Tag: Model Answer

  • [Solved] research

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    Rough Draft Attached are the Directions/Rubric for this and my Annotated Bibliography to base the Rough Draft on. – [\ \ AnnotatedBibliography.docx](https://www.sweetstudy.com/files/annotatedbibliography-docx-10179091 "AnnotatedBibliography.docx") – [\ \ FormalWrittenAssignmentFinalPaperRubricsC…

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    Rough Draft

    Attached are the Directions/Rubric for this and my Annotated Bibliography to base the Rough Draft on.

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    AnnotatedBibliography.docx](https://www.sweetstudy.com/files/annotatedbibliography-docx-10179091 "AnnotatedBibliography.docx")
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    – 2 years ago

  • [Solved] w5 discussion

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    Advanced practice nurses must be equipped to critique scholarly literature and discern its value for application to practice. Select one current clinical practice guideline (CPG) related to your PICOT question. If a relevant CPG does not exist, choose a CPG related to another topic. Appraise the CPG…

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    Advanced practice nurses must be equipped to critique scholarly literature and discern its value for application to practice. Select one current clinical practice guideline (CPG) related to your PICOT question. If a relevant CPG does not exist, choose a CPG related to another topic. Appraise the CPG using the Rapid Critical Appraisal Questions to Ask of Evidence-Based Guidelines (Melnyk & Fineout-Overholt, 2023, Box 8.4). Summarize your appraisal of the CPG in your own words.

    **Include the following sections**:

    1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail.

    1. Credibility
    1. Who developed the CPG?
    2. Who funded the CPG?
    3. Has the CPG been peer-reviewed?
    2. Comprehensiveness
    1. What method was used to identify, select, or combine evidence?
    2. Was a current, comprehensive literature review included?
    3. Were all important options considered?
    4. Is the strength of evidence noted for each recommendation?
    3. Applicability and generalizability:
    1. Is the intent of use provided?
    2. Are the recommendations clinically relevant?
    3. Are the recommendations relevant to the reader’s population?
    4. Are the recommendations practical and feasible?
    5. Are the recommendations significantly different from current practice?
    6. Are the outcomes measurable using standard care practices?
    4. Include a complete APA reference for the selected CPG.

    – 2 years ago

  • [Solved] ARTICLE REVIEW

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    Need Help in completing article review – 2 years ago **files (4)** – ArticleReview3Instructions.epub – DualRoleRelationshipsinRuralCommunitiesArticle1.pdf – ProfessionalIdentityDevelopmentArticle2.pdf – 10ways.html **ArticleReview3Instructions.epub** This file is too large to display. [View in new w…

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    Need Help in completing article review

    – 2 years ago

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    – ArticleReview3Instructions.epub
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    – ProfessionalIdentityDevelopmentArticle2.pdf
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  • [Solved] Inforgraphic

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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) ## **Overview** Infographics are a vital tool in business communication, offering a visually engaging way to convey information succinctly and impactfully. In this assignment, you will create an infographic th…

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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting)

    ## **Overview**

    Infographics are a vital tool in business communication, offering a visually engaging way to convey information succinctly and impactfully. In this assignment, you will create an infographic that outlines the strengths and weaknesses of a business of your choice.

    The infographic narrative should be logical, guiding the viewer through the information step-by-step, making complex data more accessible and engaging. The objective is to not only present the data but also to tell a story that highlights key aspects of a business. You will need to conduct thorough research to gather data on the business’s operations, financial performance, customer feedback, and competitive landscape.

    By the end of this assignment, you should be able to effectively use visual storytelling to communicate critical business insights, which is an essential skill in business communication. Consider reviewing various infographic designs online to inspire your approach and presentation style.

    ## **Instructions**

    1. Develop an Infographic for a business that tells a visual story that highlights the key aspects of a business.
    – You may select a business that exists or one that you would like to start in the future.
    – Develop a format for the infographic that includes key business elements such as:
    – Performance, strategies, marketing strategies and position, operations, financial performance and health, customer feedback, and competitive landscape.
    2. Design the infographic to be visually cohesive, engaging, and informative.
    – Use Microsoft Word or PowerPoint to create the infographic.
    – Include the following essential elements that support your business story in your infographic:
    – Title the infographic with the business insight it features.
    – Prominence of a distinctive marketing image:
    – Incorporate an iconic visual representation that can be readily associated with your brand, enabling easy recognition among consumers.
    – Incorporation of key terms related to your company:
    – Integrate relevant industry-specific vocabulary or phrases that are closely linked to your organization's core values and offerings, further reinforcing its unique identity.
    – Storytelling through visuals, statistics, and interesting facts:
    – Include photos, icons, and graphics that complement the material.
    – Utilize a combination of compelling charts, graphs, and factual data.
    – Ensure the infographic is visually pleasing, not too busy, the story flows logically, and is easy to read.
    – Use a consistent color palette and layout for a visually pleasing design.
    – Pay attention to color schemes, typography, and branding elements.
    – Captivating trivia to narrate the journey and essence of your brand effectively. This multifaceted approach will engage viewers on multiple levels.
    – See the [infographic example](https://canvas.strayer.edu/courses/17740/files/10297097?wrap=1 "COM510 Week 5 infographic.pptx") [Download infographic example](https://canvas.strayer.edu/courses/17740/files/10297097/download?download_frd=1).
    3. Your 1-page infographic flyer should be submitted as a digital file (Word, PDF, or PPT).
    – Ensure that the text and images are legible when printing or viewing electronically.
    4. In a separate Word document:
    – Write a brief introduction outlining the significance of excellent corporate communication in today's professional environment.
    – Develop a brief (250-word) written explanation of your design decisions and how they improve the usefulness of your infographic.

    This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the [Library site](https://library.strayer.edu/sws) for all support. Check with your professor for any additional instructions.

    ## **Help Resources**

    – Check out this interactive tutorial: [Using Your Own Words: Preventing PlagiarismLinks to an external site.](https://media.capella.edu/CourseMedia/WRK100Element233751/wrapper.asp).
    – Check out the [COM510 Business Communications Library Guide](https://library.strayer.edu/COM510).

    The specific course learning outcome associated with this assignment is:

    – Create effective presentations using different types of communication mediums.

    **View Rubric** Week 5 Assignment – Infographic **Week 5 Assignment – InfographicCriteriaRatingsPts** Develop an Infographic for a business that tells a visual story that highlights the key aspects of a business. **31.5 to >28.33 ptsExemplary** Developed an Infographic for a business that tells a visual story that highlights the key aspects of a business. **28.33 to >25.19 ptsCompetent** Developed an Infographic for a business that tells a visual story that highlights the key aspects of a business, but the story is incomplete and the key aspects of a business are unclear. **25.19 to >22.03 ptsNeeds Improvement** Developed an Infographic for a business that tells a visual story that highlights the key aspects of a business, but the story is incoherent and is missing key aspects of a business. **22.03 to >0 ptsUnacceptable** Did not develop an Infographic for a business that tells a visual story that highlights the key aspects of a business./ 31.5 ptsDesign the infographic to be visually cohesive, engaging, and informative. **31.5 to >28.33 ptsExemplary** Designed the infographic to be visually cohesive, engaging, and informative. **28.33 to >25.19 ptsCompetent** Designed the infographic, but only met two of the following elements: visually cohesive, engaging, or informative. **25.19 to >22.03 ptsNeeds Improvement** Designed the infographic, but only met one of the following elements: visually cohesive, engaging, or informative. **22.03 to >0 ptsUnacceptable** Did not design the infographic to be visually cohesive, engaging, and informative./ 31.5 ptsDesign an infographic that includes the three essential elements: title the infographic with the business insight it features, prominence of a distinctive marketing image, and incorporation of key terms related to your company. **31.5 to >28.33 ptsExemplary** Designed an infographic that includes the three essential elements; title the infographic with the business insight it features, prominence of a distinctive marketing image, and incorporation of key terms related to your company. **28.33 to >25.19 ptsCompetent** Designed an infographic but includes only two of the three essential elements: title the infographic with the business insight it features, prominence of a distinctive marketing image, and incorporation of key terms related to your company. **25.19 to >22.03 ptsNeeds Improvement** Designed an infographic but includes only one of the three essential elements: title the infographic with the business insight it features, prominence of a distinctive marketing image, and incorporation of key terms related to your company. **22.03 to >0 ptsUnacceptable** Did not design an infographic that includes the three essential elements; title the infographic with the business insight it features, prominence of a distinctive marketing image, and incorporation of key terms related to your company./ 31.5 ptsWrite a brief introduction outlining the significance of excellent corporate communication in today's professional environment. **31.5 to >28.33 ptsExemplary** Wrote a brief introduction outlining the significance of excellent corporate communication in today's professional environment. **28.33 to >25.19 ptsCompetent** Wrote a brief introduction outlining the significance of excellent corporate communication in today's professional environment, but the introduction is incomplete. **25.19 to >22.03 ptsNeeds Improvement** Wrote a brief introduction outlining the significance of excellent corporate communication in today's professional environment, but the content is incorrect. **22.03 to >0 ptsUnacceptable** Did not write a brief introduction outlining the significance of excellent corporate communication in today's professional environment./ 31.5 ptsDevelop a brief (250-word) written explanation of your design decisions and how they improve the usefulness of your infographic. **31.5 to >28.33 ptsExemplary** Developed a brief (250-word) written explanation of your design decisions and how they improve the usefulness of your infographic. **28.33 to >25.19 ptsCompetent** Developed a brief (250-word) written explanation of your design decisions and how they improve the usefulness of your infographic, but it lacks clarity and substance. **25.19 to >22.03 ptsNeeds Improvement** Developed a brief (less than 250-words) written explanation of your design decisions and how they improve the usefulness of your infographic, but it is incomplete. **22.03 to >0 ptsUnacceptable** Did not develop a brief (250-word) written explanation of your design decisions and how they improve the usefulness of your infographic./ 31.5 ptsDevelop an infographic that meets the one-page maximum requirement, is clear, includes appropriate writing mechanics, and follows SWS formatting requirements. **17.5 to >15.74 ptsExemplary** Infographic meets the one-page maximum requirement, writing has very few spelling, punctuation, and grammatical errors, few fragments, comma splices, and run-ons. 0–2 errors present. **15.74 to >13.99 ptsCompetent** Infographic meets the one-page maximum requirement, writing has spelling, punctuation, and grammatical errors that are distracting in a few places; few fragments, comma splices, and run-ons. 3–4 errors present. **13.99 to >12.24 ptsNeeds Improvement** Infographic meets the one-page maximum requirement, writing has spelling, punctuation, and grammatical errors that are distracting in some places. 5–6 errors present. **12.24 to >0 ptsUnacceptable** Infographic does not meet the one-page maximum requirement, has spelling, punctuation, and grammatical errors, fragments, comma splices and run-ons that distract from the message. More than six errors present./ 17.5 ptsTotal Points: 0

    – 2 years ago

  • [Solved] law

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) 1) What are the steps to investigating a burglary? 2) What types of evidence are usually associated with burglary and where would you expect to find the evidence at a burglary scene? 3) Find the burglary statute for your home …

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    1) What are the steps to investigating a burglary?

    2) What types of evidence are usually associated with burglary and where would you expect to find the evidence at a burglary scene?

    3) Find the burglary statute for your home state and summarize it.

    2 references/450 words

    – 2 years ago

  • [Solved] research

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    Discuss the differences between a null hypothesis and an alternative hypothesis. In doing so, elaborate on why typically qualitative method studies do not state a hypothesis. Additionally, if you are going to use hypotheses in your research proposal list and discuss them. 450 words/ 2 references – 2…

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    Discuss the differences between a null hypothesis and an alternative hypothesis. In doing so, elaborate on why typically qualitative method studies do not state a hypothesis. Additionally, if you are going to use hypotheses in your research proposal list and discuss them.

    450 words/ 2 references

    – 2 years ago

  • [Solved] English

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    – 2 years ago **files (1)** – English.pdf **English.pdf** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/english-pdf-10179057) **English.pdf** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/english-pdf-10179057)

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    – 2 years ago

    **files (1)**

    – English.pdf

    **English.pdf**

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  • [Solved] Strategic Marketing

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    [>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics) I NEED THIS DONE BY NOON ET TOMORROW DIRECTIONS IN THE ATTACHMENT!! – [\ \ IMG_4133.jpeg](https://www.sweetstudy.com/files/img-4133-jpeg-10179055 "IMG_4133.jpeg") – 2 years ago

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    [>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics)

    I NEED THIS DONE BY NOON ET TOMORROW DIRECTIONS IN THE ATTACHMENT!!

    – [\
    \
    IMG_4133.jpeg](https://www.sweetstudy.com/files/img-4133-jpeg-10179055 "IMG_4133.jpeg")

    – 2 years ago

  • [Solved] project 1

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    [>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics) – 2 years ago **files (3)** – ## SampleReport_US_Project15.pdf – USAFAOData4.xls – AEB3550_Project1_Spring20252.docx **## SampleReport_US_Project15.pdf** Sharp,Misti AEB3550 Project 1 SAMPLE REPORT: AN ANA…

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    [>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics)

    – 2 years ago

    **files (3)**

    – ## SampleReport_US_Project15.pdf

    – USAFAOData4.xls
    – AEB3550_Project1_Spring20252.docx

    **## SampleReport_US_Project15.pdf**

    Sharp,Misti

    AEB3550 Project 1

    SAMPLE REPORT: AN
    ANALYSIS OF US AVOCADO,
    KIWI, AND FIG PRODUCTION

    FROM 1961 TO 2023

    1

    Executive Summary
    **Please note that you cannot copy and paste any of my writing into your report. You should
    write your summary in your own words given your own data. I am only providing an example
    with the US data. Your data should be different although some of your data and observations
    may end up looking similar to my data.**

    This report looks at data downloaded from the Food and Agriculture Organization (FAO) related
    to US Agricultural production from 1961 to 2023. It is very reliable data constituting official
    figures from US agricultural reporting (USDA). Since we have a rich mix of qualitative and
    quantitative information in this dataset, this report utilizes line charts, histograms, numerical
    descriptive statistics, histograms, and pivot tables to summarize the data. Key findings include
    that the US has a large variety of agricultural production with a large range of scale, avocado
    production grew very quickly in the 1970s although it has since leveled off and lags both figs
    and kiwifruit in terms of yield. Nevertheless, it encompasses the lions share of production and
    area harvested compared to kiwifruit and figs.

    Data cleaning
    Discuss in this section your cleaning process for each of your three datasets and information
    about the resulting three datasets (elements, variables, potential research questions, etc—i.e.
    answer questions posed in step 2)

    This report takes a closer look at the following:

    1. US agricultural production in 2023 with 90 agricultural products (n = 90) measured in
    metric tons (~2000 pounds).

    2. Area harvested in hectares for avocados in the US from 1961 to 2023 (n = 63).
    3. Fig, avocado, and kiwifruit production (tons), area harvested (hectares), and yield

    (kilograms per hectare). For figs and avocados, this data is from 1961 to 2023 (n = 378),
    for kiwifruit, this data is from 1980 to 2023 (n = 132).

    Next, describe whether the data are nominal, ordinal, interval or ratio and potential research
    questions that can be explored with this data.

    2

    Agricultural Production in the US in 2023 (xsec analysis)
    The US produced everything from ginger (19 hectares) to corn (35 million hectares) in 2023. The
    US has millions of hectares of production for the following crops (from most to least) 1) corn 2)
    soybeans 3) wheat 4) cotton 5) sorghum 6) rice 7) barley. Exotic fruits and vegetables (requiring
    a more tropical climate only observed in Florida, California, and Texas) have much lower
    production estimates with some of these measures lacking official figures, relying instead of
    imputed values or estimated values.

    The average production area for an agricultural product in the US is 1.1 million hectares;
    however, the median is much lower at only 34,176 hectares (Table 1). Indeed, the two largest
    production sectors (corn & soybeans) would be considered outliers with values exceeding three
    standard deviations above the mean (𝑧𝑧𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 = 6.42, 𝑧𝑧𝑠𝑠𝑐𝑐𝑠𝑠 = 6.11). The presence of these two very
    large outliers along with a large right skewness measure (skewness = 5.88) implies that the
    median would be the most appropriate measure of central tendency. The data is highly variable
    with a standard deviation of 5.2 million which is almost 5 times the size of the mean. The range
    is even more excessive at 35 million hectares. These statistics imply that agricultural production
    in the US is very diverse in terms of the share of agricultural land devoted to each product and it
    might not be meaningful to compare, for example, our top producing sectors to our lowest
    producing sectors.

    Table 1: Descriptive Statistics for Agricultural Production in the US

    Agricultural Production (ha)

    Mean 1107432
    Standard Error 555878.8
    Median 34176
    Mode 5989
    Standard
    Deviation 5273529
    Sample Variance 2.78E+13
    Kurtosis 34.8176
    Skewness 5.88703
    Range 35010950
    Minimum 0
    Maximum 35010950
    Sum 99668888
    Count 90

    3

    Area Harvested for Avocados in the US
    Given that agricultural production is so diverse, it is worth looking deeper at a particular product
    overtime. For this analysis, the area harvested for avocados is investigated overtime illustrating
    that even with you look at a particular product, there can be a great deal of variability over time
    (figure 1). It is clear that avocado production went from a nice product in the 1960s (around
    10,000 hectares in production) to a highly sought-after product in the 1980s (peaking at 34,920
    hectares in 1986. Since that time, production of avocados has generally been in decline in the US
    settling close to 20,000 hectares of production in 2023. Figure 2 confirms that there really is no
    “typical” level of harvest for the US with the highest category of production being between
    24,054 and 27,689 hectares. The distribution appears to be bi-modal with two peak production
    levels and a few potential outliers (Figure 2). When considering what to expect going forward, I
    would say the latest figure (21,117 hectares) is probably the most relevant statistic for predicting
    the future values of avocado production.

    0

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    Ar
    ea

    h
    ar

    ve
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    ed
    (h

    a)

    Figure 1: Area Harvested for Avocados in the US (ha)
    from 1961 to 2023

    0

    5

    10

    15

    20

    9510 13146 16781 20417 24053 27689 31324 More

    Fr
    eq

    ue
    nc

    y

    Bin

    Figure 2: Histogram for Avocado Area Harvested

    4

    A Comparison of Fruit Tree Production: Avocados, Kiwis,
    and Figs
    The US produces a modest quantity of avocados, Kiwis and Figs totally 1.8 million hectares in
    production resulting in 13.1 million tons produced collectively (Table 2). Nevertheless, avocados
    make up the majority of production with over double the area harvested and production of figs
    and kiwis combined. However, the production of avocados is less productive than both figs and
    kiwis that generate more kilograms per hectare than avocados (409,662 kg/ha and 612,432 kg/ha
    compared to 404,709 kg/ha) since 1961. This makes sense as figs and kiwis are smaller fruits
    compared to avocados and likely have more fruit per tree. Some varieties of figs can even
    produce multiple crops in a given year although it still has only half the productivity rate of kiwi
    (see row percentage).

    Table 2: Pivot Tables for Avocados, Figs, and Kiwis

    Looking deeper at productivity, it is clear that productivity has been highly variable for all fruits
    over time (Figure 3). This makes sense given how fruit tree production is highly cyclical with
    some years being banner years and others barely garnering a handful per tree depending on
    weather and the biological growth function of the tree. Figs have been the most consistent,
    especially in recent years with just over 10,000 kg/ha in yield for the US. On the other hand,
    Kiwi production has been highly variant, even in recent years with peak productivity at 21,702
    kg/ha in 2018. In spite of the increasing breadth of production for avocados observed in the
    previous section, yield has remained relatively consistent over time (again, with clear cycles)
    with productivity at around 5,535 kg/ha in 2023 being very near to productivity in 1961 (4,899
    kg/ha).

    Totals Avocados Figs Kiwi fruit Grand Total
    Area harvested (ha) 1453265 344290 85894 1883449
    Production (t) 9437037.05 2564178 1188935 13190150
    Yield (kg/ha) 404709.6 499662.9 612432 1516804
    Grand Total 11295011.65 3408130 1887261 16590403

    Row percent Avocados Figs Kiwi fruit Grand Total
    Area harvested (ha) 13% 10% 5% 11%
    Production (t) 84% 75% 63% 80%
    Yield (kg/ha) 4% 15% 32% 9%
    Grand Total 100% 100% 100% 100%

    Column percent Avocados Figs Kiwi fruit Grand Total
    Area harvested (ha) 77% 18% 5% 100%
    Production (t) 72% 19% 9% 100%
    Yield (kg/ha) 27% 33% 40% 100%
    Grand Total 68% 21% 11% 100%

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    Figure 3: Yield for Avocados, Figs, and Kiwi Fruit in the US

    from 1961 to 2023

    Yield – Avocados Yield – Figs Yield – Kiwi fruit

    – Executive Summary
    – Data cleaning
    – Agricultural Production in the US in 2023 (xsec analysis)
    – Area Harvested for Avocados in the US
    – A Comparison of Fruit Tree Production: Avocados, Kiwis, and Figs

    **USAFAOData4.xls**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/usafaodata4-xls)

    **AEB3550_Project1_Spring20252.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/aeb3550-project1-spring20252-docx)

    **AEB3550_Project1_Spring20252.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/aeb3550-project1-spring20252-docx)

    **## SampleReport_US_Project15.pdf**

    Sharp,Misti

    AEB3550 Project 1

    SAMPLE REPORT: AN
    ANALYSIS OF US AVOCADO,
    KIWI, AND FIG PRODUCTION

    FROM 1961 TO 2023

    1

    Executive Summary
    **Please note that you cannot copy and paste any of my writing into your report. You should
    write your summary in your own words given your own data. I am only providing an example
    with the US data. Your data should be different although some of your data and observations
    may end up looking similar to my data.**

    This report looks at data downloaded from the Food and Agriculture Organization (FAO) related
    to US Agricultural production from 1961 to 2023. It is very reliable data constituting official
    figures from US agricultural reporting (USDA). Since we have a rich mix of qualitative and
    quantitative information in this dataset, this report utilizes line charts, histograms, numerical
    descriptive statistics, histograms, and pivot tables to summarize the data. Key findings include
    that the US has a large variety of agricultural production with a large range of scale, avocado
    production grew very quickly in the 1970s although it has since leveled off and lags both figs
    and kiwifruit in terms of yield. Nevertheless, it encompasses the lions share of production and
    area harvested compared to kiwifruit and figs.

    Data cleaning
    Discuss in this section your cleaning process for each of your three datasets and information
    about the resulting three datasets (elements, variables, potential research questions, etc—i.e.
    answer questions posed in step 2)

    This report takes a closer look at the following:

    1. US agricultural production in 2023 with 90 agricultural products (n = 90) measured in
    metric tons (~2000 pounds).

    2. Area harvested in hectares for avocados in the US from 1961 to 2023 (n = 63).
    3. Fig, avocado, and kiwifruit production (tons), area harvested (hectares), and yield

    (kilograms per hectare). For figs and avocados, this data is from 1961 to 2023 (n = 378),
    for kiwifruit, this data is from 1980 to 2023 (n = 132).

    Next, describe whether the data are nominal, ordinal, interval or ratio and potential research
    questions that can be explored with this data.

    2

    Agricultural Production in the US in 2023 (xsec analysis)
    The US produced everything from ginger (19 hectares) to corn (35 million hectares) in 2023. The
    US has millions of hectares of production for the following crops (from most to least) 1) corn 2)
    soybeans 3) wheat 4) cotton 5) sorghum 6) rice 7) barley. Exotic fruits and vegetables (requiring
    a more tropical climate only observed in Florida, California, and Texas) have much lower
    production estimates with some of these measures lacking official figures, relying instead of
    imputed values or estimated values.

    The average production area for an agricultural product in the US is 1.1 million hectares;
    however, the median is much lower at only 34,176 hectares (Table 1). Indeed, the two largest
    production sectors (corn & soybeans) would be considered outliers with values exceeding three
    standard deviations above the mean (𝑧𝑧𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 = 6.42, 𝑧𝑧𝑠𝑠𝑐𝑐𝑠𝑠 = 6.11). The presence of these two very
    large outliers along with a large right skewness measure (skewness = 5.88) implies that the
    median would be the most appropriate measure of central tendency. The data is highly variable
    with a standard deviation of 5.2 million which is almost 5 times the size of the mean. The range
    is even more excessive at 35 million hectares. These statistics imply that agricultural production
    in the US is very diverse in terms of the share of agricultural land devoted to each product and it
    might not be meaningful to compare, for example, our top producing sectors to our lowest
    producing sectors.

    Table 1: Descriptive Statistics for Agricultural Production in the US

    Agricultural Production (ha)

    Mean 1107432
    Standard Error 555878.8
    Median 34176
    Mode 5989
    Standard
    Deviation 5273529
    Sample Variance 2.78E+13
    Kurtosis 34.8176
    Skewness 5.88703
    Range 35010950
    Minimum 0
    Maximum 35010950
    Sum 99668888
    Count 90

    3

    Area Harvested for Avocados in the US
    Given that agricultural production is so diverse, it is worth looking deeper at a particular product
    overtime. For this analysis, the area harvested for avocados is investigated overtime illustrating
    that even with you look at a particular product, there can be a great deal of variability over time
    (figure 1). It is clear that avocado production went from a nice product in the 1960s (around
    10,000 hectares in production) to a highly sought-after product in the 1980s (peaking at 34,920
    hectares in 1986. Since that time, production of avocados has generally been in decline in the US
    settling close to 20,000 hectares of production in 2023. Figure 2 confirms that there really is no
    “typical” level of harvest for the US with the highest category of production being between
    24,054 and 27,689 hectares. The distribution appears to be bi-modal with two peak production
    levels and a few potential outliers (Figure 2). When considering what to expect going forward, I
    would say the latest figure (21,117 hectares) is probably the most relevant statistic for predicting
    the future values of avocado production.

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    (h

    a)

    Figure 1: Area Harvested for Avocados in the US (ha)
    from 1961 to 2023

    0

    5

    10

    15

    20

    9510 13146 16781 20417 24053 27689 31324 More

    Fr
    eq

    ue
    nc

    y

    Bin

    Figure 2: Histogram for Avocado Area Harvested

    4

    A Comparison of Fruit Tree Production: Avocados, Kiwis,
    and Figs
    The US produces a modest quantity of avocados, Kiwis and Figs totally 1.8 million hectares in
    production resulting in 13.1 million tons produced collectively (Table 2). Nevertheless, avocados
    make up the majority of production with over double the area harvested and production of figs
    and kiwis combined. However, the production of avocados is less productive than both figs and
    kiwis that generate more kilograms per hectare than avocados (409,662 kg/ha and 612,432 kg/ha
    compared to 404,709 kg/ha) since 1961. This makes sense as figs and kiwis are smaller fruits
    compared to avocados and likely have more fruit per tree. Some varieties of figs can even
    produce multiple crops in a given year although it still has only half the productivity rate of kiwi
    (see row percentage).

    Table 2: Pivot Tables for Avocados, Figs, and Kiwis

    Looking deeper at productivity, it is clear that productivity has been highly variable for all fruits
    over time (Figure 3). This makes sense given how fruit tree production is highly cyclical with
    some years being banner years and others barely garnering a handful per tree depending on
    weather and the biological growth function of the tree. Figs have been the most consistent,
    especially in recent years with just over 10,000 kg/ha in yield for the US. On the other hand,
    Kiwi production has been highly variant, even in recent years with peak productivity at 21,702
    kg/ha in 2018. In spite of the increasing breadth of production for avocados observed in the
    previous section, yield has remained relatively consistent over time (again, with clear cycles)
    with productivity at around 5,535 kg/ha in 2023 being very near to productivity in 1961 (4,899
    kg/ha).

    Totals Avocados Figs Kiwi fruit Grand Total
    Area harvested (ha) 1453265 344290 85894 1883449
    Production (t) 9437037.05 2564178 1188935 13190150
    Yield (kg/ha) 404709.6 499662.9 612432 1516804
    Grand Total 11295011.65 3408130 1887261 16590403

    Row percent Avocados Figs Kiwi fruit Grand Total
    Area harvested (ha) 13% 10% 5% 11%
    Production (t) 84% 75% 63% 80%
    Yield (kg/ha) 4% 15% 32% 9%
    Grand Total 100% 100% 100% 100%

    Column percent Avocados Figs Kiwi fruit Grand Total
    Area harvested (ha) 77% 18% 5% 100%
    Production (t) 72% 19% 9% 100%
    Yield (kg/ha) 27% 33% 40% 100%
    Grand Total 68% 21% 11% 100%

    5

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    )
    Figure 3: Yield for Avocados, Figs, and Kiwi Fruit in the US

    from 1961 to 2023

    Yield – Avocados Yield – Figs Yield – Kiwi fruit

    – Executive Summary
    – Data cleaning
    – Agricultural Production in the US in 2023 (xsec analysis)
    – Area Harvested for Avocados in the US
    – A Comparison of Fruit Tree Production: Avocados, Kiwis, and Figs

    **USAFAOData4.xls**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/usafaodata4-xls)

    **AEB3550_Project1_Spring20252.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/aeb3550-project1-spring20252-docx)

    **## SampleReport_US_Project15.pdf**

    Sharp,Misti

    AEB3550 Project 1

    SAMPLE REPORT: AN
    ANALYSIS OF US AVOCADO,
    KIWI, AND FIG PRODUCTION

    FROM 1961 TO 2023

    1

    Executive Summary
    **Please note that you cannot copy and paste any of my writing into your report. You should
    write your summary in your own words given your own data. I am only providing an example
    with the US data. Your data should be different although some of your data and observations
    may end up looking similar to my data.**

    This report looks at data downloaded from the Food and Agriculture Organization (FAO) related
    to US Agricultural production from 1961 to 2023. It is very reliable data constituting official
    figures from US agricultural reporting (USDA). Since we have a rich mix of qualitative and
    quantitative information in this dataset, this report utilizes line charts, histograms, numerical
    descriptive statistics, histograms, and pivot tables to summarize the data. Key findings include
    that the US has a large variety of agricultural production with a large range of scale, avocado
    production grew very quickly in the 1970s although it has since leveled off and lags both figs
    and kiwifruit in terms of yield. Nevertheless, it encompasses the lions share of production and
    area harvested compared to kiwifruit and figs.

    Data cleaning
    Discuss in this section your cleaning process for each of your three datasets and information
    about the resulting three datasets (elements, variables, potential research questions, etc—i.e.
    answer questions posed in step 2)

    This report takes a closer look at the following:

    1. US agricultural production in 2023 with 90 agricultural products (n = 90) measured in
    metric tons (~2000 pounds).

    2. Area harvested in hectares for avocados in the US from 1961 to 2023 (n = 63).
    3. Fig, avocado, and kiwifruit production (tons), area harvested (hectares), and yield

    (kilograms per hectare). For figs and avocados, this data is from 1961 to 2023 (n = 378),
    for kiwifruit, this data is from 1980 to 2023 (n = 132).

    Next, describe whether the data are nominal, ordinal, interval or ratio and potential research
    questions that can be explored with this data.

    2

    Agricultural Production in the US in 2023 (xsec analysis)
    The US produced everything from ginger (19 hectares) to corn (35 million hectares) in 2023. The
    US has millions of hectares of production for the following crops (from most to least) 1) corn 2)
    soybeans 3) wheat 4) cotton 5) sorghum 6) rice 7) barley. Exotic fruits and vegetables (requiring
    a more tropical climate only observed in Florida, California, and Texas) have much lower
    production estimates with some of these measures lacking official figures, relying instead of
    imputed values or estimated values.

    The average production area for an agricultural product in the US is 1.1 million hectares;
    however, the median is much lower at only 34,176 hectares (Table 1). Indeed, the two largest
    production sectors (corn & soybeans) would be considered outliers with values exceeding three
    standard deviations above the mean (𝑧𝑧𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 = 6.42, 𝑧𝑧𝑠𝑠𝑐𝑐𝑠𝑠 = 6.11). The presence of these two very
    large outliers along with a large right skewness measure (skewness = 5.88) implies that the
    median would be the most appropriate measure of central tendency. The data is highly variable
    with a standard deviation of 5.2 million which is almost 5 times the size of the mean. The range
    is even more excessive at 35 million hectares. These statistics imply that agricultural production
    in the US is very diverse in terms of the share of agricultural land devoted to each product and it
    might not be meaningful to compare, for example, our top producing sectors to our lowest
    producing sectors.

    Table 1: Descriptive Statistics for Agricultural Production in the US

    Agricultural Production (ha)

    Mean 1107432
    Standard Error 555878.8
    Median 34176
    Mode 5989
    Standard
    Deviation 5273529
    Sample Variance 2.78E+13
    Kurtosis 34.8176
    Skewness 5.88703
    Range 35010950
    Minimum 0
    Maximum 35010950
    Sum 99668888
    Count 90

    3

    Area Harvested for Avocados in the US
    Given that agricultural production is so diverse, it is worth looking deeper at a particular product
    overtime. For this analysis, the area harvested for avocados is investigated overtime illustrating
    that even with you look at a particular product, there can be a great deal of variability over time
    (figure 1). It is clear that avocado production went from a nice product in the 1960s (around
    10,000 hectares in production) to a highly sought-after product in the 1980s (peaking at 34,920
    hectares in 1986. Since that time, production of avocados has generally been in decline in the US
    settling close to 20,000 hectares of production in 2023. Figure 2 confirms that there really is no
    “typical” level of harvest for the US with the highest category of production being between
    24,054 and 27,689 hectares. The distribution appears to be bi-modal with two peak production
    levels and a few potential outliers (Figure 2). When considering what to expect going forward, I
    would say the latest figure (21,117 hectares) is probably the most relevant statistic for predicting
    the future values of avocado production.

    0

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    st

    ed
    (h

    a)

    Figure 1: Area Harvested for Avocados in the US (ha)
    from 1961 to 2023

    0

    5

    10

    15

    20

    9510 13146 16781 20417 24053 27689 31324 More

    Fr
    eq

    ue
    nc

    y

    Bin

    Figure 2: Histogram for Avocado Area Harvested

    4

    A Comparison of Fruit Tree Production: Avocados, Kiwis,
    and Figs
    The US produces a modest quantity of avocados, Kiwis and Figs totally 1.8 million hectares in
    production resulting in 13.1 million tons produced collectively (Table 2). Nevertheless, avocados
    make up the majority of production with over double the area harvested and production of figs
    and kiwis combined. However, the production of avocados is less productive than both figs and
    kiwis that generate more kilograms per hectare than avocados (409,662 kg/ha and 612,432 kg/ha
    compared to 404,709 kg/ha) since 1961. This makes sense as figs and kiwis are smaller fruits
    compared to avocados and likely have more fruit per tree. Some varieties of figs can even
    produce multiple crops in a given year although it still has only half the productivity rate of kiwi
    (see row percentage).

    Table 2: Pivot Tables for Avocados, Figs, and Kiwis

    Looking deeper at productivity, it is clear that productivity has been highly variable for all fruits
    over time (Figure 3). This makes sense given how fruit tree production is highly cyclical with
    some years being banner years and others barely garnering a handful per tree depending on
    weather and the biological growth function of the tree. Figs have been the most consistent,
    especially in recent years with just over 10,000 kg/ha in yield for the US. On the other hand,
    Kiwi production has been highly variant, even in recent years with peak productivity at 21,702
    kg/ha in 2018. In spite of the increasing breadth of production for avocados observed in the
    previous section, yield has remained relatively consistent over time (again, with clear cycles)
    with productivity at around 5,535 kg/ha in 2023 being very near to productivity in 1961 (4,899
    kg/ha).

    Totals Avocados Figs Kiwi fruit Grand Total
    Area harvested (ha) 1453265 344290 85894 1883449
    Production (t) 9437037.05 2564178 1188935 13190150
    Yield (kg/ha) 404709.6 499662.9 612432 1516804
    Grand Total 11295011.65 3408130 1887261 16590403

    Row percent Avocados Figs Kiwi fruit Grand Total
    Area harvested (ha) 13% 10% 5% 11%
    Production (t) 84% 75% 63% 80%
    Yield (kg/ha) 4% 15% 32% 9%
    Grand Total 100% 100% 100% 100%

    Column percent Avocados Figs Kiwi fruit Grand Total
    Area harvested (ha) 77% 18% 5% 100%
    Production (t) 72% 19% 9% 100%
    Yield (kg/ha) 27% 33% 40% 100%
    Grand Total 68% 21% 11% 100%

    5

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    )
    Figure 3: Yield for Avocados, Figs, and Kiwi Fruit in the US

    from 1961 to 2023

    Yield – Avocados Yield – Figs Yield – Kiwi fruit

    – Executive Summary
    – Data cleaning
    – Agricultural Production in the US in 2023 (xsec analysis)
    – Area Harvested for Avocados in the US
    – A Comparison of Fruit Tree Production: Avocados, Kiwis, and Figs

    **USAFAOData4.xls**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/usafaodata4-xls)

    **AEB3550_Project1_Spring20252.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/aeb3550-project1-spring20252-docx)

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    **## SWP331_Assignment1Draft.docx**

    **SWP 331: Social Work Theories of Practice Winter 2025**
    **Assignment 1: Dominant Philosophy Assignment (20%)**

    **Due:** Week 5 class/Feb 12, 2025, before 11:59 p.m. uploaded to Brightspace, D2L

    **Instructions:**

    For this assignment, you must find a current example (from within the past two years) that clearly relates to one of the dominant philosophies influencing social work, as discussed in classes two and three (Modernism, Structuralism, or Post-conventionalism). You may select an example from various sources, such as a
    **short text** (e.g., a journal article, website, song, poem, story) or a visual representation (e.g., a photo, video – 3 minutes or less, building, space, action, piece of art, or other forms of representation). Whatever you choose, the example should directly reflect the central ideas of the dominant philosophy selected.

    For your paper, you should develop a clear and coherent argument that demonstrates how your chosen example embodies a particular philosophy. Ensure your argument is clear and thorough and supports the connection between your example and the dominant philosophy. Your paper should be organized with a logical flow and a clear and smooth transition between ideas.

    **Assignment Structure:**

    1. Written Argument (2 pages)

    · A brief, clear explanation of the chosen dominant philosophy

    · A brief, clear explanation of the example

    · A clear, well-supported argument of why this example is directly connected to the philosophy discussed in class (web link, book citation, etc.)

    2. Example Submission (1 page)

    · A copy of, or link to, your example

    **Formatting Guidelines:**

    · Cover page with a title for your paper, your name, date, course number and section, and instructor’s name

    · Double-space your work

    · Use a 12-point Times New Roman font

    · Word only

    · Editing and proofreading are essential

    · While
    **no additional references are required outside of the class lectures**, if you include them, ensure they enhance your argument and are correctly cited in APA format (7th edition). For guidance on APA style, please visit the Purdue OWL website: [
    [APA Formatting and Style Guide]](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/index.html)

    · Including the cover page, the submission should be four pages in total.

    · This should be submitted to your course shell on D2L.

    **Assignment Checklist:**

    · Have I made it clear how my example links to the dominant philosophy?

    · Is my argument detailed and well-supported?

    · Is my example recent and directly connected to the philosophy?

    · Does it clearly illustrate the central ideas discussed in class?

    · Does my final submission still reflect my voice and understanding?

    · Is my paper free of errors and easy to read?

    · Have I followed all APA formatting rules correctly?

    · Is my paper organized logically, with a clear beginning, middle, and end?

    · Have I included all the required sections and formatted them correctly?

    **Rubric: Assignment 1 – Dominant Philosophy Assignment (20%)**

    | | | | | | |
    | — | — | — | — | — | — |
    | **Criteria** | **Excellent** | **Good** | **Satisfactory** | **Needs Improvement** | **Weight 20 marks** |
    | **Understanding of Philosophy** | Demonstrates a thorough and accurate understanding of the chosen dominant philosophy. Explanation is insightful and detailed. | Demonstrates a clear understanding of the chosen philosophy. Explanation is accurate but may lack depth. | Demonstrates a basic understanding of the chosen philosophy. Explanation is somewhat unclear or incomplete. | Demonstrates minimal or incorrect understanding of the chosen philosophy. Explanation is vague or inaccurate. | 5 |
    | **Connection to Example** | Provides a compelling, well-supported argument linking the example to the dominant philosophy. Analysis is clear and thorough. | Provides a clear and supported argument linking the example to the dominant philosophy. Some minor gaps in analysis. | Provides a basic argument linking the example to the philosophy. Analysis lacks depth or sufficient support. | Provides an unclear or unsupported argument. Connection between the example and philosophy is weak or absent. | 5 |
    | **Selection of Example** | Example is highly relevant, recent, and clearly illustrates the central ideas of the chosen philosophy. | Example is relevant and recent but may not fully illustrate the philosophy’s central ideas. | Example is somewhat relevant but lacks strong alignment with the philosophy or is outdated. | Example is irrelevant, outdated, or fails to reflect the central ideas of the philosophy. | 3 |
    | **Organization and Clarity** | Argument is logically structured with clear transitions, a strong introduction, and a cohesive conclusion. Writing is concise and flows smoothly. | Argument is well-structured but may lack seamless transitions or a fully cohesive conclusion. Writing is mostly clear. | Argument is somewhat organized but lacks a logical flow. Writing may be unclear or repetitive in places. | Argument is poorly organized, lacks logical flow, or is difficult to follow. Writing is unclear or disjointed. | 2 |
    | **Formatting and APA Style** | Consistently follows APA 7th edition style and all formatting guidelines. Cover page and citations are correct. Submission is error-free. | Mostly follows APA style and formatting guidelines. Minor errors in citations or formatting. Submission has minimal errors. | APA style and formatting guidelines are inconsistently applied. Noticeable errors in citations or formatting. Submission has multiple errors. | Does not follow APA style or formatting guidelines. Significant errors in citations, formatting, or editing. | 3 |
    | **Grammar, Spelling, and Clarity** | Submission is free of grammatical, spelling, and punctuation errors. Paper is polished and professional. | The submission has a few minor errors in grammar, spelling, or punctuation. Paper is clear and professional overall. | Submission has several noticeable errors in grammar, spelling, or punctuation. Editing and proofreading are lacking. | Submission has frequent errors in grammar, spelling, or punctuation, making it difficult to read. | 2 |
    | | | | | **Total** | **20** |

    **Article: Health workers rally at Queen's Park to demand province make changes to pandemic response.**

    [https://www.cbc.ca/news/canada/toronto/health-workers-demonstrate-queens-park-health-providers-against-poverty-1.6001605](https://www.cbc.ca/news/canada/toronto/health-workers-demonstrate-queens-park-health-providers-against-poverty-1.6001605)

    The article
    **"Health workers rally at Queen's Park to demand province make changes to pandemic response"** from CBC News, published on April 25, 2021, aligns with modernist philosophy, particularly in its approach to addressing systemic issues during the pandemic.

    Here’s how this article reflects modernist principles:

    #### **Modernist Characteristics in the Article**

    1.
    **Rationality and Evidence-Based Solutions** Health workers demanded systemic changes such as
    **paid sick leave**,
    **vaccinations for essential workers**, and an
    **end to policing in public health**. These demands are rooted in evidence-based approaches to mitigating the spread of COVID-19. The focus on measurable and scientifically supported interventions reflects the modernist emphasis on rational problem-solving.

    2.
    **Universal Solutions** The call for universal access to vaccines and standardized public health policies embodies the modernist belief in creating universally applicable solutions. These measures aim to address inequities while ensuring everyone benefits from structured public health systems.

    3.
    **Structured System Reform** By advocating for legislative changes and improved workplace policies, health workers are supporting structural reforms. Modernism values organized systems that promote efficiency and predictability, attributes seen in the push for consistent public health responses across Ontario.

    #### **How This Article Fits Your Essay**

    In your paper, you can argue that the health workers' rally embodies modernist philosophy by demonstrating how their demands focus on rational, data-driven changes to improve public health outcomes. You can also highlight how the solutions they propose align with the modernist pursuit of structured and universal reforms to address societal challenges.

    **## SWP331_Assignment1Draft.docx**

    **SWP 331: Social Work Theories of Practice Winter 2025**
    **Assignment 1: Dominant Philosophy Assignment (20%)**

    **Due:** Week 5 class/Feb 12, 2025, before 11:59 p.m. uploaded to Brightspace, D2L

    **Instructions:**

    For this assignment, you must find a current example (from within the past two years) that clearly relates to one of the dominant philosophies influencing social work, as discussed in classes two and three (Modernism, Structuralism, or Post-conventionalism). You may select an example from various sources, such as a
    **short text** (e.g., a journal article, website, song, poem, story) or a visual representation (e.g., a photo, video – 3 minutes or less, building, space, action, piece of art, or other forms of representation). Whatever you choose, the example should directly reflect the central ideas of the dominant philosophy selected.

    For your paper, you should develop a clear and coherent argument that demonstrates how your chosen example embodies a particular philosophy. Ensure your argument is clear and thorough and supports the connection between your example and the dominant philosophy. Your paper should be organized with a logical flow and a clear and smooth transition between ideas.

    **Assignment Structure:**

    1. Written Argument (2 pages)

    · A brief, clear explanation of the chosen dominant philosophy

    · A brief, clear explanation of the example

    · A clear, well-supported argument of why this example is directly connected to the philosophy discussed in class (web link, book citation, etc.)

    2. Example Submission (1 page)

    · A copy of, or link to, your example

    **Formatting Guidelines:**

    · Cover page with a title for your paper, your name, date, course number and section, and instructor’s name

    · Double-space your work

    · Use a 12-point Times New Roman font

    · Word only

    · Editing and proofreading are essential

    · While
    **no additional references are required outside of the class lectures**, if you include them, ensure they enhance your argument and are correctly cited in APA format (7th edition). For guidance on APA style, please visit the Purdue OWL website: [
    [APA Formatting and Style Guide]](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/index.html)

    · Including the cover page, the submission should be four pages in total.

    · This should be submitted to your course shell on D2L.

    **Assignment Checklist:**

    · Have I made it clear how my example links to the dominant philosophy?

    · Is my argument detailed and well-supported?

    · Is my example recent and directly connected to the philosophy?

    · Does it clearly illustrate the central ideas discussed in class?

    · Does my final submission still reflect my voice and understanding?

    · Is my paper free of errors and easy to read?

    · Have I followed all APA formatting rules correctly?

    · Is my paper organized logically, with a clear beginning, middle, and end?

    · Have I included all the required sections and formatted them correctly?

    **Rubric: Assignment 1 – Dominant Philosophy Assignment (20%)**

    | | | | | | |
    | — | — | — | — | — | — |
    | **Criteria** | **Excellent** | **Good** | **Satisfactory** | **Needs Improvement** | **Weight 20 marks** |
    | **Understanding of Philosophy** | Demonstrates a thorough and accurate understanding of the chosen dominant philosophy. Explanation is insightful and detailed. | Demonstrates a clear understanding of the chosen philosophy. Explanation is accurate but may lack depth. | Demonstrates a basic understanding of the chosen philosophy. Explanation is somewhat unclear or incomplete. | Demonstrates minimal or incorrect understanding of the chosen philosophy. Explanation is vague or inaccurate. | 5 |
    | **Connection to Example** | Provides a compelling, well-supported argument linking the example to the dominant philosophy. Analysis is clear and thorough. | Provides a clear and supported argument linking the example to the dominant philosophy. Some minor gaps in analysis. | Provides a basic argument linking the example to the philosophy. Analysis lacks depth or sufficient support. | Provides an unclear or unsupported argument. Connection between the example and philosophy is weak or absent. | 5 |
    | **Selection of Example** | Example is highly relevant, recent, and clearly illustrates the central ideas of the chosen philosophy. | Example is relevant and recent but may not fully illustrate the philosophy’s central ideas. | Example is somewhat relevant but lacks strong alignment with the philosophy or is outdated. | Example is irrelevant, outdated, or fails to reflect the central ideas of the philosophy. | 3 |
    | **Organization and Clarity** | Argument is logically structured with clear transitions, a strong introduction, and a cohesive conclusion. Writing is concise and flows smoothly. | Argument is well-structured but may lack seamless transitions or a fully cohesive conclusion. Writing is mostly clear. | Argument is somewhat organized but lacks a logical flow. Writing may be unclear or repetitive in places. | Argument is poorly organized, lacks logical flow, or is difficult to follow. Writing is unclear or disjointed. | 2 |
    | **Formatting and APA Style** | Consistently follows APA 7th edition style and all formatting guidelines. Cover page and citations are correct. Submission is error-free. | Mostly follows APA style and formatting guidelines. Minor errors in citations or formatting. Submission has minimal errors. | APA style and formatting guidelines are inconsistently applied. Noticeable errors in citations or formatting. Submission has multiple errors. | Does not follow APA style or formatting guidelines. Significant errors in citations, formatting, or editing. | 3 |
    | **Grammar, Spelling, and Clarity** | Submission is free of grammatical, spelling, and punctuation errors. Paper is polished and professional. | The submission has a few minor errors in grammar, spelling, or punctuation. Paper is clear and professional overall. | Submission has several noticeable errors in grammar, spelling, or punctuation. Editing and proofreading are lacking. | Submission has frequent errors in grammar, spelling, or punctuation, making it difficult to read. | 2 |
    | | | | | **Total** | **20** |

    **Article: Health workers rally at Queen's Park to demand province make changes to pandemic response.**

    [https://www.cbc.ca/news/canada/toronto/health-workers-demonstrate-queens-park-health-providers-against-poverty-1.6001605](https://www.cbc.ca/news/canada/toronto/health-workers-demonstrate-queens-park-health-providers-against-poverty-1.6001605)

    The article
    **"Health workers rally at Queen's Park to demand province make changes to pandemic response"** from CBC News, published on April 25, 2021, aligns with modernist philosophy, particularly in its approach to addressing systemic issues during the pandemic.

    Here’s how this article reflects modernist principles:

    #### **Modernist Characteristics in the Article**

    1.
    **Rationality and Evidence-Based Solutions** Health workers demanded systemic changes such as
    **paid sick leave**,
    **vaccinations for essential workers**, and an
    **end to policing in public health**. These demands are rooted in evidence-based approaches to mitigating the spread of COVID-19. The focus on measurable and scientifically supported interventions reflects the modernist emphasis on rational problem-solving.

    2.
    **Universal Solutions** The call for universal access to vaccines and standardized public health policies embodies the modernist belief in creating universally applicable solutions. These measures aim to address inequities while ensuring everyone benefits from structured public health systems.

    3.
    **Structured System Reform** By advocating for legislative changes and improved workplace policies, health workers are supporting structural reforms. Modernism values organized systems that promote efficiency and predictability, attributes seen in the push for consistent public health responses across Ontario.

    #### **How This Article Fits Your Essay**

    In your paper, you can argue that the health workers' rally embodies modernist philosophy by demonstrating how their demands focus on rational, data-driven changes to improve public health outcomes. You can also highlight how the solutions they propose align with the modernist pursuit of structured and universal reforms to address societal challenges.