutions based on the health system building blocks.
Main body
• Critically discuss the concept of systems thinking and its application to public health issues.
• Discuss in detail the health system building blocks as proposed by the WHO.
• Critically examine why the current organisation and functioning of the building blocks pose a challenge to solving the identified public health problem for the chosen country (examine the barriers to the use of systems thinking to solve the problem given the current organisation and functioning of the building blocks).
• Discuss ANY other barriers outside the building blocks (if any).
• Apply systems thinking to strengthen the health system building blocks for reduction/mitigation (suggest solutions based on systems thinking along the building blocks of the health systems).
• Propose ANY other solutions outside the building blocks of the health systems (if any).
Conclusion
Provide a concise summary of all the ideas discussed in the assessment. New ideas should not be introduced at this stage.
Note: All sections of the report must be backed by relevant literature from credible sources, such as text books, journal articles and reports. These should be cited using the APA 7th style.
Referencing
It is essential that you use appropriate APA style for citing and referencing research. For more information on referencing, visit https://library.torrens.edu.au/academicskills/apa/tool.
Follow the guidelines below to format the final documents:
• Include a title page with: o The assignment title; o Your first and last name; o Your student Identification number; o The word count (excluding headings, in-text citations and tables); o The unit for which the assignment is being submitted; o The name of your lecturer/facilitator; and o An academic integrity statement.
• Include page numbers.
• Use double spacing.
• Font size: 12 minimum.
• Include a reference list.
• The word count is 1,500 words (+/–10%).
• All references must be in APA format.
Submission Instructions
Submit this task via the Assessment 1—Case Study Report link in the main navigation menu for PUBH6003 Health systems and economics.
The learning facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Academic Integrity Declaration
I declare that except where referenced, the work I am submitting for this assessment task is my own. I have read and am aware of the Torrens University Australia Academic Integrity Policy and Procedure, viewable online at http://www.torrens.edu.au/policies-and-forms.
I am also aware that I need to keep a copy of all submitted material and their drafts, and I agree to do so.
Assessment Rubric
Assessment Attributes Fail
(Yet to achieve minimum standard) 0–49% Pass
(Functional) 50–64% Credit
(Proficient)
65–74% Distinction
(Advanced)
75–84% High Distinction
(Exceptional)
85–100%
Knowledge and understanding of systems thinking and its application to the strengthening of the six building blocks of health systems.
-Identify a country and a public health problem/issue. -Discuss systems thinking.
-Discuss the six building blocks of health systems as proposed by the WHO.
Apply systems thinking to the organisation and functioning of the building blocks of the health system of your chosen country.
30%
Demonstrates limited knowledge and understanding of systems
thinking and its application to the strengthening of the six building blocks of health systems.
Demonstrates functional knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems.
Demonstrates proficient knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems.
Demonstrates advanced knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems.
Demonstrates exceptional knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems.
Assessment Attributes Fail
(Yet to achieve minimum standard) 0–49% Pass
(Functional) 50–64% Credit
(Proficient)
65–74% Distinction
(Advanced)
75–84% High Distinction
(Exceptional)
85–100%
Analysis and application of systems thinking to the strengthening of the building blocks of health systems with synthesis of new knowledge.
25% Demonstrates limited analysis and application.
Limited application/recommendat ions based upon analysis.
Good analysis and synthesis of new knowledge and its application.
Shows an ability to interpret relevant information and literature. Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis. Thoroughly developed and creative analysis and synthesis with application of pretested models and/or independently developed models and justified recommendations linked to analysis/synthesis. Highly sophisticated and creative analysis and synthesis of new and existing knowledge.
Strong application by way of pretested models and/or independently developed models. Recommendations are
clearly justified based on the analysis/synthesis. Applies knowledge to new situations/other cases.
Evaluation of information selected to support the case study.
20%
Limited understanding of key concepts required to support the case study.
Resembles a recall or summary of key ideas. Demonstrates a capacity to explain and apply relevant concepts. Well-demonstrated capacity to explain and apply relevant concepts.
Information is taken from sources with a high level of
interpretation/evaluation to develop a comprehensive critical analysis or synthesis.
Assessment Attributes Fail
(Yet to achieve minimum standard) 0–49% Pass
(Functional) 50–64% Credit
(Proficient)
65–74% Distinction
(Advanced)
75–84% High Distinction
(Exceptional)
85–100%
Viewpoints of experts are taken as fact and subject to little questioning.
Confuses logic and emotion. Information taken from reliable sources but without coherent analysis or synthesis.
Often conflates/confuses the assertion of personal opinion with information substantiated by evidence from the research/course materials.
Analysis and evaluation do not reflect expert judgement, intellectual independence, rigor and adaptability. Supports personal opinion; information substantiated by evidence from the research/course materials. Questions viewpoints of experts.
Identifies logical flaws. Analysis and evaluation reflect expert judgement, intellectual independence, rigor and adaptability. Discriminates between the assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Viewpoints of experts are subject to questioning.
Analysis and evaluation reflect growing judgement, intellectual independence, rigor and adaptability.
Systematically and critically discriminates between the assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Identifies gaps in knowledge.
Exhibits intellectual independence, rigor, good judgement and adaptability.
Effective communication
(written)
15%
Merely presents information. Incoherent communication, but somewhat adheres to the given format. Communicates in a coherent and readable manner that adheres to the given format. Communicates coherently and concisely in a manner that adheres to the given format. Communicates eloquently. Expresses meaning coherently, concisely and creatively within the given format.
Specialised language and terminology are not used or are inaccurately employed.
Generally employs specialised language and terminology with accuracy.
Accurately employs specialised language and terminology.
Occasional minor errors present in spelling, Accurately employs a wide range of specialised language and terminology.
Spelling, grammar and punctuation are free of errors. Discerningly selects and precisely employs a wide range of specialised language and terminology.
Assessment Attributes Fail
(Yet to achieve minimum standard) 0–49% Pass
(Functional) 50–64% Credit
(Proficient)
65–74% Distinction
(Advanced)
75–84% High Distinction
(Exceptional)
85–100%
Incorrect spelling, grammar, punctuation and/or the acknowledgment of sources.
Some errors are evident in spelling, grammar and/or punctuation. grammar and/or punctuation. Spelling, grammar and punctuation are free of errors.
Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure and sequence. Meaning is sometimes difficult to follow.
Information, arguments and evidence are structured and sequenced in a way that is not always clear and logical. Meaning is easy to follow. Information, arguments and evidence are structured and sequenced in a way that is clear and logical.
Engages audience interest. Information, arguments and evidence are structured and sequenced in a way that is clear and persuasive.
Engages and sustains audience interest. Information, arguments and evidence are insightful, persuasive and expertly presented.
Correct citation of key
resources and evidence
10%
Fails to use good quality, credible and relevant resources to support and develop ideas. Limited use of credible and relevant resources to support and develop discussions or ideas. Uses credible resources to support and develop ideas. Uses good quality, credible and relevant resources to support and develop arguments and statements.
Shows evidence of wide scope within the organisation for sourcing evidence. Uses high-quality, credible and relevant resources to support and develop arguments and position statements.
Shows evidence of wide scope within and without the organisation for sourcing evidence.
Referencing is omitted or does not resemble APA. Referencing resembles APA but contains frequent or repeated errors. Referencing resembles APA but contains occasional errors. APA referencing is free of errors. APA referencing is free of errors.
The following Subject Learning Outcomes are addressed in this assessment
SLO a) Critically examine the key characteristics of health systems and apply this knowledge to local and global contexts.
SLO b) Investigate and inquire into the building blocks of health systems and interpret how they are translated globally.
SLO c) Evaluate the principles of systems thinking and promote multi-sectoral collaboration for the successful implementation of public health programmes.

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As you approach the neighbors in the community, you and other officers are asking for any observations that were made during the morning hours as the missing child was leaving for school.

As you approach the neighbors in the community, you and other officers are asking for any observations that were made during the morning hours as the missing child was leaving for school. You ask the following:

  • Did they witness anyone acting suspiciously?
  • Did they observe anyone in the company of the child?
  • Can they describe or identify the subject?
  • Do they know the name or location of the subject?

Prepare a memo of 500–700 words describing how you are going to approach these interviews. Include what items you may need to know more about, and keep the following in mind: 

  • As a critical case, consider the significance of this case.
  • Are there any legal considerations that you must take into account? What are they?
  • How will you approach any questioning of school-aged children in the community?
  • Remember, no skilled interviewer or interrogator begins an interview or interrogation without a plan.
    • Consider preparing a plan.
    • Know what questions to ask prior to the neighborhood interview.
    • Know about the relevant facts found prior to asking questions

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Identify a country (e.g., Australia or any other country) and a public health issue. Public health problems/issues include excessive alcohol consumption, food safety, heart disease and stroke, road traffic accidents, nutrition, physical activity and obesity, tobacco use, water, sanitation and hygiene, HIV, drug abuse and mental health

ASSESSMENT 1 BRIEF
Subject Code and Title PUBH6003 Health Systems and Economics
Assessment Case Study Report
Application of systems thinking and building blocks in a country context/setting to public health issues and problems
Individual/Group Individual
Length 1,500 words (+/–10%)
Learning Outcomes The Subject Learning Outcomes demonstrated by the successful completion of the task below include:
a) Critically examine the key characteristics of health systems and apply this knowledge to local and global contexts;
b) Investigate and inquire into the building blocks of health systems and interpret how they are translated globally; and
c) Evaluate the principles of systems thinking and promote multi-sectoral collaboration for the successful implementation of public health programmes.
Weighting 35%
Total Marks 100 marks
Context
Systems thinking helps us to understand the elements and relationships/interconnectedness of parts to a system. Currently, the use of systems thinking is being advocated in public health as a new paradigm shift. It aids in the solving of complex and intractable public health problems and the identification of risk factors for the achievement of health systems goals/good population health outcomes.
You are required to thoroughly research and write a critical individual report on systems thinking and its application to strengthening the six building blocks of health systems for the reduction/prevention of a chosen public health problem/issue for a selected country.
Instructions
You are required to:
• Identify a country (e.g., Australia or any other country) and a public health issue. Public health problems/issues include excessive alcohol consumption, food safety, heart disease and stroke, road traffic accidents, nutrition, physical activity and obesity, tobacco use, water, sanitation and hygiene, HIV, drug abuse and mental health;
• Provide a critical analysis of the concept of systems thinking and how it can be applied to public health;
• Discuss the six health systems building blocks as proposed by the World Health Organisation (WHO);
• Discuss why the chosen public health issue is complex in the context of the chosen country based on the building blocks and thus requires systems thinking; and
• Apply and analyse how systems thinking can be used to reduce/mitigate the selected public health issue along with the building blocks of the health systems of the chosen country.
Structure of the Report
Introduction
• Provide an overview of the key characteristics of the chosen country, including its population, health status indicators (e.g., disease prevalence/incidence, morbidity, mortality and life expectancy at birth) and health system indicators (e.g., service utilisation/health service access, hospital bed density, availability of essential medicines and commodities, health worker density and distribution) (use any three of the stated indicators).
• Describe the selected public health issue and why it is an issue for the chosen country (use data/statistics to support your claim).
• Provide an overview of the whole assessment to serve as a guide for the reader, explaining that the assessment will use the concept of systems thinking to help prevent/reduce the chosen public health problem of the chosen country and will offer solutions based on the health system building blocks.
Main body
• Critically discuss the concept of systems thinking and its application to public health issues.
• Discuss in detail the health system building blocks as proposed by the WHO.
• Critically examine why the current organisation and functioning of the building blocks pose a challenge to solving the identified public health problem for the chosen country (examine the barriers to the use of systems thinking to solve the problem given the current organisation and functioning of the building blocks).
• Discuss ANY other barriers outside the building blocks (if any).
• Apply systems thinking to strengthen the health system building blocks for reduction/mitigation (suggest solutions based on systems thinking along the building blocks of the health systems).
• Propose ANY other solutions outside the building blocks of the health systems (if any).
Conclusion
Provide a concise summary of all the ideas discussed in the assessment. New ideas should not be introduced at this stage.
Note: All sections of the report must be backed by relevant literature from credible sources, such as text books, journal articles and reports. These should be cited using the APA 7th style.
Referencing
It is essential that you use appropriate APA style for citing and referencing research. For more information on referencing, visit https://library.torrens.edu.au/academicskills/apa/tool.
Follow the guidelines below to format the final documents:
• Include a title page with: o The assignment title; o Your first and last name; o Your student Identification number; o The word count (excluding headings, in-text citations and tables); o The unit for which the assignment is being submitted; o The name of your lecturer/facilitator; and o An academic integrity statement.
• Include page numbers.
• Use double spacing.
• Font size: 12 minimum.
• Include a reference list.
• The word count is 1,500 words (+/–10%).
• All references must be in APA format.
Submission Instructions
Submit this task via the Assessment 1—Case Study Report link in the main navigation menu for PUBH6003 Health systems and economics.
The learning facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Academic Integrity Declaration
I declare that except where referenced, the work I am submitting for this assessment task is my own. I have read and am aware of the Torrens University Australia Academic Integrity Policy and Procedure, viewable online at http://www.torrens.edu.au/policies-and-forms.
I am also aware that I need to keep a copy of all submitted material and their drafts, and I agree to do so.
Assessment Rubric
Assessment Attributes Fail
(Yet to achieve minimum standard) 0–49% Pass
(Functional) 50–64% Credit
(Proficient)
65–74% Distinction
(Advanced)
75–84% High Distinction
(Exceptional)
85–100%
Knowledge and understanding of systems thinking and its application to the strengthening of the six building blocks of health systems.
-Identify a country and a public health problem/issue. -Discuss systems thinking.
-Discuss the six building blocks of health systems as proposed by the WHO.
Apply systems thinking to the organisation and functioning of the building blocks of the health system of your chosen country.
30%
Demonstrates limited knowledge and understanding of systems
thinking and its application to the strengthening of the six building blocks of health systems.
Demonstrates functional knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems.
Demonstrates proficient knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems.
Demonstrates advanced knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems.
Demonstrates exceptional knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems.
Assessment Attributes Fail
(Yet to achieve minimum standard) 0–49% Pass
(Functional) 50–64% Credit
(Proficient)
65–74% Distinction
(Advanced)
75–84% High Distinction
(Exceptional)
85–100%
Analysis and application of systems thinking to the strengthening of the building blocks of health systems with synthesis of new knowledge.
25% Demonstrates limited analysis and application.
Limited application/recommendat ions based upon analysis.
Good analysis and synthesis of new knowledge and its application.
Shows an ability to interpret relevant information and literature. Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis. Thoroughly developed and creative analysis and synthesis with application of pretested models and/or independently developed models and justified recommendations linked to analysis/synthesis. Highly sophisticated and creative analysis and synthesis of new and existing knowledge.
Strong application by way of pretested models and/or independently developed models. Recommendations are
clearly justified based on the analysis/synthesis. Applies knowledge to new situations/other cases.
Evaluation of information selected to support the case study.
20%
Limited understanding of key concepts required to support the case study.
Resembles a recall or summary of key ideas. Demonstrates a capacity to explain and apply relevant concepts. Well-demonstrated capacity to explain and apply relevant concepts.
Information is taken from sources with a high level of
interpretation/evaluation to develop a comprehensive critical analysis or synthesis.
Assessment Attributes Fail
(Yet to achieve minimum standard) 0–49% Pass
(Functional) 50–64% Credit
(Proficient)
65–74% Distinction
(Advanced)
75–84% High Distinction
(Exceptional)
85–100%
Viewpoints of experts are taken as fact and subject to little questioning.
Confuses logic and emotion. Information taken from reliable sources but without coherent analysis or synthesis.
Often conflates/confuses the assertion of personal opinion with information substantiated by evidence from the research/course materials.
Analysis and evaluation do not reflect expert judgement, intellectual independence, rigor and adaptability. Supports personal opinion; information substantiated by evidence from the research/course materials. Questions viewpoints of experts.
Identifies logical flaws. Analysis and evaluation reflect expert judgement, intellectual independence, rigor and adaptability. Discriminates between the assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Viewpoints of experts are subject to questioning.
Analysis and evaluation reflect growing judgement, intellectual independence, rigor and adaptability.
Systematically and critically discriminates between the assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Identifies gaps in knowledge.
Exhibits intellectual independence, rigor, good judgement and adaptability.
Effective communication
(written)
15%
Merely presents information. Incoherent communication, but somewhat adheres to the given format. Communicates in a coherent and readable manner that adheres to the given format. Communicates coherently and concisely in a manner that adheres to the given format. Communicates eloquently. Expresses meaning coherently, concisely and creatively within the given format.
Specialised language and terminology are not used or are inaccurately employed.
Generally employs specialised language and terminology with accuracy.
Accurately employs specialised language and terminology.
Occasional minor errors present in spelling, Accurately employs a wide range of specialised language and terminology.
Spelling, grammar and punctuation are free of errors. Discerningly selects and precisely employs a wide range of specialised language and terminology.
Assessment Attributes Fail
(Yet to achieve minimum standard) 0–49% Pass
(Functional) 50–64% Credit
(Proficient)
65–74% Distinction
(Advanced)
75–84% High Distinction
(Exceptional)
85–100%
Incorrect spelling, grammar, punctuation and/or the acknowledgment of sources.
Some errors are evident in spelling, grammar and/or punctuation. grammar and/or punctuation. Spelling, grammar and punctuation are free of errors.
Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure and sequence. Meaning is sometimes difficult to follow.
Information, arguments and evidence are structured and sequenced in a way that is not always clear and logical. Meaning is easy to follow. Information, arguments and evidence are structured and sequenced in a way that is clear and logical.
Engages audience interest. Information, arguments and evidence are structured and sequenced in a way that is clear and persuasive.
Engages and sustains audience interest. Information, arguments and evidence are insightful, persuasive and expertly presented.
Correct citation of key
resources and evidence
10%
Fails to use good quality, credible and relevant resources to support and develop ideas. Limited use of credible and relevant resources to support and develop discussions or ideas. Uses credible resources to support and develop ideas. Uses good quality, credible and relevant resources to support and develop arguments and statements.
Shows evidence of wide scope within the organisation for sourcing evidence. Uses high-quality, credible and relevant resources to support and develop arguments and position statements.
Shows evidence of wide scope within and without the organisation for sourcing evidence.
Referencing is omitted or does not resemble APA. Referencing resembles APA but contains frequent or repeated errors. Referencing resembles APA but contains occasional errors. APA referencing is free of errors. APA referencing is free of errors.
The following Subject Learning Outcomes are addressed in this assessment
SLO a) Critically examine the key characteristics of health systems and apply this knowledge to local and global contexts.
SLO b) Investigate and inquire into the building blocks of health systems and interpret how they are translated globally.
SLO c) Evaluate the principles of systems thinking and promote multi-sectoral collaboration for the successful implementation of public health programmes

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Writers Solution

Engage in discussions and debates with the other persons during the course of the review to determine findings, explore options and make agreements

The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
? Skills – skill requirements, required skills, essential skills, foundation skills
? Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
? Performance – evidence requirements, critical aspects of assessment, performance evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attach completed written answers, portfolios or any evidence of competency to this workbook.
Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.
This activity will enable you to demonstrate the following skills:
? Learning
? Oral communication
? Interact with others
? Get the work done
Answer the activity in as much detail as possible, considering your organisational requirements.

  1. As a workplace activity or simulated workplace activity (as directed by the assessor), engage is a review with three other persons from your organisation, on the communication processes used in presentations, debates and discussions.
    You will need to:
    ? Engage in discussions and debates with the other persons during the course of the review to determine findings, explore options and make agreements
    ? Assess current practices and identify current communication styles, methods and techniques being used
    ? Identify how communication practices and processes can be improved, for example, use of different communication methods or technologies
    ? How interactions, communications and meetings are planned and implemented ??How the organisation can improve communications and learn from past experiences.
    The review should be planned and documented to show the assessment and outcomes from the review and any recommendations that can be made.
    Section B: Knowledge Activity (Q & A)
    Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
    The answers to the following questions will enable you to demonstrate your knowledge of:
    ? Different ways in which individuals receive and respond to ideas and information, and what influences their response
    ? Enabling skills and attributes of people needed to effectively discuss ideas
    ? Nature and role of risk taking in the presentation and debate of ideas
    ? Role of storytelling in communicating ideas and key storytelling techniques
    ? Common techniques to tailor comments to particular audiences
    Answer each question in as much detail as possible, considering your organisational requirements for each one. }*
  2. Briefly explain how people receive and give information.
  3. From your own thinking, how are people’s responses influenced? (Provide three or more points.)
  4. List five enabling skills and attributes of people who effectively discuss ideas.
  5. From your own thinking, what is meant by risk taking when presenting and debating ideas and how does this impact on creative ideas and discussions?
  6. What are the key storytelling techniques and provide four ways in which this style of communication can be useful?
  7. From your own thinking, how can you tailor comments to particular audiences in your discussions? (Provide three or more points.)
    Section C: Performance Activity
    Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.
    A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.
    This activity will enable you to demonstrate the following performance evidence:
    ? Present ideas and information to a unfamiliar audience and environment that provoke interest and response
    ? Reflect on and appraise the views of others
    ? Participate actively and confidently in critical debate and discussion of ideas while responding to new and different communication situations
    ? Investigate and evaluate creative and different ways of expressing and communicating ideas while making an opportunity pitch
    Answer the activity in as much detail as possible, considering your organisational requirements.
    As a workplace activity or a simulated workplace activity (as directed by the assessor), you should perform the following workplace tasks.
  8. Prepare and present a short presentation for a product, sales or new business pitch (of your choosing) to a small group of clients (approximately three persons) that you are unfamiliar with. You may use a visual presentation, charts, supporting documentation, as well as presenting information face-to-face in an oral communication. You will need to deliver this in an unfamiliar environment, making sure you have access to technologies and equipment, as required
    You will need to:
    ? Explore and use different techniques to engage the audience
    ? Use innovative approaches to present ideas and information
    ? Use techniques to provoke interest and response from the audience at the required times.
  9. Following on from your presentation and discussions in question one, on your own, reflect on and appraise the views of those in the meeting. You should identify and document the discussions, responses and any developments with ideas and information that were presented and discussed.
    You should:
    ? Assess views and information to determine the validity and relevance of this
    ? Consider how views can be applied to the situation
    ? Determine if views match organisational objectives and/or criteria.
  10. In another workplace communication, you will need to participate in a critical debate and discussion of ideas. You should be briefed and allowed a short space of time to prepare for the discussions prior to meeting. For example, this may be a meeting with a group of colleagues or managers to discuss work objectives.
    You will need to:
    ? Present and argue substantiated positions on ideas
    ? Be open to and participate in critical analysis of own and others’ ideas and views ? Participate in discussions that explore and challenge concepts, ideas and approaches.
  11. Investigate and evaluate different ways you can creatively express and communicate ideas while performing an opportunity pitch to promote your organisation’s business to your manager. You should be given time to prepare your presentation with supporting documentation and visual aids (as necessary).
    You should:
    ? Determine creative methods and techniques that can be used while delivering an opportunity pitch
    ? Use innovative approaches to communicate and deliver the opportunity pitch ? Engage in creative thinking to help present and communicate ideas.
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Writers Solution

Capital budgeting , Net Present Value, and other decision tools

Essay (20 % of course grade)
Students should select one of the topics from the list below (or an alternate topic preapproved by the instructor. The essay is due in the individual\’s Assignments Folder as indicated in the Course Capital budgeting , Net Present Value, and other decision tools

Capital budgeting , Net Present Value, and other decision tools

Guide/Schedule.
The essay should demonstrate a student\’s ability to integrate and synthesize course concepts with selected readings to communicate his/her understanding of financial management concepts their application in organizations.  The essay should also demonstrate a student\’s ability to communicate as a manager. This includes proper writing style, organization, grammar, and spelling, as well as integration of course-related material. The writing style must follow the Publication Manual of the American Psychological Association , 5 th edition. Citations for online sources should include the online address (URL) and access date as well as the citation for the specific reference.
Research for the paper may be conducted online using the UMUC online library as the primary source. Do not use abstracts, use full-text articles. Publications that may be relevant for the topics listed below include: Strategic Finance, The Journal of Business Finance and Accounting, CFO Magazine, Nonprofit World, Harvard Business Review, or other accounting and financial journals.
The paper should:
•    Be based on your reading and research relevant to the topic.
•    Be 7 – 10 double-spaced pages, plus appendices, exhibits, and references.
•    Include a one-page Executive Summary immediately following the title page that includes a statement of the major issue(s) and your conclusions and specific recommendations. The content of an Executive Summary is similar to an abstract.
•    Properly cite reference sources: these may include course material, information from magazines, journals, and online sources. All reference sources must have a publication date within the last three years. Students who wish to use an older source publication should contact the instructor with the request and reason.
Essay Topic List
1.    Capital Budgeting, Net Present Value, and other Decision Tools – Write an essay that analyzes the pros and cons of the commonly used measures ( NPV, IRR, PI, MIRR, DPB) and come to a conclusion based on the literature that you surveyed as to which methods are theoretically correct and those popular. Emphasize real-world practices of capital budgeting methods, including project approval processes. Synthesize the discussions in published research or survey articles (Text Material: Parrino – Chapter 10).

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Finance: Capital Budgeting, Net Present Value and Other Decision Tools

(Course Instructor)

(University Affiliation)

(Student’s Name)

Abstract

            The main objective for existence of any organization is to make returns on its investments. However, good investment depends wholly on the success of the decisions made. A wrong decision, especially, which involves large capital outlay, for instance in capital investment, can result in major losses or total closure of firms. In order to make decisions that are in line with short term and long-term company objectives, managers use capital budgeting tools when appraising their investments.

            The choice of a capital budgeting tool depends on a number of factors, which includes the amount of capital, its simplicity and ability of the tool to take care of the unforeseeable future risks associated. Many capital budgeting techniques that can be used by managers to appraise future investment are available. The most common budgeting investment appraisal techniques that this paper analyzes are the net present value, internal rate of return, modified internal rate of return, profitability index and discounted payback.

            The analysis of the above budgeting techniques showed their weaknesses and the varying degree of applicability. The paper established that the profitability index was the widely used method of investment appraisal owing to its strengths, which include its ability to take care of unforeseeable future risks and time value for money. However, the other methods remain in use owing to certain factors such as the amount of capital investment.

Introduction

            The main objective of any organization is to make profits and give good returns to their shareholders. However, the performance of any organization largely depends on the decisions that management make. Whereas some decisions might be easy to make, some decisions that involve projects that demand massive capital investment need to be assessed in a professional way.

Once a project has been identified, a decision has to be made, whether to invest in it or not. Such financial decisions are often done using financial tools such as payback period, profitability index, internal rate of return, modified internal rate of return, discounted payback period and net present value. However, these financial decision tools have their pros and cons, which limit the use of some of the tools. The following are the pros and cons of the financial decision making tools and the frequency of their use.

Capital Budgeting Decision Tools

            Capital budgeting refers to a decision making process where a firm evaluates the potential long-term investments it needs to invest (Zenwealth.com, 2015). Normally, it is expected that the long-term projects are able to generate cash flows over some time. The analysis of the expected cash flows from the future project will determine if it will be accepted or rejected. The decisions to reject or accept can be analyzed using the following capital budgeting decision tools.

  • Net Present Value (NPV)
  • Internal Rate of Return (IRR)
  • Profitability Index (PI)
  • Modified Internal Rate of Return (MIRR)
  • Discounted Payback (DPB)

Net Present Value (NPV)

      When projects have different cash flows, different service lives and varying costs, it is imperative that the time present value of money must be put into consideration (Cliffsnotes.com, 2015). The net present value is used to analyze such projects. Net present value is a discounted cash flow technique that utilizes the amount as well as the timing of cash flows in any future project. In order to employ this technique, it is important to know the expected internal rate of return of the company, the cash flows and the project cash out flows. The required rate of return of the company is used in calculation of NPV as a discount rate. NPV is evaluated using the formula:

NPV = Net Present Value of Inflows – Net Present Value of Outflows

Pros and Cons of NPV

Pros

            The net present value is a commonly used and effective method of appraising investments. Its effectiveness comes from the fact that the method employs discounted cash flow analysis where the discounted rate helps to take care of future uncertainty associated with future cash flows (Investopedia, 2012). The discounted rate is an imperative part of net present value since it represents various forms of the company undertaking investment decisions. For instance, it may represent the cost of using company internal funds or cost of borrowing capital for investments (Extension.iastate.edu, 2015).

            Cons

            Although net present value is a commonly used financial appraisal tool, it is not without its drawbacks. The major drawback of this method comes from the lack of computation of the rate of return. The ability to reject or accept a project is purely based on the calculation of the present value. This draw back has led many analysts in preferring adjusted rate of return instead of NPV (Kimmel, Weygandt & Kieso, 2011).

Internal Rate of Return

While it employs the concept of present value, internal rate of return evaluates the interest that a future project is likely to accrue at present value of zero (Schmidt, 2015). At the present value of zero, the value of inflows is the same as the value of the proposed investment. In order to evaluate IRR, an iteration process is used where the NPV = 0. The formula for calculating IRR is given as 0 = P0 + P1/(1+IRR) + P2/(1+IRR)2 + P3/(1+IRR)3 + . . . +Pn /(1+IRR)n  (Investinganswers.com, 2015). Where n= the period in which the cash flows occur, P= the respective cash flows.

 IRR is best suited in appraisal of projects such as private equity investments and venture capital that have multiple investments and a single cash flow at the end of the investment (Investinganswers.com, 2015). Whether a company can use IRR or not is based on its advantages and disadvantages. However, a project should only be accepted if the calculated internal rate of return matches the target set by the management (Accountingexplained.com, 2015).

Pros

The use of IRR makes it possible for investment managers to rank the feasibility of projects based on the internal rates of returns rather than their present value. The use of internal rate of return makes it easy to measure the feasibility of projects; the formula allows the management to compare one project with the other (Small Business – Chron.com, 2015).

Cons

One major disadvantage of use of internal rate of return is the reinvestment assumptions. The evaluation of project based on IRR makes an infeasible assumption that immediate cash flows are reinvested at the IRR rate, which does not happen always. In addition, the use of IRR is only possible with projects that have initial cash flows and subsequent cash flows.  The other major shortcoming of IRR is its inability to measure the size of investment in addition to its likelihood to favor huge investments (Investinganswers.com, 2015). For instance, IRR is likely to accept 1$ with returns of 5$ while rejecting a similar investment with returns of 2$. Finally, IRR does not consider the cost of capital and this makes it hard for managers to predict projects with varying durations.

Profitability Index

Profitability index, also termed as cost-benefit ratio is a capital budgeting tool that uses discounted technique in evaluating the viability of an investment. According to (Borad & author, 2015), profitability index is defined as the ratio of discounted cash inflows to the cash out flows of an investment. (Borad & author, 2015) further points out that, since the cash inflows serve as benefits of the investment and the initial investment serve as cost, profitability index is the reason it is sometimes termed as cost-benefit ratio. Profitability index can be evaluated using the formula below:

 Adapted from (Borad & author, 2015)

The profitability index (PI) ascertains the monetary cost of a project and compares it to the expected benefits in monetary terms. In computing the present value of the benefits of an investment, compared to its cost, the project is approved if the value of PI is greater than one, otherwise it is rejected (Wilkinson, 2013). When the value of PI is equal to 1, it means the expected future returns will be equal to the cost of investment, and no profits shall be made. However, the expected future returns on an investment are higher than the cost of investment if the value of PI is greater than 1 and that is why the projected is accepted. On the other hand, a negative PI signifies an investment that falls short of expected results and the one that is likely to lead to a loss (Investments, 2015). The profitability index has its own advantages and disadvantages.

Pros and Cons of PI

Pros

            The PI is much easier to understand and offers more communication compared to net present value. The other advantage of this capital decision technique is that it is an imperative way of evaluating projects especially when funding is limited. The use of PI comes in handy in such a circumstance that warrants capital rationing. PI is simple to calculate besides it provides information regarding liquidity of a firm and the risk of the future cash flows (Wilkinson, 2013). Finally, PI takes care of all future cash flows of an investment and provides an assessment on the time money value of a project, showing whether an investment increases the value of a firm or not (Peterson-Drake, 2015).

Cons

The main demerit of profitability index is the difficulty of using the interest/discounting rate. In addition, the use of profitability index needs an estimate of the cost of capital and the method may not be efficient if used to evaluate multiple mutually exclusive investments (Peterson-Drake, 2015).         

Modified Internal Rate of Return

            The major assumption of the internal rate of return is that the cash flows shall be reinvested at the internal rate of return. However, this may not be the case since the reinvestment rate may vary than the internal rate of return, thus skewing the results. The modified internal rate of return is an improvement of the internal rate of return, which was devised in order to address the shortcomings of the internal rate of return method.

            The use of internal rate of return involves three basic steps that when utilized well, it shall provide the most effective capital budgeting decisions. The first step is discounting of the funds committed to a project to the present in such a rate that fairly reflects the investment risk. Secondly, the cash flows are compounded forward with the exclusion of the investment and within the investment chosen period. Finally, the internal rate of return is evaluated. It is worth to note that the re-investment rate represents the future opportunities, where risks equal the investment risks of the future project.

Pros and Cons of Modified Internal Rate of Return

Pros

There are many reasons why project analysis may opt to employ MIRR rather than IRR. While IRR takes into consideration investment impacts and changing reinvestment rates, MIRR allows both the reinvestment rate and finance to be associated with inflows and cash flows during project evaluation (Icpas.org, 2015). Through MIRR, a company is able to know whether the investment is increasing the company value or not, unlike NPV or IRR.

While NPV and IRR have significant drawbacks in form of timing, ranking and problems of size, MIRR provides a way of assessing the risks associated with future inflows, cash flows and time value for money. In summary, MIRR gives a much better realistic view on the reinvestment of free cash flows.

Cons

Just like other capital decision tools, MIRR has its own disadvantages. When the method is used in mutually exclusive projects, it may lead to incorrect decisions (Borad & author, 2015). Most managers do are hesitant in using cost of capital and financing rate, which may skew MIRR decisions.

Discounted Payback (DPB)

The discounted payback method is an investment appraisal tool used by financial mangers to determine how quickly the cash flows of the investment can meet the cost of capital (Peavler, 2015). By discounting each cash flow, the method takes into consideration the time value for money. The major difference between the discounted payback and the payback period method is that DPB uses discounted cash flows as the interest rates and the particular year in which the cash flow occurs. This method has its pros and cons just like any other capital decision tool.

Pros and Cons of DPB

Pros

The major advantages of DPB are that is gives an estimate on the time it can take an investment to realize the initial capital. DPB also since it uses discounted cash flow technique, this method gives a better estimate of the time it can take an investment to recover initial investment when compared to payback method.

Cons

The efficiency of discounted payback method is reduced in the circumstance that the cash flows are overlooked. The other drawback of this method is that it needs an estimate of the cost of capital in order to evaluate the payback in addition to exudin…………………………………………………………………………………………………….

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References

Accountingexplained.com,. (2015). Internal Rate of Return IRR Calculation | Example | Decision Rule. Retrieved 22 March 2015, from http://accountingexplained.com/managerial/capital-budgeting/irr

Borad, S., & author, M. (2015). Modified Internal Rate of Return (MIRR) – The Solution to Multiple IRR | eFinanceManagement. Efinancemanagement.com. Retrieved 23 March 2015, from http://www.efinancemanagement.com/investment-decisions/modified-internal-rate-of-return-mirr-the-solution-to-multiple-irr

Borad, S., & author, M. (2015). Profitability Index (PI) or Benefit-Cost Ratio | eFinanceManagement.Efinancemanagement.com. Retrieved 22 March 2015, from http://www.efinancemanagement.com/investment-decisions/profitability-index-pi-or-benefit-cost-ratio

Cliffsnotes.com,. (2015). Capital Budgeting Techniques. Retrieved 22 March 2015, from http://www.cliffsnotes.com/more-subjects/accounting/accounting-principles-ii/capital-budgeting/capital-budgeting-techniques

Extension.iastate.edu,. (2015). Capital Budgeting Basics | Ag Decision Maker. Retrieved 22 March 2015, from http://www.extension.iastate.edu/agdm/wholefarm/html/c5-240.html

Icpas.org,. (2015). ICPAS. Retrieved 23 March 2015, from https://www.icpas.org/hc-insight.aspx?id=4972

Investinganswers.com,. (2015). Internal Rate of Return (IRR) Definition & Example | INVESTING Answers

References

Accountingexplained.com,. (2015). Internal Rate of Return IRR Calculation | Example | Decision Rule. Retrieved 22 March 2015, from http://accountingexplained.com/managerial/capital-budgeting/irr

Borad, S., & author, M. (2015). Modified Internal Rate of Return (MIRR) – The Solution to Multiple IRR | eFinanceManagement. Efinancemanagement.com. Retrieved 23 March 2015, from http://www.efinancemanagement.com/investment-decisions/modified-internal-rate-of-return-mirr-the-solution-to-multiple-irr

Borad, S., & author, M. (2015). Profitability Index (PI) or Benefit-Cost Ratio | eFinanceManagement.Efinancemanagement.com. Retrieved 22 March 2015, from http://www.efinancemanagement.com/investment-decisions/profitability-index-pi-or-benefit-cost-ratio

Cliffsnotes.com,. (2015). Capital Budgeting Techniques. Retrieved 22 March 2015, from http://www.cliffsnotes.com/more-subjects/accounting/accounting-principles-ii/capital-budgeting/capital-budgeting-techniques

Extension.iastate.edu,. (2015). Capital Budgeting Basics | Ag Decision Maker. Retrieved 22 March 2015, from http://www.extension.iastate.edu/agdm/wholefarm/html/c5-240.html

Icpas.org,. (2015). ICPAS. Retrieved 23 March 2015, from https://www.icpas.org/hc-insight.aspx?id=4972

Investinganswers.com,. (2015). Internal Rate of Return (IRR) Definition & Example | INVESTING/ Answers. Retrieved 22 March 2015, from http://www.investinganswers.com/financial-dictionary/ INVESTING /internal-rate-return-irr-2130#

Investinganswers.com,. (2015). Internal Rate of Return (IRR) Definition & Example | INVESTING Answers. Retrieved 22 March 2015, from http://www.investinganswers.com/financial-dictionary/INVESTING /internal-rate-return-irr-2130#

Investinganswers.com,. (2015). Internal Rate of Return (IRR) Definition & Example | INVESTING Answers. Retrieved 22 March 2015, from http://www.investinganswers.com/financial-dictionary/INVESTING /internal-rate-return-irr-2130#

Investments, P. (2015). Profitability Index: What is it & How to Calculate it.Blog.primeassetinvestments.com. Retrieved 22 March 2015, from http://blog.primeassetinvestments.com/profitability-index-what-is-it-how-to-calculate-it

Investopedia,. (2012). Capital Budgeting: Capital Budgeting Decision Tools | Investopedia. Retrieved 22 March 2015, from http://www.investopedia.com/university/capital-budgeting/decision-tools.asp

Kimmel, P., Weygandt, J., & Kieso, D. (2011). Accounting. Hoboken, N.J.: Wiley.

Peavler, R. (2015). Pros and Cons of the Discounted Payback Period. About.com Money. Retrieved 23 March 2015, from http://bizfinance.about.com/od/Capital-Budgeting/a/discounted-payback-period.htm

Peterson-Drake, P. (2015). Advantages and Disadvantages of Profitability Index. Retrieved 23 March 2015, from http://harbert.auburn.edu/~yostkev/teaching/finc3630/notes/DecisionCriteria.pdf

Schmidt, M. (2015). Internal Rate of Return, Modified IRR Calculated and Explained. Business-case-analysis.com. Retrieved 22 March 2015, from https://www.business-case-analysis.com/internal-rate-of-return.html

Small Business – Chron.com,. (2015). Why Is the Internal Rate of Return Important to an Organization?. Retrieved 22 March 2015, from http://smallbusiness.chron.com/internal-rate-return-important-organization-67279.html#

Wilkinson, J. (2013). Profitability Index Method Formula • The Strategic CFO. Strategiccfo.com. Retrieved 22 March 2015, from http://strategiccfo.com/wikicfo/profitability-index-method-formula/

Wilkinson, J. (2013). What is Profitability Index? • The Strategic CFO. Strategiccfo.com. Retrieved 23 March 2015, from http://strategiccfo.com/wikicfo/what-is-profitability-index/

Zenwealth.com,. (2015). Capital Budgeting. Retrieved 22 March 2015, from http://www.zenwealth.com/businessfinanceonline/CB/CapitalBudgeting.html

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Compare and contrast the Google+ features with those of at least two other social networks (such as Facebook).

 Google+ is a social networking site that lets users define and manage various groups of people and how they interact with them.  With Google+, users can define various circles, which might include people from work, good friends, and family, as well as casual acquaintances. Using such circle definitions, users can better control the posts they allow others to view.

For this project, research Google+ features.  Compare and contrast the Google+ features with those of at least two other social networks (such as Facebook).  This paper should be written in third-person. The third-person point of view belongs to the person (or people) being talked about. The third-person pronouns include he, him, his, himself, she, her, hers, herself, it, its, itself, they, them, their, theirs, and themselves (Not I, we, us, our).

Running Head:
SOCIAL MEDIA MARKETING E-commerce Social Marketing Institutional Affiliation Course Name
Date
1 SOCIAL MEDIA MARKETING
2 E-commerce Social Marketing
The e-commerce marketing field has been revolutionized by social media.Organizations have identified social media as the best platform to introduce their brands worldwide. The customers and brands engage through social media platforms. A strong customer relationship is enhanced when there is an interaction between social media users and e-commerce sites (Felix, Rauschnabel & Hinsch, 2017). The current social media platforms such as LinkedIn, Facebook, Pinterest, Twitter, Instagram and much more help to build the e-commerce brands and hence stronger customer relationship.E-commerce marketing involves techniques of driving high traffic to translate into sales and customers. Felix, Rauschnabel & Hinsch, 2017 notes that e-commerce strives to attain a huge customer base through a number of ways from concentrating on SEO and organic traffic by means of Google or Facebook ads to direct traffic on to these sites. Thesites use either paid or non-paid approaches in an effort to find out which mix brings more people to the sites. The marketing algorithms and tactics are dynamic therefore the strategy chosen must bring the highest return on the ad spend (Shawky, Kubacki, Dietrich & Weaven,2019). This paper seeks to compare and contrast out the social marketing process of Walmart and eBay e-commerce sites.Compare a …………………………………………………………………………………………………………………………….
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Bronfenbrenner’s Ecological Theory and one other Developmental Theory

 Assignment 3Individual Assessment (35%)
STOTT’S
COLLEGE
Due Date: Week 10 (word count 1500 – 1800)
Choose one life event from your own experience e.g. welcoming a new sibling, moving into a new house, attending high school, coming to Australia.
Using two theories of development, Bronfenbrenner’s Ecological Theory and one other Developmental Theory from the list below
• Bowlby-Ainsworth Attachment Theory,
• Maslow’s Hierarch of Needs or
• Erikson’s Psychosocial Theory,
explain the impact of your chosen life event on your development. (A brief discussion of the 2 theories before applying them would be beneficial).
Remember to consider your situation when discussing the theories; the assessor knows the generic models of the theories, but you need to discuss them for your context. What were the elements in your microsystem? Which needs were most urgent for you at that time? Who was your attachment figure?
Your written essay should include at least 7 current (less than 10 years old) scholarly journal articles, in addition to textbook references.
Adherence to the course formatting guidelines is essential (e.g. spacing, font, coversheet, word count); these are listed under the Assessment tab on your unit site. APA referencing both in-text and in the Reference List is required – please see resources on the library site for information.
Do NOT utilise sources such as www.tutor2u.com and other such web materials as thesein noway constituteacademicreferencesforthepurposeofyourassignments. If you rely on such sources for theoretical support, you will be deemed NOT to have met the requirementsof the assessment 

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Do people, at the end of the day, always do what they desire most? Or do people sometimes act strictly for the good of “the Other,” without even a trace of self-interest?

Write a Position Paper 

Do people, at the end of the day, always do what they desire most? Or do people sometimes act strictly for the good of “the Other,” without even a trace of self-interest?

 you will be writing a “position paper” [word count = minimum:1800 words – maximum: 2300 words]: this is a research paper in which you will address a particular issue introduced in the topic of the paper (see below for the list of topic choices). It should be written in a formal style and be in the third-person voice, and it should present your original, considered solution or unique approach to solving the problem or settling the issue in question. The thesis will state your opinion, but it will also provide justification for why you have that opinion or hold this point of view on the issue. This is the main point of writing a position paper. The presentation of your “reasons why,” in other words, the sum of evidence you find to support your position, plus a statement of the position itself, comprises what philosophers call an “argument.” This kind of paper is also known as an “argumentative essay.” A philosophical argument is simply giving reasons (the premises of the argument) for why a particular claim (the conclusion of the argument) should be taken as true.

The introductory paragraph should present the issue in question and include a clear and precise statement of your thesis, which is your position on the issue. Another essential element of the position paper or argumentative essay is a consideration of at least one alternative position on the same issue, and this is typically an opposing view. So in this paper, you will assert and defend your own position, and you will also consider an opposing or alternative position on the issue and the argument(s) in support of that view. Finally, you will show why you reject the opposing or alternative position and instead hold the one you do.