Category: Chemistry

Case Study
Order Instructions:
Inmate John Doe is serving a thirty-year sentence for murder. He was twenty years old when convicted and sentenced.
Now, he is set to be released in nine months at age fifty. John Doe earned some mechanical professional certificates
while in prison, but he has no college degree. During his thirty-year sentence, he never received any discipline and
followed all the rules. He has no money and needs to take care of his mother, who is terminally ill. John expresses to you
that he needs to help his mother and to find a job when he is released. You work for the Department of Corrections and
have been assigned to assist John with his reentry into the community.
In a minimum of 200 words, how would you help John plan his reentry? For example, what programs would you advise
him to pursue in order to successfully reenter the community? What other actions do you think he should take? A
minimum of two sources must be cited and referenced in your response.

Designing a Contextually Based Curriculum
Order Instructions:
Designing a Contextually Based Curriculum
This paper builds off of previous papers.

You will develop a curriculum concept map for the proposed curriculum, one which you can use in your current workplace, as a way to transfer knowledge to another class, or as part of a portfolio for a job assignment.

The following resources may help you with completion of this assignment:
• K-12 Curriculum and Instruction / NC Standard Course of Study
• Curriculum Maps and Unit Plan< • Content Standards and Assessment – Edutopia
• Common Core State Standards Initiative
• Understanding by design by Wiggins and McTighe
• Stirring the head, heart and soul by H. Lynn Erickson
• Concept Based Curriculum and Instruction for the thinking classroom by H. Lynn Erickson
Note: You may also want to check with your learning or workplace environment to identify curriculum standards being used.
Write a six to eight (6-8) page paper in which you:
1. Identify the current North Carolina standards that would impact your proposed design and analyze how you will integrate these standards in your conceptual content-based curriculum design.
2. Create a curriculum concept map which integrates interdisciplinary units, ensures coherence, and includes the various components for improving the learning competences in the organization upon which you have chosen to focus. Provide a rationale for your particular design.
3. Develop a sequence of improvements by locating at least two (2) scholarly articles from either the Library database or the supplemental materials provided. The chosen documents must be: 1) world related, 2) concept related, and 3) inquiry related. Provide a rationale for your sequence of improvements.
4. Choose a set of North Carolina standards for your proposed curriculum. Provide at least three (3) examples of how the chosen standards would affect your curriculum.
5. Recommend at least three (3) instructional strategies and at least three (3) assessments measurements for evaluation. Use at least seven (7) scholarly resources in this assignment. Note: Wikipedia and other Websites that can be edited by the public do not qualify as scholarly resources.
Your assignment must follow these formatting requirements:
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA format.
I am designing a 21st century curriculum for 1st grade science on habitats. The 3 essential questions that I am focusing on are the following: why are there different habitats? Why do animals need to survive? Lastly, what body parts help them to survive in their habitat? I am integrating interdisciplinary units into the proposed curriculum in the following ways: Language Arts, Social Studies, Art, Technology.
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.

I will use a multitude of approaches to assess the outcomes of the curriculum:
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 progression)
Teacher made tests (did students master the standards taught)

 

legal implications of being a nutritional consultant

Order Instructions:
need to include precautions to take to protect one self and clients, a discussion on the laws that affect the profession generally and specifically to the state of ( florida ) where practicing, and the possible dangers that nutritional consultants can easily fall into as well as ways to avoid them.( these are the specifications given to me about the essay content)

discussion and analysis
Order Instructions:
analysis and critical discussion. in light of your literature review you should discuss the implications for the following groups: practising managers, policy makers, academic,implications for research and teaching.

Managing Risk

Order Instructions:
Managing Risk

To prepare for this Discussion, read the following project scenarios
Scenario 1

You are the project manager for the implementation of a new e-prescribing system at your health care organization. You and the rest of the team are actively engaged in project planning, working toward creation of the project charter. As part of this process, you need to first define how the team will conduct risk management activities for the project, then identify and plan for potential risks that could be encountered during the project. This high-profile project not only involves a significant financial investment from the organization, its successful implementation is also critical for the organization’s providers to be in compliance with federally mandated e-prescribing standards for Medicare patients.
QUESTIONS:

How would you approach risk management for the situation in the chosen scenario? Identify which scenario you selected, then explain the approach you would take and your reasoning for taking this approach.

What are two potential risks to the project that could be encountered in this scenario?

How might each of these risks potentially affect the project and/or impact the project objectives?

How would you mitigate these potential risks? What action(s) would you take as part of the planned response for each risk?
RESOURCES:
Course Text: A Guide to the Project Management Body of Knowledge (PMBOK® Guide)
Chapter 2, “Project Life Cycle and Organization” (Read pp. 23-33, Sections 2.3 and 2.4.)

This reading selection discusses the influence of stakeholders and of organizational culture, style, structure, and process assets on an organization’s project management efforts.
Chapter 3, “Project Management Processes for a Project” (pp. 37-65)

This chapter provides an overview of the project management processes performed for a project by its team, including common process interactions and the five major process groups (initiating, planning, executing, monitoring and controlling, and closing).
Chapter 4, “Project Integration Management” (Read pp. 71-82, Sections 4.1 and 4.2.)

This reading selection discusses development of the project charter and the project management plan.
Chapter 5, “Project Scope Management” (Read pp. 103-111, Section 5.1.)

This reading selection explains the process of collecting requirements to meet the project objectives.
Chapter 9, “Project Human Resource Management” (Read pp. 215-229, Sections 9.1 and 9.2.)

This reading selection details how to develop a project’s human resource plan and acquire the necessary team to complete project requirements.
Chapter 10, “Project Communications Management” (Read pp. 243-258, Sections 10.1 and 10.2.)

This reading selection delineates the processes for identifying a project’s stakeholders, then developing a plan for communicating with them.
Appendix G, “Interpersonal Skills” (pp. 417-421)

This reading selection outlines the interpersonal skills that are commonly associated with effective project managers.
Course Text: Project Management in Practice
Chapter 2, “The Manager, the Organization, and the Team” (pp. 44-78)

This chapter examines a project manager’s roles and responsibilities, identifies criteria for selecting a project manager, considers the characteristics of an effective project team, and explores the various ways in which projects can fit within a parent organization.
Case, “St. Dismas Assisted Living Facility—1” (pp. 111-113)

This case study about a hypothetical health care organization’s preliminary project development efforts will be the focus of the Week 2 Discussion.

Article: Anderson, B. (2010). Project leadership and the art of managing relationships. T+D, 64(3), 58-63. Retrieved from http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=48407697&site=ehost-live&scope=site

This article explores aspects of project leadership and relationship management.
Article: Dominguez, J. (2008, November 1). Adaptive project communication. Retrieved from http://www.pmhut.com/adaptive-project-communication

This article describes how to adapt project communication to keep it effective during the course of a project.
Article: Flynn, A. B., & Mangione, T. J. (2008). Five steps to a winning project team. Healthcare Executive, 23(1), 54-55. Retrieved from http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=28060837&site=ehost-live&scope=site

This article details the key characteristics of a successful project team.
Article: Gillard, S. (2005). Managing IT projects: Communication pitfalls and bridges. Journal of Information Science, 31(1), 37-43. Retrieved from http://jis.sagepub.com.ezp.waldenulibrary.org/content/31/1/37.full.pdf+html

This article examines communications challenges commonly encountered by information technology project managers and offers potential solutions to these challenges.
Presentation: Klinedinst, J. W. (2007, January 26). The project management discipline: An introduction. Retrieved from http://www.himss.org/content/files/PM_Discipline_Intro031307.pdf

This presentation offers an introductory perspective on the discipline of project management from the Healthcare Information and Management Systems Society.
Article: Severini, G. (2009, October 27). Top 10 project initiation questions—people change management. Retrieved from http://www.pmhut.com/top-10-project-initiation-questions-people-change-management

This article considers the application of people change management (the discipline of helping people change how they think about their work) at project initiation.
Article: Skulmoski, G. J., & Hartman, F. T. (2010). Information systems project manager soft competencies: A project-phase investigation. Project Management Journal, 41(1), 61-80. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?sid=e09605be-1756-460f-aeec-d2ccbbc4bc00%40sessionmgr115&vid=1&hid=119&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=bth&AN=48329758

This article explores the desirable soft competencies (at each project phase) of a successful information technology project manager.
Article: Taylor, M. D. (2010, January 21). Project communication plan. Retrieved from http://www.pmhut.com/project-communication-plan

This article provides an example of a project communication plan.
Websites
Stanford University Information Technology Services’ Project Manager Checklist
http://www.stanford.edu/dept/its/projects/PMO/files/pm_checklist.html

This site provides a detailed example of a project management checklist by project phase (including the steps needed to complete each phase and links to phase-specific supporting documentation)

 

Globall South Churches

Order Instructions:
See attached instructions.

Business Financing and the Capital Structure
Order Instructions:
Business Financing and the Capital Structure

Businesses have to make many financial decisions that have a direct impact on operations and the ability to successfully compete in the marketplace. Base your writing on the information from the course coupled with information located in the Strayer databases or Internet.

Write a three to four (3-4) page paper in which you:

1.Explain the process of financial planning used to estimate asset investment requirements for a corporation. Explain the concept of working capital management. Identify and briefly describe several financial instruments that are used as marketable securities to park excess cash.
2.Assume that you are financial advisor to a business. Describe the advice that you would give to the client for raising business capital using both debt and equity options in today’s economy.
3.Explain why a business may decide to seek capital from a foreign investor indicating the risk and rewards for such a decision. Provide support for rationale.
4.Explain the historical relationships between risk and return for common stocks versus corporate bonds. Explain how diversification helps in risk reduction in a portfolio. Support response with actual data and concepts learned in this course.
5.Use at least one (1) quality references. Note: Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these formatting requirements:

•Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
•Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:

•Describe the characteristics and valuation of stocks and bonds, and how each is a key component in the financing of corporations.
•Describe the key elements of the securities markets, and how the markets drive financial transactions, decision making, and risk analysis.
•Use technology and information resources to research issues in finance.
•Write clearly and concisely about finance using proper writing mechanics.

 

61
Interview Analysis
Order Instructions:
Username: MARKBEDDOE1
PW: School#1yes
Kaplan University

CJ-340// Applied Criminal Justice Ethics

Course Text:
Edward J. Delattre
Character and Cops: Ethics in Policing
Publisher: AEI Press 6th Edition

Hacker, D. Rules for writers. (5th ed.). Bedford/St. Martin Press.

Also as Digital Text on left of online course page under “Course Home”.

Please// I do not have a ability to do this since I am deployed in a foreign country and will require any help that you can to help me complete this final assignment.
Final Interview Analysis:

Conduct two interviews with practicing professionals in the field of law enforcement. These individuals may occupy positions in federal, state, county, or municipal police agencies, probation, parole, or prosecutors’ offices.

It is preferable that you conduct the interviews in person, but telephone interviews will be acceptable if in-person interviews cannot be arranged.

Focus on the following questions in your interviews:

1. Why are ethics and character so important in the field of law enforcement?

2. Do the interviewees feel that police are more ethical today, or were they more ethical ten years ago?

3. Why do police officers become involved in misconduct?

4. Do the interviewees feel that there is enough training offered in ethics at the police academy level? If not, why is that?

5. Should ethics training be offered as an on-going process for law enforcement officers?

6. Do the interviewees feel that education and/or training in ethics would reduce incidents of police corruption?

Report the results of these interviews in a paper that answers the proposed questions. Apply information that has been read and discussed in class on various ethical issues to your paper to form a synthesis of practical law enforcement ideologies.

** Be sure to discuss with the interviewees at least four contemporary ethical issues that they are dealing with as criminal justice practitioners.

** Finally, offer your own insights on the perspectives of the individuals you interviewed and materials covered in the text readings and Seminar discussions.

The paper will be a minimum of 10, double-spaced pages using a 12-point font. It must be in American Psychological Association (APA) format.

Please let me know if anything else is required from me to help with this final essay.

Contact #’s: Cell:829-957-8231
Magic Jack: 757-945-4199

 

Reflective journal
Order Instructions:
7311PBH Social and Behavioural Determinants of Health

Assignment 2: Reflective Journal Resources

The following web page provides some useful hints and directions:
What is a reflective journal?

A number of courses in Public Health include a reflective journal as one of the assignment tasks. The reflective journal provides you with the opportunity to reflect on your studies in light of the knowledge and/or practical skills that have been gained as a result of your previous experience. In a reflective journal, the central focus is you, as a student, and your professional development and thinking as you undertake the course. The primary aim of the journal is to encourage you to engage in active learning from study and experiences, through critical self-reflection. To quote the above reference, reflective writing ‘helps you to develop and clarify connections between what you already know and what you are learning, between theory and practice and between what you are doing and why you are doing it’. Its purpose is for you to enhance learning through writing and thinking.

There are a number of ways that you might keep a journal and present the reflective journal assignment. For example, you could keep a regular (e.g. weekly) journal maintained for a period of time during the course, or you could keep an intensive (over several weeks) journal with entries made on a daily basis.

Bearing in mind the word limit (1500), you are required:
1. to submit the key points of your reflective journal;
2. your analysis of these; and
3. your reflections on how the journal writing experience has contributed to your professional awareness and understanding of social and behavioural determinants of health.
This encourages a process you may use throughout your career in which you consciously learn from your reflections on your professional experience.
What am I being asked to do?

By drawing on the lectures, readings and perhaps your own experiences, we want you to write a short piece where you link the course content to prior knowledge, state what you found interesting, difficult, or contentious in the lectures or readings, what the information may have added to your knowledge of the field, or how you will think about your working practice.

You have been asked to select three topics from
• Gender,
• Ethnicity,
• Indigeneity,
• HIV,
• organisational settings for health,
• social determinants
• (or other topic to be negotiated with the Course Convenor).

Some questions you may want consider could include:

– What did I learn through the lectures and/or course readings?
– What did I find interesting/ Why?
– How has the information added to my knowledge in the field?
– How does what I have learnt connect with prior experience and knowledge, prior assumptions and preconceptions, what I know from other disciplines?
– How has what I have learned relate to my own life/ working practice?
– What did I find puzzling or unexpected/Why?
– What do I disagree with/Why?
– What do I feel about the way I am approaching this topic area?
– What do I need to know more about?
– What other resources interested or inspired me (visuals etc)
– What questions does this topic raise for me?
Structure and style
The reflective journal must have an introduction, a body and a conclusion. The introduction will ‘set the scene’ and introduce to the reader the main points (which will be expanded in the body). The conclusion enables the student to draw together these main points in a meaningful way, leaving the reader with insight into the impact of the journal-writing experience. It is acceptable to present your reflections in an informal/conversational style, however, a series of dot points and abbreviations is not acceptable. It is acceptable to write in the first person.
Use of Evidence
As with most other assignments, the reflective journal analysis does require that you consider the relevant literature and reference this appropriately. The reflective journal analysis should demonstrate that you are able to reflect critically on your experiences, and make connections between theory and practice. You can focus the journal broadly (analysing a number of issues/ themes that have arisen in the course of the journal-keeping period), or you can focus specifically on one key issue. As well as providing your own perspective on this issue, based on your experiences, you should also turn to the literature on the subject and apply this to your reflections.
Tips for Your Reflective Learning Journal Assignment
Access some of the literature on reflective journal writing
As well as accessing literature relevant to the particular themes or issues that you wish to explore, you should also consider literature on the journal writing process and critical self- reflection (eg, the web page identified at the start of this Guide). This literature will assist you as you undertake the reflective journal writing process and as you consider the impact of the experience on your professional development.
Focus on a few issues/themes in depth
As you reflect on your journal entries, you should be looking for particular themes, or issues that have been significant to you during the period of keeping the journal. Focusing on too many issues limits the depth to which you can analyse and learn from the reflections within the word limit. Alternatively, it may be better to focus on two or three specific issues/themes, which will enable you to engage in a more detailed analysis. (You should remember to provide a rationale for the particular issues/themes selected.)
Be prepared to discuss feelings, values and attitudes
The journal is an opportunity for you to examine your personal reactions to particular topics and issues and to identify how this might impact on your professional practice. It is an opportunity to question yourself, and the ‘taken for granted’ assumptions that we all make based on our own experiences, values and culture.
Note the marking criteria
Four criteria are identified in the marking criteria and these should all be addressed:
• Background research and grasp of literature
• Relevance, logic & depth of analysis
• Consistency, structure and organisation of material
• Clarity, presentation and references

Summary
Keeping and reflecting on a journal can be a rewarding experience that provides you with new insights into your professional practice. However, it is quite a difficult task and can be confronting at times. Remember that the process of writing and analysing the journal is a skill that develops with practice. This skill is particularly important as a research method if you plan to undertake further research for an MPH dissertation or higher degree, such as a PhD.

In summary, when submitting a reflective journal for assessment, remember to apply a formal written style (where appropriate), apply relevant literature to experiences and / or theories, be prepared to discuss the personal impact of aspects of your work and be open to the challenges and complexities that underlie our day-to-day decisions about public health and health promotion.

Criterion Grade Descriptions
1 2-3 4-5 6 7
Background research and grasp of literature (lecture, readings, online content)

30% No discussion of course content
(0-4) Poor discussion of
course content, limited use of lecture/readings/online
(5- 13) Satisfactory use of course content, but descriptive and/or use of limited content
(14-20) Good use of course content in discussion, interweave readings with lecture content
(21-25)
Excellent use of course content, interweaving of readings with lecture content. Well written and some critical engagement.
(26-30)
Relevance, logic, depth of analysis of reflection: responding to course content and linking broader experiences/issues

40% No
reflection
(0-4) Poor reflection, limited link between course content and broader experiences/ issues
(5-16)
Satisfactory
link between course content and broader experiences/ issues but few examples and/or very descriptive
(17- 27 )
Good
link between course content and broader experiences/ issues.

(28-34) Excellent link between course content and broader experiences/ issues. Well written with some critical engagement.
(35-40)
Consistency, structure and organisation of material: topics and analysis completed

15%
Appropriate structure/organisation has not been followed for any topic, all/some not completed
(0-2) Appropriate structure/organisation has been followed for some topics. Some analysis in compete
(3-6) Appropriate structure/organisation The proper format has been followed for some entries. Some entries competed on time
(7- 11) The proper format has been followed for most entries. Most entries competed on time
(11-13) The proper format has been followed for all entries. All entries completed on time
(13-15)
Clarity, presentation and references Attention to/ consistent use of referencing conventions, spelling and grammar, appropriate expression

15% No literature cited. Poor grammar, spelling or presentation or lack of clarity

(0-2) Minimal literature cited, not used effectively. Some poor grammar or communication style
(3-6)
Some appropriate literature cited, but points not supported by citations. A few mistakes of grammar and spelling but generally readable

(7- 10) Good use literature, relevant literature cited. Clear and generally well written

(11-13) Excellent use of literature, clearly referenced appropriately. Extremely well written, excellent communication style

(14-15)

NYPRO, INC.
Order Instructions:
DUE DATE: Tuesday, August 27, 2013 @ 5:30PM EST

FONT: Times New Roman – 11

FORMAT: APA Format

LENGTH: Just be sure that each of the 3 questions is addressed properly

List references used at the end.

Managing Innovation at Nypro, Inc. (A)
Analyze the Nypro, Inc. reading based on the questions given below. As in earlier weeks, this assignment is also tightly integrated with the readings for this and previous weeks. You will need to acquire a good understanding of key ideas from the readings before starting to analyze the assignment.
Question Analysis Questions
How does the internal market for innovation at Nypro function?
How does Lankton manage the process?
How would you go about making the NovaPlast decision?

****Please be sure to do a page layout in APA Format, but for each title of the section, please use the question above so I know that section goes with that specific question. you will need to incorporate the additional reading materials into answering these questions from the Nypro, Inc. reading materials as well.****

MATERIALS ATTACHED