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George and Shelly Analysis
Order Instructions:
How would you characterize George’s leadership style?
Is it the appropriate style? Why or why not? (Hint: consider the characteristics of the environment, the employee, the task, leader discretion, etc.)
What strategies can Shelley employ to better manage her boss? (To answer this question, you may want to read this short piece by Harry E. Chambers: (You can find it through the EBSCO database in Business

Dilmah ceylon tea: Market development in Australia
Order Instructions:
This is a Case study report assignment that can be found on page 506 of MARKETING (Theory Evidence Practice) Book by Byron Sharp, 2013,Oxford University Press.I will email you the requirement later on but before proceeding further could you plz confirm by email if you do have the book? if not let me know what to do. Tx

 

American politics

Order Instructions:
1 page for each of the following questions please.
Question 1: political analysts have identified a decline in the trust citizens put in their government. Why is trust such an important trait for politics and what ways is it helpful for levels of trust to be high and what are some of the causes for the decline in trust and might trust be regained?
Question 2: describe some different types of government, for example anarchy and define and distinguish them and what are the specific characteristics of representative democracy?
Question 3: Describe the American federal system and how does the federal system differ from unitary system of government and give an example and what kinds of political cultures tend to adopt federalism?

Managing time

Order Instructions:
Managing Time

As delineated by A Guide to the Project Management Body of Knowledge (PMBOK® Guide), the knowledge area of project time management includes an array of processes that interact with each other within their respective phase of the project life cycle, as well as with processes that occur within other knowledge areas. The bulk of a project’s time management work takes place as part of its planning process group, including defining and sequencing activities, estimating activity resources and durations, and developing the project schedule.

To prepare for this Discussion, read the case study “St. Dismas Assisted Living Facility Project Action Plan—3,” which is in your course text Project Management in Practice on pages 189–193.

Then, using either the trial edition of Microsoft Project 2010 that is included with the course text or OpenProj 1.4 (which is available as a free download at http://openproj.org/) create a Gantt chart for the construction phase of the project. Your Gantt chart should include all of the data that is detailed in the action plan for facility construction on page 192.

Note: If you need guidance in using either the Microsoft Project or OpenProj project management tools, please review the software-specific tutorials and other user resources that were provided for your reference as part of this week’s Optional Resources.

By Day 4, post a comprehensive response to the following:

Based on the project schedule that you have generated in the Gantt chart, when do you estimate that the project will be completed if construction starts in November, as the Board has requested? When do you estimate that the project will be completed if construction starts in March, as the construction project manager has recommended? In support of your estimation, post the file of your Gantt chart along with your Discussion response.

Based on your estimations for completion, do you think it will be possible for the construction team to meet the scheduling constraints set by the Board? Why or why not? Explain your recommendation in the context of PMBOK-defined time management principles and practices.

What is your recommendation for addressing the scheduling discrepancy between the time frame that the Board wants and what the construction team says it can deliver? When would the project be completed based on your recommendation and what does the construction team need to do to meet this milestone? Again, be sure to explain your recommendation in the context of PMBOK-defined time management principles and practices.

 
Resources:

Course Text: A Guide to the Project Management Body of Knowledge (PMBOK® Guide)
Chapter 6, “Project Time Management” (Read pp. 136-160, Sections 6.2 through 6.5.)

This reading selection delineates key components of the project time management process, including the definition and sequencing of activities, the estimation of activity resources and durations, and the development of the project schedule.
Chapter 9, “Project Human Resource Management” (Read pp. 229-242, Sections 9.3 and 9.4.)

This reading selection discusses the development and management of the project team.
Course Text: Project Management in Practice
Chapter 5, “Scheduling the Project” (Read pp. 151-185, Sections 5.1 through 5.5.)

This chapter describes tools, processes, and methods used for project scheduling, including the Program Evaluation Review Technique (PERT), the Critical Path Method (CPM), the Gantt chart, the calculation of project uncertainty, and the use of simulation analysis.
Chapter 6, “Allocating Resources to the Project” (Read pp. 196-222, Sections 6.1 through 6.5.)

This reading selection details various aspects of project resource allocation, including expediting a project, loading and leveling resources, and allocating constrained resources to a single project or to multiple projects.
Case, “St. Dismas Assisted Living Facility Project Action Plan—3” (pp. 189-193)

This case study about a hypothetical health care organization’s project scheduling efforts will be the focus of the Week 4 Discussion.
Article: Bower, D. C., & Walker, D. H. T. (2007). Planning knowledge for phased rollout projects. Project Management Journal, 38(3), 45-60. Retrieved from http://auth.waldenulibrary.org/ezpws.exe?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=27338307&site=ehost-live&scope=site

This article examines knowledge-based project planning and the capability maturity model for phased project rollout.
Article: Herroelen, W. (2005). Project scheduling—theory and practice. Production and Operations Management, 14(4), 413-432. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?sid=6af79a86-deb0-4313-93cc-d8c4b525c20f%40sessionmgr104&vid=1&hid=127&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=bth&AN=22404148

This article provides an overview and analysis of project scheduling theories versus actual scheduling practices.

 
The following web links feature tutorials for OpenProj:
http://leftbrainedgeeks.com/gitc/pm/pm04aAssignEng.pdf
http://sourceforge.net/projects/openproj/
http://brunnen.shh.fi/portals/studymaterial/2007-2008/helsingfors/informationsbehandling/2536/material/exercises/PMexercise_1.pdf

 

 

Eating Chinese Medicene by Judith Farquar and Medicinal Plants Used by Latino Healers for Women’s Health Conditions in New York City

Order Instructions:
Please find both articles online and summarize But mostly answer these questions at the end of the essay.

Do you think the practices discussed in the article are viable medical practices? Why or why not?

How does this article relate to other topics we’ve discussed – namely, the Healthy Ancestor and traditional medicine in Africa?

Do you think there is a difference in these methods being practiced in an urban environment, rather than a remote setting? What (if anything) is significant about locale/environment?

Curriculum Alignment Issues

Order Instructions:
Issues Facing Curriculum Alignment
For this assignment, you will build on the same program designed in Assignment 1.
Write a six to seven (6-7) page paper in which you:
I have put down some thoughts that I would like to see in the paper.

1. Discuss the philosophical basis that affects the proposed curriculum design.

Progressive philosophy
Concept based curriculum H. Lynn Erickson
Backward Design Wiggins and McTighe
21st century learners: hands on, communicators, collaborators, global learners, etc.
2. Examine the elements of norm-referenced and criterion-referenced testing, and determine how to apply these methods in the proposed curriculum design.
3. Recommend at least three (3) ways to integrate interdisciplinary units into the proposed curriculum. Provide a rationale and support your recommendations.

I am designing a 1st grade curriculum on habitats
In my 1st assignment, I stated “To design a curriculum it is prudent to come up with questions to help in its development. The three essential questions relating to habitats are; why are there different habitats? Why do animals need to survive? Lastly, what body parts help them to survive in their habitat? These three questions are effective in answering various concerns about different organisms living in different habitats.”
I am integrating interdisciplinary units into the proposed curriculum in the following ways: Language Arts, Social Studies, Art.
For the language arts piece, students will be conducting research on animal of their choice. They will write a report on the animal’s habitat, its predators and prey and its adaptation to its environment. They will state special body parts that help the animal survive and the animal’s diet. They must also tell why or why not the animal could live in another habitat.

For the social studies element of the curriculum, students will be assigned to teams to research a continent. They will create a powerpoint presentation to demonstrate their knowledge of habitats within a continent. How does the environment help plants and animals survive? What are at least 2 events happening on that continent that endanger plants and animals? What would they do to solve the problem?

For the art aspect of the curriculum, students will be given the choice to create habitat diorama or poster that demonstrates their knowledge of the needs of the plants and animals in the habitat.
4. Select at least four (4) approaches that you would use to assess outcomes within the proposed curriculum design. Analyze the importance of each of the selected approaches in facilitating the comprehension of concepts and facts within a contextually based learning environment. Provide a rationale to support your position.

Rubrics (students are responsible for their learning; they know what they must do to earn desirable grades; this will be used to grade projects, group work, written work, etc.)
Student opinion survey (students reflect on their learning)
Portfolios (snapshot on learning progress)
Teacher made tests (did students master the standards taught)

 

ECON 2302

Order Instructions:
Discuss the characteristics of monopolistic competitive market in detail. Name five different companies that belong to this market. Compare and contrast monopolistic competitive market with Oligopoly. Illustrate how natural Gas market is related to the above markets and why its price is rising these days. Paper must be two pages typed

 

HR Paper

Order Instructions:
Human Resources Issues Paper: The Human Resources Issues Paper affords each student the opportunity to analyze and make recommendations regarding a contemporary human resources issue. The topic or issue must have appeared in a business or news publication within the last three (3) months. The printed source for the issue must be attached for reference. Students will analyze the issue and provide their recommendations concerning how the issue should be resolved. Recommendations must be supported with authoritative sources. The paper should be 6 written pages plus 1 page works cited for a total of 7 pages.

 

 

38
HIV Biology

Order Instructions:
Read and review information found at
http://www.adarc.org/

Click on Focus on HIV on the left side of the screen, and click through Facts about HIV and HIV Biology
Conduct independent web research on vaccines

Part A: Describe in your own words how vaccines work. Be sure to address the following in your summary

What do scientists target on the virus or bacterium?
What are antigens? What role do antigens play in creating the vaccine?
What are T cells? What are B cells? What are memory cells? What role do these cells play?
What are antibodies?
Cite your sources

Part B: Imagine that it is circa 1984. At this point in time, no one has even attempted to create an HIV vaccine. You are the scientist contemplating how to make the very first one. Based on what you have learned about how HIV enters the cell and replicates, how would you approach vaccine development? Which molecule on the surface of the virus do you think would be a good target for a vaccine?

Part A and Part B should be submitted as one essay (500 words)

 

Servant Leadership
Order Instructions:
Subject; Business
Deadline;8 days 6th Sept 2013
Sources:7
No. f pages; 4 double spaced
level; graduate

INDIVIDUAL PAPER INSTRUCTION
• This paper is to be submitted through the SafeAssign link.
• The purpose of the individual Biblical Integration Paper is to explore in a non-exhaustive manner the topic of servant leadership. You will submit a 750-word paper assessing servant leadership from a biblical perspective.
• The paper must include citations from Scripture, the required reading from the course, and Presentation: Biblical Leadership pertaining to a biblical perspective on servant leadership.
• The individual paper should cover the following topics:
o A biblical analysis of the key ideas associated with Greenleaf’s servant leadership perspective.
o A biblical foundation for servant leadership.
• Current APA guidelines must be followed, including the use of a running head, title page, abstract page, reference page, etc.

Adittional Materials
Scripture

Servant Leadership
Biblical Servant Leadership
Jesus called them together and said, “You know that the rulers of the Gentiles lord it over them, and their high officials exercise authority over them. Not so with you. Instead, whoever wants to become great among you must be your servant, 27and whoever wants to be first must be your slave— just as the Son of Man did not come to be served, but to serve, and to give his life as a ransom for many.” (Matthew 20:25-28)

The greatest will be your servant
“But you are not to be called ‘Rabbi,’ for you have only one Master and you are all brothers. And do not call anyone on earth ‘father,’ for you have one Father, and he is in heaven. Nor are you to be called ‘teacher,’ for you have one Teacher, the Christ. The greatest among you will be your servant. For whoever exalts himself will be humbled, and whoever humbles himself will be exalted. (Matthew 23”8-12)

Jesus Washes His Disciples’ Feet
It was just before the Passover Feast. Jesus knew that the time had come for him to leave this world and go to the Father. Having loved his own who were in the world, he now showed them the full extent of his love
The evening meal was being served, and the devil had already prompted Judas Iscariot, son of Simon, to betray Jesus. Jesus knew that the Father had put all things under his power, and that he had come from God and was returning to God; so he got up from the meal, took off his outer clothing, and wrapped a towel around his waist. After that, he poured water into a basin and began to wash his disciples’ feet, drying them with the towel that was wrapped around him.
He came to Simon Peter, who said to him, “Lord, are you going to wash my feet?”
Jesus replied, “You do not realize now what I am doing, but later you will understand.”
“No,” said Peter, “you shall never wash my feet.”
Jesus answered, “Unless I wash you, you have no part with me.”
“Then, Lord,” Simon Peter replied, “not just my feet but my hands and my head as well!”
Jesus answered, “A person who has had a bath needs only to wash his feet; his whole body is clean. And you are clean, though not every one of you.” For he knew who was going to betray him, and that was why he said not every one was clean.
When he had finished washing their feet, he put on his clothes and returned to his place. “Do you understand what I have done for you?” he asked them. “You call me ‘Teacher’ and ‘Lord,’ and rightly so, for that is what I am. Now that I, your Lord and Teacher, have washed your feet, you also should wash one another’s feet. I have set you an example that you should do as I have done for you. I tell you the truth, no servant is greater than his master, nor is a messenger greater than the one who sent him. Now that you know these things, you will be blessed if you do them. (John 13: 1-17)

Following Jesus
“Come, follow me,” Jesus said, “and I will make you fishers of men.” (Matthew 4:19)

Then Jesus said to his disciples, “If anyone would come after me, he must deny himself and take up his cross and follow me. For whoever wants to save his life will lose it, but whoever loses his life for me will find it. (Matthew 16:24-25)

Jesus answered, “I am the way and the truth and the life. No one comes to the Father except through me. (John 14:6)
The heart, head, hands, and habits
Heart
Above all else, guard your heart,
for it is the wellspring of life. (Proverbs 4:23)

All a man’s ways seem right to him,
but the LORD weighs the heart. (Proverbs 21:2)

Love the Lord your God with all your heart and with all your soul and with all your mind and with all your strength.’ (Mark 12:30)

Head
Do not conform any longer to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is—his good, pleasing and perfect will. (Romans 12:2)

Your attitude should be the same as that of Christ Jesus:
Who, being in very nature God,
did not consider equality with God something to be grasped,
but made himself nothing,
taking the very nature of a servant,
being made in human likeness.
And being found in appearance as a man,
he humbled himself
and became obedient to death—
even death on a cross!
(Philippians 2: 5-8)

Hands
And whatever you do, whether in word or deed, do it all in the name of the Lord Jesus, giving thanks to God the Father through him. (Colossians 3:17)

What good is it, my brothers, if a man claims to have faith but has no deeds? Can such faith save him? Suppose a brother or sister is without clothes and daily food. If one of you says to him, “Go, I wish you well; keep warm and well fed,” but does nothing about his physical needs, what good is it? In the same way, faith by itself, if it is not accompanied by action, is dead. (James 2:14-17)

Religion that God our Father accepts as pure and faultless is this: to look after orphans and widows in their distress and to keep oneself from being polluted by the world. (James 1:27)

Habits
Blessed is the man
who does not walk in the counsel of the wicked
or stand in the way of sinners
or sit in the seat of mockers.
But his delight is in the law of the LORD,
and on his law he meditates day and night.
He is like a tree planted by streams of water,
which yields its fruit in season
and whose leaf does not wither.
Whatever he does prospers. (Psalm 1:1-3)

Be joyful always; pray continually; give thanks in all circumstances, for this is God’s will for you in Christ Jesus (I Thessalonians 5:16-18)

INDIVIDUAL BIBLICAL INTEGRATION PAPER GRADING RUBRIC
A PTS

92–100

 

 
Superior work in all areas. Student consistently exceeds minimal expectations in all areas regarding content, analysis, synthesis, and evaluation of topics, timeliness, and writing style.
Content:
• Key ideas from Scripture, required reading, and “presentations” are applied to the idea of servant leadership in a clear and systematic way.
• A clear framework for a Biblical perspective on servant leadership is provided; student demonstrates an understanding of the difference between a Christ-centered approach to servant leadership vs. a man-centered approach.
• Clear communication of ideas, no vagueness and no rambling
Citations:
• All required sources are used—the Duby article, all relevant “presentations”, Greenleaf, Blanchard and Hodges, and Scripture.
• Each source is cited numerous times with minimal reliance on direct quotes.
• Student efficiently and clearly synthesizes ideas from these various sources using his or her own words.
Length: 750 words—neither too short nor too long
Grammar/APA: Minimal to non-existent grammatical and APA errors