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Participating in classroom discussion is paramount to the learning experience. Participating in the weekly discussions allows students and instructors to share experiences, investigate complicated subject matter, share expertise, and examine the content from new perspectives. The qualitative participation requirements are:

• Follow-up responses to classmates’ initial answers or responses that integrate course theories with a practical application of the subject, offering a personal observation or experience, or referencing real-world examples, current events, or presenting current research on the topic.

• Classroom interaction demonstrating deeper or broader thoughts beyond rephrasing what the textbook has presented on the topic.

• Responses encouraging further discussion and ongoing dialogue with other students and the instructor in the class.

• Asking additional, relevant questions about the week’s topic.

• Communications that are presented in a professional and supportive manner, and with respectful tone.

Substantive posts are when you add to the discussion, relate an experience or literature that adds to or illustrates the topic under discussion. References are expected and all references must be formatted following APA 7th edition guidelines. Templates and guidelines can be found in the Writing Center through your Online Student Success Center which can be accessed by clicking on this link[supanova_question]

Conjugation Reactions (SPAAC) in vivo

Conjugation Reactions (SPAAC) in vivo.

SPAAC (Strain-promoted alkyne-azide cycloadditions) Find new (no old than 20 years) good articles that speaks about that topic. If articles can’t be accesses, please let me know and I’ll upload it if possible. Guidelines are listed below. Project Requirements Find a new or substantially improved reaction (< 20 years old) Write a report (≤ 5 pages) on the reaction, including background, reaction conditions, reaction mechanism, scope and limitations, and representative examples from the literature 

 

Report Guidelines The report should have the following headings: Introduction Present the general reaction type covered (including a generic scheme). Describe briefly why you chose this reaction. Background Describe briefly the reason for developing this reaction, what other alternatives can be used to obtain the products, and what makes this reaction particularly interesting. Reaction mechanism Describe (as much as is known) the mechanism of the reaction using structural drawings. Reaction conditions, scope and limitations Describe under what conditions the reaction can be carried out. Indicate the scope of starting materials can be used and what products can be obtained. List potential limitations of the reaction (specific conditions, challenging starting materials, etc.). Describe representative examples from the literature.

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Each group member will research and present a four to six paragraph post in your assigned group area about whether Biotech should locate the new manufacturing and distribution plant in India, Japan, or Vietnam.

relpy to post Each group member will research and present a four to six paragraph post in your assigned group area about whether Biotech should locate the new manufacturing and distribution plant in India, Japan, or Vietnam..

Instructions:

You will be working with classmates as a team (3 – 4 students) in the Group area.  Every student is expected to do the required work as you will not be receiving a group grade but instead will receive two grades for this week’s collaborative learning activities. 

Grade 1:  Collaborative Grade – Group discussion

You will post the following requirements by Wednesday by 11:59 p.m. eastern time in the Group Discussion area. 

Each group member will research and present a four to six paragraph post in your assigned group area about whether Biotech should locate the new manufacturing and distribution plant in India, Japan, or Vietnam.  The defense of your selected location will include the consideration of the cost to acquire the real estate; sustainable/green products record; access to affordable but knowledgeable labor; ease of distribution of manufacturing products to the plant, and ease of distribution of products to customers; and access to innovative employees that can create a new product line to gain market share from day one.  Do not forget to support the reasoning for the selection with research, case scenario facts (above) and the course material.

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Conceptual Paper – Assessment Task 2

Conceptual Paper – Assessment Task 2.

Individually, you are required to provide a written conceptual paper on a marketing topic of your choice. Your goal is to make a conceptual contribution to the scholarly marketing literature to advance current knowledge in your chosen area. It is likely that the readings from the lecture topics will inform your choice of a conceptual paper topic. Moreover, it is likely that the range of theories addressed in the articles throughout the semester will help inform your own choice of a relevant supporting theory for your paper.
This is a research assignment and you will consult and critically review the relevant extant marketing literature whilst developing your conceptual paper.
The purpose of this task is fourfold:
1. Identify a conceptual question that is both important and interesting to address, based on your command of seminal and contemporary literature relevant to your chosen marketing topic.
2. Integrate a meaningful theory which helps explain the conceptual gaps or assumptions that you will challenge as a result of your literature review in seeking to address your conceptual question.
3. Develop a conceptual model diagram with a series of related conceptual propositions which explains the resolution to your conceptual question.
4. Identify and discuss the theoretical and practical implications of your conceptual model.

The conceptual paper must include all of the following sections which are to be used as sub-headings:
1. Abstract (100-150 words)
Provide a concise summary of your conceptual paper enticing your reader to read on. Outline your chosen topic as it is related to extant marketing literature, your conceptual claims, your key theory/theories used to inform your work, and your conceptual contributions (managerial and theoretical).
2. Introduction (150-200 words)
Provide a broad overview of the conceptual research question/s and the context for your conceptual paper. You will likely have between 1-2 central conceptual questions that your paper seeks to address. Describe why your selected topic is an important one to the marketing literature. You will likely provide some key references (i.e., seminal and contemporary) to indicate to the reader the literature that your work is grounded in. What are your key conceptual contributions; that is, what is novel, interesting, unique, or important about your conceptual work? In what ways does it extend current marketing knowledge? Provide an outline of the structure and organisation of your paper.
3. Literature Review (800-1000 words)
Review the relevant literature as related to your chosen marketing topic. You will demonstrate your knowledge through an organised, systematic discussion of extant marketing literature, including in-text references. It is likely that you would have somewhere between 15 relevant references to extant literature in-text from quality marketing journals to support this goal (or perhaps more, if relevant). Your literature review should be organised in some way, perhaps thematically, or chronologically. Choose a structure that makes sense for your paper. It is likely that you will use sub-headings to guide the reader. Ultimately, you should aim to synthesise across the literature rather than describing each article separately or individually.
4. Theoretical Development (500-750 words)
What theory are you using to support your conceptual paper? It is likely that some of the theories studied in the lecture topics will provide a useful point of departure. You may source theories from other articles not covered in lectures if appropriate. Will you use one theory, or integrate aspects of two theories? Summarise your chosen theory or theories here so the reader understands the basis for your conceptual model. Note: it is best to avoid too many theories. Choose one or perhaps integrate elements of two complementary theories as advised. You will integrate references to support your claims in this section.
5. Conceptual Model and Propositions (1000-1200 words)
Here you will provide your own new ideas and insights, integrating and synthesising the literature in a novel way. Perhaps you will build on an existing model from the literature. Perhaps you will use theory to challenge an existing model. The choice is yours. Focus on the logic of your claims (i.e., your conceptual propositions). You will advance a series of conceptual propositions in this section, supported by your
theoretical rationale and references to extant literature. Where appropriate, provide a conceptual model (a visual diagram) at the end of this section summarising your conceptual propositions. Indicate the nature of the propositions as being either positive or negative if you are positing causal relationships (this is highly likely).
6. Discussion (300-500 words)
Having reviewed the literature and presented your conceptual model and propositions, you must discuss the importance of your model. Discuss theoretical implications stemming from your work for academics and/or marketing educators. Relate your work to existing literature and clearly state the contributions you have made to extend or challenge this literature. Discuss any practical implications that you envisage for policy makers and/or marketing practitioners. Discuss any limitations of your conceptual model and/or propositions. Use this as a stepping stone to provide suggestions for future research or additional conceptual work. It is likely you will use sub-headings to guide the reader. The italicised words in this paragraph are suggested sub-headings for you to use in this discussion section.
Note: By acknowledging any limitations, minor flaws or potential drawbacks you merely delineate the boundaries of your work. View this as an opportunity to motivate a rationale for more work that needs to be done in your important topic area!
7. Conclusion (150-200 words)
Provide a brief summary of your conceptual paper. Demonstrate how you have addressed the conceptual questions proposed in your introduction and whether/how your review of key literature and your conceptual model/propositions has resolved these questions.
8. Reference List
Provide a list of citations only to the articles that you have critiqued, reviewed and/or to the article/s used to support your conceptual paper. Remember you should try to aim for at least 15 relevant references from the recommended journals for your literature review alone. Note that you might have other additional articles from which you source your theoretical framework.

Possible Sources

Week 1 – Course Introduction
1. MacInnis, Deborah J. (2011), “A Framework for Conceptual Contributions in Marketing,” Journal of Marketing, 75 (July), 136-54.
2. Sutton, Robert I. and Barry M. Staw (1995), “What Theory Is Not,” Administrative Science Quarterly, 40 (3), 371-84.
3. Alvesson, Mats, and Jorgen Sandberg (2011), “Generating Research Questions Through Problematization,” Academy of Management Review, 36 (2), 247-71.
Week 2 – Theories of Competition
1. Hunt, Shelby D. and Robert M. Morgan (1995), “The Comparative Advantage Theory of Competition,” Journal of Marketing, 59 (April), 1-15.
2. Dickson, Peter R. (1996), “The Static and Dynamic Mechanics of Competition: A Comment on Hunt and Morgan’s Comparative Advantage Theory,” Journal of Marketing, 60 (October), 102-06.
3. Hunt, Shelby D. and Robert M. Morgan (1996), “The Resource-Advantage Theory of Competition: Dynamics, Path Dependencies, and Evolutionary Dimensions,” Journal of Marketing, 60 (October), 107-14.
4. Deligönül, Z. Seyda and S. Tamer Çavuşgil (1997), “Does the Comparative Advantage Theory of Competition Really Replace the Neoclassical Theory of Perfect Competition?,” Journal of Marketing, 61 (October), 65-73.
5. Hunt, Shelby D. and Robert M. Morgan (1997), “Resource-Advantage Theory: A Snake Swallowing Its Tail or a General Theory of Competition?,” Journal of Marketing, 61 (October), 74-82.
Week 3 – Market Orientation
1. Kohli, Ajay K. and Bernard J. Jaworski (1990), “Market Orientation: The Construct, Research Propositions, and Managerial Implications,” Journal of Marketing, 54 (April), 1-18.
2. Slater, Stanley F. and John C. Narver (1995), “Market Orientation and the Learning Organization,” Journal of Marketing, 59 (July), 63-74.
Week 4 – Services Marketing
1. Shostack, G. Lynn (1977), “Breaking Free From Product Marketing,” Journal of Marketing, 41 (April), 73-80.
2. Vargo, Stephen L. and Robert F. Lusch (2004), “Evolving to a New Dominant Logic for Marketing,” Journal of Marketing, 68 (January), 1-17.
Week 5 – Servicescapes, Service Encounters
1. Solomon, Michael R., Carol Surprenant, John A. Czepiel, and Evelyn G. Gutman (1985), “A Role Theory Perspective on Dyadic Interactions: The Service Encounter,” Journal of Marketing, 49 (Winter), 99-111.
2. Bitner, Mary Jo (1992), “Servicescapes: The Impact of Physical Surroundings on Customers and Employees,” Journal of Marketing, 56 (April), 57-71.
MKTG3509 Contemporary Issues in Marketing Reading List
Week 6 – Branding & Brand Equity
1. Keller, Kevin Lane (1993), “Conceptualizing, Measuring, and Managing Customer-Based Brand Equity,” Journal of Marketing, 57 (January), 1-22.
2. Erdem, Tülin and Joffre Swait (1998), “Brand Equity as a Signaling Phenomenon,” Journal of Consumer Psychology, 7 (2), 131-57.
3. Brown, Stephen, Robert V. Kozinets, and John F. Sherry Jr. (2003), “Teaching Old Brands New Tricks: Retro Branding and the Revival of Brand Meaning,” Journal of Marketing, 67 (July), 19-33.
Week 7 – Brand Communities
1. McAlexander, James H., John W. Schouten, and Harold F. Koenig (2002), “Building Brand Community,” Journal of Marketing, 66 (January), 38-54.
2. Algesheimer, René, Utpal M. Dholakia, and Andreas Herrmann (2005), “The Social Influence of Brand Community: Evidence from European Car Clubs,” Journal of Marketing, 69 (July), 19-34.
Week 8 – Consumer Culture
1. Belk, Russell W. (2013), “Extended Self in a Digital World,” Journal of Consumer Research, 40 (October), 477-500.
2. Kozinets, Robert V. (2001), “Utopian Enterprise: Articulating the Meanings of Star Trek’s Culture of Consumption,” Journal of Consumer Research, 28 (June), 67-88.
Week 9 – Relationship Marketing
1. Morgan, Robert M. and Shelby D. Hunt (1994), “The Commitment-Trust Theory of Relationship Marketing,” Journal of Marketing, 58 (3), 20-38.
2. Price, Linda L. and Eric J. Arnould (1999), “Commercial Friendships: Service Provider-Client Relationships in Context,” Journal of Marketing, 63 (October), 38-56.
Mid Semester Break: No Lectures or Tutorials
Week 10 – Customer Value & Marketing Metrics
1. Reinartz, Werner J. and V. Kumar (2000), “On the Profitability of Long-Life Customers in a Noncontractual Setting: An Empirical Investigation and Implications for Marketing,” Journal of Marketing, 64 (October), 17-35.
2. Rust, Roland T., Katherine N. Lemon, and Valarie A. Zeithaml (2004), “Return on Marketing: Using Customer Equity to Focus Marketing Strategy,” Journal of Marketing, 68 (January), 109-27.
Week 11 – New Product Diffusion & Innovation
1. Mahajan, Vijay, Eitan Muller and Frank M. Bass (1990), “New Product Diffusion Models in Marketing: A Review and Directions for Research,” Journal of Marketing, 54 (1), 1-26.
2. Wood, Stacy L. and C. Page Moreau (2006), “From Fear to Loathing? How Emotion Influences the Evaluation and Early Use of Innovations,” Journal of Marketing, 70 (July), 44-57.
Week 12 – Marketing Ethics & Consumer Policy
1. Mizerski, Richard (1995), “The Relationship Between Cartoon-Trade Character Recognition and Attitude toward Product Category in Young Children,” Journal of Marketing, 59 (4), 58-70.
2. Smith, N. Craig and Elizabeth Cooper-Martin (1997), “Ethics and Target Marketing: The Role of Product Harm and Consumer Vulnerability,” Journal of Marketing, 61 (July), 1-20.
3. MacInnis, Deborah J. and Gustavo E. de Mello (2005), “The Concept of Hope and Its Relevance to Product Evaluation and Choice,” Journal of Marketing, 69 (January), 1-14.

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Unrealistic Elements in Reed’s The C Above C Above High C

Unrealistic Elements in Reed’s The C Above C Above High C.

Ishmael Reed’s The C Above C Above High C is full of unrealistic elements–inserted scenes, superimposed characters, slide images as backdrops–that can be confusing, especially when one is reading the play. Pick 1 scene that makes use of unrealistic elements, and create an argument about how the use of that element affects the scene.

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Publication support service

Publication support service.

Publication support service

 

– Students have performed a systematic review, where they searched literature, identified articles of interest, and extracted relevant data of interest. We are looking to have this written for a publication in the journal “PlosOne”. – There is no standardization or guidelines on how systematic reviews of pharmacoeconomics studies are conducted.

Different researchers perform this differently. The current study is to perform a systematic review of the pharmacoeconomics systematic reviews in the area of cancer as an example of one practice area where cost is particularly important. – The objective is to analyze the trends and patterns of how the pharmacoeconomics systematic reviews are conducted in literature in relation to designs and methodological aspects, and how data are aggregated and conclusions are made. What things are done similarly and what things are done differently? What are the observed limitations in such systematic reviews that affect the validity, quality of interpretation and generalizability of results? How future systematic reviews can be enhanced? Also, a quality assessment is performed. – No evidence or practice recommendations are generated from this study. – While there is no specific quality assessment tool for the pharmacoeconomics systematic rev

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Programming Languages

Programming Languages.

Check out the tiobe index (google for it). Pick a programming language on the list other than python. Where is it on the list of popular languages compared to python and how has it changed over time? Compare it’s programming features or coding style to python. Compare the two languages’ programming features such as compiled vs interpreted languages, procedural/imperative/declarative/functional programming, types (is it dynamic or static typing?), how are blocks done (indent, curly braces, other), etc. Write a sample piece of code (to the best of your ability) that demonstrates an inch to cm converter and compare it to the python version. Research an open-source software project and determine what programming language was used to develop the application. Why was this language chosen, or what made this a good programming language choice? Examine some of the sample code for one of the functions or modules of this project. Comment on the code and see if you understand what it is trying to do. Include a copy of that function or module code in your paper’s appendix.

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Kant’s “Categorical Imperative”

Kant’s “Categorical Imperative”.

 Description Write a “critical essay”, whose only and sole original contribution will be a particularly incisive critical analysis of one of the major ethical notions covered and elaborated upon in this class (for example, you might write a critical essay evaluating the relative merits and demerits of Kant’s “Categorical Imperative” as a fundamental ethical demand). So basically a critical essay evaluating the relative merits and demerits of Kant’s “Categorical Imperative” as a fundamental ethical demand. Describe what categorical imperative is in ethics, compare it to hypothetical imperatives, talk about some merits and demerits of Kant’s Categorical Imperative.

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