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Negotiation Plan

Negotiation Plan
Use a job search engine to identify an executive level sales position at a mid-size international company (5000 plus employees) that sells products worldwide.

Use the planning processes below
1. Define the negotiating goal.

2. List the major issues in the negotiation related to achieving the goal.

3. Define their relative importance of each issue, and define the bargaining mix.

4. Define the interests.

5. Define the alternatives (BATNAs).

6. Define your limits, including a resistance point.

7. Describe your understanding of the other party’s goals, issues, and resistance points.

8. Set your targets and opening bid.

9. Assess the social context of the negotiation.

10. Outline how you will present the issues to the other party: what to say and how to say it.
800 word negotiation plan that includes the following:

Determine methods that would help prevent potential negotiation impasses.
Describe methods to manage potential impasses.

Format your paper consistent with APA guidelines.

Company being used

About the Job

http://www.jnj.com/
Johnson & Johnson Innovation is recruitingan Operations Manager of Johnson & Johnson Innovation JLABS @ NYC. The goal of Johnson & Johnson Innovation is to advance transformativehealthcare solutions that improve the lives of people around the world and, inso doing, to deliver value to Johnson & Johnson (“J&J”). JJIaccomplishes this by catalyzing new science and technology throughcollaboration and exchange of ideas. This growing team is looking for acolleague inspired to help build and innovate new ways of fostering aproductive life-science ecosystem.
JLABS (“JLABS”) is the external R&D engine of Johnson & Johnson,catalyzing a community of entrepreneurs in health, operating a network of lifescience incubators focusing and accelerating emerging through its development,and supporting the portfolio to successful partnering and funding.

The Operations Manager is responsiblefor leading all aspects of the facility and overall site management for the JLABS facilities in New York City includingaccountability for regulatory compliance, security, budget development andmanagement, customer relationship management and administration of agreementsand amendments. In addition, this role is responsible for providingleadership, setting expectations, and managing the supplier relationships thatassist with daily operations. Given thisfacility is a standalone operation, this individual is the senior and onlyJ&J operations person in the area to manage this facility, both from astrategic operations and an emergency response perspective. This position is on call 24/7.

The physical operation of theincubator facility is the most critical risk aspect of the JLABS Incubatorbusiness because of the Environmental Health and Safety, Intellectual Propertyand security risks involved in such an operation. It is also of upmost importance to protectingthe J&J brand given the scope of supporting up to 50 different legal entities on site. Given the importance of the physicalstructure and the management of compliance to EH&S regulations and IPrequirements, this role will deeply collaborate withinternal Finance, Business Development, Marketing, Legal, EH&S, Facilities& Operations, Security, Risk Management and the leadership team to continuously assess theoperating and business model for JLABS and its resident licensees. This role is expected to develop, recommend,and implement business model improvements that are correlated with facilitiesand operations.

Responsibilities:

The Operations Managerwill implement the New York City operating model which includes onboarding activities (pre-move-in, move in),ongoing facilities/equipment/EH&S/security management, overall laboratorymanagement and off-boarding activities for both JLABS and resident companies.

S/he will develop andsustain business relationships with companies residing in JLABSincluding gainingand maintaining the respect of the scientific community and is responsible forcustomer relationship management and ensuring positive customer workplaceexperiences during their residence in JLABS.

S/he will continuouslysolicit stakeholder feedback on the program and appropriately leverage thefeedback to establish goals, direction, and a vision to improve or expand theprogram with a focus on cost savings and scalability.

S/he will partner closelywith multiple J&J teams, stakeholders, and suppliers to manage all facetsof the service delivery model including but not limited to, day to day facilityoperations, strategic facility planning, compliance, facility & laboratoryequipment maintenance and purchases, all soft services (mailroom, housekeeping,conference room management, shipping & receiving, etc.), security, ITservices, and EH&S.

This is accomplishedthrough applying proven leadership abilities, experience, and knowledge whilestrictly adhering to regulatory/compliance procedures and JLABS businessprocedures and requirements.

The Operations Manager will develop and implement StandardOperating Procedures to facilitate execution of the Operational andEnvironmental, Health and Safety Management Plans.

S/he will be responsible for the implementation of the CorporateRisk Mitigation Plan, which includes the coordination of periodic businessaudits and follow-up plans for corrective action and continuousimprovement.

S/he will select and provide clear direction for service providerson expectations, develop and implement clear & achievable service levelswith remediation and escalation procedures for disputes and oversee allcontractor delivered programs to ensure adherence to J&J standards andpolicies.

S/he will be directly accountable for developing and managing theoperational expense budget, driving cost reductions, cost efficiencies, andoptimized contractor management.

S/he will serve as the senior operations leader onsite to manageemergency response to situations in the lab and to liaise with externalstakeholders such as fire and police departments, regulatory agencies,etc.

In this role, the Operations Manager will need to be trained inmedia relations in the event of an emergency.

Additional Responsibilities:

S/heis responsible for ensuringthat suppliersand JLABS resident companiesare in compliance with all Johnson & Johnson Innovation, JLABS policies andprocedures and contractor safetyguidelines and partners with the New York Genome Center and New York Stategovernment, and J&J Facilities and EH&S Management to ensure JLABS and resident companies are incompliance with all local, state and federal regulations including FDA, EPA,OSHA, and DEA . S/he will provide leadership for internal and externalinspections.

Principle Relationships:

ContactsOutside the Company:
New York Genome Center and New York State government,J&J contract service providers, J&J Partners, JLABS resident companies, Landlord and regulatory agencies (where applicable).

Collaboration:
Operations Leadership, R&D Liaisons, BusinessDevelopment, Procurement, Finance, EHS, Engineering, Landlord, Maintenance,Security, Legal, and others as required.

Qualifications

The Operations Managermust possess a BS/BA -Business, Science, Engineering or related degree, with8-10 years of combined experience in 2 or more areas in lab operations,scientific research, business development or facilities/general management.

S/he must possessdemonstrated experience managing a life science or similar scientific researchlaboratory.

S/he must possessdemonstrated experience in managing supplier relationships and experience withstrategic business development in a lab setting.

S/he must possessdemonstrated business acumen and a track record of success of working withsenior leadership.

S/he must possessdemonstrated experience developing, implementing Standard Operating Procedures,Guidelines and Policies.

S/he must possessdemonstrated experience managing an Environmental Health and Safety Program.

Qualifications:

S/he must have an understanding of strategic business developmentand strong communication skills, both written and oral.

S/he must possess excellent contract management capabilities,negotiating skills with a broad understanding of facilities management andEH&S compliance requirements.

S/he must possess a broad understanding of scientific researchequipment.

S/he must possess experience working in a Matrix environment witha demonstrated track record with change process improvement in a dynamicenvironment.

S/he must possess expertise in contract management and customerrelationship management.

This position is located in Soho, New York City and requires < 10% travel

BE VITAL in your career. Be seen forthe talent you bring to your work. Explore opportunities within the Johnson& Johnson Family of Companies.
Diversity andinclusion are central elements of the shared culture across theJohnson & Johnson Family of Companies. Attracting,developing and retaining a workforce that reflects the diversity of ourcustomers and communities is essential to our success. We are committedto providing a respectful, inclusive and accessible work environment where allemployees have the opportunity to achieve their potential.
J2W: LI NA

Primary Location

United States-New York-New York

Organization

J&J Innovation LLC (6205)

Job Function

Operations (Generalist)

Job summary

Location
New York, NY

Job type
Full Time, Employee

Posted
13 Days ago

Industries
Personal and Household Services

Career level
Experienced (Non-Manager)

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About this company

Johnson & Johnson Family of Companies
(View reviews on )

Caring for the world, one person at a time… inspires and unites the people of Johnson & Johnson. We embrace research and science – bringing innovative ideas, products and services to advance the health and well-being of people. Employees of the Johnson & Johnson Family of Companies work with partners in health care to touch the lives of over a billion people every day, throughout the world.
Our Family of Companies comprises: The world’s sixth-largest consumer health company.

The world’s most comprehensive medical devices business.

The world’s sixth-largest biologics company.

And the world’s fifth-largest pharmaceuticals company.

We have more than 265 operating companies in more than 60 countries employing approximately 126,500 people. Our worldwide headquarters is in New Brunswick, New Jersey, USA.
Great place
Very understanding
A GREAT DYNAMIC COMPANY
Great leadership from CENTRAL to the district level.
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A major skill that is learned in this course is how to critically read and critique nursing research articles. The purpose for critiquing an article is to critically evaluate the research process followed by the author(s) of the assigned article. This is an information-intensive, time-intensive process that is not learned overnight. To demonstrate your skill at critiquing an article, you will complete this open-book multiple choice assignment.

A major skill that is learned in this course is how to critically read and critique nursing research articles. The purpose for critiquing an article is to critically evaluate the research process followed by the author(s) of the assigned article. This is an information-intensive, time-intensive process that is not learned overnight. To demonstrate your skill at critiquing an article, you will complete this open-book multiple choice assignment.

KIM WOODS ONLY
Their are a series of questions asked about the article. All of the answers are there. Please read the questions carefully. Their are two attachmetns. One is the article and one are the questions.

Instructions: A major skill that is learned in this course is how to critically read and critique nursing research articles. The purpose for critiquing an article is to critically evaluate the research process followed by the author(s) of the assigned article. This is an information-intensive, time-intensive process that is not learned overnight. To demonstrate your skill at critiquing an article, you will complete this open-book multiple choice assignment.
Here’s how you should approach completing this week’s assignment to finish critiquing an article:
1. First, do your assigned reading in Grove, Gray, and Burns (2015) and complete the reading worksheets early in the week. This will introduce you to the critique skills you will need for the week.
2. Skim the entire instructor assigned research article that has been posted on Blackboard for you so that you will have an idea of what it is about. Then, for this week, re-read carefully the first half of the article, starting with the abstract and stopping after the first paragraph of the results or “findings” section.
3. Print this document and find the best answer to each question below based on your Grove, Gray, and Burns (2015) assigned reading for the week and what you have read in the instructor assigned research article.
4. Some of the questions in the critique assignment below will seem unfamiliar to you. Look up key terms from the question in your textbook. Some examples of these terms might be: problem statement, variables, and cross-sectional. You can also look in Chapter 12 for an example of a critical appraisal (or critique) of a quantitative research article.
5. Once you have completed this assignment “on paper”, go into blackboard and enter your answers by the assignment due date and time listed in the syllabus. Ignore any wording from Blackboard that indicates that “this is a test” and carefully enter your answers from this document.
6. You will have two access attempts to record your answers. This is given to you so that if you encounter technical difficulties on your first attempt, or you would like a second attempt to try to improve your grade, you may do so. You will not be able to see the questions that you missed when you submit your attempt. Blackboard will record the highest grade from the two submissions.
If you have questions about this assignment, you can post them to your group discussion board for help. Please do not post the exact question from the assignment below and ask the group for the answer as this would constitute academic dishonesty.
Questions 1 – 4: Research Problem and Purpose. (For help with these questions, refer to chapters 2, 5, and 12)
1. Which choices below best reflect the problem statement for the instructor-assigned article?
a. In an effort to address the shortages of nurses with undergraduate and graduate nursing degrees, nursing programs have been measuring student retention, attrition, and graduation rates.
b. There is a paucity of research regarding the relationship of emotional intelligence, psychological empowerment, resilience, spiritual well-being, and academic success in the context of nursing students.
c. The total score of the psychological empowerment scale represents psychological empowerment at that moment in time. This will not necessarily be the same when measured at a different point in time.
d. Nurse educators need to examine ways to promote student success by improving our current methodologies and practices.

2. Which of the choices below best reflects the purpose statement for the instructor assigned article?
a. Graduate prepared nurses will be needed to replace the large number of retiring faculty in Canada and the United States. In addition, nurse practitioners are needed to help alleviate the family physician shortage.
b. The current rise in employment is improving forecasts for the future supply of registered nurses; however sizable shortages are still projected for the following decade in the United States.
c. Many universities and admission departments dedicate substantial time and money for the recruitment and admission of nursing students.
d. The purpose of the correlational study was to describe the relationship between emotional intelligence, psychological empowerment, resilience, spiritual well-being, and academic success and undergraduate and graduate nursing students.

3. According to Grove, Gray, and Burns (2015), which of the following statements are important when considering the significance and relevance of a study’s problem and purpose? (Select all that apply.)
a. Does it consider ethical principles in its design?
b. Does it predict the non-significant findings anticipated in the study?
c. Does it influence nursing practice?
d. Does it identify the population to whom they intend to generalize?
e. Does it promote theory testing or development?
f. Does it identify extraneous variables?
4. When considering the feasibility of a study’s problem and purpose, Grove, Gray, and Burns (2015) suggest that several areas should be evaluated, including: researcher expertise, money commitment, ethical considerations, and availability of subjects, facilities, and equipment. Which of the following statements accurately assesses the feasibility of this article?
a. Funding sources for the study were identified in the article.
b. The author’s credentials to design and conduct research are fully described.
c. 100% of the eligible subjects contacted participated in the study.
d. Evidence of protection of the subjects’ rights was mentioned in this article.

Questions 5 – 7: Review of the Literature. (For help with these questions, refer to chapters 6 & 12.)
5. According to Grove, Gray, and Burns (2015), which one of the following is NOT a major purpose of the review of literature (ROL):
a. Describing the current knowledge of the practice problem
b. Identifying gaps in the knowledge base of the practice problem
c. Explaining how the current study contributes to the knowledge being built
d. To explain the reasons behind the selection of the statistics used in the study.
6. Select three MAJOR topics covered in the review of literature (ROL) from the list below:
a. A descriptive correlational design was used. The study was conducted in a private Catholic University.
b. The current rise in employment is improving forecasts for the future supply of registered nurses; however sizable shortages are still projected for the following decade in the United States.
c. The purpose of this study was to describe the relationship between emotional intelligence, psychological empowerment, resilience, spiritual well-being, and academic success in undergraduate and graduate nursing students.
d. In an effort to address the shortages of nurses with undergraduate and graduate nursing degrees, nursing programs have been measuring student retention, attrition, and graduation rates.
e. The nursing profession should be concerned about attrition rates for masters and doctoral nursing students as well. Attrition rates for masters programs range from 10 to 75%.
f. There is a paucity of research regarding the relationship of emotional intelligence, psychological empowerment, resilience, spiritual well-being, and academic success in the context of nursing students.

7. Current knowledge in the review of literature (ROL) (all information included before the “Methods”) is considered to be articles that are within 5 years of the publication date of the article. This is often assessed by reviewing the citations that are used in the ROL and counting the number that meet this criteria. Which number below most closely reflects the number of current citations in the ROL? (HINT-start with the year 2014 as the year published in the journal.)

a. 10
b. 15
c. 20
d. 25
Questions 8 – 10: Study Framework. (For help with these questions, refer to chapters 7 & 12)
8. Which of these statements best describes this study’s research framework?
a. This study has an implicit framework, which is not fully developed.
b. The conceptual framework supporting the research is underpinned by social exchange theory and Bandura’s theory of self-efficacy.
c. The authors developed the study’s conceptual framework based on Watson’s Theory of Caring to describe the concept of caring for the self as a nursing student.

9. What are some of the key concepts in this study’s conceptual framework?
a. This study does not have any clearly defined concepts within a framework because it has an implicit framework.
b. Nursing student depression is defined as a psychosocial phenomenon occurring within 12 months of starting in either an undergraduate or graduate program.
c. The authors clearly identify the concepts of the framework in a map or model.

10. Which one of the statements below is an example of a relational statement from the conceptual framework?
a. Feelings of psychological empowerment will have an effect on student depression levels
b. This study does not have any clearly defined relational statements because it has an implicit framework.
c. Researchers found that managing emotions was positively correlated with academic success.
Questions 11 – 15: Research objectives, questions, or hypotheses and research variables. (For help with these questions, refer to chapters 5 & 12)

11. The authors state that the research objective, question, or hypothesis was “describe the relationship between emotional intelligence, psychological empowerment, resilience, spiritual well-being, and academic success in undergraduate and graduate nursing students” on page 918. This is best described as a
a. Research objective
b. Research question
c. Research hypothesis
d. None of the above
12. Which of these would be considered a MAJOR study variable (select all that apply)?
a. emotional intelligence
b. psychological empowerment
c. undergraduate and graduate retention rates
d. costs of student recruitment
e. resilience
f. spiritual-well being
13. What is the conceptual definition (as defined in the review of the literature) of the following study variable: resilience
a. The conceptual definition of resilience is not clearly provided in the review of the literature.
b. The factors that influence nursing academic success need to be better understood.
c. After students are admitted, they are to be afforded resources that will foster their persistence in the nursing program as well as promote their academic success.
d. Admissions staff are tasked with the ever more difficult charge of distinguishing applicants who can be successful.

14. What is the operational definition (as defined in the methods section) of the following study variable: resilience.
a. Recruiting qualified applicants is just the beginning step in fostering program completion.
b. Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT)
c. The factors that influence nursing academic success need to be better understood.
d. The Wagnild and Young Resilience Scale (RS).
15. Which demographic variables were assessed by the author for this study? (Select all that apply.)
a. Age
b. Education level
c. Years of nursing experience
d. Marital status
e. Admission cut-off criteria
f. Race

Questions 16- 19: Research Design (For help with these questions, refer to chapters 1, 8, & 12)
16. Which phrase best describes the research design of this study? (Select the three that apply.)
a. Descriptive
b. Correlational
c. Nonexperimental
d. Quasi-experimental
e. Experimental
f. Mixed methods

17. Which phrase best describes the time element of the research design of this study?
a. Cross-sectional design
b. Longitudinal design
c. None of the above

18. Does the study include a treatment or intervention described in the methods section?
a. The Spiritual Well-Being Scale (SWBS) used in the study may be considered a treatment or intervention.
b. 516 students were invited to participate in the intervention.
c. A control group of accounting students were also asked to complete the survey.
d. This study was not designed with a treatment or intervention.

19. Does the author specifically mention that a pilot study was done prior to conducting this study? (Hint: look at the words “prior to this study”.)
a. Yes
b. No

20. The authors indicate on page 920 of the article that the institutional review board (IRB) authorization was acquired. This indicates than an IRB gave approval to conduct the research. In addition, anonymity and confidentiality was protected. Per Grove, Gray, and Burns (2015), which of the following would NOT be considered essential information for informed consent? (Select all that apply.)

a. a statement of the research purpose and any long-term goals of the study
b. a copy of the abstract of the article that will be used in the publishing journal.
c. an explanation of the procedures to be followed in the study
d. a complete list of references to be used in the study.

17. Which phrase best describes the time element of the research design of this study?
a. Cross-sectional design
b. Longitudinal design
c. None of the above

19. Does the author specifically mention that a pilot study was done prior to conducting this study? (Hint: look at the words “prior to this study”.)
a. Yes
b. No

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Discussion Question-use data set in SPSS

Discussion Question-use data set in SPSS
DOWNLOAD SPSS
For this Discussion, you will explore ways to appropriately display data.
Review the Learning Resources for this week related to frequency distributions and graphic displays of data.
Using the SPSS software, open the General Social Survey dataset found in this week’s Learning Resources.
Next, create a figure or table from a few selected variables within the dataset.
Finally, think about what is good about how the data are displayed in the figure or table you created and what is not so good.
Post your display of the table or figure you created and provide an explanation of why this would be the best way to display the data provided.
Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

just 2 matlab problem

Animal Extinction

expand the animal extinction essay to 2000 words on the exsiting essay.
Can add new source and idea, thoughts.
Must be own words.

The topic is about animal extinction.
Animal Extinction

Name
Institution Affiliation

Animal Extinction
Animal extinction crisis has become a global issue thereby; the planet is in the midst of sixth mass destruction on both plants and animals since it occurred as a natural phenomenon. Research estimations show that the world is losing species at a high rate; however, species endangered can be scarce in the future (Boyle, 2015). This essay discusses causes of animal extinction and the various government and non-governmental organizations that have generated programs to preserve the wildlife.
Problems
Biodiversity is being lost at a fast rate globally as compared to the extinction because of the land usage, indefensible use of natural resources as well as insidious strange species. Individuals think that the animal extinction is because of global warming. However, the source of this is far less dramatic. The biodiversity has been majorly the loss of habitat whereby, animals find their homes destroyed to the extent that their survival is barely possible. Many of the animals face the loss of diversity crises especially the amphibians, birds, and marine, which appear as the hardest hit. Fish extinction especially the shark, is mainly caused by dangerous infections that lead to pollution (Mahr, 2010).
Pollution is another major problem on animal annihilation since it results in global warming which leads to death. Pollution has threatened many species of which the researchers have estimated that they fade away the rate of over one daily. Scientists suggest that over 40% of the global species will completely vanish within 200 years; this is due to the extinction crisis threat (Center for Biological Diversity, n.d.). The issue is not only loss of the species but also the genetic diversity among species plus interference with the ecosystem. The animal’s annihilation problem results from increased size of human population. Overpopulation leads to high levels of global temperatures, which are enough to eradicate over 90% of the land species (Center for Biological Diversity, n.d).
Reasons for Extinction
Facts show that many animals are on the extinction list thereby; only less of them left for survival. It also indicates that humans are the leading cause due to pollution as well as overpopulation. Loss of habitat opts to be the reason for animal extinction, however; animal habitat is not only where animals call home but also food. Marine animals especially the shark are highly endangered due to trade whereby; the business has practiced for over 100 years. Every shark’s fin is harvested due to his or her high value. Research shows that these fins are good for festival soups, though their removal from the shark prevents them from swimming thus, making them incapable of survival (Shark Saver, 2017). Many individuals majors of the animal business and their uses forgetting the ecological destruction behind it.
Animal hunting rate is practiced all over the world. However, the activity is carried out illegally where individuals carrying out the acts leave behind the animal suffering and with severe pain. It is dangerous to the species because the extinction disrupts the migration process, as well as the hibernation development. Extinction crises have been commonly on the wild animals especially due to human interventions thus causing isolation (WWF Global, n.d). Animal hunting is an illegal business, which has led to global organized crime, therefore; the crises have had a negative effect on the wild animals. “Some examples of illegal wildlife trade are well known, such as poaching of elephants for ivory and tigers for their skins and bones” (World Wildlife Fund, n.d.). Species are overexploited leading to imbalances in the planet thus, affecting the human nature since it causes the imbalances.
Animals are also becoming extinct because of natural disasters. “Many wild animals have to deal with seasonal events such as flooding and wildfires, in addition to the erratic occurrences of other natural disasters” (Global Animal, 2013). Domesticated animals also die from similar natural disasters.
How Organizations Work to Prevent Extinction
Several non-governmental and national organizations have joined hands to stop animal extinction. United National Environmental Program is one of the organizations with solutions of eradicating the issue (UNEP, n.d). It is highly committed to generating solutions on how to end the extinction crises thereby; it influences the government policies as well as regulations on the citizens. The organizations concerned with animal destructions ensure that individuals are encouraged to take care of nature for the purpose of animals’ survival (WWF Global, n.d).
The Animal Rescue Foundation is a global organization formed in 1960, with the aim of eradicating poaching activities. The association collaborates with other institutes to come up with anti-poaching ideas. It is also making plans on how funds should reach individuals chosen to guard the species. World Wildlife Funds as the associate group ensures that the aim of preventing illegal hunting is set on thus, making it the successful organization dealing with the extinction activities (World Wildlife Fund, n.d). The government institute encourages campaigns with the aim of endangered animal’s protection.
Organizations are also focusing on providing security in trafficked animals globally to reduce illegal wildlife trade (United for Wildlife, n.d).The Wildlife Conversion Society goal is on preventing animal trade as well as balancing the continuation of financial needs. Species were not meant for trade or death but rather a source of nature thereby; the organizations deal with various acts, which cause unnecessary damage to wildlife.
Conclusion
In conclusion, wildlife trafficking has led to environmental degradation plus social-economic effects. However, illegal business on animals has led to global organized crime. Species are highly overexploited causing imbalances in the planet. Humans also eat sharks, perform illegal trade in selling animal products, and engage in other activities thatreduce wildlife.
References
Boyle, A. (2015, June 19). Scientists Build Case for ‘Sixth Extinction’ … and Say It Could Kill Us. Retrieved from NBC News: http://www.nbcnews.com/science/environment/scientists-build-case-sixth-extinction-say-it-could-kill-us-n378586
Center for Biological Diversity. (n.d.). The Extinction Crisis. Retrieved from Center for Biological Diversity: http://www.biologicaldiversity.org/programs/biodiversity/elements_of_biodiversity/extinction_crisis/
Global Animal. (2013, August 29). How Natural Disasters Can Devastate Animals. Retrieved from Global Animal: http://www.globalanimal.org/2013/08/29/how-natural-disasters-can-devastate-animals/
Mahr, K. (2010, August 9). Shark-Fin Soup and the Conservation Challenge. Retrieved from Time Magazine: http://content.time.com/time/magazine/article/0,9171,2021071,00.html
Shark Savers. (2017). I’m Finished with Fins. Retrieved from Shark Savers: http://www.sharksavers.org/en/our-programs/i-m-finished-with-fins/learn-more/shark-fin-soup-destroys-shark-populations
UNEP. (n.d.). Illegal Trade in Wildlife. Retrieved from United Nations Environment Programme: http://www.rona.unep.org/regional-priorities/raising-awareness-illegal-wildlife-trade
United for Wildlife. (n.d.). About Us. Retrieved from United for Wildlife.org: https://www.unitedforwildlife.org/?gclid=CjwKEAiAn7HEBRDHwNqitoWqsQcSJAADWmI2wccAXCUTmFZqBBVlG8_C5wuP8Zi3QilB4_b4-24kfxoCLfrw_wcB#!/aboutus
Wildlife Conservation Society. (2017). Stopping Illegal Wildlife Trade. Retrieved from Wildlife Conservation Society: https://www.wcs.org/our-work/solutions/illegal-wildlife-trade
World Wildlife Fund. (n.d.). Overview. Retrieved from World Wildlife Fund: http://www.worldwildlife.org/threats/illegal-wildlife-trade
WWF Global. (n.d.). How many species are we losing? Retrieved from WWF Global: http://wwf.panda.org/about_our_earth/biodiversity/biodiversity/

Matlab Problem

Matlab Problem
ECE 102 ENGINEERING COMPUTATION
STANDARD HOMEWORK #3
ECE DEPARTMENT
PORTLAND STATE UNIVERSITY
WINTER 2017
ECE 102 Standard Homework #3 Winter 2017
1
ECE 102 Standard Homework #3 (HW-s3)
Problem List
15 pts Problem #1 – Curve fitting
15 pts Problem #2 – Plotting data from a file
15 pts Problem #3 – Bad graphs
5 pts Following presentation format rules
General Instructions
For Problems #1 through #3:
a) Unless otherwise specified, you must show your equations and calculations to get full credit.
b) Solutions should be either hand-written on engineering paper or printed out using a computer.
c) Follow the presentation format discussed in the “Problem Solving” lecture.
o For Problems #1 and #2, you may omit the Solution Check and Discussion.
o For Problem #3, omit the Solution Check, but discuss your results.
o For significant figures, you are allowed to do all of the calculations first and then
round off at the end.
d) Either draw a double underline beneath or box the final answers you want graded.
e) Staple your paper sheets together.
f) Submit your solutions to the Instructor at the beginning of class on the due date.

ECE 102 Standard Homework #3 Winter 2017
2
Problem #1
The following table shows measured data for Im versus Vm.
X-15 Gadget: Current vs. Voltage
Measured voltage Vm
(V)
Measured current Im
(A)
1.00 8.26×10-2
1.45 3.32×10-2
2.15 1.31×10-2
2.50 5.94×10-3
3.05 2.56×10-3
3.55 1.22×10-3
3.94 5.11×10-4
4.53 2.17×10-4
4.97 9.64×10-5
a) Write a MATLAB program that uses subplot to draw a 2×2 grid of Im versus Vm using:
• linear-linear axes
• semilog axes (both lin-x,log-y and log-x,lin-y)
• log-log axes
Apply the principles of making “good” graphs (i.e., full axes labels, titles, markers, etc.).
For fun, use a different marker type and marker color for each subplot. Also, turn on the grid
to make it easier to see the scale divisions.
Attach a printout of your graph to your paper assignment.
Upload your MATLAB program to the appropriate D2L dropbox.
b) From examining the graphs, what type of functional relationship exists between the
independent and dependent data (i.e., is it linear, power, or exponential)?
c) Calculate the numeric fitting parameters (i.e., m and b) for your selected relationship.
• Derive the correct curve fitting equations.
• You may perform calculations first and then round-off at the end.

ECE 102 Standard Homework #3 Winter 2017
3
Problem #2
A MOSFET (Metal-Oxide-Semiconductor Field-Effect Transistor) is an active electronic
component that can be used either as a digital switch or as an amplifier.
For an NMOS transistor, applying a positive VD voltage causes a current ID to flow. The amount
of current is controlled by the gate voltage VG.
The drain current versus the drain voltage (i.e., ID versus VDS) is important when describing the
performance of the transistor. Typically, the data is measured for several values of gate voltage
(VG). The resulting “characteristic curves” are plotted on the same graph, similar to Figure 2.
Figure 2: NMOS characteristic curves1
1
http://www.electronics-tutorials.ws/transistor/tran_6.html
Figure 1 shows a three-terminal NMOS-type device. The
terminals are the drain (D), source (S), and gate (G).
ID is the drain current
VDS is the drain-to-source voltage
VGS is the gate-to-source voltage
IDS
VDS
VGS
Figure 1: NMOS symbol
ECE 102 Standard Homework #3 Winter 2017
4
Task
Write a MATLAB program that meets these specifications:
• Prompts the user to enter a file name.
(The file with this name should contain measured ID-VDS data.)
• Reads the raw data from the file and stores it in appropriate arrays.
(Hint: Consider whether multiple 1-D arrays or a single 2-D array is more efficient.)
• Plots the characteristic curves on a graph, which should have these features:
o The 1st line of the title should be “ID-VDS Characteristic Curves”.
o The 2nd line of the title should contain the name of the file.
o The x-axis label should be “Drain voltage VDS (V)”.
o The y-axis label should be “Drain current ID (mA)”.
o The legend should say “VGS = xx V”, where xx is one of the gate voltage values.
o Hint: You can create cell arrays to hold multiple strings for the title and legend.
Attach a printout of your graph that uses data from SSOI2_NMOS_r12c11_50u_450.txt.
Upload your MATLAB program to the appropriate D2L dropbox.
Important:
• Your program should have a title block and reasonable in-line comments.
• Your graph must look as similar to the instructor’s graph style as possible. This includes
marker symbols, font sizes, colors, labels, subscripts in labels, title, legend, etc.
• Your program should work for any data file that follows the format described below.
File Format
You are given two data files to use for testing:
• SSOI2_NMOS_r12c11_50u_450.txt (full set of actual measured values)
• reduced_data.txt (a subset of the SSOI2 file to make it easier for you to experiment with)
The internal organization of each file looks like this:
• The first line always states the number of VGS points.
• The second line always states the number of VDS points.
• The next block lists the gate-source voltage values (one per line).
• The next block lists of the drain-source voltage values (one per line).
• Following those are consecutive blocks of ID data values (one for each VDS) for a given VGS.
Hint: Look at the reduced_data.txt file. Once the raw data is read via dlmread, think about the
array indices that mark the beginning and ending of each block. Since the file tells you the
number of VGS and VDS points, see if you can find a general pattern for determining the indices of
each block. You can then extract the desired data using the indices with the colon range operator.

ECE 102 Standard Homework #3 Winter 2017
5
Organization of data inside the file reduced_data.txt:
3
20
0.2
0.4
0.6
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
-4.4999E-06
0.0024105
0.004164
0.0050964
0.0055165
0.0057485
0.0059149
0.0060484
0.0061636
0.0062652
0.006357
0.006443
0.006525
0.0066071
0.0066941
0.0067866
0.006892
0.0070136
0.0071626
0.0073504

Size information: Line 1 =# of VGS points & Line 2 = # of VDS points
Gate voltage (VGS) values
Drain voltage (VDS) values
Drain current (ID) vs VDS data for 1st VGS value
ECE 102 Standard Homework #3 Winter 2017
6
-4.5975E-06
0.003075
0.0058515
0.0080576
0.009469
0.010198
0.010575
0.010805
0.010965
0.01109
0.011195
0.01128
0.011355
0.011425
0.01149
0.011555
0.011625
0.011705
0.011795
0.011915
-5.2319E-06
0.003409
0.0066636
0.0096126
0.01204
0.013765
0.014775
0.01531
0.0156
0.015775
0.01589
0.015975
0.016035
0.01608
0.01612
0.01615
0.016175
0.016211
0.016245
0.01629

Drain current (ID) vs VDS data for 2nd VGS value
Drain current (ID) vs VDS data for 3rd VGS value
Figure 3: Sample MATLAB plot – Your output should mimic this.
ECE 102 Standard Homework #3 Winter 2017
7
Problem #3
Find two examples of “badly” designed graphs from outside sources. They can be from a
magazine article, a book, a research paper, or a website. If the source is printed material, you can
cut out the actual page, or photocopy it, or scan it. If it is from a website, you can print it out or do
a screen capture.
Perform these tasks:
a) For each graph, list what is wrong with the graph.
b) Choose just one of your “bad” graphs and re-do it either on graph paper or via a graphing
program (e.g., MATLAB). Fix all of the things that are wrong with the original graph. You
may change the type of graph if that enhances understanding of the data.
Here are additional requirements:
• Each graph should be from a different source, e.g., one from a book and another from a
website.
• Only submit graphs that are substantially bad! Each graph should have at least two major
things wrong with it. The worse, the better!

Scott Joplin Biography/Personality Paper

Scott Joplin Biography/Personality Paper
ength:
Five-page paper with well-developed paragraphs.

Format:
Double-Spaced

APA – http://www.citationmachine.net/apa/cite-a-book

Composers:

http://digitaldreamdoor.com/pages/best-classic-comp2.html

References:

Three scholarly references are required.

1. Scholarly Articles/Journals

2. Documentary

3. Reference Books from Library

If you have questions about your references, please read the following article.

http://pegasus.cc.ucf.edu/~janzb/courses/scholarly1.htm

Introduction:
Rule 1 — Assume nothing of the audience. It is the responsibility of you, the writer, to clearly and effectively communicate to your
reader(s).
This rule presupposes that you, the writer, understand that the reader does not know whereof
you write (or speak). It is crucial, therefore, that you start by working to make sure your audience is not confused or led astray by any assumptions of
knowledge on their part. You are the communicator with the message — they are the audience waiting to receive that message.
Rule 2 — You have 20 seconds to get the reader’s attention. It doesn’t matter if you’re selling soap, that initial opening has to provoke the audience to continue reading with interest. There are six (6) strategies to do this:

1.
Start with a broad general statement of your topic and narrow this down to your thesis statement;

2.
Start with an idea or situation that is the opposite of the one you plan to actually develop;

3.
Explain the importance of your topic to the audience;

4.
Use an incident or brief story (anecdote);

5.
Ask one or more questions (but remember that questions deserve to be answered sooner or later); and/or

6.
Use a quotation (something familiar to the targeted audience).
Then, you present the Thesis Statement (i.e., the main idea of the entire essay). There are four
(4) errors to avoid here:
1.
Make no announcements;

2.
Do not make it too broad;

3.
Do not make it too narrow or specific; and

4.
Do not make it too vague.
Further, the Thesis Statement calls for a Plan of Development — at least three ways by which
you will develop the thesis.

Body:
Consists of at least three (3) supporting paragraphs that follow the thesis.
Primary Support Paragraph (1st level of support)

a. The Topic Sentence for this paragraph comes from the 1st pattern of development in your thesis statement.

b. The Primary Support Sentence expands upon the controlling idea found in the Topic Sentence;

c. The Secondary Support Sentence provides additional detail to the primary support sentence;

d. The Tertiary Support Sentence provides the third level of support to the topic sentence with additional examples, a quote or illustration; and

e. The Concluding Sentence which will restate the main idea in the topic sentence and provide a transitional phrase for the following paragraph.
The Secondary Support Paragraph provides the next level of support to the Thesis Statement. It is developed just as the Primary Support Paragraph except that the Topic Sentence is built upon the second pattern of development.

The Tertiary Support Paragraph of the essay provides the third level of support to the thesis statement and is developed like the Primary and Secondary Paragraphs except that the main idea for the Topic Sentence of this paragraph comes from the third (3rd) pattern of development.

The fourth paragraph is on listening.
Example:

Body 1 – About the composer (Birth, Death, Place of Birth, Mother, Father, Musical time period
{Medieval, Renaissance, Baroque, Classical} etc.)

Body 2 – About the Culture and time (How does culture and time play a role in the composer’s compositions?)

Body 3 – Compositions and work experience (Who did the composer compose for? {String Quartet,
Orchestra, Chorale, Piano, Organ}, etc.)

Body 4 – Listening – Using Chapters two and three, pick one of the works from the aforementioned
composer and evaluate the composition. (Dynamics {Loud or Soft}, Articulation {Staccato, Legato, or Accents}, Tempo {Fast or Slow}, Key {Major or Minor}, Instrumentation {Brass, Percussion, Strings, Woodwinds}, Self-Reflection {Did you like it? Why or Why not?}

Conclusion:
This leads your reader to the Conclusion of the Essay. I always say to the student writer that
this is just as important as one’s opening, that you want to finish the essay strong. To do so, one has at least eight (8) different strategies to select from. The good writer, in fact, having mastered the opening and closing strategies, will be able to use a combination of opening and closing strategies when writing. When you can do this, then the writing no longer is stiff and mechanical. This final section deals with those closing essay strategies in writing.
End with a summary and leave the reader with a final thought;

Include a thought-provoking question or series of questions;

End with a prediction (statement of what may happen in the future) or recommendation (suggestion as to what should be done about the situation
or problem described in the essay); A final quotation (Remember that quotes may come from popular songs, poems, speeches like Dr. King’s “I Have A Dream” or Rev. Jessie Jackson’s
“I Am Somebody”)
A final anecdote that reinforces the main point of the essay;

A call for the reader(s) to take action;

A summary of what has been presented, highlighting the major points you’ve attempted to develop; and/or

Presentation of proof for the proposition you have argued to your reader(s).

drafting questions (math disabilities)

drafting questions (math disabilities)
Select a 1-5 grade level and a corresponding Arizona College and Career Ready Standard or other state standard based on the Number and Operations in Base Ten domain.

Design and complete the National/State Learning Standards, Specific Learning Target(s)/Objectives, and Learning and Teaching Activities sections of the COE Lesson Plan Template. Be sure to include appropriate support and guidance for fostering academic language.

Upon completion of your partial lesson, draft 20 questions to guide meaningful learning progressions and foster problem solving for individuals with exceptionalities. Five of the questions should activate prior knowledge and the remaining 15 questions should be based on the progression of the lesson activity and probe the four Depth of Knowledge levels.

Using four of the questions you drafted, complete the attached “DOK Questions Table.”

APA format is not required, but solid academic writing is expected

Case Study: Officer Robert Barton Paper

Case Study: Officer Robert Barton Paper
Review the Officer Robert Barton case study in Ch. 12 of Organizational Behavior and Management in Law Enforcement (page 343).

Write a 700- to 1,050-word paper that answers all the case study questions that follow. SEE ATTACHED DOCUMENT.

Format your paper consistent with APA guidelines.

AS ALWAYS, ABSOLUTELY NO PLAGIARISM. ASSIGNED MUST BE COMPLETED AND RETURNED BACK TO ME NO LATER THAN MONDAY (13th) BY NOON.
Attachments:
Officer Barton joined a big city police department six years ago. He was a high school graduate from a middle-class family in a small town. His parents spoke French, English, and Spanish, and he was fluent in all three languages. His first six months in the department (after the academy) was an eye-opener and somewhat of a cultural shock. At first he was lost, and he had some difficulty in adjusting to the lifestyles of a big city. It soon became apparent that the police had bonds of loyalty and secrecy and that there was a general feeling of “us against them.” He found that he was part of a subculture that demanded a high level of esprit de corps and solidarity. It was soon apparent that the officers he worked with viewed themselves as the “thin blue line.” His fellow officers that were in his academy class came from varying backgrounds, and most of them had lived in metropolitan areas all of their lives. They shared diverse values, attitudes, and perspectives. Slowly but surely the officers felt the need to belong and assimilated the new subculture, and in relatively short time, they became comfortable interacting with one another. They became a source of mutual support to each other.
Robert Barton, like most of his peers, started out slowly and was somewhat overawed by the total process, but in time he began to think, act, and feel like a cop. He wanted to be a good cop. His goals were to preserve the peace and to protect people and society from criminals. Barton placed a relatively high value on individual rights and due process of law. He really wanted to protect and serve, but with the reality of the street and the social status that he sought, within the group, he quickly accepted the norms and values of his peers and of his field training officers (FTO). Barton was a good candidate for the socialization process and quickly learned the importance of going along with the flow. The taboos were readily apparent such as failure to back up an officer who is in danger and above all exhibit bravery in the face of danger or suffer the consequences and be ostracized by the group. Barton also learned that his immediate sergeant would be the most important in his life while working. This proved to be especially true during the two-year probationary period.
After three years in the patrol division, Officer Barton was reassigned. He was placed in a Joint Gang Task Force, which consisted of 26 investigators and 1 supervisor from 6 jurisdictions who formed a tightly knit work group. This was a group that was just organized, and he wanted to become a full-fledged member of the group.
It consisted of a homogeneous and cohesive group of bilingual people who identified with each other and shared a unique set of values, attitudes, and beliefs related to their job. Based on continual face-to face interaction among themselves and with gang members, they soon became a viable component in the effort to control gang activities. It was immediately apparent that the task force rewarded loyalty, secrecy, and conformity to group-shared expectations. Their highest priority was to suppress gang activity to reduce the occurrence of gang-related crimes. Some of the activities the task force performed skirted the law, and it was not uncommon that they conducted illegal searches and stopped many individuals who were not known to have a gang affiliation. In other instances, arrests were made without probable cause, and many suspected gang members were booked and then released. In other words, get them off of the street. Although Bob Barton tried to remain neutral and adhere to his set of personal values, he needed recognition, support, and approval from the group. Subconsciously, he wanted to be a “stand-up guy,” and he felt compelled to sacrifice his standards to achieve acceptance and status from the work group. Membership in the group became an end in itself. Abstract notions of right and wrong became irrelevant to him. Integrity consisted of loyalty to and protection of the group. The rationalization was that no one really got hurt, and there was a real need to preserve peace in the communities.
Using concepts related to groups and group dynamics, explain what happened in this situation. When does group cohesiveness cease to be positive and become pathological? Are subcultures in police work inevitable? Explain. What steps might you take, as a police administrator, to prevent this from occurring?

E-Mail Etiquette

E-Mail Etiquette
Think about products that are direct competition to your product. How does your product compare? What benefits does your product offer in comparison to competing products? Prepare to discuss your product’s price, performance, and other benefits in comparison to a competing product.

Compose a 1- to 2-page company-wide e-mail introducing the company product. , and follow the e-mail etiquette guidelines for writing with a professional tone. Include a visual representation of data for your product in comparison to a competing product
posted in the Assignment folder by the end of Week 6.

Negotiation Plan

Packers and Movers in Hyderabad

Discussion Question-use data set in SPSS

Animal Extinction

Matlab Problem

Scott Joplin Biography/Personality Paper

drafting questions (math disabilities)

Case Study: Officer Robert Barton Paper

E-Mail Etiquette

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