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practical Application and Deployment

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UNDERGRADUATE

ASSIGNMENT SPECIFICATION

Programme: BABS Module Level (3,4,5 or 6): 5
Module: Project Management Module code: SBLC5001

Contribution to Overall

Module Assessment (%):

100% Assignment No(s): Assignment 1: 50%
Assignment 2: 50%
Assignment Title(s): Assessment Component 1- Case study/individual essay
Assessment Component 2- Individual report
Lecturer: Chandranna Rayadurg Internal Verifier: Kamal Hossain
Hand Out Date: 04/12/2017 Submission deadline:
Feedback deadline:
19/02/2018
Referencing: In the main body of your submission you must give credit to authors on whose research your work is based. Append to your submission a reference list in Harvard stylethat indicates the books, articles, etc. that you have read or quoted in order to complete this assignment (e.g. for books: surname of author and initials, year of publication,title of book, edition, publisher: place of publication).
Disclosure: Please include the following statement on the title page of the submitted assignment, followed by your name:
I declare that this assignment is all my own work and that I have acknowledged all materials used from the published or unpublished works of other people. All references have been duly cited.
Turnitin: All assignments must be submitted to Turnitin unless otherwise instructed by the Lecturer.
Note: the Turnitin version is the primary submission and acts as a receipt for the student. Late submission of the electronic version of the assignment will result in a late penalty mark. Penalties for late submission: Up to one week late, maximum mark of 50%. Over one week late, Refer. Only the UWTSD Extenuating Circumstances Panel may grant an extension.
YES X
NO
Learning Outcomes tested
(from module syllabus)
Assessment Criteria To achieve each outcome a student must demonstrate the ability to:
1. Be able to devise and implement a project management plan and work effectively within a project team.
2. Understand the primary concepts and practices underpinning Project management.
3. Understand the contexts for project management and project planning in a localised and/or global context.
· Work as an individual to research, write and structure a report that demonstrates project management principles
· Understand the tools and techniques to solve problems associated with projects in real life scenarios.
· Enable the student to learn the primary elements of Project Management to such an extent that he/she is able to develop a detailed project plan for a small or large- scale project.
· Give students an opportunity to be an individual contributor, working on a project team to define, plan and manage a project.
TASK DESCRIPTION – ASSIGNMENT 1-50%
BACKGROUND / INTRODUCTION

You are required to identify a project and its suitable activities or tasks along with predecessors and durations. You must identify at least 10 major activities of suitable complexity so that each activity would have at least a few predecessors and successors as in real life. The project has to be approved by the lecturer before you start working on it at least four weeks before the deadline of the assignment. Please see your lecturer to discuss the project and its activities outside the lecture hours. However, lecturer would explain sample projects that you could consider for selection.
You have been working with your company for the last 3 years and it is the right time for you to take a project manager role and provide the answers for the following tasks.

TASKS

1. You are required to construct the network diagram illustrating the backward and forward pass with necessary attributes. You will have to determine and highlight the critical path explaining and evaluating what this indicates and what significant effects it has on the completion of the project. [1000 words or Equivalent](Total marks: 40)
2. Communication among the teams’ members and other stakeholders is one of the important factors for a project to be completed successfully. Critically discuss the importance of Communications Management with respect to the project you have selected. [750 words] (30 marks)
3. Critically discuss
a. Different options for accelerating project completion.
b. How projects would be implemented when resources are constrained and not constrained.
[750 words] (30 marks)

LENGTH REQUIRED

2500 words +/- 10%. Any deviation from this will be penalised.

FORMATTING AND LAYOUT

Please note the following when completing your written assignment:
1. Writing: Written in English in an appropriate business/academic style
1. Focus: Focus only on the tasks set in the assignment.
1. Length: 2500 words
1. Formatting: Typed on A4 paper in Times New Roman or Arial font 12 with at least 2.5 centimetre space at each edge, double spaced and pages numbered.
1. Document format: Report
1. Ensure a clear title, course, and name or ID number is on a cover sheet and a bibliography using Harvard referencing throughout is also provided.
1. Research: Research should use reliable and relevant sources of information e.g. academic books and journals that have been peer reviewed. The research should be extensive.
The use of a range of information sources is expected – academic books, peer reviewed journal articles, professional articles, press releases and newspaper articles, reliable statistics, company annual reports and other company information. All references should be in the Harvard style.

marking criteria and Student FEEDBACK – ASSIGNMENT 1 (50%)

This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each criterion are shown. Lecturers use a similar format to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.

Common Assessment Criteria Applied Marks available Marks
Awarded
1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.
The very first task given is based on a specific problem given, which will have a unique network diagram. However, Tasks 2 and 3 are research-based questions. You must explore the literature and provide suitable references.
Marks will be awarded based on the research that is relevant to finding answers to the given tasks.
10
2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.
Knowledge and understanding of relevant theoretical models with respect to the network diagramming methods and the importance of identifying one or more critical paths must be evident.
To answer the given tasks, students must have a clear understanding of the concepts and detailed working knowledge to arrive at solutions.
15
3. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence
In answering task 1, solution must be analysed in detailed steps rather than simply arriving at it. An accurate key or legend must be provided for each node in the network diagram. Critical path analysis in general and its implication on current project must be carried out.
For tasks 2 and 3, possible alternate solutions must be provided and justified.
This is where students can apply their knowledge, skills gained through research and understanding of concepts that they have acquired through the above 2 criteria.
45
4. Practical Application and Deployment
Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems.
Practical challenges in applying theoretical concepts and any tools and techniques that could be used can be specified.
Marks are awarded based on what tools and techniques students have employed to solve the given tasks. Credit will be given if there is any innovation and creativity.
20
5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation.
Presenting your assignment professionally in an appropriate format 10
TOTAL 100
Assignment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. ) Late Submission Penalties (tick if appropriate) %
TASK DESCRIPTION – ASSIGNMENT 2-50%

This assignment is based on the project and its tasks that you have identified in Assignment 1.
Part1: Initiation
Scenario
In continuation with the above project from assignment 1, you have the options either to:
· Get it done by out-sourcing it, or
· Complete the project using the companies’ own employees.
Tasks
1. Write a short report by critically evaluating the advantages and disadvantages of outsourcing of your project. [500 words]
Part2: Planning
Scenario
You have identified at least ten major tasks for the project in assignment 1. You have formed a team of five people to work on this project with various roles. Using the major activities you have identified, provide answers for the following tasks.
Tasks
1. Create a Work Breakdown Structure (WBS) with all the major tasks you have identified. In doing so, you have to identify subtasks at least up to level 3 under each project phase. You are free to add any relevant additional tasks. You can use the five phases of project management, Initiation, Planning, Execution, Monitor and Controlling and Closing in creating Work Breakdown Structure.[500 words]
1. Provide a stakeholder analysis by identifying at least 5 stakeholders. Stakeholder register and management strategy must be created as well. Templates on the portal can be used[400 words]
Part 3: Execution
Scenario
Your project has been going well until now with no major challenges and your team is proud of it. It has been two months into the project since it has started, and you have another two months to go. One of the key team members, Mark met with an accident and has been advised to take bed rest at least for two months. This is a big setback for you, as you cannot afford to lose even a single staff.
Tasks
1. Prepare a milestone report for the project based on information or functionalities you have identified. Add additional milestones, if needed, to make the report more meaningful. Use the milestone report template on portal. [300 words]
Part 4: Controlling
Scenario
Due to Brexit uncertainties, Alex, one of the team members, could not promise any extra funds to hire a new staff member to replace Mark, whose work is being piled up. Three months into the project, you as a project manager and your team are very concerned about the progress of the project. After reviewing the progress, it has been decided to have a series of bi-monthly meetings with all affected staff.
Tasks
1. After the first bi-monthly meeting and consultations with business experts, you have convinced Alex that the only way to finish project successfully is to compromise scope by having only absolute essential functionality or by hiring the extra staff to finish the project on time with additional cost. Critically evaluate what functionality and/or tasks can be compromised compared to hiring additional staff with extra funding in the current project. [500 words]
Part 5: Closing
Scenario
It is one week before your final project presentation. You have been successful in meeting time and cost deadlines. However, scope had to be compromised! You have been really helpful in making this project a success.
Tasks
1. Prepare a lessons-learned report for the entire project. Include input from all stakeholders in summarizing the lessons learned. Use the template provided on portal.
[300 words]

LENGTH REQUIRED

2500 words +/- 10%. Any deviation from this will be penalised.

FORMATTING AND LAYOUT

Please note the following when completing your written assignment:
1. Writing: Written in English in an appropriate business/academic style
2. Focus: Focus only on the tasks set in the assignment.
3. Length: 2500 words
4. Formatting: Typed on A4 paper in Times New Roman or Arial font 12 with at least 2.5 centimetre space at each edge, double-spaced and pages numbered.
5. Document format: Report
6. Ensure a clear title, course, and name or ID number is on a cover sheet and a bibliography using Harvard referencing throughout is also provided.
7. Research: Research should use reliable and relevant sources of information e.g. academic books and journals that have been peer reviewed. The research should be extensive.
The use of a range of information sources is expected – academic books, peer reviewed journal articles, professional articles, press releases and newspaper articles, reliable statistics, company annual reports and other company information. All references must be in Harvard style.

marking criteria and Student FEEDBACK – ASSIGNMENT 2 (50%)

This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each criterion are shown. Lecturers use a similar format to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.

Common Assessment Criteria Applied Marks available Marks
Awarded
1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.
Require students to carry out relevant research identifying various sources likes books, latest journals etc. Marks will be awarded based on the research that is relevant to finding answers to the given task. Good answers show evidence of research beyond the case material provided. 10
2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.
This criterion assesses students’ acquired knowledge and understanding of different theories, models through research and independent study. Marks are given for identification and application of relevant theoretical models. 15
3. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence
This criterion carries a significant amount of marks, as analysis is required in many complex tasks, which require many skills.
Analysis comes from appropriate data and information to provide insights.
30
4. Practical Application and Deployment
Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems.
Application of concepts, theories, models, skills etc. to given tasks, which are similar to real life scenarios, is very critical to be successful in employment. ALL recommendations to be sourced from and relevant to the analysis provided. 30
5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation.
Report format normally includes the following sections: Executive Summary, Introduction, Main Findings, Conclusions, Recommendations, References and Appendices. Your report should be written in a suitable academic writing style i.e. using the third person 15
TOTAL 100
Assignment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. ) Late Submission Penalties (tick if appropriate) %
GUIDANCE FOR Students IN THE COMPLETION OF TASKS

NOTE: The guidance offered below is linked to the five common assessment criteria above.
1. Research-informed Literature
Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set. You should provide evidence that you have accessed a wide range of sources, which may be academic, governmental and industrial; these sources may include academic journal articles, textbooks, current news articles, organisational documents, and websites. You should consider the credibility of your sources; academic journals are normally highly credible sources while websites require careful consideration/selection and should be used sparingly. Any sources you use should be current and up-to-date, mostly published within the last five years or so, though seminal/important works in the field may be older. You must provide evidence of your research/own reading throughout your work, using in-text citations in the main body of your work and a reference list that is alphabetical at the end of your work. Please use the Harvard referencing system.
2. Knowledge and Understanding of Subject
Your work must demonstrate the growing extent of your knowledge and understanding of concepts and underlying principles associated with the subject area. Knowledge relates to the facts, information and skills you have acquired through your learning. You demonstrate your understanding by interpreting the meaning of the facts and information (knowledge). This means that you need to select and include in your work the concepts, techniques, models, theories, etc. appropriate to the task(s) set. You should be able to explain the theories, concepts, etc. meaningfully to show your understanding. Your mark/grade will also depend upon the extent to which you demonstrate your knowledge and understanding; ideally each should be complete and detailed, with comprehensive coverage.
3. Analysis
Your work must contain evidence of logical, analytical thinking, evaluation and synthesis. For example, to examine and break information down into parts, make inferences, compile, compare and contrast information. This means not just describing What! but also justifying: Why? How? When? Who? Where? At all times, you must provide justification for your arguments and judgements. Evidence that you have reflected upon the ideas of others within the subject area is crucial to you providing a reasoned and informed debate within your work. Furthermore, you should provide evidence that you are able to make sound judgements and convincing arguments using data and concepts. Sound, valid conclusions are necessary and must be derived from the content of your work. There should be no new information presented within your conclusion. Where relevant, alternative solutions and recommendations may be proposed.
4. Practical Application and Deployment
You should be able to demonstrate how the subject-related concepts and ideas relate to real world situations or a particular context. How do they work in practice? You will deploy models, methods, techniques, and/or theories, in that context, to assess current situations, perhaps to formulate plans or solutions to solve problems, some of which may be innovative and creative. This is likely to involve, for instance, the use of real world examples and cases, the application of a model within an organisation and/or benchmarking one organisation against others based on stated criteria. You should show awareness of the limitations of concepts and theories when applied in particular contexts.
5. Skills for Professional Practice
Your work must provide evidence of the attributes expected in professional practice. This includes demonstrating your individual initiative and/or collaborative working. You must communicate effectively in a suitable format, which may be written and/or oral, for example, essay, management report, presentation. Work should be coherent and well structured in presentation and organisation.
Specific to this assignment: Report format normally includes the following sections: Executive Summary, Introduction, Main Findings, Conclusions, Recommendations, References and Appendices. Your report should be written in a suitable academic writing style i.e. using the third person.

UNDERGRADUATE – COMMON ASSESSMENT AND MARKING CRITERIA

OUTRIGHT FAIL UNSATISFACTORY SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
Assessment Criteria 0-29% 30-39%* 40-49% 50-59% 60-69% 70-79% 80-100%
1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions
Little or no evidence of reading.
Views and findings unsupported and non-authoritative.
Referencing conventions largely ignored.
Poor evidence of reading and/or of reliance on inappropriate sources, and/or indiscriminate use of sources.
Referencing conventions used inconsistently.
References to a limited range of mostly relevant sources. Some omissions and minor errors.
Referencing conventions evident though not always applied consistently.
Inclusion of a range of research-informed literature, including sources retrieved independently. Referencing conventions mostly consistently applied. Inclusion of a wide range of research-informed literature, including sources retrieved independently.
Selection of relevant and credible sources. Very good use of referencing conventions, consistently applied.
A comprehensive range of research informed literature embedded in the work. Excellent selection of relevant and credible sources. High-level referencing skills, consistently applied. Outstanding knowledge of research-informed literature embedded in the work. Outstanding selection of relevant and credible sources. High-level referencing skills consistently and professionally applied.
2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.
Major gaps in knowledge and understanding of material at this level. Substantial inaccuracies. Gaps in knowledge, with only superficial understanding. Some significant inaccuracies. Evidence of basic knowledge and understanding of the relevant concepts and underlying principles. Knowledge is accurate with a good understanding of the field of study. Knowledge is extensive. Exhibits understanding of the breadth and depth of established views. Excellent knowledge and understanding of the main concepts and key theories. Clear awareness of challenges to established views and the limitations of the knowledge base. Highly detailed knowledge and understanding of the main theories/concepts, and a critical awareness of the ambiguities and limitations of knowledge.
3. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence
Unsubstantiated generalisations, made without use of any credible evidence. Lack of logic, leading to unsupportable/ missing conclusions. Lack of any attempt to analyse, synthesise or evaluate. Some evidence of analytical intellectual skills, but for the most part descriptive. Ideas/findings sometimes illogical and contradictory. Generalised statements made with scant evidence. Conclusions lack relevance. Evidence of some logical, analytical thinking and some attempts to synthesise, albeit with some weaknesses.
Some evidence to support findings/ views, but evidence not consistently interpreted.
Some relevant conclusions and recommendations, where relevant
Evidence of some logical, analytical thinking and synthesis. Can analyse new and/or abstract data and situations without guidance.
An emerging awareness of different stances and ability to use evidence to support the argument.
Valid conclusions and recommendations, where relevant
Sound, logical, analytical thinking; synthesis and evaluation. Ability to devise and sustain persuasive arguments, and to review the reliability, validity & significance of evidence. Ability to communicate ideas and evidence accurately and convincingly.
Sound, convincing conclusions / recommendations.
Thoroughly logical work, supported by evaluated evidence. High quality analysis, developed independently or through effective collaboration.
Ability to investigate contradictory information and identify reasons for contradictions.
Strong, persuasive, conclusions, justifiable recommendations.
Exceptional work; judiciously selected and evaluated evidence. Very high quality analysis, developed independently or through effective collaboration.
Ability to investigate contradictory information and identify reasons for contradictions.
Highly persuasive conclusions
4. Practical Application and Deployment
Effective deployment of appropriate methods, materials, tools and techniques; extent of skill demonstrated in the application of concepts to a variety of processes and/or contexts; formulation of innovative and creative solutions to solve problems.
Limited or no use of methods, materials, tools and/or techniques.
Little or no appreciation of the context of the application.
Rudimentary application of methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application. An adequate awareness and mostly appropriate application of well established methods, materials, tools and/or techniques.
Basic appreciation of the context of the application.
A good and appropriate application of standard methods, materials, tools and/or techniques.
Good appreciation of the context of the application, with some use of examples, where relevant.
A very good application of a range of methods, materials, tools and/or techniques.
Very good consideration of the context of the application, with perceptive use of examples, where relevant.
Evidence of some innovation and creativity.
An advanced application of a range of methods, materials, tools and/or techniques.
The context of the application is well considered, with extensive use of relevant examples.
Application and deployment extend beyond established conventions. Innovation and creativity evident throughout.
Outstanding levels of application and deployment skills. Assimilation and development of cutting edge processes and techniques.
5. Skills for Professional Practice
Demonstrates attributes expected in professional practice including: individual initiative and collaborative working; deployment of appropriate media to communicate (including written and oral); clarity and effectiveness in presentation and organisation.
Communication media is inappropriate or misapplied.
Little or no evidence of autonomy in the completion of tasks.
Work is poorly structured and/or largely incoherent.
Media is poorly designed and/or not suitable for the audience.
Poor independent or collaborative initiative.
Work lacks structure, organisation, and/or coherence
Can communicate in a suitable format but with some room for improvement.
Can work as part of a team, but with limited involvement in group activities.
Work lacks coherence in places and could be better structured.
Can communicate effectively in a suitable format, but may have minor errors.
Can work effectively as part of a team, with clear contribution to group activities.
Mostly coherent work and is in a suitable structure.
Can communicate well, confidently and consistently in a suitable format.
Can work very well as part of a team, with very good contribution to group activities.
Work is coherent and fluent and is well structured and organised.
Can communicate professionally and, confidently in a suitable format.
Can work professionally within a team, showing leadership skills as appropriate, managing conflict and meeting obligations.
Work is coherent, very fluent and is presented professionally.
Can communicate with an exceptionally high level of professionalism.
Can work exceptionally well and professionally within a team, showing advanced leadership skills.
Work is exceptionally coherent, very fluent and is presented professionally.
Student Self Evaluation Form
Student name: Student number:
Programme: Year of programme
Assignment Title:

This section repeats in brief the common assessment criteria detailed on previous pages. The extent to which these are demonstrated by you determines your mark. Using these criteria, tick the box that best indicates the level of achievement you feel you have achieved with regard to each of them. Please note that this self-assessment is used as a developmental tool only and has no impact on the way in which your work will be marked.

Common Assessment Criteria Applied Level of Achievement
REFER 3rd 2:2 2:1 1st 1st
OUTRIGHT FAIL UNSATISFACTORY SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
1. Research-informed Literature 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
2. Knowledge and Understanding of Subject 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
3. Analysis 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
4. Practical Application and Deployment 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
5. Skills for Professional Practice 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
PLEASE COMMENT ON AREAS IN WHICH YOU FEEL THAT YOU HAVE PERFORMED WELL PLEASE COMMENT ON AREAS you feel that you need TO DEVELOP
Student’s Name Date
Student’s Signature

1
13

Periodic Reflections Assignment: ETT 553-Spring 2018

ETT 553 – Spring 2018
 
Periodic Reflections Assignment (75 pts)
 
You will have the opportunity to reflect on your personal learning process throughout this course and to provide feedback on the course structure. You will be expected to post three (3) reflections using the Assignments tool in Blackboard. These reflections will be viewed only 
 
Due Dates for Reflections:

Reflection 1 20st February 2018 by midnight
Reflection 2 3rd April 2018 by midnight
Reflection 3 1st  May 2018 by midnight

 
 
Personal Learning Process Reflections:

I have provided you with some stems that you might use to help you write your learning reflections

I never knew that…                                              I never realized that…
I never thought of…                                             I never expected…
I appreciate that…                                                I need to learn…
I have a better understanding of…   Implications of my learning…
 
Course Structure Feedback Reflections:
Below are some stems that might help you write your feedback reflections
I like…                                                                     I don’t like…
I have found it difficult to…                                I am overwhelmed by…
It is helpful that…                                                 It would be helpful if…
 
You are not limited to these stems, nor are you limited in your creativity to meet the assignment.
 
Periodic Reflections Rubric for each submission
 

Unacceptable Acceptable Target Exemplary
Below 70% 70%– 79% 80 – 89 % 90 – 100%
Reflection provides a limited description of change or growth in knowledge or understanding and no information about future individual growth. Reflection has limited information on course structure, and no suggestions for improvement. Reflection provides a description of change or growth in knowledge or understanding, with no information about future individual growth. Reflections has information on course structure, but not suggestive of ways to improve the course in the future. Reflection provides a description of change or growth in knowledge or understanding, with limited information for individual future growth. Reflection provides information on course structure that might be used to improve the course in the future. Reflection provides a description of change or growth in knowledge or understanding and identifies ideas or areas for future individual growth. Reflection provides descriptive information on course structure that can be used to improve the course in the future.
 
Reflection is one paragraph or less in length or is submitted after due date. Reflection is less than 1/2 page in length, but is submitted on due date. Reflection is at least 1 page in length and is submitted on due date. Reflection is more than 1 page in length and is submitted on due date.

 

What are some qualities that may help a living organism survive

Discussion: Answer A and B
A. What are some qualities that may help a living organism survive? Why do you think these qualities are important?
B. Write a proposal (at least two paragraphs long) for a strategy to address the antibiotic or pesticide resistance you selected. Your proposal should include the following:
· A brief description of the resistance
· A brief explanation of when and how the resistance occurred
· A description of the impact of the resistance on human health
· A strategy to address the impact of the resistance, including reasons why this strategy would be useful
· References to at least two sources outside the Required Resources
· All references cited in APA format

Assignment 1: Biology Article

Assignment 1: Biology Article
Due Week 5 and worth 120 points
Use the Internet and / or the Strayer Learning Resource Center to research aspects of biology.
Select an article from a magazine or newspaper that has something in it that pertains to biology. This will serve as the “target article” for this assignment. For instance, you can select an article about medicine, invasive species, nature, conservation, genetic technology, ecology, or any other topic that is related to biology. One purpose of this assignment is to help you become aware of how biology is related to your everyday life.
Write a one to three (1-3) page paper in which you:

  1. Summarize the article in one (1) or more paragraphs, using your own words. Be sure to identify the article using an in-text citation in the body of the paper, as well as a reference in the reference section. 
  2. Explain how the article relates to this course. Identify which biological concepts from the course and / or text are relevant to the topic covered in the article. Citing the course text, discuss the ways in which this course does (or doesn’t) provide background information to help you understand the article and the larger issues surrounding it.
  3. Explain why the article caught your attention. Relate the article to your life and to issues that are important to you. Discuss how or if the scientific knowledge about the topic covered in the article affects you directly or indirectly.
  4. Discuss your opinion on how research on this topic should be funded. State whether you think taxpayer monies should support research on this topic or whether such research in this area should be funded by the private sector. Rate the importance of research on this topic, relative to other areas of research.

In addition to the target article, you should use at least one additional resource, such as your textbook or another article. You must have a reference section which contains an APA reference to your chosen article and all other sources. Additionally, you must provide in-text citations (in APA format) to your references in the body of the text. Integrate all sources into your paper using proper techniques of quoting, paraphrasing and summarizing, along with your in-text citations.
Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Use technology and information resources to research issues in biology.
  • Write clearly and concisely about biology using proper writing mechanics.

Article summary & critique

Article summary & critique rubric = 30 total points available

  1. Turn in assignment on time, with appropriate length (minimum 600 words) = 4 points
    1. 1 day late: -2 points; >1 day late: -4 points
    2. Between 550-600 words: -1 point; between 500-549 words: -2 points, etc. No maximum length but try to be concise.
  2. Summarize the article in sufficient detail = 13 points
    1. Identify the research question that the study aimed to investigate
    2. Review the study methodology, including the participants used and the main procedures of the study. Identify hypothesis/hypotheses, if any.
    3. Summarize the main results/findings of the study and the authors’ interpretation of the results
  3. Critique and reflect on the article (identify limitations of the study, or things that could have been done better) = 13 points
    1. Include comments specific to flaws or suggested improvements in the experimental design, results, or interpretation of the data
    2. You may also provide commentary relating to personal relevance or real-world applied relevance of the article if you wish (but make sure to also address 3a.)

Your summary/critique will be submitted to CANVAS as a word or pdf file.
 
 
Example summary/critique
Insufficient sleep and its affects on risk-taking behavior: Summary and Critique
 
The authors of this study were interested in collecting data on how chronic sleep restriction and acute sleep deprivation, as compared to the suggested amount of sleep, may affect how a person functions cognitively and examining the underlying mechanisms of sleep restriction. It was hypothesized that subjects with less sleep would perform riskier behaviors than those who were well rested. The basis for this research question originated from the author’s belief that an insufficient amount of sleep is a concern due to its prevalence in today’s society, and is thought to have an adverse affect on health and community burden. To be able to objectively measure the affect on cognitive ability, the researchers chose to evaluate it in terms of risky decision-making, specifically financial decision-making.
Risk-taking behavior was assessed after seven uninterrupted nights of sleep restriction (as defined by the researchers as 5 hours of sleep per night) and one period of acute sleep deprivation (40 straight hours of no sleep). These were both compared to the control group (8 hours of sleep per night); participants receiving a regular sleep condition. The researchers strictly monitored the amount of sleep a participant was to receive and no naps, caffeine, alcohol, etc. were permitted in order to assure they wouldn’t be confounding variables. The independent variable for this experiment was the amount of sleep each participant received, while the dependent variable was how he or she performed the risk-taking behavior. The amount to which the participants behaved after the independent variable was implemented was measured twice a day by having the participants choose between a higher amount of money with a given probability that they will receive that money or a smaller, but assured, amount. The pairs of choices were shown four times per session in a random order. The subjects were given 8 seconds to decide which choice they preferred. After the session, they were asked to complete a survey that asked how often they thought they chose the riskier option.
Results of the study were then calculated and examined. The scores were given based on the calculation (EV – CE)/EV * 100, where EV represented the percent to which the value was expected and the CE (certainty equivalent) represented the amount of money the subject believed to be equivalent to the risky option. The answer was reported as a percentage. If the risk-taking behavior was approximately normal, the percentage could be expected to near 0%. For riskier behaviors the value was more negative, while the value was increasingly positive for aversion behaviors. From this, a distribution of the data was plotted.
A sleep study was conducted using a high-density EEG net, with a total of 128 electrodes. The slow waves during sleep were observed, as were the cortical areas of the brain. Multiple other calculations and assessments were performed to analyze results, including an analysis of variance (ANOVA), McNemar’s test, Pearson’s chi-square test, and a psychomotor vigilance test (PVT). It was concluded that lower slow wave sleep intensity around the right prefrontal cortex correlated with increased financial risk taking.
It was determined through the results that only the sleep restriction variable resulted in significantly higher risk-seeking behavior. Of the 14 participants, 11 of them showed an increase in risky behavior after the sleep restriction. In addition, 6 participants changed from risk-aversive to risky after having the sleep restriction. From this, it was determined that both categories of risky and risk-aversive increased their risky behavior after the sleep restriction. It was indicated through the results that the sleep restriction did significantly affect risk-preferences, but it did not affect the general behavior in terms of lapses in attention.
Overall, the researchers clearly operationally defined all the variables they were working with, making the study capable of being reproduced. Many tests were performed and multiple trials were repeated, along with the addition of a task validation group, to ensure all of the variables were accounted for. However, the generalizability of this study is practically nonexistent. The researchers specifically chose 14 healthy, male students as participants aged from 18-28 years. Men with sleep-related diseases, regular medication intake, history of seizure or traumatic brain injury, and drug or alcohol abuse were excluded from the study, among other variables. In addition, subjects could not study math, psychology, economics, physics, or computer science and participate in the experiment. Although these strict restrictions would not affect the accuracy of the results obtained, assuming there was a random sample of participants in each sleep variable, they would make the study unable to be generalized.
Furthermore, no women were allowed to participate in this study, so the results obtained here wouldn’t be able to be assumed as accurate for women (approximately half of the population). In addition, it is unclear if age would have an affect on this, so the study would need to be repeated to obtain results on older and younger populations. Anyone with any of the many restrictions (including field of study in school) would not be generalizable to, as their variable may have an effect on the results. Even men of similar age wouldn’t necessarily be able to be generalized to, as the men in this study were capable of going to college, and therefore would have a different socioeconomic status than many people, potentially affecting the results (i.e., poorer groups may be more stressed in general, potentially affecting the amount of sleep per night they receive). Although this study thoroughly addressed the research question proposed, the results would not pertain to most of the population, unless multiple other studies were to be conducted.
On a personal level, the main finding that sleep restriction leads to an increase in risk-taking behavior resonates with me, given that after being sleep deprived, I have sometimes found myself taking chances that I otherwise may not have – for example, speeding or other more erratic driving behavior.  I also wonder what other increases in risky behavior I might be engaging in after sleep deprivation that I may not even be aware of.  This research question has large real-world relevance, since in this day and age so many Americans, especially students, tend to be sleep-deprived.  Given that this may result in putting ourselves at greater risk via higher risk-taking behavior, it seems that an important implication is to try to maintain an appropriate sleep schedule, in order to best protect ourselves from risk-taking behavior that could put us in danger.
 
 
 
 
 

Case Study: The Efficient and Effective Providers

Case Study:  The Efficient and Effective Providers

 
You are the new administrative resident for a family practice clinic.  On the first day of your new job, the clinic director gives you the following chart showing a snapshot of patient encounters over the course of a day in the facility.  There are currently 8 providers in the clinic.  Providers 1 and 2 are Physician Assistants, Providers 3, 4, 5 and 6 are Nurse Practitioners and Providers 7 and 8 are Physicians.  The clinic director tells you that although this statistical process control graph only represents activities for one, an 8 hour day, the outcomes are very consistent for each provider over the course of a week and for a month.
The director also tells you that although Provider 4 is seeing more patients per day than his peers, that this provider is also receiving low to average feedback from patients because they feel the provider is rushing them through their appointment.  The opposite is true for Provider 3 where this provider always receives the highest patient satisfaction scores on a quarterly basis from patients.
Provider 8 is the clinic’s Fellow in Family Medicine, and reviews all the cases of the other providers on a regular basis.  Provider 7 is an intern and just out of medical school the previous year.
Providers 1, 2, 5 and 6 have all been with the clinic since it opened 5 years ago . All four providers receive equal patient satisfaction feedback on a quarterly basis from patient encounters and both the PAs and the NPs have equal loads of administrative duties.
Exercise:
Using the terms discussed in this chapter (Effectiveness, Efficiency, Benchmarking, Optimization, Performance, Efficacy and Quality), assign each provider a designation based on his or her outcomes.  Note that not all the terms need to be utilized, and some of the terms can be used more than once.
After you have assigned each provider a term from the chapter, answer the following questions:

  1. Why did you assign that term to that particular provider? Why is this term a better reflection of outcomes than another term?
  2. Is there any one group of providers (Physicians, NPs or PAs) that are more reflective of one term than another? Why?
  3. Do you feel that these outcomes are the result of natural variance in the clinic or are other influences at work? Why?
  4. Based on your knowledge of the terminology presented in this unit, if the clinic leader asks for your opinion to improve Effectiveness, Efficiency, Benchmarking, Optimization, Performance, Efficacy and Quality in the clinic, what might your plan of action be for each? Why?

 

cryptocurrency current situation and prospects-Research Paper Outline

INTRODUCTION (1 paragraph)
Clearly state the central purpose of this paper (the thesis)
State your research question
State your hypothesis (if you have one)
Summarize the significance of your research question
Summarize your position on the topic and preview your findings
No “Agatha Christy Mystery” Research Reports!
It might take more than one sentence to cover each major finding
Try to end with a strong or enticing statement
Check: By the end of this section, the reader should be able to give a crude version of your “elevator pitch”
 
BACKGROUND AND SIGNIFICANCE (Length May Vary)
You may wish to elaborate on the background and the significance of your chosen question
Below, you will find examples of what this section might include, you should decide which questions to address based on your own topic and audience
For “Technology Impacts the Research Process” Background
History and Reception of this Technology
Who is credited with introducing this technology?
What research need did it satisfy?
How was this technology “rolled out”?
How did it come to be in widespread use?
How many have adopted it?
How have users responded to the technology?
Are there competing technologies?
Check: By the end, a reader should know enough to evaluate your claims about the technology’s impacts
 
For “Summarizing Research about a Technology” Background:
History and Reception of this Technology
Who is credited with introducing this technology?
What social need or function did it satisfy?
How was this technology “rolled out”?
How did it come to be in widespread use?
How many have adopted it?
How have users responded to the technology?
Are there competing technologies?
Check: By the end, a reader should know enough to evaluate your claims about the research
 
For All Papers: Significance
State why your question is significant by answering one or two of the following questions:
How will the answer benefit a particular group of people?
How will the answer change the way we go about doing research?
How will the answer influence public policy?
How will knowing the answer resolve an important debate about my topic?
How will knowing the answer lead us to better questions in the future?
Some other basis for significance
Check: By the end, a reader should know why you have written this paper and should want to read on
 
LITERATURE REVIEW (Length will Vary Considerably)
If you are summarizing the research literature on a topic this section will be most of your paper
This is where you summarize evidence and build a strong argument
Below, you will find examples of what this section might include, you should decide which questions to address based on your own topic and audience
For “Technology Impacts the Research Process” Results:
Establish that technology is used to conduct social science research
Can you provide examples of this technology in actual use?
Can you find published research that mentions using this technology at some point during the research process?
Can you provide other types of evidence, interviews with researchers, or online blog comments from researchers, that demonstrate your technology used in research?
Establish the ways in which your technology is changing research
Can you provide actual evidence or a description of how some part of the research process was done “in the old days” before your technology came along?
Can you provide a similar set of evidence or a description of how the introduction of your technology has changed this process?
Establish that this technology is making things better or worse
Be sure to explain exactly how persons can become better researchers (or worse researchers) by using this technology
If you are providing a “balanced” evaluation provide both the pros and the cons that you have discovered to doing research with your technology
What have been the major positive impacts of your selected technology on research (if any)?
What have been the major negative impacts of your selected technology on research (if any)?
Establish that the changes you are describing matter.
Can you show through data or examples that research actually is better or worse in some way as a result of using this technology (or that it could be if used correctly or incorrectly)?
Can you provide evidence of the widespread use or impact of this technology on research and researchers around the world?
Can you suggest other ways of measuring the impact or the importance of this innovation on the overall research process?
Any other evidence? This section would be the place to include data, graphs, examples, screenshots, illustrations, and other material. Other thoughts that might go here:
Is this technology still relevant? Is its popularity increasing/waning/holding steady?
Are there new extensions or improvements in the works for this technology?
Check: By the end of this section, a reader should know the benefits and challenges posed by the technology
 
For “Summarizing Research about a Technology” Results:
Establish that your chosen technology is the subject of current social science research
Can you provide examples of this technology’s effects on a specific aspect of life?
Can you find published research that describes or explains the effects of this technology on one or more particular aspects of life, society, and the like?
Be sure to describe the methods and general findings of any published research that you do locate about your technology and area of focus – these will serve as some of the most important evidence that you can muster to support the idea that your technology has a strong or measurable impact – without at least 1-2 studies, the reader will be left to “take your word for it” which is not a strong way to argue
Can you provide other types of evidence, perhaps interviews with researchers, or online blog comments from researchers, that demonstrate that your technology is the ongoing subject of actual social science research?
Establish that your chosen technology is having some effect on social life or the like
Can you provide actual evidence or a description of how some aspect of life got done or was lived “in the old days” before your technology came along?
Can you provide a similar set of evidence or a description of how the introduction of your technology has changed this aspect of life, society, or the like?
Establish that this technology is making things better or worse
Be sure to explain exactly how the aspect of society or everyday life that you are interested in has become better (or worse) as a result of this technology
If you are providing a “balanced” evaluation provide both the pros and the cons that you have discovered are associated with adoption of your technology in the world
What have been the major positive impacts of your selected technology on the aspect of life or society that you have chosen to focus on (if any)?
What have been the major negative impacts of your selected technology on the aspect of life or society that you have chosen to focus on (if any)?
Establish that the changes you are describing matter.
Can you show through data or examples that the changes you described in the last section are serious or important by a common measure such as cost or happiness?
Can you provide evidence of the widespread use or impact of this technology on the aspect of society that you have chosen to focus on?
Can you suggest other ways of measuring the impact or the importance of this innovation on the aspect of society or life that you’ve chosen to look at?
Any other evidence? This section would be the place to include data, graphs, examples, screenshots, illustrations, and other material. Other thoughts that might go here:
Is this technology still relevant? Is its popularity increasing/waning/holding steady?
Are there new extensions or improvements in the works for this technology?
Check: By the end of this section, a reader should know the benefits and challenges posed by the technology for the aspect of society or life that you have focused on
 
METHODS (May be Minimal for many papers, long for others)
You might use this section only to describe briefly how you went about answering your question
Below, you will find examples of what this section might include, you should decide which questions to address based on your own topic and audience
Conducted a systematic review of resources and existing literature
Internet Resources
Reliable Popular Press Sources
General Reference Sources
Academic/Peer Reviewed Sources
Other Sources
Library or other reference Resources
Conducted your own simple poll or survey of classmates
Found existing data, tables, or figures that support your claims
Something else
Your major purpose in this section is to convince a skeptical reader that the claims you are making are based on more than just your own opinions
Describe your process for finding, evaluating, and integrating information
Check: By the end, the reader should know what type of evidence you will present in the next section
 
RESULTS (May be Minimal for many papers, long for others)
If you conducted your own research and described your procedures in the methods section, then this section is used to present your findings in an orderly fashion
Be sure to utilize graphical data displays, summaries, charts, and figures when you can to tell the story
DISCUSSION (May be Minimal for many papers, long for others)
If used, this section of your APA-style paper should put the data and information from the last section into its proper perspective and help the reader to further understand why it is important
The distinction is this: present findings under results, explain and interpret findings under discussion
Below, you will find examples of what this section might include, you should decide which questions to address based on your own topic and audience
For “Technology Impacts the Research Process” Discussion:
Why did you select this topic over all the other possibilities?
How has this technology improved and/or harmed your own research process?
How and why can you do research better or worse as a result of using this tech?
How has the evidence that you collected, analyzed, and presented helped to support your major point?
What are the limitations of this evidence (not the whole paper) and the strengths?
Check: By the end, a reader should know how you use this technology for research (or don’t) and why or how your data and analysis support the major claim of your paper
 
For “Summarizing Research about a Technology” Discussion:
Why did you select this topic over all the other possibilities?
How has this technology improved and/or harmed our lives?
How did the evidence you summarized or presented help support these assertions?
What are the limitations of this evidence (not the whole paper) and the strengths?
Check: By the end, a reader should know how this technology has impacted our lives and why that matters or how your data and analysis support the major claim of your paper
 
For either type of paper
A broader assessment of what you hope will change as a result of you having done this research and put together the particular paper that you did
Do you think that there are any specific actions that should be taken in response?
Do you think that others would be better served by adopting a new outlook?
Do you think that by simply sharing what you have found that anything might change or will something more be required?
A smooth transition from weighing the evidence and arguments to concluding
Check: By the end of this section, a reader should understand clearly why you wrote this paper (versus say any other) and be able to reflect on whether you accomplished that goal with the evidence presented
 
CONCLUSION
Summarize and restate your topic and research question, and highlight important points
There should be very little new information and no new evidence presented in this section
Remind the reader how answered it by reviewing highlights from your findings
Remind the reader of the broader significance of the question from that section
If it makes sense to, offer a prediction based on your reading of the current evidence about what trends and impacts we should expect to see in the future
What’s next in line for the technology that you described?
Why do you think these predictions will come to pass?
What response do you envision by people to the changes being wrought?
And many more possibilities.
Speculate on the continuing or future impact of this technology on the way people do research or on the type of research that will be carried out next on this technology
Future Research. Are there specific questions that remain unanswered about the relationship between the research process and this technology? If so, this is a good place to enumerate the best ones from the many
End with a strong statement – either restating the thesis or with a unique observation

Ethnography

Multimedia
Ethnography is a method of research design that is intended to address a problem in depth and detail. It forms the basis for many of our public needs assessment projects.
Complete the following:
. Click What is Ethnography? to understand more about this important research methodology and project process.
. Click Applying What You Have Learned about how you can leverage the work you have done throughout this course and ways by which the knowledge base acquired and competency developed can enhance your future action research dissertation project.
Article Search
In preparation for the discussion in this unit, locate two peer-reviewed articles that used ethnographic and OBE approaches and can support your public needs assessment project. You can use the Databases A–Z library guide for searching the articles.
You will use this Scientific Merit Action Research Template (SMART) Form in a reflective action learning exercise in the discussion later in this unit.

U9 assignment 1

Final Paper Submission

In this final paper, you should make sure that you present your argument in a clear, logical, and interesting way. Keep in mind that it is the final paper that those who will make final decisions about whether to approve your proposal will read. As an inclusive component, be aware that you are also serving as action learning facilitator for the project that includes public and government representatives trying to solve a societal problem that impacts a local community. Complete the following for the proposed project:
. Describe the needs-based issue, its scope as implicative of a public problem, and the extent to which resolution of such needs-based issue is realistic to be achieved.
. Describe the problem concept and levels of measurement at which the needs-based situation can be defined.
. Describe the etiological analysis and SAF of the needs-based issue or problem concept.
. Include the identification of the factors that cause (etiology) the problem.
. Include an estimation of the numbers affected (target population).
. Conduct a force field analysis to evaluate the systemic forces that can impede the change efforts.
. Conduct a SWOT analysis to assess the current public needs assessments and A/CB in addressing the complexity of the problems.
. Provide an analysis of the theoretical foundations of needs-based program planning processes.
. Provide a clearly defined description that outlines the conceptualization of a measurable action plan.
. Include a determination of the strategic planning process to the specific community issue.
. Evaluate the theories and research methods used in public needs assessment processes.
. Provide a rationale that justifies action and the expenditures of resources.
. Consider the stakeholders you would reach out to, to make sure there is good community, organization, and government participation on the NAC or NAT.
. Determine community needs-based data gathering sources to support the project, which must include quantitative and qualitative data to be gathered and how it will be gathered by designing effective instruments or tools such as survey instruments (at least five questions each for one quantitative survey instrument and one qualitative interview questionnaire required) for use in gathering data sources.
. Describe a hybrid framework design for use in the public needs assessment and A/CB processes.
. Describe an outcome-based method to evaluate the steps and activities in the action plan to gauge success.
The following headings represent the types of content that need to be covered in your final paper submission. Although the above list has been incorporated into the content description below, you should ensure they are all suitably well addressed:
. Introduction. (0.5–1 page): This subsection provides a summary statement of the problem concept and A/CB processes. It identifies an area of interest for your public needs assessment planning process that can support your action-oriented research project. It should not be more than 2–3 paragraphs. It usually is written after the rest of the section is completed. It tells the reader what the problem is, who is affected by the problem, the numbers affected, the geographic area you are targeting, and why the action should be taken.
. Nature of the Problem Concept, Scope, and Measurement Levels. (1.5– 2 pages): In this subsection, you will be expected to discuss what is already known about the problem and A/CB building needs-based situation. Here, you will include clarifying statements (definitions), needs-based measurement levels (normative, felt or perceived, expressed, and comparative or relative), national, state, and local statistics, incidence and prevalence figures, and trends if they are available and appropriate to your description.
. Hybrid Framework for Etiological Analysis and Situational Analysis Framework. (3.5–5 pages): In this subsection, you will be expected to apply an etiological analysis approach in explaining how the SAF implicates change management efforts of your action-oriented public needs assessment project. Therefore, it is imperative that in this section, you conduct a force field analysis to evaluate the systemic forces that can impede the change efforts. In addition, application of the variations of the needs-based analytic tools such as SWOT, PEST, PESTLE, STEP, or SLEPT can be used to conduct the etiological analysis.
However, the combined needs-based analytic tools such as the Lovebug analytic diagrammatic framework can rather be used to aid in assessing and gathering relevant data that structure the SAF on the current public needs assessments and A/CB in addressing the complexity of the problems. Whichever needs-based analytic tools are used, they should be described with perhaps a mind-map or concept illustration.
Furthermore, based on the review of the literature searched, be sure to provide a rationale and justification as to which identified problem-solving model is perceived to be appropriate in facilitation of the etiological analysis you would use in tackling the SAF for your public needs assessment project.
. The Target Population. (1.5–2 pages): In this sub-section, you will discuss the specific population (demographic characteristics), stakeholders you would reach out to, to make sure there is good community, organization, and government participation on the NAC or NAT, and the geographic area on which you will focus. A/CB data that you will present will help to put your presentation of the problem concept (subsection “Nature of the Problem Concept, Scope, and Measurement Levels”) into a local context. At the conclusion of this subsection, you should make a summary statement that allows the reader to know exactly who (stakeholders) you are going to recruit into the program, how many are affected, and where the program will be targeted.
. Theoretical Foundations of Needs-Based Program Planning Processes. (2.5–3 pages): In this sub-section, you will discuss in some detail what you have learned about the problem from the research literature. Remember that the review of the literature is imperative to aid in identifying the theoretical foundations for designing of the needs-based program planning processes, coupled with the description of the problem-solving model, and their responsive project intervention strategies. After reviewing the research literature, you will focus on the researcher’s underlying theoretical understandings of the problem and A/CB building needs-based situation in a way that help the reader to understand etiology as well as the basis for the intervention.
Now, based on the review of the literature, identify and describe at least two levels of theoretical foundations constituting the (a) theory of and (b) theory in that can serve as the backbone of your action-oriented public needs assessment project. Be sure to integrate at the minimum 10 peer-reviewed articles to demonstrate how the two levels of theories are in alignment with their unique planning processes and can support your action-oriented public needs assessment project to bring about systems changes.
. Rationale for Action (1.5–2 pages): In this subsection, you will make the case that it is worthwhile to expend resources in the facilitation of the change efforts on the proposed needs-based A/CB program. You can do this in a number of ways depending on the nature of the program concept. You might argue that the problem is such that it needs to be dealt with within a framework of justice or fairness. You might choose to make the case that it will be more cost-effective to implement this intervention by preventing a later, more costly intervention (for example, outpatient counseling now versus possible in-patient treatment or incarceration at a later time). Or, you might argue the case in terms of an investment in human capital, enabling the recipients of your services to more fully participate as productive members of the community.
. Description of Conceptualization of Measurable Action Plan: Hybrid Framework for Appropriate Intervention Strategy. (3.5–5 pages): In this subsection, you will provide a hybrid framework for appropriate intervention strategy in the form of a model for strategic planning similar to what is depicted on page 41 of your Bridging the Gap Between Asset/Capacity Building and Needs Assessment text. Determine strategic planning process to the specific community needs-based issue. Thus, the model for strategic planning combines the essential components of force field analysis and SWOT analysis conducted in subsection “Hybrid Framework for Etiological Analysis and Situational Analysis Framework” into a hybrid framework for appropriate intervention strategy.
In addition, using the assigned readings in this unit and the Unit 7 readings from your Designing and Managing Programs text, you must incorporate the revised design of the conceptualization of measurable action plan you intend on using for your public needs assessment project. Be sure that this includes descriptions of the overall goal, three outcome objectives and three corresponding process objectives, as well as their realistic program or project hypotheses, and their suitable program or project activities. Finally, be sure to include a description of an outcome-based method to evaluate the steps and activities in the action plan to gauge success.
. Summary or Conclusion. (About half a page): This section summarizes each of the areas covered in this assignment. Start with a restatement of the purpose statement (verbatim) and tie this to the areas covered. It is a variation of the first section, the Introduction. Remember that in the Introduction your audience has no knowledge of the problem concept or population you intend to address, and by the time you write the Summary, you have walked them through the logic of your proposed public needs assessment program planning intervention. These two sections should reflect these different perspectives.
. References. (2 pages): This section should list all sources used in the body of the paper adhering to current APA formatting and style. It should be noted that you are expected to communicate effectively in the body of the paper through the appropriate application of grammar, punctuation, spelling, writing mechanics, and professional tone.
Note: All page suggestions assume double spacing with 1-inch margins all around and a standard font size as specified.
Other Requirements
Your paper should meet the following requirements:
. Written communication: Written communication should demonstrate effective academic analysis.
. Resources: Remember to support your project analysis at each level with peer-reviewed literature in addition to the text. A minimum of 20 peer-reviewed sources should be used to support your analysis.
. APA format: Be sure to format your paper using current APA style and formatting guidelines.
. Length of paper: 15–20 pages, excluding the cover page and references list. Table-generated action plan and data gathering instruments can be presented in an appendix and are not included in the page limit.
Submit your final paper as a Word document in the assignment area.
Folder iconPortfolio Prompt: You are required to save this learning activity to your ePortfolio, in the Professional Showcase binder.
Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click on the linked resources for helpful writing information.

U9 -1

Exploring Outcome-Based Evaluation Options

Using the two peer-reviewed articles on ethnographic and OBE approaches you identified in the this unit’s study, provide a summary of your reflective action learning assessment on the validity and accuracy of the evaluation methods used in terms of the progress, results-based accountability, and performance reporting.
Be sure to also consider some of the ups and downs, uncertainties, challenges, efficiency, or effectiveness issues with service, program or project use patterns, ethnographic implications, as well as the intended OBE methods to assess your public needs assessment and planning project’s progress.
Finally, because the scientific merit action research template (SMART) form is the research plan that serves as the skeleton for your dissertation proposal in the DPA program, perhaps, it may be good to get introduced to it. Being introduced early to the SMART form will not only help you better acclimate yourself on what will be expected of you at the dissertation phase, but also you could perhaps start reflecting on the relevant questions noted on some of the sections as lenses to help shape your public needs assessment and planning project.
For this, also provide a summary of how the action learning activities and knowledge base on public needs assessment and planning, can be helpful when it is time to complete sections of the SMART form for your dissertation proposal in the DPA program. For this discussion, you are not required to complete the SMART form itself now. However, to acclimate yourself on what will be expected of you at the dissertation phase, just indicate how knowledge developed in this course can be translated to help address specific sections of the form.

Final Paper Submission Scoring Guide Grading Rubric
Criteria Non-performance Basic Proficient Distinguished
Provide introduction applying stakeholder identification and process planning to a specific community issue. 5% Does not provide introduction applying stakeholder identification and process planning to a specific community issue. Provides introduction applying stakeholder identification but not process planning to a specific community issue. Provides introduction applying stakeholder identification and process planning to a specific community issue. Provides introduction and examines the application of stakeholder identification and process planning to a specific community issue, providing rationale for stakeholder identification and process planning decisions.
Plan all stages of an effective public needs assessment and target population for possible future implementation. 5% Does not plan all stages of an effective public needs assessment and target population for possible future implementation. Plans stages of an effective public needs assessment and target population for possible future implementation but does not account for all stages of the plan. Plans all stages of an effective public needs assessment and target population for possible future implementation. Plans all stages of an effective public needs assessment and target population for possible future implementation, providing support for plans from the literature and comparative examples.
Describe hybrid framework of etiological analysis to explain situational analysis framework and rationale supporting the problem-solving model of public needs assessment project. 5% Does not describe hybrid framework of etiological analysis to explain situational analysis framework and rationale supporting the problem-solving model of public needs assessment project. Describes hybrid framework but applies non-validated etiological analysis to explain situational analysis framework and rationale supporting the problem-solving model of public needs assessment project. Describes hybrid framework and applies validated etiological analysis to explain situational analysis framework and rationale supporting the problem-solving model of public needs assessment project. Synthesizes and describes hybrid framework, applying validated etiological analysis to explain situational analysis framework and rationale supporting the problem-solving model of public needs assessment project.
Use variations of needs-based analytic tools to assess potential systemic forces of public needs assessment project planning. 5% Does not use variations of needs-based analytic tools to assess potential systemic forces of public needs assessment project planning. Uses variations of needs-based analytic tools but does not assess potential systemic forces of public needs assessment project planning. Uses effective variations of needs-based analytic tools to assess potential systemic forces of public needs assessment project planning. Uses effective combined variations of needs-based analytic tools to assess potential systemic forces of public needs assessment project planning, and provides support for the arguments.
Define methods of assuring appropriate public involvement and enhanced public value in the needs assessment project. 5% Does not identify methods of assuring appropriate public involvement and enhanced public value in the needs assessment project. Identifies but does not define methods of assuring appropriate public involvement and enhanced public value in the needs assessment project. Defines methods of assuring appropriate public involvement and enhanced public value in the needs assessment project. Evaluates and defines methods of assuring appropriate public involvement and enhanced public value in the needs assessment project, and provides support for the arguments.
Develop theoretical constructs from the scholarly literature and research methods used to support the needs assessment project. 10% Does not develop theoretical constructs from the scholarly literature and research methods used to support the needs assessment project. Develops theoretical constructs and research methods used that is not supported by scholarly literature to support the needs assessment project. Develops theoretical constructs from the scholarly literature and research methods used to support the needs assessment project. Analyzes, synthesizes, and compares theoretical constructs from scholarly literature and research methods used to support the needs assessment project.
Design an effective survey instrument to gather information necessary to inform the needs assessment project. 10% Designs an ineffective survey instrument that does not gather information necessary to inform the needs assessment project. Designs a partially effective survey instrument that does not appear to gather all information necessary to inform the needs assessment project. Designs an effective survey instrument to gather information necessary to inform the needs assessment project. Designs an effective survey instrument that gathers information that is not yet obvious as necessary to inform the needs assessment project.
Analyze qualitative processes and design interview questionnaire used in gathering data that support public needs assessment projects. 10% Does not analyze qualitative processes and design interview questionnaire used in gathering data that support public needs assessment projects. Identifies but does not analyze qualitative processes and design interview questionnaire used in gathering data that support public needs assessment projects, missing some key components. Analyzes qualitative processes and designs effective interview questionnaire used in gathering data that support public needs assessment projects. Analyzes, synthesizes, and applies qualitative processes and designs effective interview questionnaire used in gathering data that not yet obvious as necessary to inform public needs assessment projects.
Assess asset/capacity building needs-based situation, problem concept definition, scope prioritization, and measurement levels, reflecting diverse public values in public needs assessments. 10% Does not assess asset/capacity building needs-based situation, problem concept definition, scope prioritization, and measurement levels, reflecting diverse public values in public needs assessments. Identifies but does not assess asset/capacity building needs-based situation, problem concept definition, scope prioritization, and measurement levels, reflecting diverse public values in public needs assessments. Assesses asset/capacity building needs-based situation, problem concept definition, scope prioritization, and measurement levels, reflecting diverse public values in public needs assessments. Assesses asset/capacity building needs-based situation, problem concept definition, scope prioritization, and measurement levels, reflecting diverse public values in public needs assessments, and provides researched support for the stance.
Design measurable action plans and hybrid intervention strategy that reflect public values and input into stakeholder decision making. 10% Does not design measurable action plans and hybrid intervention strategy that reflect public values and input into stakeholder decision making. Designs measurable action plans and hybrid intervention strategy that reflect public values and input into stakeholder decision making, but misses key components. Designs measurable action plans and hybrid intervention strategy that reflect public values and input into stakeholder decision making. Designs and applies implementable measurable action plans and hybrid intervention strategy that reflect public values and input into stakeholder decision making.
Assess methods of performance evaluation and outcomes measurement for public needs assessments. 15% Does not identify methods of performance evaluation and outcomes measurement for public needs assessments. Identifies but does not assess methods of performance evaluation and outcomes measurement for public needs assessments. Assesses methods of performance evaluation and outcomes measurement for public needs assessments. Analyzes methods of performance evaluation and outcomes measurement for public needs assessments with direct application to the selected project.
Demonstrate an academic writing style coupled with effective conclusion and supportive references. 10% Does not demonstrate an academic writing style, and the writing contains countless grammatical errors and incomplete arguments, and it lacks effective conclusion. Partially demonstrates effective academic analysis through writing coupled with conclusion; however, some arguments are incomplete or lack effective support. Demonstrates effective academic analysis through writing style coupled with effective conclusion. Demonstrates an academic writing style coupled with effective conclusion and less than one grammatical or APA style error per page.

What is Ethnography?
Introduction
When we conduct public needs assessment and planning projects, we are part of the project. Whether our official role is that of a representative of a constituent group, another type of stakeholder, or a government representative, we may be called upon to facilitate the project. Natural leaders arise and you don’t need to have the title of chair to be called upon to take a research position!
You as an Action Researcher
Your future participatory action research dissertation study includes you as a member of a team that works to find a solution to a public problem. Participatory action research builds on ethnography as one component of the research model. That’s one reason to understand ethnography as a qualitative research methodology. Ethnography has its roots in a number of disciplines, and each adds depth and richness to the research design. Let’s look at some of the aspects of this lived research experience.
Anthropology
Ethnography has its roots in anthropology, the science of human beings. Specifically, the field of anthropology contributes the study of people’s nature, their characteristics, and how these influence their activities. Think about this as the individual’s perspective in a needs assessment project or research study setting.
Sociology
A second field that contributes to ethnography is sociology, the science that studies societies, their institutions and relationships. It examines the collective behaviors of organized groups of people. This fits well within what we already know about the organizational impacts on a project or study.
Human Ecology
The third branch of science that has a lesser but still profound impact on ethnography is human ecology, which studies the interrelationships and patterns of humans’ response to their environment. It contributes a systems theory approach to ethnography. When we consider our world and its influences in its broadest sense, there are many variables and externalities that impact how a project or study may proceed.
Individuals
Humans operate within societies, represented by the intersection between anthropology and sociology.
Organizations
Organizations operate within a world that changes how they may approach a problem, noted as the intersection of sociology and human ecology.
Society and the World
Similarly, actions of individuals may change based on their place within the world and their personal environment. The intersection of anthropology and human ecology provide this evidence.
Ethnography!
At the core, ethnography considers all three levels of influence, individuals, organizations, and society, in relation to the problem being studied.
Conclusion
As you think about a public needs assessment project for this course or your future participatory action research, consider the ethnographic implications that may direct the outcome in one way or another. You can then plan to overcome problems and be proactive in your project or study design!
Credits
Subject Matter Expert:
Yvonne Kochanowski
Interactive Design:
Mark Bune, Justine Lee
Instructional Designer:
Brian Powers
Project Manager:
Karen Dodd

Biopharmaceuticals: Plant-based Medications for the Future

Biopharmaceuticals: Plant-based Medications for the Future
Just A. Student
Central Washington University
Treating disease and administering vaccines to those in the poor communities and developing nations who need them the most if a challenge. The production of the vaccines is often expensive, and delivery requires a sterile syringe, and often even booster shots over time to ensure the vaccine is treatment is still effective. This is costly, monetarily speaking, and can even cost human lives when those shots are delivered with a sterile needle, or are done improperly. 20 million cases of infection arise annually (Kwon et al, 2012).
While genetically modifying naturally occurring organisms for medicinal purposes is nothing new, some scientists started to mull over the idea of administering medications and life-saving vaccines around the globe in a different way. Biopharmaceuticals are on the rise, and their potential is incredible.
PLANT-BASED MEDICATIONS OF THE FUTURE 2
Though it the early stages of testing, development and regulating, delivery of vaccines and medicines orally via plants is proving to be a field worth paying attention to. The process is relatively low cost, with decently high yield, and distribution would be simple. Perhaps a utopian world where the locals can medicate themselves with the fruits from a banana is not possible just yet (Mandy, 2005), but it cannot be ruled out just yet. Biopharmaceuticals are merely in their infant stage, and will continue to improve as our science does.
History
While this field of biopharmaceuticals seems straight out of a futuristic movie plot, it is not exactly new. Biotechnology has been in place for decades, beginning with Alexander Flemming’s discovery of “mold juice”- penicillin- in 1928 (ACS, 1999). Flemming found that something as simple as this mold growth within a petri dish secreted a substance that could kill a variety of bacteria, ranging from diphtheria to streptococcus. Though it took some time before the penicillin could be properly purified and used to fight infection, the first major fungi based pharmaceutical had been manufactured (ACS, 1999), and an industry was born.
Technology has improved drastically since 1928, and by 1970 scientists were discovering the capabilities of recombinant DNA. The process involved using pieces of DNA from two different species, and joining them together to create a new, hybrid set of DNA. This hybrid would then need to be placed back into a cell, which often was that of a bacterium (NHGRI, 2013). This process of “cut and paste” DNA would eventually lead to the development of somatostatin in 1977, which is currently used to treat individuals suffering from gigantism (Uckon, 2013). This process might not have been possible without bacterium acting as a surrogate cell for these DNA cocktails.
Biopharmaceutical technology was on the upswing by the 1980s, with mass production disease fighting biopharmaceuticals (Uckon, 2013). In 1980 Cohen and Boyer were able to produce human insulin (used to regulate blood sugar levels) from genetically modified bacteria thanks to the issuance of a patent for gene cloning (ABS Australia, 2008). Human growth hormone, used to treat Creuzfeldt Jacob Disease, was produced with help from improved technology that isolated plasmids from E. coli (Ayyar, 2011).
It was becoming obvious that human and animal tissues might not have been the cheapest and safest way to synthesize molecules. Biopharmaceuticals had shown their value, and continue to be utilized and experimented with today.
The Field Today
Biotechnology has since moved on from DNA splicing and hosting in bacteria cells. These days, scientists have their eyes on placing vaccines and other drugs within plant cells, including carrots, lettuce and cereal grains, with the intention of animal and human consumption.
The glycoprotein necessary for the rabies vaccine has been successfully expressed within plants such as tomatoes, carrots and spinach, and proved to protect mice in laboratory trials (Yang et al, 2013). This was accomplished through more recombinant DNA. Scientists used pieces of the rabies glycoprotein- the signal peptide specifically, which leads the way for the chain of proteins- and implemented the “cut and paste” method to replace that peptide with another plant based protein. This process, when successful, produces plant derived rabies antigens (Yang et al, 2013), which promote the production of antibodies in the immune system to fight off this invading substance.
Yang et al (2013) considers the plant based rabies vaccine to be advantageous in terms of the early successes seen in lab trials with mice, but there are some issues with the method of storing and administering the vaccines in this way. Shelf life is a major concern, as your average tomato does not have a particularly long life span. There is also the concern that as biological materials run the course of their life, what will happen to the level at which the proteins of the vaccine are expressed? Will they drop to a level that is useless when consumed? If the plants are used for multiple generations, how will protein expression change over each? While there are many questions left to be answered, Yang et al (2013) feels that this method has excellent potential, especially if the process of growing antigen producing plants is expedited. This is a low cost, relatively safe alternative to current methods. It is possible that when these issues are addressed, domestic animals could feasibly be treated using oral, plant based vaccines (Yang et al, 2013).
As recently as October of this year (2015), scientists out of the University of Pennsylvania School of Dental Medicine announced they had successfully created plant based systems of producing shelf-stable drugs- that is, drugs that can be stored and used over longer periods of time. The drug developed promotes blood clotting, necessary for hemophilia patients, and was produced within the leaf of freeze-dried lettuce (UPSDM, 2015).
In initial trials, the researchers had used tobacco to grow the proteins that inhibit antibodies from attacking the clotting factors that hemophilia patients receive via infusion. When hemophiliac mice were used in the trials were fed the tobacco plants, their production of inhibitors virtually stopped. However, lettuce was brought in to begin to developing a similar plant-based treatment, but in a form humans could consume (UPSDM, 2015).
Though the process of producing the proteins in lettuce was different than in tobacco, due to genetic factors between the plants. Researchers used a similar technique of hitting the leaves with the desired proteins, as well as other factors that aided the protein in making it to the immune system when consumed. The plants that successfully picked up the proteins were then grown to maturity, but the question of shelf life was still unanswered. Researchers tried freeze drying the leaves, and evaluated whether the process had affected the expression of the protein through analysis to determine dosage, and eventually trials with mice. The trials were success again, as they had been with the tobacco, and the dosage was found to be flexible over “at least a 10-fold dose range” (UPSDM, 2015), which is extremely good news for human users, who metabolize and break down materials differently.
This study by the University of Pennsylvania School of Dental Medicine is hugely exciting in the field of biopharmaceuticals, since it has shown that there is truly potential for large scale commercial production of drugs through plants. The process of creating the plants is relatively inexpensive, and the number of doses that can be grown in a small area is astounding- even in a facility that doesn’t use natural light (such as a large scale pharmaceutical facility, which uses hydroponic systems), nearly 40,000 doses can be grown in an area as small as 1,000 square feet (UPSDM, 2015). Facilities like this can take advantage of vertical space, as well, since they do no rely on direct natural light, thus production could increase in that same space by tens of thousands of doses. Should other drugs, beyond clotting factors, be manufactured in plants, the production and distribution costs could be drastically reduced using these biotechnological methods.
The University of Pennsylvania School of Dental Medicine showed through their research the validity of this method in hopes of FDA approval for human use. It is possible hemophilia combatting lettuce is a possibility for humans sooner rather than later.
Impact
Biotechnology presents new and exciting, and perhaps a bit controversial options for humans as we continue to populate the Earth and struggle to distribute good and services to the poorest of nations. The process of genetically modifying organisms for human consumption (medical or nutritional) is a huge source of debate all around the globe. Biochemist Paul Berg, along with other scientists, urged for the regulation of recombinant DNA in the 1970s after producing DNA molecules. They realized the potential, but were worried that there was not enough information to confirm the method was safe, particularly when splicing DNA involved more than one species. In 1975 the Asilomar Conference was held to lay out guidelines for work with recombinant DNA, and since then the guidelines have been updated several times (NHGRI, 2013).
Even today, this form of genetic engineering is widely debated by the public, as it has cropped up most notably in the food we eat. “Round-Up Ready” seeds, which withstand the devastating effects of intense herbicides, fruit with incredible shelf life, heightened flavor and nutritional value- just to name a few (DDC, 2011). The public has been up in arms in recent years, worried over the effects of ingesting something like “roundup ready” corn, which retains chemical from the herbicide it was sprayed with (Delano, 2009). The public questions the safety of some of these products, and farmers and environmentalists alike are worried about the effects genetically modified seeds could have, and have had, on ecology and plant diversity (DDC, 2011).
Perhaps recombinant DNA has a bad reputation now, but the evolving field of biopharmaceuticals could turn public opinion around. The process of creating plant-based pharmaceuticals is relatively inexpensive, since it does not require tissues from animals (Yang et al, 2013), or fermenters, cold chain refrigeration, or purification (UPSDM, 2015). Current treatments like that of hemophilia inhibitors can cost thousands of dollars, up to even a million dollars over a lifetime, but with cost cutting done in the initial production process, patients will save a large sum of money. Biopharmaceuticals could make medications available to populations that otherwise would not have been able to afford them (UPSDM, 2015).
Mass producing the plants is also as easy as planting them just like any other crop- in soil with natural light. However, the UPSDM (2015) lettuce trials have shown us that growing plants within warehouse style hydroponic gardening systems is feasible. They found that both the plants receiving natural light, and those in the warehouse were close in terms of yields. Within the hydroponic gardens, there is room to add shelving, and capitalize on vertical space with no impact on those at lower levels (UPSDM, 2015). UPSDM (2015) was able to harvest doses from their lettuce every four to six weeks without the vertical gardens, meaning the production rate of biopharmaceuticals is extremely promising, and also cuts down on costs to the patients.
For developing nations, biopharmaceuticals could vastly improve access to healthcare. Cases of deadly infectious disease within developing nations reaches to nearly 10 million annually, even with modern vaccines, due to the expenses incurred in developing them, transporting them, and most importantly administering them in a sterile, safe way. Unsafe delivery of a vaccine (contamination, reused needles, etc.) accounts for more than 20 million infections (Kwon et al, 2012). Plant-based, ingested medications could eliminate a large portion of this risk for infection and reactions.
Pharmaceutical proteins protected within plant cells are also safe from toxins and bacteria contaminants that are associated with the use of mammal cell cultures. In addition, moving away from the use of animal tissues elements during the manufacturing process means that there are little to no risks from human pathogens (Kwon et al, 2012). This means that not only is delivery via sterile injection unnecessary, but the pharmaceutical itself has been manufactured in a safe way, with little risk to the consumer.
Modern science is moving in the direction of being able to create a plant that is familiar, will grow effectively in a particular region, and will also express within its DNA makeup, treatment for a disease or illness that region struggles with (ISAAA, 2007). Growing their own plant-based pharmaceuticals will drastically cut down costs for the nation in question, and the sheer number of doses will be much more effective than our current lab manufactured systems. The technology for hydroponic facilities, and extraction will need to be established within these countries, but after the initial set up, the benefit to the local communities will be monumental. The spread of disease in poor, developing nations could see a dramatic decrease (ISAAA, 2007).
Despite all of the great potential, there are some major concerns with the widespread production and use of biopharmaceuticals. Controlling the dosage of the expressed pharmaceutical within a plant throughout its shelf life, as well as throughout the generations has been an obstacle for the production of plant-based medications (Yang et al, 2013). Dosage levels may change when a plant is bred and seeds harvested over, and over again. If a plant is freeze dried, and able to sit in a cabinet, how will the levels change over time? This type of genetic engineering is new, thus we have little information at this time.
Another concern is cross pollination and the introduction of biopharma in to local ecology. This is particularly dangerous. It has been suggested that plants used for pharmaceuticals should never be grown outside of a greenhouse or hydroponic warehouse setting (ISAAA, 2007). By maintaining physical isolation, the crops themselves are protected from cross pollination, but more importantly fields of agricultural crops for human consumption are protected. The concern is that cross pollination could lead to the expression of pharmaceuticals within crops that will be eaten by the general public (ISAAA, 2007). This is also troublesome, since transgenic species may include DNA from more than one plant, which a consumer may not realize. If the crop has become contaminated, it is possible that a consumer could eat a soybean that has been inadvertently crossed with a soybean/Brazil nut hybrid. If the consumer is allergic to Brazil nuts, this could be harmful or even deadly (Delano, 2009).
Complete and total isolation for every transgenic crop is unrealistic though, and other solutions have been proposed to limit environmental exposure. One such idea is to have the necessary genes present within the plant, but only have them expressed to their full potential after having been treated with some kind of activator (ISAAA, 2007). This solution presents more ethical problems, as it takes a genetically engineered plant- something many consumers are already leery of- and treats it with some kind of chemical activator. It may be expensive as well, (ISAAA, 2007), in terms of manufacturing the activator, the equipment necessary for treatment, etc. Heightened costs undermine one of the very things that biopharmaceuticals are aiming to combat.
Concerns also surround the biosafety legislation, or lack thereof, of developing nations who so desperately need the cost effective, mass produced pharmaceuticals (ISAAA, 2007). While standards in the United States are often reevaluated and tweaked (NHGRI, 2013), the same cannot be said of countries with sometimes unstable government and ruling officials. Likely the nation has never had to consider regulations like this, so they may be nonexistent. Without control, seeds manufactured in the US could be bred and experimented without compliance to our biosafety standards. Ineffective crops and failed experiments actually add to the cost of the drugs themselves (due to the cost of research), and that goes for both nations following safety regulations and those outside of the regulations (ISAAA, 2007). Without control or international guidelines for biopharmaceutical production, it will be dangerous to distribute crops to other nations.
Conclusion and Future Study
With the proper biosafety regulations, both in the lab and in production, plant-based pharmaceuticals are “the way of the future,” so to speak. Though the science is in its early stages, the potential is too great to ignore. Cutting costs and increasingly availability of medications is something so desperately needed in poor communities and developing nations. To ignore an opportunity to work toward that would be irresponsible.
That being said, perhaps our approach to biopharmaceuticals needs to shift. While making medical advancements and developing more plant-based pharmaceuticals is important, just as much emphasis needs to be placed on the logistics of biopharmaceuticals in tandem with development. Regulations need to be constantly reevaluated and revised, since biosafety is of upmost concern. In order for the field to reach its full potential, all the t’s need to be crossed and i’s dotted. Perhaps their needs to be a large international committee that meets and discusses regulations for lab procedures, production and growth, and dispersal so that in the future the plants can be grown in the nations that need them most to further cut costs and increase availability.
Biopharmaceuticals have a long way to go, and more potential to be reached. The idea of a future where vaccines can be grown and delivered to rural villages to save the lives of children is an exciting one. Before we get too excited, more research needs to be done, and any and all risk-management factors need to be considered (both in consumption, and gene flow between pharmaceutical plants and standard agriculture). This is normal in the field of science and new technology. I believe as the years go by we will see an increase in successful lab trials of biopharmaceuticals, and the conversation about distribution and production will truly begin. In our lifetime, we may well see the first crop of life saving medications distributed via plants around the world.
References
American Chemical Society. (1999). Discovery and development of penicillin. Retrieved from http://www.acs.org/content/acs/en/education/whatischemistry/landmarks/flemingpenicillin.html
Australian Broadcast Company. (2008). The biotech revolution: 1980. Retrieved from http://www.abc.net.au/science/features/biotech/1980.htm.
Ayyar, V. S. (2011). History of growth hormone therapy [Abstract]. Indian Journal of Endocrinology and Metabolism, 15(Suppl3), S162-S165. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3183530/
de Herder, W. W., van der Lely, A. J., & Lamberts, S. W. (1996). Somatostatin analogue treatment of neuroendocrine tumors [Abstract]. Postgraduate Medical Journal, 72(849), 403-408. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2398518/
Delano, M. (2009). Roundup ready crops: Cash crop or third world savior. Retrieved from http://web.mit.edu/demoscience/Monsanto/index.html
DNA Diagnostics Center. (2011). Creating solutions for health and nutrition. Retrieved from http://www.dnacenter.com/science-technology/health-nutrition.html
International Service for the Acquisition of Agri-Biotech Applications. (2007). Pocket K No. 26: Molecular pharming and biopharmaceuticals. Retrieved from https://www.isaaa.org/resources/publications/pocketk/26/default.asp
Kwon, K., Verma, D., Singh, N. D., Herzog, R., & Daniell, H. (2013). Oral delivery of human biopharmaceuticals, autoantigens, and vaccine antigens bioencapsulated in plant cells. Advanced Drug Delivery Reviews, 65(6), 782-799. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3582797/
Mandy, R. (2005). Banana vaccines: A conversation with Dr. Charles Arntzen. Journal of the Young Investigators: The Undergraduate Research Journal.Retrieved from http://www.jyi.org/issue/banana-vaccines-a-conversation-with-dr-charles-arntzen/
National Human Genome Research Institute. (2013). 1972: First recombinant DNA. Retrieved from http://www.genome.gov/25520302
Uckon, F. (2013). A brief history of biopharmaceuticals [PowerPoint slides]. Retrieved from http://www.slideshare.net/fatihuckun/a-brief-history-of-biopharmaceuticals-by-dr-fatih-uckun
University of Pennsylvania School of Dental Medicine. (2015, October 1). Proof-of-concept for low-cost drug made in lettuce. Science Daily. Retrieved from http://www.sciencedaily.com/releases/2015/10/151001094319.htm
Yang, D., Kim, H., Lee, K., & Song, J. (2013). The present and future of rabies vaccine in animals. Clinical and Experimental Vaccine Research, 2(1), 19-25. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3623496/