Help with retaining neurological nerves
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Consider that you want to report to the executive team on how this course could help shape the diversity and inclusion strategies within the organization. Reflect on the course and thoroughly explain your rationale. Ensure your reflection is at least two pages in length but is no longer than four pa…
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1. How have your life and professional experiences prepared you for the WGU B.S. Nursing Prelicensure program? 2. Please share your previous health care experience, if applicable. 3. Please share your educational background and community involvement. 4. How can the WGU nursing program prepare yo…
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5. Tell us about the characteristics, abilities, and skills you would bring to the nursing profession.
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DISCUSSION & RESEARCH – ## ResearchProject2Instructions.html.zip – ## WelcometoWeek8.docx – Applying_Michael_Porters_exte.pdf – The_Competitive_Advantage_of_N.pdf **## ResearchProject2Instructions.html.zip** ## Research Project 2 Instructions.html Complete your Research Project 2 in a Word do…
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– ## ResearchProject2Instructions.html.zip
– ## WelcometoWeek8.docx
– Applying_Michael_Porters_exte.pdf
– The_Competitive_Advantage_of_N.pdf
**## ResearchProject2Instructions.html.zip**
## Research Project 2 Instructions.html
Complete your Research Project 2 in a Word document, APA formatted, and then submit it in the Assignment section of the classroom by midnight, EST, Day 7.
The instructions concerning this assignment as well as the grading rubric are reproduced below.
In 2009 the American auto industry was in a dire economic state. Chrysler was in Chapter 11, GM was on the brink of bankruptcy, and Ford's future was at best uncertain. The demise of the U.S. auto industry would have a devastating impact on our national economy and specifically the economies of Michigan and Ohio.
Economists occasionally use Porter's five forces framework when making a qualitative evaluation of a firm's strategic position. According to Porter, his model should be used at the industry level, defined as a marketplace in which similar or closely related products or services are marketed. This research paper requires the application of Porter's Five Forces Model to the auto industry.
Porter's analytical framework consists of those forces that affect a producer's ability to serve its customers and make a profit. A change in any of these five forces requires a re-assessment of the marketplace. The five forces include:
1) The threat of substitute products: The existence of close substitute products (i.e., high elasticity of demand) increases the propensity of customers to switch to alternatives in response to price increases.
2) The threat of the entry of new competitors: Unless there are significant barriers to entry, profitable markets that yield high returns will attract firms (i.e., perfect competition), effectively decreasing profitability.
3) The intensity of competitive rivalry: As in the case of oligopoly markets, rivals may choose to compete aggressively, non-aggressively or in non-price dimensions.
4) The bargaining power of customers: The ability of customers to put the firm under pressure due to availability of existing substitute products, buyer price sensitivity, uniqueness of the products, etc.
5) The bargaining power of suppliers: The cost of factors of production (e.g. labor, raw materials, components, and services such as expertise) provided by suppliers can have a significant impact on a company's profitability. As such suppliers may refuse to work with the firm or charge excessively high prices for unique resources.
References
Porter, M.E. (1979) "How competitive forces shape strategy", Harvard Business Review, March/April 1979.
Porter, M.E. (1980) "Competitive Strategy", The Free Press, New York, 1980.
Porter, M.E. (1985) "Competitive Advantage", The Free Press, New York, 1985.
Develop a detailed paper applying Porter's Five Forces Model to the American automotive industry, with a focus on the U.S. market.
Your paper needs to include at least three scholarly sources, i.e. peer reviewed articles. I strongly recommend the use of the APUS library for these sources, as most acceptable resources can only be found in protected databases.
Your paper should be about 10 double spaced pages, in APA format, and structured as follows:
1. Cover page with a running head
2. Abstract
3. Introduction to the Auto Industry
3.1. Industry Definition
3.2. Industry Profile
3.3. Industry Market Structure
3.4. Future Outlook
4. Porter's Five Forces Strategy Analysis as it applies to the Auto Industry
4.1. Bargaining Power of Buyers
4.2. Bargaining Power of Suppliers
4.3. Competitive Rivalry in the Industry
4.4. Threat of New Entrants
4.5. Threat of Substitutes
5. Conclusion
6. References
**## WelcometoWeek8.docx**
Welcome to Week 8 Research
**Assignment 2:** **Application of Porter's Five Force Strategy to the U.S. Auto Industry**
Porter's five-force strategy is a framework for qualitatively evaluating a firm's strategic position at the industry level, a marketplace in which closely related substitutable products or services are sold. Porter's analytical framework consists of those forces that affect a producer's ability to serve its customers and profitability. A change in any of these five forces requires a re-assessment of the firm position in the industry.
According to this model, business success is primarily based on managers’ knowledge of the power of customers, the power of suppliers, competition in the industry, potential entrants, and substitute products. The extended rivalry from all five forces defines an industry’s structure and shapes the nature of competitive interaction within an industry.
This research paper must be documented in Microsoft Word, APA formatted, 10 double-spaced pages long, and includes three scholarly peer-reviewed articles. I strongly recommend using the APUS library since the most acceptable resources can only be found in a protected database.
Submit your paper in the Assignment section of the classroom by midnight, EST, Day 7. Your paper will automatically be forwarded to “Turnitin.com” for plagiarism review upon submission.
**Assignment Structure**
**1. Cover page**
**2. Abstract** **3. The U.S. Auto Industry** 3.1. U.S. Auto Industry Definition
3.2. U.S. Auto Industry Profile
3.3. U.S. Auto Industry Market Structure
3.4. U.S. Industry Future Outlook
**4. Application and Analysis of Porter's Five Forces Strategy to the U.S. auto industry**
4.1. Bargaining Power of Buyers in the U.S. auto industry.
4.2. Bargaining Power of Suppliers in the U.S. auto industry.
4.3. Competitive Rivalry in the Industry in the U.S. auto industry.
4.4. Threat of New Entrants to the U.S. auto industry.
4.5. Threat of Substitutes in the U.S. auto industry.
**5. Conclusion**
**6. References**
· Burke, A., van Stel, A., & Thurik, R. (2010). Blue ocean vs. five forces.
_Harvard Business Review_,
_88_(5), 28-29.
· Dobbs, M. (2014). Guidelines for applying Porter’s five forces framework: a set of industry analysis templates.
_Competitiveness Review_,
_24_(1), 32-45.
· Cole, Fulton, and Akridge. Industry Analysis: The Five Forces
[https://www.extension.purdue.edu/extmedia/ec/ec-722.pdf](https://www.extension.purdue.edu/extmedia/ec/ec-722.pdf)
· Ireland, R. D., Hoskisson, R. and Hitt, M. (2008).
_Understanding business strategy: Concepts and cases_. Cengage Learning.
·
[Porter, M.E.](https://en.wikipedia.org/wiki/Michael_Porter) (March–April 1979)
_How Competitive Forces Shape Strategy_,
_Harvard Business Review_.
·
[Porter, M.E.](https://en.wikipedia.org/wiki/Michael_Porter) (January 2008)
_The Five Competitive Forces That Shape Strategy_,
_Harvard Business Review_.
Complete your Research Project 2 in a Word document, APA formatted, and then submit it in the Assignment section of the classroom by midnight, EST, Day 7.
The instructions concerning this assignment as well as the grading rubric are reproduced below.
In 2009 the American auto industry was in a dire economic state. Chrysler was in Chapter 11, GM was on the brink of bankruptcy, and Ford's future was at best uncertain. The demise of the U.S. auto industry would have a devastating impact on our national economy and specifically the economies of Michigan and Ohio.
Economists occasionally use Porter's five forces framework when making a qualitative evaluation of a firm's strategic position. According to Porter, his model should be used at the industry level, defined as a marketplace in which similar or closely related products or services are marketed. This research paper requires the application of Porter's Five Forces Model to the auto industry.
Porter's analytical framework consists of those forces that affect a producer's ability to serve its customers and make a profit. A change in any of these five forces requires a re-assessment of the marketplace. The five forces include:
1)
**The threat of substitute products**: The existence of close substitute products (i.e., high elasticity of demand) increases the propensity of customers to switch to alternatives in response to price increases.
2)
**The threat of the entry of new competitors**: Unless there are significant barriers to entry, profitable markets that yield high returns will attract firms (i.e., perfect competition), effectively decreasing profitability.
3)
**The intensity of competitive rivalry**: As in the case of oligopoly markets, rivals may choose to compete aggressively, non-aggressively or in non-price dimensions.
4)
**The bargaining power of customers**: The ability of customers to put the firm under pressure due to availability of existing substitute products, buyer price sensitivity, uniqueness of the products, etc.
5)
**The bargaining power of suppliers**: The cost of factors of production (e.g. labor, raw materials, components, and services such as expertise) provided by suppliers can have a significant impact on a company's profitability. As such suppliers may refuse to work with the firm or charge excessively high prices for unique resources.
**References**
Hopkins, H. (2008). Applying Michael Porter's extended rivalry model to the robotics industry.
_The Industrial Robot, 35_(5), 397-399.
[https://doi.org/10.1108/01439910810893563](https://doi.org/10.1108/01439910810893563)
Sölvell, Ö. (2015). The Competitive Advantage of Nations 25 years – opening up new perspectives on competitiveness.
_Competitiveness Review, 25_(5), 471-481. https://doi.org/10.1108/CR-07-2015-0068
Porter, M.E. (1979) "How competitive forces shape strategy", Harvard Business Review, March/April 1979.
Porter, M.E. (1980) "Competitive Strategy", The Free Press, New York, 1980.
Porter, M.E. (1985) "Competitive Advantage", The Free Press, New York, 1985.
Develop a detailed paper applying Porter's Five Forces Model to the American automotive industry, with a focus on the U.S. market.
Your paper needs to include at least three scholarly sources, i.e. peer reviewed articles. I strongly recommend the use of the APUS library for these sources, as most acceptable resources can only be found in protected databases.
Your paper should be about 10 double spaced pages, in APA format, and structured as follows:
1. Cover page with a running head
2. Abstract
3. Introduction to the Auto Industry
3.1. Industry Definition
3.2. Industry Profile
3.3. Industry Market Structure
3.4. Future Outlook
4. Porter's Five Forces Strategy Analysis as it applies to the Auto Industry
4.1. Bargaining Power of Buyers
4.2. Bargaining Power of Suppliers
4.3. Competitive Rivalry in the Industry
4.4. Threat of New Entrants
4.5. Threat of Substitutes
5. Conclusion
**Weekly Objective(s):**
LO1: Discuss the relationship between production and cost
LO2: Explain and contrast short-run concepts (fixed inputs, marginal product, diminishing marginal returns, etc.) and long-run concepts (returns to scale)
LO3: Identify the impact of economies of scale and scope on production decisions
LO4: Apply optimization concepts to cost minimization and optimal decision making
LO5: Identify the relationship between a perfectly competitive market structure and managerial decision making
LO6: Examine equilibrium in the short run and long run and the dynamics of entry and exit
LO7: Explain the dynamic of price and output decisions under pure monopoly
LO8: Identify contrast competitive and monopolistic outcomes
**8.12 Limitations of Market Regulation**
Although regulation offers the possibility of addressing market failure and inefficiencies that would not resolve by themselves in an unregulated free market economy, regulation is not easy or cost free.
Regulation requires expertise and incurs expenses. Regulation incurs a social transaction cost for market exchanges that is borne by citizens and the affected parties. In some instances, the cost of the regulation may be higher than the net efficiency gains it creates. Just as there are diminishing returns for producers and consumers, there are diminishing returns to increased regulation, and at some point the regulation becomes too costly.
Regulators are agents who become part of market transactions representing the government and people the government serves. Just as market participants deal with imperfect information, so do regulators. As such, regulators can make errors.
In our discussions about economics of organization in
[Chapter 5 "Economics of Organization"](https://saylordotorg.github.io/text_principles-of-managerial-economics/stengel_1.0-ch05), we noted that economics has approached the problem of motivating workers using the perspective that the workers’ primary goal is their own welfare, not the welfare of the business that hires them. Unfortunately, the same may be said about regulators. Regulators may be enticed to design regulatory actions that result in personal gain rather than what is best for society as a whole in readjusting the market. For example, a regulator may go soft on an industry in hope of getting a lucrative job after leaving public service. In essence, this is another case of moral hazard. One solution might be to create another layer of regulation to regulate the regulators, but this adds to the expense and is likely self-defeating.
When regulation assumes a major role in a market, powerful sellers or buyers are not likely to treat the regulatory authority as an outside force over which they have no control. Often, these powerful parties will try to influence the regulation via lobbying. Aside from diminishing the intent of outside regulation, these lobbying efforts constitute a type of social waste that economists call influence costs, which are economically inefficient because these efforts represent the use of resources that could otherwise be redirected for production of goods and services.
One theory about regulation, called the capture theory of regulation,The capture theory of regulation was introduced by Stigler (1971). postulates that government regulation is actually executed so as to improve the conditions for the parties being regulated and not necessarily to promote the public’s interest in reducing market failure and market inefficiency. For example, in recent years there has been a struggle between traditional telephone service providers and cable television service providers. Each side wants to enter the market of the other group yet expects to maintain near monopoly power in its traditional market, and both sides pressure regulators to support their positions. In some cases, it has been claimed that the actual language of regulatory laws was proposed by representatives for the very firms that would be subject to the regulation.
[https://saylordotorg.github.io/text_principles-of-managerial-economics/s08-market-regulation.html](https://saylordotorg.github.io/text_principles-of-managerial-economics/s08-market-regulation.html)
[https://courses.lumenlearning.com/suny-microeconomics/chapter/oligopoly-models/](https://courses.lumenlearning.com/suny-microeconomics/chapter/oligopoly-models/)
References
Samuelson W.F. & Marks S.G. (2015).
_Managerial Economics_. Hoboken, NJ: Wiley & Sons Inc.
**Applying_Michael_Porters_exte.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/applying-michael-porters-exte-pdf)
**The_Competitive_Advantage_of_N.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/the-competitive-advantage-of-n-pdf)
**The_Competitive_Advantage_of_N.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/the-competitive-advantage-of-n-pdf)
**## ResearchProject2Instructions.html.zip**
## Research Project 2 Instructions.html
Complete your Research Project 2 in a Word document, APA formatted, and then submit it in the Assignment section of the classroom by midnight, EST, Day 7.
The instructions concerning this assignment as well as the grading rubric are reproduced below.
In 2009 the American auto industry was in a dire economic state. Chrysler was in Chapter 11, GM was on the brink of bankruptcy, and Ford's future was at best uncertain. The demise of the U.S. auto industry would have a devastating impact on our national economy and specifically the economies of Michigan and Ohio.
Economists occasionally use Porter's five forces framework when making a qualitative evaluation of a firm's strategic position. According to Porter, his model should be used at the industry level, defined as a marketplace in which similar or closely related products or services are marketed. This research paper requires the application of Porter's Five Forces Model to the auto industry.
Porter's analytical framework consists of those forces that affect a producer's ability to serve its customers and make a profit. A change in any of these five forces requires a re-assessment of the marketplace. The five forces include:
1) The threat of substitute products: The existence of close substitute products (i.e., high elasticity of demand) increases the propensity of customers to switch to alternatives in response to price increases.
2) The threat of the entry of new competitors: Unless there are significant barriers to entry, profitable markets that yield high returns will attract firms (i.e., perfect competition), effectively decreasing profitability.
3) The intensity of competitive rivalry: As in the case of oligopoly markets, rivals may choose to compete aggressively, non-aggressively or in non-price dimensions.
4) The bargaining power of customers: The ability of customers to put the firm under pressure due to availability of existing substitute products, buyer price sensitivity, uniqueness of the products, etc.
5) The bargaining power of suppliers: The cost of factors of production (e.g. labor, raw materials, components, and services such as expertise) provided by suppliers can have a significant impact on a company's profitability. As such suppliers may refuse to work with the firm or charge excessively high prices for unique resources.
References
Porter, M.E. (1979) "How competitive forces shape strategy", Harvard Business Review, March/April 1979.
Porter, M.E. (1980) "Competitive Strategy", The Free Press, New York, 1980.
Porter, M.E. (1985) "Competitive Advantage", The Free Press, New York, 1985.
Develop a detailed paper applying Porter's Five Forces Model to the American automotive industry, with a focus on the U.S. market.
Your paper needs to include at least three scholarly sources, i.e. peer reviewed articles. I strongly recommend the use of the APUS library for these sources, as most acceptable resources can only be found in protected databases.
Your paper should be about 10 double spaced pages, in APA format, and structured as follows:
1. Cover page with a running head
2. Abstract
3. Introduction to the Auto Industry
3.1. Industry Definition
3.2. Industry Profile
3.3. Industry Market Structure
3.4. Future Outlook
4. Porter's Five Forces Strategy Analysis as it applies to the Auto Industry
4.1. Bargaining Power of Buyers
4.2. Bargaining Power of Suppliers
4.3. Competitive Rivalry in the Industry
4.4. Threat of New Entrants
4.5. Threat of Substitutes
5. Conclusion
6. References
**## WelcometoWeek8.docx**
Welcome to Week 8 Research
**Assignment 2:** **Application of Porter's Five Force Strategy to the U.S. Auto Industry**
Porter's five-force strategy is a framework for qualitatively evaluating a firm's strategic position at the industry level, a marketplace in which closely related substitutable products or services are sold. Porter's analytical framework consists of those forces that affect a producer's ability to serve its customers and profitability. A change in any of these five forces requires a re-assessment of the firm position in the industry.
According to this model, business success is primarily based on managers’ knowledge of the power of customers, the power of suppliers, competition in the industry, potential entrants, and substitute products. The extended rivalry from all five forces defines an industry’s structure and shapes the nature of competitive interaction within an industry.
This research paper must be documented in Microsoft Word, APA formatted, 10 double-spaced pages long, and includes three scholarly peer-reviewed articles. I strongly recommend using the APUS library since the most acceptable resources can only be found in a protected database.
Submit your paper in the Assignment section of the classroom by midnight, EST, Day 7. Your paper will automatically be forwarded to “Turnitin.com” for plagiarism review upon submission.
**Assignment Structure**
**1. Cover page**
**2. Abstract** **3. The U.S. Auto Industry** 3.1. U.S. Auto Industry Definition
3.2. U.S. Auto Industry Profile
3.3. U.S. Auto Industry Market Structure
3.4. U.S. Industry Future Outlook
**4. Application and Analysis of Porter's Five Forces Strategy to the U.S. auto industry**
4.1. Bargaining Power of Buyers in the U.S. auto industry.
4.2. Bargaining Power of Suppliers in the U.S. auto industry.
4.3. Competitive Rivalry in the Industry in the U.S. auto industry.
4.4. Threat of New Entrants to the U.S. auto industry.
4.5. Threat of Substitutes in the U.S. auto industry.
**5. Conclusion**
**6. References**
· Burke, A., van Stel, A., & Thurik, R. (2010). Blue ocean vs. five forces.
_Harvard Business Review_,
_88_(5), 28-29.
· Dobbs, M. (2014). Guidelines for applying Porter’s five forces framework: a set of industry analysis templates.
_Competitiveness Review_,
_24_(1), 32-45.
· Cole, Fulton, and Akridge. Industry Analysis: The Five Forces
[https://www.extension.purdue.edu/extmedia/ec/ec-722.pdf](https://www.extension.purdue.edu/extmedia/ec/ec-722.pdf)
· Ireland, R. D., Hoskisson, R. and Hitt, M. (2008).
_Understanding business strategy: Concepts and cases_. Cengage Learning.
·
[Porter, M.E.](https://en.wikipedia.org/wiki/Michael_Porter) (March–April 1979)
_How Competitive Forces Shape Strategy_,
_Harvard Business Review_.
·
[Porter, M.E.](https://en.wikipedia.org/wiki/Michael_Porter) (January 2008)
_The Five Competitive Forces That Shape Strategy_,
_Harvard Business Review_.
Complete your Research Project 2 in a Word document, APA formatted, and then submit it in the Assignment section of the classroom by midnight, EST, Day 7.
The instructions concerning this assignment as well as the grading rubric are reproduced below.
In 2009 the American auto industry was in a dire economic state. Chrysler was in Chapter 11, GM was on the brink of bankruptcy, and Ford's future was at best uncertain. The demise of the U.S. auto industry would have a devastating impact on our national economy and specifically the economies of Michigan and Ohio.
Economists occasionally use Porter's five forces framework when making a qualitative evaluation of a firm's strategic position. According to Porter, his model should be used at the industry level, defined as a marketplace in which similar or closely related products or services are marketed. This research paper requires the application of Porter's Five Forces Model to the auto industry.
Porter's analytical framework consists of those forces that affect a producer's ability to serve its customers and make a profit. A change in any of these five forces requires a re-assessment of the marketplace. The five forces include:
1)
**The threat of substitute products**: The existence of close substitute products (i.e., high elasticity of demand) increases the propensity of customers to switch to alternatives in response to price increases.
2)
**The threat of the entry of new competitors**: Unless there are significant barriers to entry, profitable markets that yield high returns will attract firms (i.e., perfect competition), effectively decreasing profitability.
3)
**The intensity of competitive rivalry**: As in the case of oligopoly markets, rivals may choose to compete aggressively, non-aggressively or in non-price dimensions.
4)
**The bargaining power of customers**: The ability of customers to put the firm under pressure due to availability of existing substitute products, buyer price sensitivity, uniqueness of the products, etc.
5)
**The bargaining power of suppliers**: The cost of factors of production (e.g. labor, raw materials, components, and services such as expertise) provided by suppliers can have a significant impact on a company's profitability. As such suppliers may refuse to work with the firm or charge excessively high prices for unique resources.
**References**
Hopkins, H. (2008). Applying Michael Porter's extended rivalry model to the robotics industry.
_The Industrial Robot, 35_(5), 397-399.
[https://doi.org/10.1108/01439910810893563](https://doi.org/10.1108/01439910810893563)
Sölvell, Ö. (2015). The Competitive Advantage of Nations 25 years – opening up new perspectives on competitiveness.
_Competitiveness Review, 25_(5), 471-481. https://doi.org/10.1108/CR-07-2015-0068
Porter, M.E. (1979) "How competitive forces shape strategy", Harvard Business Review, March/April 1979.
Porter, M.E. (1980) "Competitive Strategy", The Free Press, New York, 1980.
Porter, M.E. (1985) "Competitive Advantage", The Free Press, New York, 1985.
Develop a detailed paper applying Porter's Five Forces Model to the American automotive industry, with a focus on the U.S. market.
Your paper needs to include at least three scholarly sources, i.e. peer reviewed articles. I strongly recommend the use of the APUS library for these sources, as most acceptable resources can only be found in protected databases.
Your paper should be about 10 double spaced pages, in APA format, and structured as follows:
1. Cover page with a running head
2. Abstract
3. Introduction to the Auto Industry
3.1. Industry Definition
3.2. Industry Profile
3.3. Industry Market Structure
3.4. Future Outlook
4. Porter's Five Forces Strategy Analysis as it applies to the Auto Industry
4.1. Bargaining Power of Buyers
4.2. Bargaining Power of Suppliers
4.3. Competitive Rivalry in the Industry
4.4. Threat of New Entrants
4.5. Threat of Substitutes
5. Conclusion
**Weekly Objective(s):**
LO1: Discuss the relationship between production and cost
LO2: Explain and contrast short-run concepts (fixed inputs, marginal product, diminishing marginal returns, etc.) and long-run concepts (returns to scale)
LO3: Identify the impact of economies of scale and scope on production decisions
LO4: Apply optimization concepts to cost minimization and optimal decision making
LO5: Identify the relationship between a perfectly competitive market structure and managerial decision making
LO6: Examine equilibrium in the short run and long run and the dynamics of entry and exit
LO7: Explain the dynamic of price and output decisions under pure monopoly
LO8: Identify contrast competitive and monopolistic outcomes
**8.12 Limitations of Market Regulation**
Although regulation offers the possibility of addressing market failure and inefficiencies that would not resolve by themselves in an unregulated free market economy, regulation is not easy or cost free.
Regulation requires expertise and incurs expenses. Regulation incurs a social transaction cost for market exchanges that is borne by citizens and the affected parties. In some instances, the cost of the regulation may be higher than the net efficiency gains it creates. Just as there are diminishing returns for producers and consumers, there are diminishing returns to increased regulation, and at some point the regulation becomes too costly.
Regulators are agents who become part of market transactions representing the government and people the government serves. Just as market participants deal with imperfect information, so do regulators. As such, regulators can make errors.
In our discussions about economics of organization in
[Chapter 5 "Economics of Organization"](https://saylordotorg.github.io/text_principles-of-managerial-economics/stengel_1.0-ch05), we noted that economics has approached the problem of motivating workers using the perspective that the workers’ primary goal is their own welfare, not the welfare of the business that hires them. Unfortunately, the same may be said about regulators. Regulators may be enticed to design regulatory actions that result in personal gain rather than what is best for society as a whole in readjusting the market. For example, a regulator may go soft on an industry in hope of getting a lucrative job after leaving public service. In essence, this is another case of moral hazard. One solution might be to create another layer of regulation to regulate the regulators, but this adds to the expense and is likely self-defeating.
When regulation assumes a major role in a market, powerful sellers or buyers are not likely to treat the regulatory authority as an outside force over which they have no control. Often, these powerful parties will try to influence the regulation via lobbying. Aside from diminishing the intent of outside regulation, these lobbying efforts constitute a type of social waste that economists call influence costs, which are economically inefficient because these efforts represent the use of resources that could otherwise be redirected for production of goods and services.
One theory about regulation, called the capture theory of regulation,The capture theory of regulation was introduced by Stigler (1971). postulates that government regulation is actually executed so as to improve the conditions for the parties being regulated and not necessarily to promote the public’s interest in reducing market failure and market inefficiency. For example, in recent years there has been a struggle between traditional telephone service providers and cable television service providers. Each side wants to enter the market of the other group yet expects to maintain near monopoly power in its traditional market, and both sides pressure regulators to support their positions. In some cases, it has been claimed that the actual language of regulatory laws was proposed by representatives for the very firms that would be subject to the regulation.
[https://saylordotorg.github.io/text_principles-of-managerial-economics/s08-market-regulation.html](https://saylordotorg.github.io/text_principles-of-managerial-economics/s08-market-regulation.html)
[https://courses.lumenlearning.com/suny-microeconomics/chapter/oligopoly-models/](https://courses.lumenlearning.com/suny-microeconomics/chapter/oligopoly-models/)
References
Samuelson W.F. & Marks S.G. (2015).
_Managerial Economics_. Hoboken, NJ: Wiley & Sons Inc.
**Applying_Michael_Porters_exte.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/applying-michael-porters-exte-pdf)
**The_Competitive_Advantage_of_N.pdf**
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**## ResearchProject2Instructions.html.zip**
## Research Project 2 Instructions.html
Complete your Research Project 2 in a Word document, APA formatted, and then submit it in the Assignment section of the classroom by midnight, EST, Day 7.
The instructions concerning this assignment as well as the grading rubric are reproduced below.
In 2009 the American auto industry was in a dire economic state. Chrysler was in Chapter 11, GM was on the brink of bankruptcy, and Ford's future was at best uncertain. The demise of the U.S. auto industry would have a devastating impact on our national economy and specifically the economies of Michigan and Ohio.
Economists occasionally use Porter's five forces framework when making a qualitative evaluation of a firm's strategic position. According to Porter, his model should be used at the industry level, defined as a marketplace in which similar or closely related products or services are marketed. This research paper requires the application of Porter's Five Forces Model to the auto industry.
Porter's analytical framework consists of those forces that affect a producer's ability to serve its customers and make a profit. A change in any of these five forces requires a re-assessment of the marketplace. The five forces include:
1) The threat of substitute products: The existence of close substitute products (i.e., high elasticity of demand) increases the propensity of customers to switch to alternatives in response to price increases.
2) The threat of the entry of new competitors: Unless there are significant barriers to entry, profitable markets that yield high returns will attract firms (i.e., perfect competition), effectively decreasing profitability.
3) The intensity of competitive rivalry: As in the case of oligopoly markets, rivals may choose to compete aggressively, non-aggressively or in non-price dimensions.
4) The bargaining power of customers: The ability of customers to put the firm under pressure due to availability of existing substitute products, buyer price sensitivity, uniqueness of the products, etc.
5) The bargaining power of suppliers: The cost of factors of production (e.g. labor, raw materials, components, and services such as expertise) provided by suppliers can have a significant impact on a company's profitability. As such suppliers may refuse to work with the firm or charge excessively high prices for unique resources.
References
Porter, M.E. (1979) "How competitive forces shape strategy", Harvard Business Review, March/April 1979.
Porter, M.E. (1980) "Competitive Strategy", The Free Press, New York, 1980.
Porter, M.E. (1985) "Competitive Advantage", The Free Press, New York, 1985.
Develop a detailed paper applying Porter's Five Forces Model to the American automotive industry, with a focus on the U.S. market.
Your paper needs to include at least three scholarly sources, i.e. peer reviewed articles. I strongly recommend the use of the APUS library for these sources, as most acceptable resources can only be found in protected databases.
Your paper should be about 10 double spaced pages, in APA format, and structured as follows:
1. Cover page with a running head
2. Abstract
3. Introduction to the Auto Industry
3.1. Industry Definition
3.2. Industry Profile
3.3. Industry Market Structure
3.4. Future Outlook
4. Porter's Five Forces Strategy Analysis as it applies to the Auto Industry
4.1. Bargaining Power of Buyers
4.2. Bargaining Power of Suppliers
4.3. Competitive Rivalry in the Industry
4.4. Threat of New Entrants
4.5. Threat of Substitutes
5. Conclusion
6. References
**## WelcometoWeek8.docx**
Welcome to Week 8 Research
**Assignment 2:** **Application of Porter's Five Force Strategy to the U.S. Auto Industry**
Porter's five-force strategy is a framework for qualitatively evaluating a firm's strategic position at the industry level, a marketplace in which closely related substitutable products or services are sold. Porter's analytical framework consists of those forces that affect a producer's ability to serve its customers and profitability. A change in any of these five forces requires a re-assessment of the firm position in the industry.
According to this model, business success is primarily based on managers’ knowledge of the power of customers, the power of suppliers, competition in the industry, potential entrants, and substitute products. The extended rivalry from all five forces defines an industry’s structure and shapes the nature of competitive interaction within an industry.
This research paper must be documented in Microsoft Word, APA formatted, 10 double-spaced pages long, and includes three scholarly peer-reviewed articles. I strongly recommend using the APUS library since the most acceptable resources can only be found in a protected database.
Submit your paper in the Assignment section of the classroom by midnight, EST, Day 7. Your paper will automatically be forwarded to “Turnitin.com” for plagiarism review upon submission.
**Assignment Structure**
**1. Cover page**
**2. Abstract** **3. The U.S. Auto Industry** 3.1. U.S. Auto Industry Definition
3.2. U.S. Auto Industry Profile
3.3. U.S. Auto Industry Market Structure
3.4. U.S. Industry Future Outlook
**4. Application and Analysis of Porter's Five Forces Strategy to the U.S. auto industry**
4.1. Bargaining Power of Buyers in the U.S. auto industry.
4.2. Bargaining Power of Suppliers in the U.S. auto industry.
4.3. Competitive Rivalry in the Industry in the U.S. auto industry.
4.4. Threat of New Entrants to the U.S. auto industry.
4.5. Threat of Substitutes in the U.S. auto industry.
**5. Conclusion**
**6. References**
· Burke, A., van Stel, A., & Thurik, R. (2010). Blue ocean vs. five forces.
_Harvard Business Review_,
_88_(5), 28-29.
· Dobbs, M. (2014). Guidelines for applying Porter’s five forces framework: a set of industry analysis templates.
_Competitiveness Review_,
_24_(1), 32-45.
· Cole, Fulton, and Akridge. Industry Analysis: The Five Forces
[https://www.extension.purdue.edu/extmedia/ec/ec-722.pdf](https://www.extension.purdue.edu/extmedia/ec/ec-722.pdf)
· Ireland, R. D., Hoskisson, R. and Hitt, M. (2008).
_Understanding business strategy: Concepts and cases_. Cengage Learning.
·
[Porter, M.E.](https://en.wikipedia.org/wiki/Michael_Porter) (March–April 1979)
_How Competitive Forces Shape Strategy_,
_Harvard Business Review_.
·
[Porter, M.E.](https://en.wikipedia.org/wiki/Michael_Porter) (January 2008)
_The Five Competitive Forces That Shape Strategy_,
_Harvard Business Review_.
Complete your Research Project 2 in a Word document, APA formatted, and then submit it in the Assignment section of the classroom by midnight, EST, Day 7.
The instructions concerning this assignment as well as the grading rubric are reproduced below.
In 2009 the American auto industry was in a dire economic state. Chrysler was in Chapter 11, GM was on the brink of bankruptcy, and Ford's future was at best uncertain. The demise of the U.S. auto industry would have a devastating impact on our national economy and specifically the economies of Michigan and Ohio.
Economists occasionally use Porter's five forces framework when making a qualitative evaluation of a firm's strategic position. According to Porter, his model should be used at the industry level, defined as a marketplace in which similar or closely related products or services are marketed. This research paper requires the application of Porter's Five Forces Model to the auto industry.
Porter's analytical framework consists of those forces that affect a producer's ability to serve its customers and make a profit. A change in any of these five forces requires a re-assessment of the marketplace. The five forces include:
1)
**The threat of substitute products**: The existence of close substitute products (i.e., high elasticity of demand) increases the propensity of customers to switch to alternatives in response to price increases.
2)
**The threat of the entry of new competitors**: Unless there are significant barriers to entry, profitable markets that yield high returns will attract firms (i.e., perfect competition), effectively decreasing profitability.
3)
**The intensity of competitive rivalry**: As in the case of oligopoly markets, rivals may choose to compete aggressively, non-aggressively or in non-price dimensions.
4)
**The bargaining power of customers**: The ability of customers to put the firm under pressure due to availability of existing substitute products, buyer price sensitivity, uniqueness of the products, etc.
5)
**The bargaining power of suppliers**: The cost of factors of production (e.g. labor, raw materials, components, and services such as expertise) provided by suppliers can have a significant impact on a company's profitability. As such suppliers may refuse to work with the firm or charge excessively high prices for unique resources.
**References**
Hopkins, H. (2008). Applying Michael Porter's extended rivalry model to the robotics industry.
_The Industrial Robot, 35_(5), 397-399.
[https://doi.org/10.1108/01439910810893563](https://doi.org/10.1108/01439910810893563)
Sölvell, Ö. (2015). The Competitive Advantage of Nations 25 years – opening up new perspectives on competitiveness.
_Competitiveness Review, 25_(5), 471-481. https://doi.org/10.1108/CR-07-2015-0068
Porter, M.E. (1979) "How competitive forces shape strategy", Harvard Business Review, March/April 1979.
Porter, M.E. (1980) "Competitive Strategy", The Free Press, New York, 1980.
Porter, M.E. (1985) "Competitive Advantage", The Free Press, New York, 1985.
Develop a detailed paper applying Porter's Five Forces Model to the American automotive industry, with a focus on the U.S. market.
Your paper needs to include at least three scholarly sources, i.e. peer reviewed articles. I strongly recommend the use of the APUS library for these sources, as most acceptable resources can only be found in protected databases.
Your paper should be about 10 double spaced pages, in APA format, and structured as follows:
1. Cover page with a running head
2. Abstract
3. Introduction to the Auto Industry
3.1. Industry Definition
3.2. Industry Profile
3.3. Industry Market Structure
3.4. Future Outlook
4. Porter's Five Forces Strategy Analysis as it applies to the Auto Industry
4.1. Bargaining Power of Buyers
4.2. Bargaining Power of Suppliers
4.3. Competitive Rivalry in the Industry
4.4. Threat of New Entrants
4.5. Threat of Substitutes
5. Conclusion
**Weekly Objective(s):**
LO1: Discuss the relationship between production and cost
LO2: Explain and contrast short-run concepts (fixed inputs, marginal product, diminishing marginal returns, etc.) and long-run concepts (returns to scale)
LO3: Identify the impact of economies of scale and scope on production decisions
LO4: Apply optimization concepts to cost minimization and optimal decision making
LO5: Identify the relationship between a perfectly competitive market structure and managerial decision making
LO6: Examine equilibrium in the short run and long run and the dynamics of entry and exit
LO7: Explain the dynamic of price and output decisions under pure monopoly
LO8: Identify contrast competitive and monopolistic outcomes
**8.12 Limitations of Market Regulation**
Although regulation offers the possibility of addressing market failure and inefficiencies that would not resolve by themselves in an unregulated free market economy, regulation is not easy or cost free.
Regulation requires expertise and incurs expenses. Regulation incurs a social transaction cost for market exchanges that is borne by citizens and the affected parties. In some instances, the cost of the regulation may be higher than the net efficiency gains it creates. Just as there are diminishing returns for producers and consumers, there are diminishing returns to increased regulation, and at some point the regulation becomes too costly.
Regulators are agents who become part of market transactions representing the government and people the government serves. Just as market participants deal with imperfect information, so do regulators. As such, regulators can make errors.
In our discussions about economics of organization in
[Chapter 5 "Economics of Organization"](https://saylordotorg.github.io/text_principles-of-managerial-economics/stengel_1.0-ch05), we noted that economics has approached the problem of motivating workers using the perspective that the workers’ primary goal is their own welfare, not the welfare of the business that hires them. Unfortunately, the same may be said about regulators. Regulators may be enticed to design regulatory actions that result in personal gain rather than what is best for society as a whole in readjusting the market. For example, a regulator may go soft on an industry in hope of getting a lucrative job after leaving public service. In essence, this is another case of moral hazard. One solution might be to create another layer of regulation to regulate the regulators, but this adds to the expense and is likely self-defeating.
When regulation assumes a major role in a market, powerful sellers or buyers are not likely to treat the regulatory authority as an outside force over which they have no control. Often, these powerful parties will try to influence the regulation via lobbying. Aside from diminishing the intent of outside regulation, these lobbying efforts constitute a type of social waste that economists call influence costs, which are economically inefficient because these efforts represent the use of resources that could otherwise be redirected for production of goods and services.
One theory about regulation, called the capture theory of regulation,The capture theory of regulation was introduced by Stigler (1971). postulates that government regulation is actually executed so as to improve the conditions for the parties being regulated and not necessarily to promote the public’s interest in reducing market failure and market inefficiency. For example, in recent years there has been a struggle between traditional telephone service providers and cable television service providers. Each side wants to enter the market of the other group yet expects to maintain near monopoly power in its traditional market, and both sides pressure regulators to support their positions. In some cases, it has been claimed that the actual language of regulatory laws was proposed by representatives for the very firms that would be subject to the regulation.
[https://saylordotorg.github.io/text_principles-of-managerial-economics/s08-market-regulation.html](https://saylordotorg.github.io/text_principles-of-managerial-economics/s08-market-regulation.html)
[https://courses.lumenlearning.com/suny-microeconomics/chapter/oligopoly-models/](https://courses.lumenlearning.com/suny-microeconomics/chapter/oligopoly-models/)
References
Samuelson W.F. & Marks S.G. (2015).
_Managerial Economics_. Hoboken, NJ: Wiley & Sons Inc.
**Applying_Michael_Porters_exte.pdf**
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**The_Competitive_Advantage_of_N.pdf**
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Analyze the history, structure, and process of health-care-policy and politics in nursing and the health care delivery systems in the United States. 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Mason, D. J., Gardner, B. D., Outlaw, H. F., & O’Gra…
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500 words, formatted and cited in current APA style with support from at least 2 academic sources.
Mason, D. J., Gardner, B. D., Outlaw, H. F., & O’Grady, T. E. (2016). Policy and politics: In nursing and health care. (7th ed.). Saunders. ISBN: 978-0-323-24144-1
In-depth study guidance and analytical solution covering A-biopharma.
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– ## Clinical509Module1Discussion.docx **## Clinical509Module1Discussion.docx** Module 1 Discussion **_Weekly Clinical Experience 1_** Describe your clinical experience for this week. · Did you face any challenges, any suc…
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**## Clinical509Module1Discussion.docx**
Module 1 Discussion
**_Weekly Clinical Experience 1_**
Describe your clinical experience for this week.
· Did you face any challenges, any success? If so, what were they?
· Challenges were getting used to clinical setting like assessing patients for the first time
· Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.
· Mention the health promotion intervention for this patient.
· What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?
· This was the first week of clinicals so give examples of learning new techniques
· Support your plan of care with the current peer-reviewed research guideline.
Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources within the last 5 years. Your initial post is worth 8 points.
## image1.png
**## Clinical509Module1Discussion.docx**
Module 1 Discussion
**_Weekly Clinical Experience 1_**
Describe your clinical experience for this week.
· Did you face any challenges, any success? If so, what were they?
· Challenges were getting used to clinical setting like assessing patients for the first time
· Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.
· Mention the health promotion intervention for this patient.
· What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?
· This was the first week of clinicals so give examples of learning new techniques
· Support your plan of care with the current peer-reviewed research guideline.
Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources within the last 5 years. Your initial post is worth 8 points.
## image1.png
– ## NUR509Module1Discussion.docx **## NUR509Module1Discussion.docx** Module 1 Discussion  **_Disease Screenings_** Share your experiences with disease sc…
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Have this question answered from scratch according to your specific instructions and deadline.
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**## NUR509Module1Discussion.docx**
Module 1 Discussion
**_Disease Screenings_**
Share your experiences with disease screenings and how you would respond to patients who are apprehensive about getting screened for certain diseases.
Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources within the last 5 years. Your initial post is worth 8 points.
## image1.png
## image2.png
**## NUR509Module1Discussion.docx**
Module 1 Discussion
**_Disease Screenings_**
Share your experiences with disease screenings and how you would respond to patients who are apprehensive about getting screened for certain diseases.
Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources within the last 5 years. Your initial post is worth 8 points.
## image1.png
## image2.png
How does anxiety and depression affect the workplace? – ## 3a–ResearchTopic–Template.docx – ## 3b–ResearchTopic–Example.docx – ## 2b–PotentialTopicsforNon-P-12.pdf – ## Schedule_Renfroe.docx – Syllabus_Renfroe.docx **## 3a–ResearchTopic–Template.docx** **Name**: **Date**: **Signature Projec…
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Order on TutorsGallery →How does anxiety and depression affect the workplace?
– ## 3a–ResearchTopic–Template.docx
– ## 3b–ResearchTopic–Example.docx
– ## 2b–PotentialTopicsforNon-P-12.pdf
– ## Schedule_Renfroe.docx
– Syllabus_Renfroe.docx
**## 3a–ResearchTopic–Template.docx**
**Name**:
**Date**:
**Signature Project Stage 1: Research Proposal Topic**
**ED 504 Spring 2 2025**
**Note: It must be a quantitative experimental design study**
**Problem Statement**
**Best Practice Used to Address Your Problem**
**Hypothesis**
****Study Population****
****Independent Variable****
****Dependent Variable****
****Brief Plan of Action for Executing Your Experimental Quantitative Design****
**## 3b–ResearchTopic–Example.docx**
**Name: Student from ED 504**
**Signature Project Stage 1 – Research Proposal Topic**
**ED 504 – Spring 2025**
1.
**Problem statement:** My identified classroom uses primarily independent work or homogeneous small groups for students to complete class assignments. In addition, it does not have a strong classroom culture and students do not engage with each other often. In this classroom, student academic achievement is not as high as student achievement in other classrooms of the same grade level. Past studies have shown that heterogeneous groups have been shown to improve both classroom culture and student academic achievement.
2.
**Best practice used to address your problem:** I plan to integrate heterogeneous grouping into my identified classroom multiple times a week in place of individual work. This will enable different students in my class to work together, regardless of their level of achievement, which will improve the classroom culture and lead to improvements in academic achievement.
3.
**Hypothesis:** Heterogeneous small groups will have a more positive impact on daily student academic achievement than homogeneous groups or independent work.
4.
**Study Population:** The population I will be studying is my identified classroom. This is a seventh-grade general education English classroom with a diverse population of 25 students. These students represent multiple different ethnicities, genders, religions, social classes, and levels of academic achievement.
**5a. Independent Variable:** The independent variable I will be changing during this study will be the format of grouping students. For three days a week, students will be placed in heterogeneous groups for ten minutes. For one day, students will be placed in homogeneous groups. For one day, students will be given independent work (this can serve as the control variable).
**5b. Dependent Variable:** The dependent variable I will be measuring in this study is student academic achievement. This will be measured by a pre-test at the beginning of the study, as well as a short “exit ticket” at the end of each day for three weeks. Each exit ticket will have three or four questions about the information learned in class that day. Students will complete the exit ticket individually.
6.
**Brief plan of action for executing your experimental design:** I will begin by giving a pre-test to measure each student’s performance at the beginning of the study. This will enable me to properly assign groups with varying levels of student achievement in each group. Then, students will be placed in heterogeneous groups three times a week for ten minutes at a time. During the other two days, students will complete independent work or be placed in homogeneous groups. At the end of each day, students will complete a short exit ticket. This structure will continue for three weeks. At the end of the study, the exit tickets for each day will be compared to see if students perform better on the days they were placed in heterogeneous groups, homogeneous groups, or working independently.
**## 2b–PotentialTopicsforNon-P-12.pdf**
Page 1 of 2
Possible Research Topics for Non-(P-12)
Below are some general ideas for topics for your Research Proposal, but you do not have to
choose one of these. You may already have a problem in mind.
You will need to identify a problem that is currently occurring in your classroom or working
environment, but the topic needs to be related to your current field of study (i.e., if you are
seeking a degree in Library Media, then your problem should be related to Library Media). In
ED504, you will only work on the research proposal (Chapters 1-3). You will not be performing
the actual study. Your topic will need to be suitable for an experimental or quasi-experimental
study using data that is currently available to you. No exceptions
Academic Motivation
Effects of Messaging in Teen Literacy
Academic or Athletic Competitions
Electronic/Digital Textbooks
Acceptance of Diversity
Emotional Intelligence
Aggression in Children, Adolescents, or Adults
Environmental Conservation
Anxiety or Depression
Exit/Graduation Exams
Athletics
Family Medical Leave Act (FMLA)
Behavior Modification
LGBTQ+ Support Groups
Bilingual Education
Gender Identification
Book or Social Clubs
Homeschooling
Breakfast and Learning or Daily Performance
Improving Minority Achievement
Bullying Prevention
Interventions Promoting College Completion
Collaborative Groups
Language Barriers
College Career Counseling/Career Preparation
Mental Health Programs
College Online Learning/Advising
Mentoring
College Readiness/Preparedness
Divorce Rates
Rural Education
Dress Codes
Rural Health
Drug Rehabilitation
Safety Strategies (at School or Work)
Eating Disorders
School Dropout Issues
Effective Strategies for College Teaching
School or Work Culture
Page 2 of 2
Effects of Caffeine/ Other Substances
School or Work Uniforms
Effects of Community Service Projects
Sex Education
Service Learning
Television and Behavioral Problems
Single-Gender Schools
Television and Communication Skills
Sleep Deprivation
Title IX Awareness
Sleep and Short-Term Memory
Use of Extrinsic Motivation
Recess
Smartphone and Social or Behavioral
Interactions
Use of Hotlines
Social Media or Social Networks
Use of Media for Recruitment
Page 2 of 2
Microchips in ID Badges
College Student Retention or Access
Music and Exercise
College Student Satisfaction w/ Student
Services
Music Therapy
College Student Services/Programs
Nutrition and Learning
Cooperative Learning in School
Obesity Crisis
Covid 19
Online Counseling
Critical Thinking
Online Courses
Cyberbullying Education
Distance Learning
Recycling or Waste Management (EAP)
Standardized Testing Skills
Use of Phones in the Classroom or Workplace
Strategies to Stop Tobacco Use
Using Gaming in Education or Workplace
Strategies for Productive Workforce
Using Social Media in the Workplace
Strategy to Encourage Participation
Video Games and Achievement
Student Engagement (NSSE)
Videoconference Classes or Meetings
Technology Access Gap
Vitamins and Immunity or Health
Violence Prevention
Physical Activity and Learning
Daily Exercise Routine
Poverty
Discrimination in Workplace
**## Schedule_Renfroe.docx**
## ****
## **ED504 Techniques of Educational Research I**
****Course Schedule** **Fall 1, 2025****
The module pages in Blackboard include detailed instructions for completing readings, watching videos, and/or reviewing other supplemental resources. Complete each module’s activities in the order presented. Follow the suggested class routine schedule below to help manage your time to successfully complete the required and/or graded course activities. Please print the schedule for reference.
**_Ensure all activities are submitted by the assigned date by 11:59 p.m. Central Time, as determined by the Blackboard Learn timestamp_**. Dates are subject to change at the professor’s discretion.
| | | | |
| — | — | — | — |
| | Module / Assignment Description | Due Date | Course Value |
| **08-18-2025** | **COURSE BEGINS** | | |
| | · Familiarize yourself and read all material in <br>_your Blackboard shell._ | Aug 18 | |
| | **Module 1: Introductions and Ethical Practices in Research** | | |
| | · Participate in the <br>_Introduction Discussion_ activity.<br> <br>· Peer responses | Aug 22<br>Aug 24 | 2.5% |
| | · Complete the <br>_Test Your APA Style Knowledge Quiz_. | Aug 24 | 2.5% |
| | · Complete the <br>_Plagiarism Quiz_. | Aug 24 | 2.5% |
| | · Complete <br>_CITI Training: Responsible Conduct of Research Certification_. | Aug 24 | 2.5% |
| | **Module 2: The Research Problem, Research Question, and Hypothesis** | | |
| | · Complete <br>_Quiz 1_. | Aug 31 | 5% |
| | · Submit the <br>_Research Topic_. | Aug 31 | 5% |
| | · REMINDER: Select your research topic and begin gathering existing data. Formulate your research problem statement and generate your hypothesis. | | |
| | **Module 3: Locating and Reviewing the Literature Review** | | |
| | · Complete <br>_Quiz 2_. | Sept 7 | 5% |
| | · REMINDER: Begin collecting peer-reviewed articles for your literature review. | | |
| | **Module 4: Methodologies** | | |
| | · Complete <br>_Quiz 3_. | Sept 14 | 5% |
| | · Submit the <br>_Research Proposal Outline._ | Sept 14 | 15% |
| | **Module 5: Writing a Research Proposal** | | |
| | · Submit <br>_Chapters 1, 2 and 3_ of your Research Proposal<br>_._ | Sept 25 | 20% |
| | · Submit the <br>_Final Submission_ of your Research Proposal<br>_._ | Oct 5 | 35% |
| | | | |
**image1.jpg**
**Syllabus_Renfroe.docx**
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**Syllabus_Renfroe.docx**
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**## 3a–ResearchTopic–Template.docx**
**Name**:
**Date**:
**Signature Project Stage 1: Research Proposal Topic**
**ED 504 Spring 2 2025**
**Note: It must be a quantitative experimental design study**
**Problem Statement**
**Best Practice Used to Address Your Problem**
**Hypothesis**
****Study Population****
****Independent Variable****
****Dependent Variable****
****Brief Plan of Action for Executing Your Experimental Quantitative Design****
**## 3b–ResearchTopic–Example.docx**
**Name: Student from ED 504**
**Signature Project Stage 1 – Research Proposal Topic**
**ED 504 – Spring 2025**
1.
**Problem statement:** My identified classroom uses primarily independent work or homogeneous small groups for students to complete class assignments. In addition, it does not have a strong classroom culture and students do not engage with each other often. In this classroom, student academic achievement is not as high as student achievement in other classrooms of the same grade level. Past studies have shown that heterogeneous groups have been shown to improve both classroom culture and student academic achievement.
2.
**Best practice used to address your problem:** I plan to integrate heterogeneous grouping into my identified classroom multiple times a week in place of individual work. This will enable different students in my class to work together, regardless of their level of achievement, which will improve the classroom culture and lead to improvements in academic achievement.
3.
**Hypothesis:** Heterogeneous small groups will have a more positive impact on daily student academic achievement than homogeneous groups or independent work.
4.
**Study Population:** The population I will be studying is my identified classroom. This is a seventh-grade general education English classroom with a diverse population of 25 students. These students represent multiple different ethnicities, genders, religions, social classes, and levels of academic achievement.
**5a. Independent Variable:** The independent variable I will be changing during this study will be the format of grouping students. For three days a week, students will be placed in heterogeneous groups for ten minutes. For one day, students will be placed in homogeneous groups. For one day, students will be given independent work (this can serve as the control variable).
**5b. Dependent Variable:** The dependent variable I will be measuring in this study is student academic achievement. This will be measured by a pre-test at the beginning of the study, as well as a short “exit ticket” at the end of each day for three weeks. Each exit ticket will have three or four questions about the information learned in class that day. Students will complete the exit ticket individually.
6.
**Brief plan of action for executing your experimental design:** I will begin by giving a pre-test to measure each student’s performance at the beginning of the study. This will enable me to properly assign groups with varying levels of student achievement in each group. Then, students will be placed in heterogeneous groups three times a week for ten minutes at a time. During the other two days, students will complete independent work or be placed in homogeneous groups. At the end of each day, students will complete a short exit ticket. This structure will continue for three weeks. At the end of the study, the exit tickets for each day will be compared to see if students perform better on the days they were placed in heterogeneous groups, homogeneous groups, or working independently.
**## 2b–PotentialTopicsforNon-P-12.pdf**
Page 1 of 2
Possible Research Topics for Non-(P-12)
Below are some general ideas for topics for your Research Proposal, but you do not have to
choose one of these. You may already have a problem in mind.
You will need to identify a problem that is currently occurring in your classroom or working
environment, but the topic needs to be related to your current field of study (i.e., if you are
seeking a degree in Library Media, then your problem should be related to Library Media). In
ED504, you will only work on the research proposal (Chapters 1-3). You will not be performing
the actual study. Your topic will need to be suitable for an experimental or quasi-experimental
study using data that is currently available to you. No exceptions
Academic Motivation
Effects of Messaging in Teen Literacy
Academic or Athletic Competitions
Electronic/Digital Textbooks
Acceptance of Diversity
Emotional Intelligence
Aggression in Children, Adolescents, or Adults
Environmental Conservation
Anxiety or Depression
Exit/Graduation Exams
Athletics
Family Medical Leave Act (FMLA)
Behavior Modification
LGBTQ+ Support Groups
Bilingual Education
Gender Identification
Book or Social Clubs
Homeschooling
Breakfast and Learning or Daily Performance
Improving Minority Achievement
Bullying Prevention
Interventions Promoting College Completion
Collaborative Groups
Language Barriers
College Career Counseling/Career Preparation
Mental Health Programs
College Online Learning/Advising
Mentoring
College Readiness/Preparedness
Divorce Rates
Rural Education
Dress Codes
Rural Health
Drug Rehabilitation
Safety Strategies (at School or Work)
Eating Disorders
School Dropout Issues
Effective Strategies for College Teaching
School or Work Culture
Page 2 of 2
Effects of Caffeine/ Other Substances
School or Work Uniforms
Effects of Community Service Projects
Sex Education
Service Learning
Television and Behavioral Problems
Single-Gender Schools
Television and Communication Skills
Sleep Deprivation
Title IX Awareness
Sleep and Short-Term Memory
Use of Extrinsic Motivation
Recess
Smartphone and Social or Behavioral
Interactions
Use of Hotlines
Social Media or Social Networks
Use of Media for Recruitment
Page 2 of 2
Microchips in ID Badges
College Student Retention or Access
Music and Exercise
College Student Satisfaction w/ Student
Services
Music Therapy
College Student Services/Programs
Nutrition and Learning
Cooperative Learning in School
Obesity Crisis
Covid 19
Online Counseling
Critical Thinking
Online Courses
Cyberbullying Education
Distance Learning
Recycling or Waste Management (EAP)
Standardized Testing Skills
Use of Phones in the Classroom or Workplace
Strategies to Stop Tobacco Use
Using Gaming in Education or Workplace
Strategies for Productive Workforce
Using Social Media in the Workplace
Strategy to Encourage Participation
Video Games and Achievement
Student Engagement (NSSE)
Videoconference Classes or Meetings
Technology Access Gap
Vitamins and Immunity or Health
Violence Prevention
Physical Activity and Learning
Daily Exercise Routine
Poverty
Discrimination in Workplace
**## Schedule_Renfroe.docx**
## ****
## **ED504 Techniques of Educational Research I**
****Course Schedule** **Fall 1, 2025****
The module pages in Blackboard include detailed instructions for completing readings, watching videos, and/or reviewing other supplemental resources. Complete each module’s activities in the order presented. Follow the suggested class routine schedule below to help manage your time to successfully complete the required and/or graded course activities. Please print the schedule for reference.
**_Ensure all activities are submitted by the assigned date by 11:59 p.m. Central Time, as determined by the Blackboard Learn timestamp_**. Dates are subject to change at the professor’s discretion.
| | | | |
| — | — | — | — |
| | Module / Assignment Description | Due Date | Course Value |
| **08-18-2025** | **COURSE BEGINS** | | |
| | · Familiarize yourself and read all material in <br>_your Blackboard shell._ | Aug 18 | |
| | **Module 1: Introductions and Ethical Practices in Research** | | |
| | · Participate in the <br>_Introduction Discussion_ activity.<br> <br>· Peer responses | Aug 22<br>Aug 24 | 2.5% |
| | · Complete the <br>_Test Your APA Style Knowledge Quiz_. | Aug 24 | 2.5% |
| | · Complete the <br>_Plagiarism Quiz_. | Aug 24 | 2.5% |
| | · Complete <br>_CITI Training: Responsible Conduct of Research Certification_. | Aug 24 | 2.5% |
| | **Module 2: The Research Problem, Research Question, and Hypothesis** | | |
| | · Complete <br>_Quiz 1_. | Aug 31 | 5% |
| | · Submit the <br>_Research Topic_. | Aug 31 | 5% |
| | · REMINDER: Select your research topic and begin gathering existing data. Formulate your research problem statement and generate your hypothesis. | | |
| | **Module 3: Locating and Reviewing the Literature Review** | | |
| | · Complete <br>_Quiz 2_. | Sept 7 | 5% |
| | · REMINDER: Begin collecting peer-reviewed articles for your literature review. | | |
| | **Module 4: Methodologies** | | |
| | · Complete <br>_Quiz 3_. | Sept 14 | 5% |
| | · Submit the <br>_Research Proposal Outline._ | Sept 14 | 15% |
| | **Module 5: Writing a Research Proposal** | | |
| | · Submit <br>_Chapters 1, 2 and 3_ of your Research Proposal<br>_._ | Sept 25 | 20% |
| | · Submit the <br>_Final Submission_ of your Research Proposal<br>_._ | Oct 5 | 35% |
| | | | |
**image1.jpg**
**Syllabus_Renfroe.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/syllabus-renfroe-docx)
**## 3a–ResearchTopic–Template.docx**
**Name**:
**Date**:
**Signature Project Stage 1: Research Proposal Topic**
**ED 504 Spring 2 2025**
**Note: It must be a quantitative experimental design study**
**Problem Statement**
**Best Practice Used to Address Your Problem**
**Hypothesis**
****Study Population****
****Independent Variable****
****Dependent Variable****
****Brief Plan of Action for Executing Your Experimental Quantitative Design****
**## 3b–ResearchTopic–Example.docx**
**Name: Student from ED 504**
**Signature Project Stage 1 – Research Proposal Topic**
**ED 504 – Spring 2025**
1.
**Problem statement:** My identified classroom uses primarily independent work or homogeneous small groups for students to complete class assignments. In addition, it does not have a strong classroom culture and students do not engage with each other often. In this classroom, student academic achievement is not as high as student achievement in other classrooms of the same grade level. Past studies have shown that heterogeneous groups have been shown to improve both classroom culture and student academic achievement.
2.
**Best practice used to address your problem:** I plan to integrate heterogeneous grouping into my identified classroom multiple times a week in place of individual work. This will enable different students in my class to work together, regardless of their level of achievement, which will improve the classroom culture and lead to improvements in academic achievement.
3.
**Hypothesis:** Heterogeneous small groups will have a more positive impact on daily student academic achievement than homogeneous groups or independent work.
4.
**Study Population:** The population I will be studying is my identified classroom. This is a seventh-grade general education English classroom with a diverse population of 25 students. These students represent multiple different ethnicities, genders, religions, social classes, and levels of academic achievement.
**5a. Independent Variable:** The independent variable I will be changing during this study will be the format of grouping students. For three days a week, students will be placed in heterogeneous groups for ten minutes. For one day, students will be placed in homogeneous groups. For one day, students will be given independent work (this can serve as the control variable).
**5b. Dependent Variable:** The dependent variable I will be measuring in this study is student academic achievement. This will be measured by a pre-test at the beginning of the study, as well as a short “exit ticket” at the end of each day for three weeks. Each exit ticket will have three or four questions about the information learned in class that day. Students will complete the exit ticket individually.
6.
**Brief plan of action for executing your experimental design:** I will begin by giving a pre-test to measure each student’s performance at the beginning of the study. This will enable me to properly assign groups with varying levels of student achievement in each group. Then, students will be placed in heterogeneous groups three times a week for ten minutes at a time. During the other two days, students will complete independent work or be placed in homogeneous groups. At the end of each day, students will complete a short exit ticket. This structure will continue for three weeks. At the end of the study, the exit tickets for each day will be compared to see if students perform better on the days they were placed in heterogeneous groups, homogeneous groups, or working independently.
**## 2b–PotentialTopicsforNon-P-12.pdf**
Page 1 of 2
Possible Research Topics for Non-(P-12)
Below are some general ideas for topics for your Research Proposal, but you do not have to
choose one of these. You may already have a problem in mind.
You will need to identify a problem that is currently occurring in your classroom or working
environment, but the topic needs to be related to your current field of study (i.e., if you are
seeking a degree in Library Media, then your problem should be related to Library Media). In
ED504, you will only work on the research proposal (Chapters 1-3). You will not be performing
the actual study. Your topic will need to be suitable for an experimental or quasi-experimental
study using data that is currently available to you. No exceptions
Academic Motivation
Effects of Messaging in Teen Literacy
Academic or Athletic Competitions
Electronic/Digital Textbooks
Acceptance of Diversity
Emotional Intelligence
Aggression in Children, Adolescents, or Adults
Environmental Conservation
Anxiety or Depression
Exit/Graduation Exams
Athletics
Family Medical Leave Act (FMLA)
Behavior Modification
LGBTQ+ Support Groups
Bilingual Education
Gender Identification
Book or Social Clubs
Homeschooling
Breakfast and Learning or Daily Performance
Improving Minority Achievement
Bullying Prevention
Interventions Promoting College Completion
Collaborative Groups
Language Barriers
College Career Counseling/Career Preparation
Mental Health Programs
College Online Learning/Advising
Mentoring
College Readiness/Preparedness
Divorce Rates
Rural Education
Dress Codes
Rural Health
Drug Rehabilitation
Safety Strategies (at School or Work)
Eating Disorders
School Dropout Issues
Effective Strategies for College Teaching
School or Work Culture
Page 2 of 2
Effects of Caffeine/ Other Substances
School or Work Uniforms
Effects of Community Service Projects
Sex Education
Service Learning
Television and Behavioral Problems
Single-Gender Schools
Television and Communication Skills
Sleep Deprivation
Title IX Awareness
Sleep and Short-Term Memory
Use of Extrinsic Motivation
Recess
Smartphone and Social or Behavioral
Interactions
Use of Hotlines
Social Media or Social Networks
Use of Media for Recruitment
Page 2 of 2
Microchips in ID Badges
College Student Retention or Access
Music and Exercise
College Student Satisfaction w/ Student
Services
Music Therapy
College Student Services/Programs
Nutrition and Learning
Cooperative Learning in School
Obesity Crisis
Covid 19
Online Counseling
Critical Thinking
Online Courses
Cyberbullying Education
Distance Learning
Recycling or Waste Management (EAP)
Standardized Testing Skills
Use of Phones in the Classroom or Workplace
Strategies to Stop Tobacco Use
Using Gaming in Education or Workplace
Strategies for Productive Workforce
Using Social Media in the Workplace
Strategy to Encourage Participation
Video Games and Achievement
Student Engagement (NSSE)
Videoconference Classes or Meetings
Technology Access Gap
Vitamins and Immunity or Health
Violence Prevention
Physical Activity and Learning
Daily Exercise Routine
Poverty
Discrimination in Workplace
**## Schedule_Renfroe.docx**
## ****
## **ED504 Techniques of Educational Research I**
****Course Schedule** **Fall 1, 2025****
The module pages in Blackboard include detailed instructions for completing readings, watching videos, and/or reviewing other supplemental resources. Complete each module’s activities in the order presented. Follow the suggested class routine schedule below to help manage your time to successfully complete the required and/or graded course activities. Please print the schedule for reference.
**_Ensure all activities are submitted by the assigned date by 11:59 p.m. Central Time, as determined by the Blackboard Learn timestamp_**. Dates are subject to change at the professor’s discretion.
| | | | |
| — | — | — | — |
| | Module / Assignment Description | Due Date | Course Value |
| **08-18-2025** | **COURSE BEGINS** | | |
| | · Familiarize yourself and read all material in <br>_your Blackboard shell._ | Aug 18 | |
| | **Module 1: Introductions and Ethical Practices in Research** | | |
| | · Participate in the <br>_Introduction Discussion_ activity.<br> <br>· Peer responses | Aug 22<br>Aug 24 | 2.5% |
| | · Complete the <br>_Test Your APA Style Knowledge Quiz_. | Aug 24 | 2.5% |
| | · Complete the <br>_Plagiarism Quiz_. | Aug 24 | 2.5% |
| | · Complete <br>_CITI Training: Responsible Conduct of Research Certification_. | Aug 24 | 2.5% |
| | **Module 2: The Research Problem, Research Question, and Hypothesis** | | |
| | · Complete <br>_Quiz 1_. | Aug 31 | 5% |
| | · Submit the <br>_Research Topic_. | Aug 31 | 5% |
| | · REMINDER: Select your research topic and begin gathering existing data. Formulate your research problem statement and generate your hypothesis. | | |
| | **Module 3: Locating and Reviewing the Literature Review** | | |
| | · Complete <br>_Quiz 2_. | Sept 7 | 5% |
| | · REMINDER: Begin collecting peer-reviewed articles for your literature review. | | |
| | **Module 4: Methodologies** | | |
| | · Complete <br>_Quiz 3_. | Sept 14 | 5% |
| | · Submit the <br>_Research Proposal Outline._ | Sept 14 | 15% |
| | **Module 5: Writing a Research Proposal** | | |
| | · Submit <br>_Chapters 1, 2 and 3_ of your Research Proposal<br>_._ | Sept 25 | 20% |
| | · Submit the <br>_Final Submission_ of your Research Proposal<br>_._ | Oct 5 | 35% |
| | | | |
**image1.jpg**
**Syllabus_Renfroe.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/syllabus-renfroe-docx)
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