Category: Chemistry

The chosen brand for this topic is “Mini Cooper.” If you find any other brand that is more suitable

for the coursework instruction, please kindly suggest and wait for my approval first. The instruction
is to analyse how consumers changed the brand by showing evidence of a change in meaning and analysing
the implications of this – both for the brand itself and the brand community. Please also use relevant
theories to support. Internet sources shouldn’t exceed 6. Word limits apply to the main body of text
(title, text, tables, footnotes and diagram) must be 1,450-1,500 words. **must not exceed or less than
the limits.

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Assistive Technology

**I have a student with severe vision problems and she uses a magnifying dome and I have another
student with sever communication issues who has a communication board to help her. (please use these
two Assistive Technologies (AT’s)
***You don’t have to put it in an essay format. Just number them.
**I am also attaching the rubric that goes along with the project
AT Report Guidelines

Informed by course lectures, readings, and activities, candidates will develop the AT report in
stages/sections throughout the semester. The AT report should be submitted at the end of the semester.

The organization and main objectives of the AT report require candidates to demonstrate their
understanding of student diversity and knowledge of differentiated instruction and assessment by: (a)
writing two student profiles; (b) considering possible AT devices and selecting one AT device for each
selected student with exceptional learning needs ; (c) matching the AT devices with the students’
ELNs; (d) planning instruction and implementing evidence-based strategies while seamlessly
incorporating and using the AT devices; (e) self-assessing how they would monitor and evaluate the
implementation of the AT devices, including consultation/collaboration with families; and (f)
providing commentary on how the AT devices could improve the quality-of-life of the students with ELNs
and possible barriers associated with each AT device.

To complete the AT report, candidates will need to do the following:

1. Description of the students with exceptional learning needs (CEC Standard 1: ICC1K5, IGC1K1;
CEC Standard 2: ICC2K6; CEC Standard 8: ICC8S1; and CEC Standard 9: ICC9S10)

a. Candidates select and report on two students with significantly different ELNs (i.e., from two
different disability categories; one student’s ELN is associated with communication difficulties),
including those from culturally and linguistically diverse backgrounds.
b. Candidates’ student profiles must demonstrate their targeted understanding of the similarities
and differences in human development by describing issues in definition and identification among the
selected students with ELNs (i.e., the two different disability categories for the selected students)
—the background information clearly describes each student, the characteristics of their disability
category, and the individual characteristics each student exhibits.
c. Candidates’ descriptions of the two selected students in the AT report must indicate that they
researched/accessed/collected all relevant background data to describe the learning/social
characteristics of the selected students with ELNs and relationships between and among students with
and without ELNs.
d. The researched/collected data from letters a, b, and c above enable candidates to write a
profile of each selected student with ELNs in the AT report.
e. The description of the students with ELNs would benefit from additional commentary on how each
students’ profile would help form an individualized education program team specifically assembled
based on the academic/social learning needs of the selected students with ELNs (see statutory section
after the ninth guideline).

2. Description of the assistive technology devices (CEC Standard 4: IGC4K1; CEC Standard 5:
IGC5S2)

a. Candidates consider AT devices based on the written profiles of the selected students with
ELNs.
b. Candidates select AT devices based on each student’s ELNs (see table on page 1 for
examples/ideas).
c. Candidates must describe each assistive technology in detail (e.g., think of this as…being a
member of the marketing department charged with writing the descriptions of the selected AT devices).
d. Candidates describe where each assistive technology sits on the assistive technology continuum
(i.e., from low technology to high technology).
e. Candidates describe how they would use and maintain both assistive technologies within the
classroom(s) (maintain pertains to storing, accessing, servicing, etc.)
f. Candidates provide a picture and/or website address for both assistive technologies.

3. Match between the students with exceptional learning needs and the assistive technology
devices (CEC Standard 4: ICG4S7; and CEC Standard 8: IGC8S4)

a. Candidates use a reliable method(s) to assess the match between the selected students with
ELNs communication and/or performance responses.
b. Candidates analyze the individual features of both selected AT devices and report on how the
AT devices support the ELNs of the selected students.
c. Candidates make appropriate technological or non-technological adaptations or adjustments, if
applicable.
d. Candidates indicate how they collected data to determine the match between the selected
students with ELNs and the AT devices, including trial implementations of the AT devices.
e. After trial implementations of the AT devices, candidates make recommendations on how to
integrate the AT devices within learning environments (associated with guideline #4).

4. Integration of the assistive technology devices with evidence-based instructional strategies
(CEC Standard 4: IGC4S1; CEC Standard 6: ICC6K4, IGC6S5; and CEC Standard 7: IGC7S4)

a. Candidates explain in detail how they use/would use the AT devices in their classrooms to
enable the selected students with ELNs access the general education curriculum.
b. Candidates explain in detail how they use/would use at least three evidence-based
instructional strategies to enhance learning for the selected students with ELNs in conjunction with
the AT devices (Note. There should be a direct/obvious link in use between the AT devices and the
selected evidence-based instructional strategies—in other words, how would you use the AT device to
“increase, maintain, or improve the functional capabilities of a child with a disability” along with
the evidence-based instructional strategies [i.e., “Why should I use these AT devices and evidence-
based instructional strategies to support the selected students]; associated with guideline #5).
c. Candidates’ explanations include detailed descriptions on the use of alternative, assistive,
and/or augmentative communication systems or communication strategies for at least one of the selected
students, whose ELNs interfere with communication.

5. Instructional planning and the implementation of the assistive technology devices (CEC
Standard 4: IGC4S10; and CEC Standard 7: ICC7K4, IGC7K3, ICC7S1, ICC7S9, ICC7S10, ICC7S11, ICC7S12,
IGC7S2, and IGC7S3)

a. Candidates match at least 3 evidence-based instructional strategies (include long-/short-range
goals/objectives) with the academic/physical abilities of the selected students (Note. The primary
focus herein is only on the appropriate match between the selected students with ELNs and evidence-
based instructional strategies, without specifically commenting on the AT devices).
b. Candidates identify and prioritize the critical areas of the general curriculum and possible
accommodations needed by the selected students with ELNs.
c. Candidates must demonstrate their full understanding of how evidence-based instructional
strategies and assistive technology devices were/could be used effectively within and across curricula
by including commentary on required and/or suggested training to successfully implement the AT
devices.

6. Assessing instruction with the implementation of the assistive technology devices (CEC
Standard 9: ICC9S9)

a. Candidates must provide commentary on how they would prepare for and conduct assessments to
determine the effectiveness of the implementation of the AT devices.
b. Candidates provide at least three specific examples and explain in detail how they would
conduct a self-evaluation of their instruction to monitor the effective use of the matched assistive
technology devices—the primary purpose is to identify where improvements in teaching and learning
could be made through evaluation, action, and reflection.

7. Enhancement in communication/collaboration with families due to the implementation of the
assistive technology devices (CEC Standard 10: ICC10K3)

a. Candidates must provide commentary on student personal resources and external supports to help
determine factors associated with the successfully implementation of the AT devices within their
classrooms.
b. Candidates identify, prioritize, and report on at least three possible concerns of the
families of the selected students with ELNs.
c. Candidates offer at least three targeted strategies to help address identified and prioritized
concerns.

8. The quality-of-life impact on students with exceptional learning needs who use assistive
technology devices (CEC Standard 3: ICC3K1; CEC Standard 5: ICC5S16; and CEC Standard 9: ICC9S5)

a. Candidates provide rich and detailed discussions on individual learning differences and the
impact of assistive technology devices in school, at home, and throughout life (include long-range and
short-range goals/objectives).
b. Candidates’ discussions on the quality-of-life include a complete description on how universal
design/universal precautions were used to improve the quality-of-life for each selected student with
ELNs.
9. Barriers to accessibility and acceptance of individuals with exceptional learning needs (CEC
Standard 5: IGC5K1)

a. Within the quality-of-life discussions, candidates’ well-developed commentary on three or more
barriers to accessibility and/or possible issues relating to acceptance of individuals with ELNs
demonstrates candidates’ knowledge and skills in designing high-quality individualized education
programs.
b. If prudent, candidates provide commentary/recommendations for professional
development/training for school personnel, related personnel, and/or parents.

I have uploaded the assignment description in a word document. Please use references that already have

data collected and data sets available within the past 1 year (2012 to present) from a reputable
source such as: WHO or Demographic Health Surveys or any other reliable data collecting website. All
references should be no more than 2 years old ( 2011 to present). Topic of interest: radiation
exposure-(nuclear, bioterrorism, electromagnetic, nuclear test sites, nuclear power plant facilities,
fukushima, japan, hiroshima, chernobyl, uranium miners, non-ionizing, ionizing, high and low
frequency, electrical devices, medical devices, security scanners, computers, cell phones, household
products, microwaves, power lines, medical radiation, accidents, incidents, emergencies, surveillance
systems), that impacts climate control, air quality, food quality, water quality, occupational health
and safety, and cancer in babies, teens, adults, elderly, and pregnant women, men, women, and all
ethnicities around the world global and how to protect people and the environment from radiation- life
expectancy, signs, sympotoms, cause, effects, prevention, interventions, innovations, cutting edge
technological advances and revolutionary solutions. Please create a unique topic that creates a social
change and follows these guidelines:
1. Complete?
Does the prospectus contain all the required elements? Refer to the annotated outline to see
the required parts of the Dissertation Prospectus document.

2. Meaningful?
Has a meaningful problem or gap in the research literature been identified? In other words,
is addressing this problem the logical next step, given the previous exploratory and
confirmatory research (or lack thereof) on this topic? It is not acceptable to simply replicate
previous research for a Ph.D. degree.

3. Justified?
Is evidence presented that this problem is significant to the discipline and/or professional
field? The prospectus should provide relevant statistics and evidence, documentable
discrepancies, and other scholarly facts that point to the significance and urgency of the
problem. The problem must be an authentic “puzzle” that needs solving, not merely a topic
that the researcher finds interesting.

4. Grounded?
Is the problem framed to enable the researcher to either build on or counter the previously
published findings on the topic? For most fields, grounding involves articulating the problem
within the context of a theoretical base or conceptual framework. Although many approaches
can ground a study in the scientific literature, the essential requirement is that the problem is
framed such that the new findings will have implications for the previous findings.

5. Original?
Does this project have potential to make an original contribution? Addressing the problem
should result in an original contribution to the field or discipline.

Dissertation Prospectus

6. Impact?
Does this project have potential to affect positive social change? As described in the
Significance section (see annotated outline), the anticipated findings should have potential to
support the mission of Walden University to promote positive social change.

7. Feasible?
Can a systematic method of inquiry be used to address the problem? The tentative
methodology demonstrates that the researcher has considered the options for inquiry and has
selected an approach that has potential to address the problem.

8. Aligned?
Do the various aspects of the prospectus align overall? The nature of the study should align
with the problem, research questions, and tentative approaches to inquiry.

9. Objective?
Is the topic approached in an objective manner? The framing of the problem should not
reveal bias or present a foregone conclusion. Even if the researcher has a strong opinion on
the expected findings, the researcher must maximize scholarly objectivity by framing the
problem in the context of a systematic inquiry that permits multiple possible conclusions.

________________________________
Assignment

Title Page

The recommended title length is 12 words to include the topic, the variables and relationship
between them, and the most critical keywords. Double-space the title if over one line of type and
center it under the word Prospectus.
Title

The title as it appears on the title page, double-spaced if over one line of type and centered at the
top of the page. The title follows the word Prospectus and a colon.

Problem Statement

Provide a one- to two-paragraph statement that is the result of a review of research findings and
current practice and that contains the following information:

1. A logical argument for the need to address an identified gap in the research literature that
has relevance to the discipline and area of practice.

2. Preliminary evidence that provides justification that this problem is meaningful to the
discipline or professional field. Provide three to five key citations that highlight the
relevance and currency of the problem.

3. The overall purpose or intention of the study.
• In quantitative studies, state what needs be studied by describing two or more factors
(variables) and a conjectured relationship among them related to the identified gap or
problem.
• In qualitative studies, describe the need for increased understanding about the issue to
be studied, based on the identified gap or problem.
• In mixed-methods studies, with both quantitative and qualitative aspects, clarify how
the two approaches will be used together to inform the study.
• For other approaches, clarify why an alternative approach is needed and useful for this
project.

Significance

Provide one to two paragraphs, informed by the topic in the problem statement, which
describe(s):

Dissertation Prospectus

1. How this study will contribute to filling the gap identified in the problem statement—What
original contribution will this study make?

2. How this research will support professional practice or allow practical application—
Answer the So what? question.

3. How the claim aligns with the problem statement to reflect the potential relevance of this
study to society—How might the potential findings lead to positive social change?

Background

Provide a representative list of scholarship and findings that support the main assertions in the
problem statement, highlighting their relationship to the topic (e.g., “This variable was studied
with a similar sample by Smith (2010) and Johnson (2008),” or “Jones’s (2011) examination of
industry leaders showed similar trends in the same key segments.”).

Framework

In one paragraph, describe the theoretical base or conceptual framework in the scholarly
literature that will ground the study. Base this description on the problem, purpose, and
background of your study. This theory or framework informs, and is informed by, the research
question(s) and helps to identify research design decisions, such as the method of inquiry and
data collection and analysis.

Research Question(s)

List the question or a series of related questions that are informed by the study purpose, which
will lead to the development of what needs to be done in this study and how it will be
accomplished. A research question informs the research design by providing a foundation for:
• Generation of hypotheses in quantitative studies,
• Questions necessary to build the design structure for qualitative studies, and a
• Process by which different methods will work together in mixed studies.

Nature of the Study

Using one of the following terms as a subheading, provide a concise paragraph that discusses the
approach that will be used to address the research question(s) and how this approach aligns with
the problem statement. The subheadings and examples of study design are:

• Quantitative—for experimental, quasiexperimental, or nonexperimental designs;
treatment-control; repeated measures; causal-comparative; single-subject; or predictive
studies.
• Qualitative—for ethnography, case study, grounded theory, narrative inquiry,
phenomenological research, or policy analysis.
• Mixed Methods, primarily quantitative—for sequential, concurrent, or
transformative studies, with the main focus on quantitative methods.
Dissertation Prospectus
Page 5
• Mixed Methods, primarily qualitative—for sequential, concurrent, or transformative
studies, with the main focus on qualitative methods.
• Other—for other designs, to be specified with a justification provided for its use.

Possible Types and Sources of Information or Data

Provide a list of possible types and sources of information or data for this study, such as test
scores from college students, employee surveys, observations of children, interviews with
practitioners, historical documents from state records, deidentified medical records, or
information from a federal database.

Possible Analytical Strategies

Provide some possible ways to organize and analyze the results obtained by the research
strategies detailed previously. A few examples of possible analytical strategies include multiple
regression, content analysis, and meta-analysis.

Other Information

Provide any other relevant information, such as challenges or barriers that may need to be
addressed when conducting this study.

References
Include references formatted in the correct style (APA sixth edition, modeled at the end of this
guide) for all citations within the Dissertation Prospectus

please you will need to read the book which call (Do Androids dream of electric sheep) and here is the

link of the book as pdf https://www.kejvmen.sk/dadoes.pdf
to write an essay about this question which it is ( what do you think Phillip k Dick is saying about
religion of mercerism?) please get the information from the book not from another source to write that
essay

1 case studies total. Reference appropriately using 6th edition APA format

1) The case study should focus on an adult client who came in for a clinical setting group
therapy with substance abuse disorder

Ethical standards and principles are what form the basis of creating and maintaining public trust. They are rules that must be obeyed by counselors in the course of their work. Now in this case study, I am going to assess Jocelyn’s case with relation to the ethical standards to know whether Jocelyn exceeded her bounds of competence and if so, in what respect? What are the legal and ethical issues related to therapist competence? What major factors should be considered to determine your boundaries of competence given your field of study? How do you assess your competence in deciding what to do and what not? Provide an example of when competence may play a role in client care and what would you do in this situation? This is what basically I will focus on.

As far as I am concerned, Jocelyn is acting beyond her competence  because when the pastor of her church asked her to address the increasing need of a counselor in her region, she agreed to work as his extension to counsel her neighbors and if need be she would make referrals. This is an indicator that she was determined to give clinical mental health rather than let her neighbors wallow in pain. She intended to this knowing very well that her level of training did not allow her. In fact she had eight more courses before she could go in the field for practice.

The legal and ethical issues that are related to the therapist’s competence are: To be a professional counselor or a therapist you must have a valid license. The clergy are exempted from having it because theirs is a vocational ‘call’. There is a difference between professional counseling and a ‘calling’ and one should be able to draw a line between the two. One is also required to work under supervision of a fully qualified counselor before he/she can go to the field to work alone. (Barbara H. and Corey G. 2005) There are also some major factors that should be considered when determining ones boundaries of competence. First, you should complete your studies and attain the required grade. Secondly, you must have a working experience which is gained after supervised practical sessions and above all, you should have a valid license.

There are various ways to assess your level of competence in order to know what to offer or not. First, assess the problem to see whether it falls under your scope or outside. Second, you should not counsel people if you are not qualified to do so. Like Jocelyn, who had eight more courses before she could have her supervised practical. Third, you should also be able to distinguish between a profession and a ‘calling’ from above. If you have the profession, then you can go ahead and offer mental counseling. Like in this case, for the pastor is not a profession but a ‘call’. Lastly, consider yourself incompetent and unqualified if you don’t have a valid license like Jocelyn. (Corey G. et al, 2006)

Competence may play a role in client care for example when dealing with somebody who is under stress. As a competent person you should be able to approach them well so that they can open up and tell you what really is disturbing them. After that you synthesize all that information to know the root cause. From there, it is easier to know where to start and how to address the problem without referring your patient to other therapists.

To conclude, it should be known that counseling is not something that you can wake up one day and start doing it but it is something that requires seriousness, determination , in depth knowledge and a great deal of practice. It is only after this that you can know the limits of your career.

Reference:

Barbara H. and Corey G. 2005. Ethical Standards Casebook. American Counseling           Association. 6^th Edition.

Corey G. et al, 2006. Issues and Ethics in the Helping professions. Brooks/Cole      Publication Company,United States.

Place an order for a custom essay, research paper on this or related topic

In determining the cost of absenteeism in ONO Inc. Cal will require to consider a number aspects associated with absenteeism of all workers to the organization. First, Cal will have to determine what is being measured. In this case all costs associated with the failure of employees to report for or remain at work as scheduled regardless of the reason should be included in the report. He should not include costs related to vacations, holidays, jury duty, and so on. No excusable absenteeism in this case since the underlying fact is that the employee is not available for work as it was scheduled. This is the business perspective Cal should take in preparing the report. The report should include actual and opportunity costs of the absenteeism such as cost of payments for non-work time of absenteeism, costs of managing absenteeism problems, cost of time of replacement of workers and cost of reduced work quantity or quality. In this case opportunity cost means all opportunities foregone that might have been realized if the absent employees were at work (p49-50).

To determine total cost of absenteeism he will have to calculate total employee hours lost to absenteeism for the period under consideration, compute the weighted average wage or salary/hour absent employee, compute cost of employee benefits/hour/employee, and then calculate total compensation lost to absent employees through multiplying total employee hours lost to absenteeism with wages and benefits paid to the worker per hour.  The next step will be to determine total supervisory hours lost to employee absenteeism. This step will include computing average hourly supervisory salary/hour and benefits, and calculation of total supervisory salaries lost to managing absenteeism problems by multiplying estimate of total supervisory hours lost to employee absenteeism by average hourly supervisory and benefits. All other costs incidental to absenteeism should be included. To get total cost of absenteeism, Cal should add up total compensation lost to absent employees, total supervisory salaries lost to managing absenteeism and estimate of incidental costs of absenteeism. Finally Cal should determine total cost/no of employees (p50-51). In this case, total employee hours lost due to absenteeism is (67. 375 days * 24 hours) =1617 hours. The paid sick leave should also be included. This will equate to 12*24*11=3168 hours. Total hours lost to employees absenteeism will be 4785 hours.  The next step will be to compute cost per lost hour due employees absenteeism. This is $21+ (33% of 21); 21+6.93=$27.93. Total compensation lost to absent employees will then be 4785* 27.93=$133,645.05.  Next step is to calculate supervisory cost due to absenteeism. On average 1.5 hour was lost by one supervisor whenever an employ was absent for a day. Therefore, hours lost will be: 1.5*2*67.375=$202.125 hours. Cost of this supervisory will be hours lost multiplied by hour salary/hour +benefits to the supervisor; 202.125* (28+33% of 28) = $7527.135. The incidental costs included cost of employing temporary workers which was $31,100.  By adding these figures total cost of absenteeism in ONO Inc will be: $133,645.05 +7527.135+31,100= $172,272.135. Total cost of absenteeism/no of employees=172,272.135/13=$13,251.70. Absenteeism based on days will be supervisory hours lost +employees hour lost to absenteeism: 4785+202.125=4987.125 hours. This hours divided by number of employees will be; 4987.125/ (13*24) =15.97 hours; approximately 16 days.

In interpreting the costs of absenteeism one should have knowledge of what those figures means, determine whether they are average, above average or below average. The type of firm and type of employee (skilled, unskilled, and professional workers.) who are absent should also be considered (p52). Basing this on U.S.A benchmark, in which an average employee misses 2.3 % of scheduled work or an average of 5.5 unscheduled absences per year or slightly more than one week. In Europe benchmark, an average employee misses average of 10 days per year or two weeks. It is evident that this company is incurring cost $13,251.70 per employee owing to absenteeism. This is detrimental to the profitability of ONO Inc. Additionally, the rate of absenteeism (16 days) is above two weeks. Comparing this rate with that of U.S.A it is double than the expected. The rate is also higher than that considered to be average in Europe. Based on this, it will be not misleading to conclude that absenteeism is a serious problem at ONO Inc.

To curb absenteeism in ONO Inc., I have the following recommendations. First, the management should eliminate all sick leaves and give permission for absenteeism to the employees on cases when one reports to be sick. Additionally, the management should review cases under which absenteeism should be allowed i.e. to cases which are reasonably serious and requires the physical presence of the employee in attending to it. The management should also consider reducing benefits accruing to the employees in days they are away from the work. This will ensure that absent employees incur costs that may give them incentive to be at work unless under unavoidable occurrence. The management should also call for a meeting with all employees and let them know that this rate is unacceptable and will not be encouraged henceforth.

You are required to analyse and prepare a written report on the use of specific planning, execution

and control capabilities in a real-world project.
1. Briefly describe the organisation(s) involved in the project, the specific planning, execution and
control tools and methods and the overall project goals in terms of schedule, cost and product
definition. Analyse the relationships between the three and assess the fit between the planning and
control methods and tools, the organisation(s) involved and the overall project goals. This section
should be brief, but provide the context for your subsequent analysis.
2. Select a particular planning, execution and control problem / opportunity within the project and
characterise it. Be specific and focus on a single problem / opportunity. Contrast your observations
and the information you collected with the methods and tools discussed in the module material. It is
best to identify a problem with which the organisation is having trouble (e.g. running over the
initial budget or initial schedule) or an opportunity for improvement (e.g. compressing the project
delivery time or preparing a cost monitoring system). If you find a specific problem / opportunity,
you will have a target for your analysis. Avoid the temptation to analyse the entire organisation.
3. Develop recommendations and specific ways to help the project organisation to improve the planning
and resource management capabilities. Your target audience for the recommendations should be the
people responsible for the problem / opportunity in the organisation you are studying. Make specific,
actionable recommendations. Present critically the value of your recommendations, assuming they are
adopted.
The format of the final report may include specific deliverables (e.g. a CPM chart, cost estimating
technique, or earned value analysis technique) in the body of the report. You should select the format
that best meets the needs of your client organisation. Be constructive and helpful in your report.
Adopt a professional attitude and think of the organisation you are assisting as the client. If you
develop a specific deliverable, you should plan to spend time with your client during its development
working out the bugs and accommodating changes they suggest. The deliverable should be turned in with
annotations indicating how it works.
2
Report Composition Guidelines
Your report must include a literature review comprising at least 10 REFEREED JOURNAL ARTICLES. All
references must be cited in the text appropriately and be contained in full in the References section.
Refer to Study Skills Support for help with this. Citations from books, Internet, newspapers,
magazines etc are additional.
The outline of your report is as follows:
 Title Page
 Contents Page
 Executive Summary (300-400 words)
 Introduction
 Literature Review
 Discussion
 Recommendations
 Conclusions
 References
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