Category: Essays

MBA executive / Business Leadership / Symbolism and Corporate Leadership

Key aspects and task:
• Business Leadership
o get familiar with aspects of: “Symbolism and Corporate Leadership“
• Read instructor statement
• Read and check for this purpose the uploaded articles
• Discuss and answer the question of the instructor

Keep in mind it is an University MBA-program – stay academic – use ONLY peer-viewed articles/journals (you can use the given ones).

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The detailed requirements for this task are as follows:
You will be given a notional US$250,000 which is to be used to trade on the FOREX futures market. The objective of the assignment is so that you gain an understanding of what factors make the currency markets move and also what is a significant movement in terms of profit and loss.

You are restricted to the following markets and you should select just ONE currency to trade:-

Futures traded on the IMM:
• Euro/US$
• British Pound/US$
• Japanese Yen/US$

You are also restricted to TEN trades in total (5 open and 5 closing). This is a maximum, not a minimum. When you change “direction” or increase the size of a position you must close the existing trades first. This is to enable it to be easier to verify the accuracy of your trades.
You should only trade the March 2015 contracts. You may begin trading at any time. All trading must finish on or before Friday 20th December 2014 and you must trade for a minimum period of 10 working days (defined as “marking to market” on 10 occasions, i.e. having 10 settlement prices). Your written work must then be submitted (to the school office in MX Building) by Friday 17th January 2015. Please refer to ‘What should be included in the report?’ for more information on how to structure your work.
You are advised to spend some time researching the assignment and perhaps “paper trade” for a short time before embarking on your actual trades. If you haven’t begun trading by Monday 8th of December 2014 then you will be deemed to have failed the assignment as you will then have insufficient time to undertake 10 days of trading.
You can however begin trading at any time as long as you complete trading by Friday 20th December 2014 and trade for a period of ten working days. Note that the last day of trading for the March 2015 contracts is Monday 16th March. After this date there is no trading and therefore no prices available. Hence it is vitally important that you commence trading as soon as possible.
The details of each trade must be entered on-line at:
https://docs.google.com/forms/d/1CN_NDyG0wZDPYJtmeNJ_GmWTWW8agEwOg_Q01Y0wmOY/viewform

Note: This link will also be available on your WOLF topic for 7FC002 International Finance

You will be required to provide the following information when completing the trade form:

1) Student Number
2) Type of Trade (Opening or Closing)
3) Direction of Trade (Long or Short)
4) Currency Pairing
5) Number of Contracts
6) Current Price

Live futures prices are also available on-line at the CME (www.cmegroup.com).

You should trade on the GLOBEX prices. GLOBEX is an electronic platform and so the price is constantly changing although the most active trading period is during office hours Chicago time (http://www.timeanddate.com/worldclock/city.html?n=64) which is 6 hours behind GMT. At around about 11pm (GMT) the prices will disappear for around 15 minutes whilst a settlement (Sett) price is recorded. This is the price used to undertake the “marking to market” each day.
The table below shows how the prices are quoted on the CME website. You trade at the last but your marking to market takes place at the Sett.

The Sett. here refers to the Settlement Price recorded on the last trading day (here that was 4th January 2011).
You should also construct a spreadsheet to keep track of the dollar value of your portfolio daily throughout the trading period. A printed copy of this spreadsheet should be incorporated with your written work. You should end up with a time series of dollar values of the portfolio over the trading period. You must also show the following:-
• The percentage rate of return over the trading period.
• The average daily percentage change in the value of your portfolio
• The standard deviation of the daily percentage changes.
• Information (Sharpe) ratio

Other rules include:-
• Round turn commission on futures is $25 per contract.
• Margin requirements on futures contracts are as follows (initial/maintenance):-

Yen ($3,300/$3,000)
Pound ($1,375/$1,250)
Euro ($2,200/$2,000)
source: cmegroup.com, 30/05/2014
• If you find that you have insufficient dollars to meet margin payments then you must close a futures position.
• No borrowing is allowed.
• To minimise computation cash may not be invested overnight in the money markets or invested in any other securities that earn a rate of return.
• Before you submit your work you MUST close out all of your futures positions. You will be penalised for fabricating trades to minimise losses and/or amplify profits.
• The face value of the US$/Yen future is Yen 12,500,000.
• The face value of the US$/£ future is £62,500.
• The face value of the US$/EURO future is EURO 125,000

What should be included in the report?
You should essentially include the reasoning behind each of the trades and as this coursework is a little different from others you may be confused as to how to structure it. The advice is to structure it like an events study, linking trade reasoning and evaluation to the information that was considered prior to trading. These strategies could take the form of new reports or fundamental and technical analysis of the respective currency parings.
You will also be required to benchmark and critically evaluate the performance of their portfolio. This should appear in the report under the heading of ‘Evaluation of Portfolio Performance’.
Enter into the spirit of the coursework. The list of trades that your calculations are based on should tally with the trades you entered. If you realised after the event that you made a mistake then own up to it, accept a mark deduction and list it as an error. Note that all your trades will be recorded online so please refrain from fabricating/changing trades. These trades will be monitored and if it is found that such events are taking place, penalties of up to a 100% mark deduction will be imposed.

You will have to include the following tables:

Record of Trades
Date & Time Trade Currency Contracts Maturity Price

Errors:
1.
2.
3.

At some point in the work you are going to have to reveal your overall result which I would like presented as follows:

Date Total % return

Total Gross Profit in dollars after trading:
Total Net Profit in dollars after trading:
Percentage return (2 decimal places):
Standard deviation of returns (2 decimal places):
Information Ratio (2 decimal places):

The “Total” figure here refers to the total value of your portfolio when the positions are valued at the end of each day in the marking to market process plus any cash that you have. You only have one “Total” figure for each day.
Everything should tally. The “Profit/Loss” referred to above should be verifiable by me from the list of trades you entered. The “Total Gross Profit” figure that you quote should then be the sum of all the individual profits for each trade. The “Total Net Profit” should be the “Total Gross Profit” minus total commission paid.

Embed all tables into the text even if this means using scissors and glue! For the more technically adept use copy and paste or for charts/images from webpages you can use the screen capture function.

The following information is important when:
• Preparing for your assessment
• Checking your work before you submit it
• Interpreting feedback on your work after marking.

Assessment Criteria
The module learning outcomes tested by this assessment task are indicated on page 1. The precise criteria against which your work will be marked is as follows:
• Content and theory
• Secondary research
• Critical analysis
• Academic writing
• Presentation and referencing

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Virtual Planning, Rapid Prototyping and Bone Scaffold Design in Cranio-Maxillofacial Surgery

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In the Organization Theory & Design textbook Daft states that successful organizations regularly interact with the environment and those interactions are influenced by the organization’s strategic and operational goals led by management. Use your place of work (or a former place of work) to illustrate your understanding of Daft’s statement.

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1. Continuing our discussion of the “early childhood” stage of development (roughly ages 2-6), and having looked at the physical, cognitive and language developmental aspects, we now turn our attention to the personality and social cultural development of children in this stage. One of the earliest tasks that young children must cope with is to learn to manage the wide range of feelings and emotions they experience. Please discuss some ways in which anxiety may contribute in a positive way to the social development of young children, differentiating between “fear” and “anxiety.”
2. Children, like adults, often use defense mechanisms to disguise or reduce anxiety. Mention some of these defense mechanisms used by young children, and give an example how one of these mechanisms can help regulate their emotions.
3. Read the “Changing Perspectives” article (see attached), that deals with electronic media. What impact does the media culture have on young children? Why do you think violence is such a predominant theme in TV, movies, and video games?
4. Name the 4 distinctive types of parenting styles, and state what you think which style of parenting lead to the healthiest adjustment for children. Do any of these categories of parenting remind you of your own parent’s approach when you were a child? Why?

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Develop a lesson plan that incorporates universal design for learning (UDL) and leverages educational technologies in the classroom. Your lesson plan must include the following components:
a.Common Core State Standards (CCSS) that are related to the content area (English or math).

b.Objectives that are aligned with the CCSS:
◦What is to be taught.
◦Where and when it is to be taught.
◦Standard of success for the individual lesson (must be measurable).

c.One UDL component (multiple means of representation, engagement, or expression) embedded in the lesson.

d.At least one instructional technology device that can be incorporated class- wide.

e.A description of a formative assessment at the conclusion of the lesson to measure students’ mastery of the daily objective.

f.Teacher self-assessment.
◦Even lessons that fail to produce the intended results are an excellent opportunity for reflection, adjustment, and growth. What problems do you anticipate with the lesson? What did you learn about AT and UDL from creating this unit?

Use the lesson plan template provided for this assignment. You must include a title and reference page for this assignment using APA format as outlined in the Ashford Writing Center. You must use at least two scholarly sources in addition to the course text.

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Here is two examples for a reported case from earlier this year. I will upload them. Preview the document View in a new window Something to notice in this opinion is that it is NOT a U.S. Supreme Court opinion and so it looks a bit different than the others we have briefed. Some elements may not be as easy to find as you have gotten used to in previous assignments. Use the case brief outline Preview the document View in a new window and prepare a one or two page brief, then post it for review by your student-colleagues. After you’ve had a chance to review some others’ briefs, revise your version and post it.

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1. I have finished 1/3 of the research paper, and please continue with what I have done so far.
2. Please help me to review and proofread the part I have done and to correct any grammar mistakes I made. Thank you.
3. I found my thesis/argument is not strong enough, so please come up with a new one if necessary.
4. Please read the prompt carefully before you start.
5. The sources/references are better from Google scholar or any scholar.

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There is a real danger of a house price bubble in London. Discuss.

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• A bibliography is required.
• The Document should follow the general layout of a marketing plan.
• Sources must be acknowledged; a bibliography is required. We prefer the so-called Harvard system of in-text referencing (Author, Year) as used by the APA. Ensure that each entry in the bibliography conforms to the correct form. For an introduction to the APA Style: https://www.apastyle.org/learn/tutorials/basics-tutorial.aspx. See also a site of by the English Department of Purdue University, which includes the APA Style: https://owl.english.purdue.edu/owl/resource/560/01/.
• References to relevant marketing literature and arts organizations are deemed as highly appropriate for a full and complete response. Work will be assessed, in part, on the ‘quality’ of the sources.
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Reading List

The three texts set out below are all core texts that cover the course well. Lecture notes will make reference to each of these texts as required, but the Shank text is the main core set text for this course. The Bedford library has a limited number of copies of each of these texts.

1. Shank, M. D (2008) Sports Marketing: A Strategic Perspective, Fourth Edition, Englewood Cliffs, N.J.; London: Prentice Hall (Pearson).
2. Chadwick, S. & Beech, J. (eds) (2007) The Marketing of Sports. London: FT Pearson
3. Shilbury, D; Quick, S and Westerbeek, H (2001) Strategic Sport Marketing, 2nd edition, Allen and Unwin.

Online Information Sources for Sports Marketing

This section gives you information about some of the key online resources for Sport. The lists are not exhaustive, but are designed to give you an introduction to the resources for a particular subject area. The British library has an excellent guide to research sources in sports at https://www.bl.uk/reshelp/findhelpindustry/sports/sports.html.

Indexes and databases

Many large, commercial databases, to find journal articles, are free to members of UK higher and further education institutions, if your library has paid a subscription. You may need an ATHENS username and password from the library

Sport Discus
Sport discus is a bibliographical database from EBSCO Publishing covering literature on all aspects of sport including sports medicine and physiology. The database indexes journal articles, books, conference proceedings, dissertations and theses. Institutional subscription required.

SPONET
SPONET is a searchable database with links to full-text publications of interest to sports scientists, coaches and athletes. The database is produced and maintained by the Department of Information and Documentation Sport at the Institute of Applied Training Science, Leipzig. Approximately 300 sites are added monthly. These have been analysed for experts and focus on athletic training science. There is a link to a discussion forum. The site is available in English and German.

COPAC
COPAC is a freely available bibliographic catalogue of the major university research libraries in the UK and Ireland, plus the British Library, National Library of Wales and the National Library of Scotland. COPAC records represent details of documents dating from c.1100AD to current, in many languages, and across all subject areas. A variety of materials are included, for example books, reports, printed and recorded music, videos, and electronic materials.

Sport Discus with full text
SPORTDiscus with Full Text, produced by EBSCO Publishing, is a source of full text for sports & sports medicine journals, providing full text for 415 journals indexed in SPORTDiscus. Institutional subscription required.

Journals

The majority of these journals also have electronic versions. The Bedford library should have access to view the electronic version. It is also worth looking at the publishers section as other journals will be available from the publishers listed. Tables of contents and abstracts may be freely available on the internet

The journals listed here do not include those relating to individual sports. This list is not exhaustive and other journals may also be available.

Adapted Physical Activity Quarterly
Athletic Insight : the Online Journal of Sport Psychology
Entertainment and sports law journal (ESJL)
European Physical Education Review
European Sport Management Quarterly
International Journal of Performance Analysis in Sport
International Journal of Sport Communication (IJSC)
International Journal of Sport Finance (IJSF)
International Journal of Sport Management (IJSM)
International Journal of Sport Management and Marketing (IJSMM)
International Journal of Sport Psychology
International Journal of Sports Physiology and Performance
International Journal of Sports Science and Coaching
International Journal of Sports Science and Engineering
International Review for the Sociology of Sport
Journal for the Study of Sports and Athletes in Education (JSSAE)
Journal of Applied Sport Psychology
Journal of Clinical Sport Psychology
Journal of Hospitality, Leisure, Sport & Tourism Education (JoHLSTE)
Journal of Imagery Research in Sport and Physical Activity
Journal of Quantitative Analysis in Sports
Journal of Physical Activity and Health
Journal of Sport and Exercise Psychology (JSEP)
Journal of Sport Management
Journal of Sport and Social Issues
Journal of Sports Economics
Journal of Sports Sciences
Journal of Teaching in Physical Education
Palaestra : Forum of Sport, Physical Education & Recreation for those with Disabilities
Physical Education and Sports Pedagogy

Quest
Recreational Sports Journal
Research Quarterly for Exercise and Sport (RQES)
Sport, Education and Society
Sport in Society
Sport Psychologist, The (TSP)
Sports, Ethics and Philosophy
Sports Management Report
Sportscience
Women in Sport and Physical Activity Journal

Publishers

Below is a list of some of the key publishers in the field of sport and leisure. The list is not exhaustive, but should give a useful starting point.

Human Kinetics
McGraw-Hill
Palgrave: Sport & Exercise
Routledge: Sport & Leisure Studies
Sage
Taylor & Francis

Educational materials

Higher Education Academy Network for Hospitality, Leisure, Sport and Tourism
This is one of 24 subject centres aiming to promote high quality learning and teaching practice in UK higher education. The site features a calendar of events, current news items, and links to resources, the LINK newsletter which is published three times a year, and the (electronic) Journal of Hospitality, Leisure, Sport and Tourism Education (JoHLSTE). There are Resource Guides available, as well as resource reviews, case studies and links to Web resources. Some of these documents require Adobe Acrobat Reader software. There are also details of ongoing projects and subject specialists in the field.

Internet for Leisure, Sport and Recreation
This is a free, teach yourself tutorial on the Web, teaching Internet information skills for leisure, sport and recreation. It is aimed at students and lecturers, , who want to improve their knowledge of the best Internet resources for this subject.

Resource guides

Higher Education Academy Network for Hospitality, Leisure, Sport and Tourism: Resource Guides
The HEA guides to texts, journals, websites and other resources in specific areas of sport

Intute: Sport & Leisure Practice
Intute: Hospitality and Catering provides free access to high quality resources on the Internet. Each resource has been evaluated and categorised by subject specialists based at UK universities. Intute aim to match resources to the curriculum and the needs of researchers; their target audience is students, staff and researchers in higher and further education.

Organisations & associations

There are many organisations and associations in the field of sport. Sport England provides a useful directory:
https://www.sportengland.org/index/get_resources/resource_ul.htm

Research centres

Birkbeck Sports Business Centre
https://www.sportbusinesscentre.com/

Centre for the Sociology of Sport, Department of Sociology, University of Leicester (site not being updated, but archive materials still available)
https://www.le.ac.uk/sociology/css/

Centre for Sport and Exercise Science (CSES), Sheffield Hallam University
https://www.shu.ac.uk/research/cses/

Chester Centre for Research into Sport & Society, University of Chester
https://www.chester.ac.uk/ccrss/

Institute of Youth Sport, Loughborough University
https://www.lboro.ac.uk/departments/sses/institutes/iys/index.html

Sociology of Sport Research Group, Loughborough University
https://www.lboro.ac.uk/departments/sses/research/sociology/index.html

Sport Industry Research Centre (SIRC), Sheffield Hallam University
https://www.shu.ac.uk/research/sirc/

Warwick Centre for the Study of Sport in Society, Warwick University
https://www2.warwick.ac.uk/study/postgraduate/courses/researchcentres/csss/

Government departments

Department for Culture, Media & Sport

UK Sport

News services

BBC Sport
https://news.bbc.co.uk/sport/

Channel 4 Sport
https://www.channel4.com/sport/

Guardian Unlimited Sport
https://sport.guardian.co.uk/

Independent: Sport
https://www.independent.co.uk/sport/

ITV sport
https://www.itv.com/sport/

Observer Sport Monthly
https://observer.guardian.co.uk/osm/index/0,7432,1141814,00.html

Reuters : Sports News
https://uk.reuters.com/news/sports?type=sportsNews

Sky Sports
https://www.skysports.com/

Telegraph: Sport News and Updates
https://www.telegraph.co.uk/sport/main.jhtml

Times Online: Sport
https://www.timesonline.co.uk/tol/sport/

Mailing lists

JISCmail
JISCmail provides tools for setting up and running email discussion lists and is free to members of the HE and FE community in the UK. There are a number of lists for sport and you can often browse the archives of previous discussions. If there isn’t a list already, you can easily set one up yourself and invite others to join.

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