Author: admin

Summary: This is an individual assignment; you need to discuss what went wrong using project management concepts, for the project described in

the following pages. Please read this whole document carefully.

Submission deadlines: See OnlineCampus

This involves the analysis of a real failure in a project based business i.e. Carillion and discussion of other relevant issues.
More detail on the assignment requirements is provided in the project brief that follows.
This assignment is worth 50% of the total mark for the Project Management Leadership and Skills module. The other 50% will be assessed by a

second assignment.

Module learning outcomes covered by this assignment
Apply knowledge of the theory and practice of project planning and control and the use of Project Management methods and techniques.
Demonstrate a sound understanding of the importance of Projec

Theory of Aging

Before beginning this exercise be sure to read chapter 4 completely and then be sure to pay particular attention to the Biological Theory of Aging.

You are taking care of a 65-year-old woman on your critical care unit who had a heart attack five days previously and also has a history of diabetes, chronic obstructive pulmonary disease, rheumatoid arthritis, and osteoporosis. While you are helping her attend to her hygiene, she shares with you that she does not understand why she has so many physical issues when she knows that her parents did not have any of the issues she does.

Instructions:

How do you respond to her statement as an informed caregiver?
What health teaching would you incorporate into your care plan to help your client understand the biologic aging theory?

 

For each question on your article review form, please type 5 or more sentences.

http://www.theempowerededucatoronline.com/2014/06/understanding-use-of.html

Name_ __________ Date____
Article #_________

Article Review Form
1. Citation (Website where you found this information) (5 sentences are NOT required)

 

2. State the Main Idea. (5 sentences for full credit, 2 points will be deducted for sentences that are not present. Please type sentences below,

save article the upload to assignment link).

 

 

3. Summary of Key Points (5 sentences for full credit, 2 points will be deducted for sentences that are not present. Please type sentences below,

save article the upload to assignment link).

 

 

4. What is your personal reaction to this article? (5 sentences for full credit, 2 points will be deducted for sentences that are not present.

Please type sentences below, save article the upload to assignment link).

 

 

5. How can this information help you work with children? (5 sentences for full credit, 2 points will be deducted for sentences that are not

present. Please type sentences below, save article the upload to assignment link).

 

 

6. Please state some recommendations and suggestions you would give to the author? (5 sentences for full credit, 2 points will be deducted for

sentences that are not present. Please type sentences below, save article the upload to assignment link).

 

 

 

Chapters 1-3

Assignment 1 Instructions:
Students are required to read the textbook Chapters 1-3.

Assignment 1 Instructions:

Students are required to read the textbook Chapters 1-3. Students are required to use Microsoft Word and save the completed assignment as Word document with a filename that includes the assignment title, your first initial and last name.

This is the writing assignment with essay questions and is worth a total of 15 points. Students are required to provide substantive responses to each essay question. By substantive responses, it means:
1. Cover all key elements of each essay question
2. Give enough information about the topic
3. apply the chapter concepts and theories to real-life situations
4. Seek out additional resources to gain a better insight of the topic
5. Bring in examples and experiences to illustrate the point
6. Cite references if necessary
7. Acceptable length: write a minimum of 150 words per essay question
Formatting Requirements
Use one-inch margins
Use 1 12-point Times New Roman font
Use double-line spacing in the document
Cite all sources in APA (American Psychological Association)

Write your responses under each question

need to respond to each question and write more words with examples in order to understand the material. That is the goal.

Chapter 1 (The Sociological Perspective and Research Process) Questions
1. Explain Social imagination and use an example to illustrate the term.
2. Among three sociological theories, which two theories primarily use a macro-sociological framework to view and understand society? Please explain Structural functionalist theory and Conflict theory
3. Describe basic steps of social research and four reasons to conduct social science research.
4. Identify hypothesis and variable. Please formulate a hypothesis and distinguish between independent variable and dependent variable.
Chapter 2 (Culture) Questions
5. Give 3 examples of material culture and nonmaterial culture. Distinguish between ideal value or culture and real value or culture.
6. Define high culture and popular culture and give 3 examples to illustrate both of them.
7. Describe ethnocentrism, cultural relativism, and multiculturalism. Use conflict theory to explain culture.
Chapter 3 (Socialization) Questions
8. Identify primary socialization and secondary socialization. How does the Functionalist theory view socialization?
9. Explain George Herbert Mead’s two components of the self. Discuss the differences between the “I” of and the “me” of the self. Please provide an example to illustrate it.
10. Describe Charles Cooley’s Looking-Glass Self and use an example to illustrate it.

COURSE MATERIALS

Required Textbook: Source-
Kendall, Diana. Sociology in our Times, the Essentials, 10th Edition. Cengage Learning

https://books.google.co.uk/books?id=zKqEngEACAAJ&printsec=frontcover#v=onepage&q&f=false

 

 

 

Terror attacks by Islamic extremist is resulting in a worsening environment of hate against Muslims worldwide.

Response from professor regarding topic and bibliography:

“Interesting choice – timely, appropriate to our coursework, and flexible enough for you to draw out a good series of arguments. I do wonder if

what you’re in fact arguing is the about the publicity of attacks. There has always been this type of violence worldwide, and an existential or

literal threat to Americans (swap “communists” for “Muslims” through the decades, and people had the same responses…). How the attacks are

framed for our (Western) consumption, though – how we receive news and info about it, in other words – certainly contributes to what you

observe: a worsening environment for people who may resemble or share some characteristics with those who commit the acts.

The bibliography is impressive, as are your notes and plans for the sources. What course text do you see relating here? Aslan’s

(https://n.pr/1rnAxm6) is an obvious choice, but other sources make the same observations about such patterns, even if in relation to different

ethnic groups.””

== Annotated Bibliography ==

Kundnani, A. (2014). The Muslims are coming!: Islamophobia, extremism, and the domestic war on terror.
Kundnani’s book provides an in-depth examination of how the West’s perception of Muslims’ culture, identity, ethnicity, and ideology changed

after the 9/11 attack. Muslim culture is now perceived as alien and incompatible with Western culture by the people with anti-Islamic prejudice.

He believes the West’s anti-Islam and anti-Muslim prejudice is revealed in the form of “war on terror”. Governments have shifted their attention

to domestic terrorists who have become the focus of sprawling counterterrorism structures of policing and surveillance in the United States and

across Europe. According to his theory, “Islamist” identity is viewed as the root cause of terrorism and that Muslims as terrorists.

Norton, B. (2015). Our terrorism double standard: After Paris, let’s stop blaming Muslims and take a hard look at ourselves. Retrieved March 23,

2016, from

https://www.salon.com/2015/11/14/our_terrorism_double_standard_after_paris_lets_stop_blaming_muslims_and_take_a_hard_look_at_ourselves/
Norton article states that the vast majority of terrorist attacks in recent years were motivated by ethno-nationalism or separatism and not

religiously motivated. However, these tragic events are constantly being used by anti-Muslim bigots to push their hatred. His research shows

that less than two percent of terrorist attacks from 2009 to 2013 were inspired by religion. That is a stark difference on how it is being

portrayed in the media. This misconception has lead to the increased hostility towards Muslims.

Kumar, D. (2014). Mediating Racism: The New McCarthyites and the Matrix of Islamophobia. Middle East Journal Of Culture & Communication, 7(1),

9-26. doi:10.1163/18739865-00701001
There has been an increase in anti-Muslim racism in the twenty-first century. Kumar argues there is larger matrix of Islamophobia includes not

only the far right but the liberal establishment. He recounts the ‘Ground Zero Mosque’ controversy, a project that was going to be locate a few

blocks from the former World Trade Center site. The Mosque was going to be a recreation facility that would welcome all members and promote

greater understanding of Islam. Initial media coverage of the project was relatively benign, until Pamela Geller posted a blog entry titled

‘Monster Mosque Pushes Ahead in Shadow of World Trade Center Islamic Death and Destruction’. He goes on to demonstrate how both the Democratic

and Republican parties took positions that ranged from neutral to downright hostile towards the project. His main point is that many people and

groups participated in demonizing Muslims in a variety of different ways.

Matindoost, L. (2015). Media representation of Muslim youth in Australia. Media Development, 62(3), 33-36.
Australia is also struggling with the marginalization, exclusion, and unfair treatment of Muslims. Matindoost believes the main culprit in the

development of Islamophobic sentiments in Australia is the media, which has been depicting “Muslim Youth” as a threat to the national security.

They portray Muslims as extremists who want to “wipe out” the West and that they have incompatible values. Australia already has as anti-

immigration political climate that has strong negative sentiments towards the minorities, especially Muslims who are viewed as a group that has

failed to integrate in to Australian society.

Muravchik, J. (2015). Muslims and Terror: The Real Story. Commentary, 139(3), 37-46. Retrieved March 22, 2016, from

https://www.commentarymagazine.com/articles/muslims-and-terror-the-real-story-1/
Muravchik’s article provides a commentary on Islamic violence. He addresses the fact that the majority of Muslims reject such murderous acts as

those of the Islamic State or of the Kouachis and Coulibaly. He provides many quotes from high level officials reiterating this point. For

example, French President François Hollande stated “these terrorists, these fanatics have nothing to do with the Islamic religion.” He also

cites a Gallup poll conducted right after 9/11 of nine predominantly Muslim countries and found that majorities in most of these countries

judged the attacks to be “totally unjustifiable.”

== Additional Current Affairs ==
https://www.washingtonpost.com/news/fact-checker/wp/2016/04/25/trumps-false-claim-that-isis-is-making-a-fortune-on-libyan-oil/

https://www.huffingtonpost.com/entry/muslim-woman-attacked_us_57289b7ae4b0bc9cb0447aed

https://www.cbsnews.com/news/terror-in-molenbeek-schaerbeek-brussels-belgium-islamophobia/

COMM/FILM/PCUL 2F00: New Media Literacy
Assignment Two (A2) – 25%
Description: This assignment uses module themes and course readings as a way to critically
analyze and discuss the internet awareness campaign #MeToo, and its socio-cultural
implications.
Length: Minimum: 1500 words Maximum: 1800 words
Purpose: The purpose of the assignment is to bridge course concepts, module themes, research
literature, and an important current event taking place on the internet at this time.
You will use the #MeToo campaign to show your ability to asses current events that bridge
physical and digital worlds, and critically analyze them in an academic manner (versus forming
opinions without facts). This assignment reveals the complexities of the digital world, and our
roles within it – it is not about whether you agree or disagree with this awareness campaign, we
are simply analyzing the viral spreading of a hashtag, and trying to understand and articulate the
socio-cultural implications of this online event in different ways.
Submission: Upload your assignment via Sakai. Go to “Assignments”, click on Assignment 2,
and click on ‘Add Attachments’. You will upload your assignment as a single file.
Parameters:
• Your assignment must be uploaded as a single .doc file, or as a single .pdf file.
• Mac users: you can convert a Pages document into a word .doc by going to the menu bar and
choosing: ‘File’ – ‘Export’– ‘Word’.
• Files that cannot open and/or incorrect files will receive a grade of 0.
• We will not be tracking down assignments: you must submit properly, on-time.
• Check and double check to ensure that the file is attached and is the correct file. After
submitting, definitely review your submission so you can see/confirm the file.
• It is your responsibility to ensure that you have uploaded your file into Sakai. You have a
maximum of five re-submission attempts BEFORE the deadline passes.
• Late assignments are not accepted and will receive a grade of 0.
• Assignments sent via e-mail will receive a grade of 0.
• Do not wait until the last ten minutes to submit your module response.
• Technological issues (ie my laptop froze at 11:44pm) are not grounds for extensions. You
MUST have the appropriate (and reliable) technology to take this course, and you must plan
your time effectively.Instructions for Assignment #2
Background
Do some research about the #MeToo campaign to understand its origin and purpose – plus the
commentary and discussions surrounding it.
• Wikipedia: Me Too (hashtag) https://en.wikipedia.org/wiki/Me_Too_(hashtag)
• Know Your Meme: #MeToo http://knowyourmeme.com/memes/metoo
• #Metoo website: https://metoomvmt.org/
• Time Person of the Year 2017 http://time.com/time-person-of-the-year-2017-silence-breakers/
Please note that this campaign deals with issues of sexual assault and harassment. If the public
posts (Tweets, Instagram etc) are sensitive for you, then just read the Wikipedia entry and Know
Your Meme.
Looking at the course syllabus, and the material we are covering this year, consider how aspects
of the #MeToo campaign can be examined through and connected to the module themes and
course readings.
• Participatory Culture
• Networks & Networking
• Digital Divides
• Identity & Community
• Privacy & Surveillance
You’ll need to review the required readings in these modules, and understand the key points and
issues that were highlighted in the readings and lecture notes.
You will then choose three module themes from this list, which will act as the critical lens that
you will use to analyze the #MeToo campaign. For example, what does this campaign show us
about the role of networks and networking in going viral? What can this campaign teach us about
online community, and the power of strangers bonding together? What can we say about privacy
and this campaign, and the revealing (and outing) of personal and intimate details? What does
the Digital Divide research remind us to pay attention to here – can everyone access and
participate in this campaign? What kinds of race and class issues surface in this digital
campaign? In what ways does this campaign show us that in a participatory culture, not
everyone’s contributions are welcome or validated? There are many different ways that you can
analyze the #MeToo campaign via the course themes and material. These are just some
suggestions. Ask yourself: What stands out for me? What do I find interesting? What do I find
troubling?
Once you have your three themes selected, consider if there is an overarching theme, statement,
or argument you can make from your analysis and support. You also want to think about why
your analysis is significant or important to discuss.Structure of Assignment
Introduction: 2 paragraphs
Briefly describe the #MeToo campaign (don’t forget to cite your info); outline what you will
discuss; note any overarching theme or argument; note why the analysis is significant;
Body: 6-9 paragraphs
Each theme discussion must include at least two of the module’s required readings in support of
your analysis (that’s six in total).
Theme 1: 2-3 paragraphs (includes at least two required module readings)
Theme 2: 2-3 paragraphs (includes at least two required module readings)
Theme 3: 2-3 paragraphs (includes at least two required module readings)
Conclusion: 1 paragraph
In a few sentences, briefly reiterate the main arguments; do something with the analysis: a call to
action, food for thought, or a contextualization of the argument in a larger context. Where do we
go from here?
Important Notes:
• The ‘tone’ of assignment two is academic.
• You are required to stay within the minimum and maximum word count or you will be
penalized one full mark.
• Please pay attention to your writing style – grammar and punctuation matter. Have someone
proofread your work. Your responses should have an introduction, body/discussion, and
conclusion as provided in the instructions.
• Your assignment must include at least two of the module’s required readings in support of
each theme analysis/discussion (that’s six required module readings in total). You can
absolutely use additional sources or course readings if you need to, once the minimums has
been met.
• Be sure to include any media articles regarding the campaign in your reference list – cited
properly.
• Properly cite any readings that you use using APA. Reference list is not included in the word
count. Submissions that do not cite and reference material properly will not be accepted and
will result in a zero.
• Use APA format for citing the readings and for your reference list – you may include a title
page, or running header this assignment.
• Do not use any direct quotes in your module submissions. Instead, rephrase and cite properly,
or you will be penalized one full mark.
• Please name your Assignment #2 file properly with course number, last name, and
assignment name. For example: 2F00YourLastNameA2.docFramework of Grading
Incomplete 50s D
Submission is missing key components of the assignment guidelines.
Inaccuracies 60s C
Submission does not follow assignment guidelines or requirements.
Needs Work 70s B
Submission mostly follows requirements, but has areas that need improvement (ie depth of
analysis).
Meets Criteria 80s A
Submission follows guidelines and meets all assignment requirements in a coherent way.
Exceeds Expectations 90 A+
Submission reflects a level of analysis that goes beyond what is expected at a second year course
level.
Grading Rubric will be supplied in an additional file at a later time.

 

Aviation

Please answer these four questions as listed below, ten lines per question.
1) what policy initiatives were put in place after 9/11
2) How should transportation security organized and who is to be responsible for what.
3) How can information sharing between government agencies be improved?
4) Who should have the overall responsibility for aviation security and why?

 

Unit Code: MFC400
Unit Leader:
Level: FHEQ4
Assessment Title: Case Study
Assessment Number: AE1
Assessment Type: Written Report
Restrictions on Time/Length : 1500 words
Consequence of not meeting word count limit: Assignments should be presented appropriately in line with the restrictions stated above; if an assignment exceeds the time/word count this will be taken in account in the marks given using the assessment criteria shown.
Individual/Group: Individual
Assessment Weighting: 50%
Issue Date: 25th September 2017
Hand In Date: 09 April 2018
Planned Feedback Date: 30/04/2018
Mode of Submission: Electronic submission by File Upload
Number of copies to be submitted: one

Learning Outcomes

On successful completion of the unit, students should be able to:
• Describe the external forces that impinge on product design and ultimately influence the manufacturing process.
• Identify, appraise and compare manufacturing methods and materials for various applications and conditions.
• Communicate ideas and concepts effectively.

Manufacturing Principles
Case Study

There are two stages to this case study. In the first stage, you will select an item or subsystem of a larger product. In the second stage, you will perform market research on your item and create Product Design Specification for the item. You will then develop a more detailed PDS of a selected sub-component, and create a reasoned evaluation for including each requirement of the PDS. You will choose and compare at least two materials with the requirements of the PDS, and choose and compare manufacturing processes for the item.

Stage 1 – The selection of an item for your case study

The first stage of this assignment requires you to select a manufactured item or sub-system consisting of a minimum of two permanently or temporarily assembled/ joined parts. To assist your decision, a list of example suitable items is attached which is by no means exhaustive.

No duplication of case selections is permitted between students. Students will register their choice of item on SOL, with details of the method of registration to be confirmed. Your final decision should be registered by Friday, 12/01/2018. Any student failing to select a case by the set deadline may be assigned an item for study.

It is important to make a careful selection of your item to study, keeping in mind the type of analysis and appraisal that is required for this subject. It would be best to select an item that is readily available for your investigation, and also an item for which further information can easily be obtained. You will need to consider market requirements, functionality, quality, aesthetic features, environmental aspects, safety, strength, suitable manufacturing and materials selection for your case study.

Stage 2 – Research, analysis and reporting of case study

Once you have chosen your item for the case study, you need to perform research and use the CES software tool to answer the questions (detailed in the next section). The report should be 1500 words (± 10%), excluding supportive material such as appendices. All material and evidence should be fully referenced.

The report should follow the structure given below:

Case study title
Brief introduction to the case study item
Question 1 – Market research and analysis, and Product Design Specification
Question 2 – Sub-system detailed PDS, with reasoning for each requirement
Question 3 – Materials comparison and appraisal of at least two materials for the sub-system
Question 4 – Manufacturing processes for your sub-system.
References/bibliography
Appendices (optional)

Questions

IMPORTANT NOTE!
Be sure to be clear about what assumptions you make, for example production quantity etc.

Question 1:

Identify the market need and produce a Product Design Specification (PDS) for your complete working system. This will consist of the key requirements that contribute to the correct function of the product.

Question 2:

From the complete working system PDS develop a more detailed PDS of the selected sub-system/component and include a brief reasoned evaluation for the inclusion of each PDS requirement.

Question 3:

Examine, compare and appraise at least two materials against the requirements of the Product Design Specification for the selected sub-system of your case study. The appraisal should include evaluation of the component function versus material properties.

Question 4:

Whilst still focusing on your selected sub-system, compare suitable manufacturing processes and/or assembly for the materials considered above. There should be a clear link between the PDS and the evaluation, justification and selection criteria for the different combinations of Process/materials.

Your answers to the questions should fully reflect your background research, and your background research should be referenced.

EXAMPLE CASE STUDY LIST (You need not select from this list)

NOTE: Normally a sub assembly or part of one of the following items will provide sufficient material for your case study!

Paper Punch
Stapler
Cooling Fan
Toaster
Camping Stove
Foot Pump Water Tap
Gardening Shears
Kitchen Scales
Power Drill
Computer Mouse
Hair Clippers Thermostatic Radiator Valve
Shower MixerClock
Computer Chair
Strimmer
Pencil Sharpener
Iron

ASSESSMENT CRITERIA
Grade Mark N,S,F3,F2,F1 D3,D2,D1 C3,C2,C1 B3,B2,B1 A4,A3,A2,A1
Research product requirements and functionality based on the market need Little relevant research. Few references. Poor understanding of the topic Relevant research that supports some parts of the report. Referenced material not always linked. Defines the function of the product. Basic but relevant Product Design Specification Research information related to the problem domain and produce relevant product design specifications Research and evaluate information related to the problem domain Initiate and undertake searches for information related to the problem domain, evaluate it and recommend actions based on the information
Evaluation and selection of Materials Little evidence of justification. Unrealistic selections, not linked to case study requirements Materials selected with some attempt at short-listing. Not always clear on reasoning but does provide some link to the product and PDS Proposes and compares candidate materials that meet the requirements of the Product Design Specification Justifies and evaluates the proposed candidate materials solution, demonstrating evidence of research and underpinning theory Clear evidence of extensive independent learning. Evaluates a range of technical options grounded in relevant theory
Evaluation and selection of Processes Little evidence of justification. Unrealistic selections, poor linkage to case study requirements. Little recognition of materials. Process selections are relevant to materials selected and are linked to the product being considered and PDS Proposes and compares candidate processes that meet the requirements of the Product Design Specification and selected materials Justifies and evaluates the proposed process solutions, demonstrating evidence of research and underpinning theory Clear evidence of extensive independent learning. Evaluates a range of technical options grounded in relevant theory
Effective written communication Poor reporting, unstructured, little communication of technical information. Word count more than ± 10% of specified Report shows evidence of some planning and attempts to communicate relevant information. Word count more than ± 10% of specified Clear communication of technical information. Word count more than ± 10% of specified Coherent communication using technical language accurately. Word count within ± 10% of specified Professional presentation using technical language fluently. Word count within ± 10% of specified.

Late Submissions

Students are reminded that:

i. If this assessment is submitted late i.e. within 5 working days of the submission deadline, the mark will be capped at 40% if a pass mark is achieved;
ii. If this assessment is submitted later than 5 working days after the submission deadline, the work will be regarded as a non-submission and will be awarded a zero;
iii. If this assessment is being submitted as a referred piece of work (second or third attempt) then it must be submitted by the deadline date; any Refer assessment submitted late will be regarded as a non-submission and will be awarded a zero.

http://portal.solent.ac.uk/documents/academic-services/academic-handbook/section-2/2o-assessment-policy-annex-1-assessment-regulations.pdf?t=1411116004479

Extenuating Circumstances
The University’s Extenuating Circumstances procedure is in place if there are genuine circumstances that may prevent a student submitting an assessment. If students are not ‘fit to study’, they can either request an extension to the submission deadline of 5 working days or they can request to submit the assessment at the next opportunity (Defer). In both instances students must submit an EC application with relevant evidence. If accepted by the EC Panel there will be no academic penalty for late submission or non-submission dependent on what is requested. Students are reminded that EC covers only short term issues (20 working days) and that if they experience longer term matters that impact on learning then they must contact a Student Achievement Officer for advice.

A summary of guidance notes for students is given below:

http://portal.solent.ac.uk/documents/academic-services/academic-handbook/section-4/4p-extenuating-circumstances-procedures-for-students.pdf?t=1472716668952

Academic Misconduct
Any submission must be students’ own work and, where facts or ideas have been used from other sources, these sources must be appropriately referenced. The University’s Academic Handbook includes the definitions of all practices that will be deemed to constitute academic misconduct. Students should check this link before submitting their work.

Procedures relating to student academic misconduct are given below:

http://portal.solent.ac.uk/support/official-documents/information-for-students/complaints-conduct/student-academic-misconduct.aspx

Ethics Policy
The work being carried out by students must be in compliance with the Ethics Policy. Where there is an ethical issue, as specified within the Ethics Policy, then students will need an ethics release or an ethical approval prior to the start of the project.

The Ethics Policy is contained within Section 2S of the Academic Handbook:
http://portal.solent.ac.uk/documents/academic-services/academic-handbook/section-2/2s-university-ethics-policy.pdf

Anonymous Marking
A copy of the University’s Policy on Anonymous Marking, process details and student guidance on submission sheet completion can be found on the following links, which are also uploaded on the Student Portal.

Fact Sheet: http://portal.solent.ac.uk/documents/academic-services/policies-procedures-guidelines/anonymous-marking-fact-sheet.pdf

Process: http://portal.solent.ac.uk/documents/academic-services/policies-procedures-guidelines/anonymous-marking-process.pdf

Grade marking
The University uses a letter grade scale for the marking of assessments. Unless students have been specifically informed otherwise their marked assignment will be awarded a letter grade. More detailed information on grade marking and the grade scale can be found on the portal and in the Student Handbook.

Policy: http://portal.solent.ac.uk/documents/academic-services/academic-handbook/section-2/2o-assessment-policy.pdf

Guidance for online submission through Solent Online Learning (SOL)

http://learn.solent.ac.uk/onlinesubmission

 

Agriculture played a crucial role in the lives of ancient civilizations. Without
proper harvests, whole cities could starve. Many people lived at subsistence level
and any deficit in agricultural production was devastating. Trade, on the other
hand, provided an outlet for growth in the exchange of ideas, the spread of
religion and the expounding of produced goods. Both of these aspects played a
significant role in the ancient civilizations to be addressed.

Write a 2-3 page paper explaining how technological advances in
agriculture and growing trade routes created the distinctive culture found
in the ancient civilizations discussed. Ensure the following points are
addressed.

0 The major technological advances discussed within our reading and
to which society it can be traced back to.

0 Detail the major trade routes established.

0 Identify which cultures utilized specific trade routes.

0 How did the advances in agriculture and trade influence individual
civilizations?

0 Provide at least two academic resources.

Ensure that you use the Paper Writing rubric to guide your efforts and
apply the required formatting style.
https://books.google.co.uk/books?id=_8OiAgAAQBAJ&printsec=frontcover&dq=Philip+j.+Adler+/Randall+l.+Pouwels+seventh+edition&hl=en&sa=X&redir_esc=y#v=onepage&q=Philip%20j.%20Adler%20%2FRandall%20l.%20Pouwels%20seventh%20edition&f=false

The Purchase of Health Care Equipment Project

An equipment acquisition proposal was being considered by a large health care organization, XYZ
Health Care. The array machine will enable the hospital to perform autoimmunity tests Gar
immunoglobulins G. M. and A and complements C3 and C4) in-house rather than sending them to a
reference laboratory. Test turnaround time is expected to decrease by 2 days. The array machine
costs $50,000, with a useful life of 5 years. The depreciation schedule will be $ 10, GOO/year. The
expected volume for tests is one of each of the five autoimmunity tests per day. Having the tests
done by the reference laboratory costs the hospital on average of $ TO/test. The hospital’s average
charge to patients is $20/test. If the array machine is acquired and the tests done in-house, the
costs of reagents would average $2/test. The array machine can run a maximum of 40 patient
samples and perform 20 different tests on each sample every 2 hours. Except in extraordinary
circumstances, tests would be run Monday through Saturday. The machine requires approximately
1 hour of technician time (valued at $15/hour) each day to calibrate it, to conduct a test run for
control purposes and to perform general maintenance. This is a fixed cost because it does not vary
by volume. Technician setup time to run tests is negligible. Beyond the five autoimmunity tests the
laboratory wants to perform in-house, the machine can also perform apolipoprotein cardiac
profiles that are currently done on equipment in the clinical chemistry department. The array machine can provide a quantitative measure and not just the positive or negative indicator that the
clinical chemistry department‘s current equipment gives. Deliverables: The CEO of XYZ Health Care
has hired you as a consultant to prepare a report addressing the following questions listed below.
How many autoimmunity tests per year will have to be performed on the array machine to break
even? – Given the present volume of tests, would there be an annual net contribution and. if so.
how much? – lf half of the patients have Medicare coverage (DRG reimbursement includes all tests),
would the laboratory break even on the equipment? If not, should the equipment be acquired
anyway? The written report must include the following: – APA formatted cover and reference page
APA formatted double-spaced typed submission in Times New Roman font – The report must
include excel spreadsheet incorporated within the word document with calculations using excel
functions and graph illustration – The report must not exceed four to five (4-5) pages (which
excludes the required cover page reference page and any graphs/illustrations) Resources: Longest,
B.B., Rakich, j.S., & Darr, K. (2000). Managing health services organizations and system. Baltimore:
Health Professions Press