Author: chris

3. As you consider launching a new project to move this case forwards, and developing a project charter, answer the following questions regarding the new project;
a) What is the problem to be solved by this project?
b) What background documents will you need to access to ensure you understand and consider the important factors that led to the new project you will propose (e.g. business case, needs analysis, evaluation planning, enterprise environmental factors, organizational process assets, etc.)?
c) How will the project manager obtain these documents?
d) What type of project organization will host / own the project (functional, matrix or projectized)? How will this impact the new project you will be proposing?
e) What framework will you propose? PMBOK, Kassell or another public sector example? What are the top five reasons you chose that framework over the others?

Consider the ascetic life of the monastery or convent. The community of devotees and strict routine of religious practice and ritual, combined with an austere and simple existence served the greater community by providing for simple needs. Education, some medical care, sanctuary, and hospitality were some of the needed services offered through the monastery during this period.

Think about the cultural contributions of these monastic institutions and the simple lifestyle of those dedicated to these institutions. Think about the monetary gifts provided to the church as well as to some of these institutions. In the source reading, Bernard of Clairvaux expresses disapproval at the opulence of other monastic orders. After reading the primary source material, write an essay in which you discuss the cultural impact, function, and lifestyle of the monastic orders.

This paper is a reflection over the book “Lincoln on Leadership”. The characteristics that he has as a leader. This paper is for a Art of Leadership class, that discusses about what a leader is and what a good leader does. Expand on a few principles that are throughout the book and gather ideas that have helped in a way to better your own leadership qualities.

Sleeping In Class
Sleeping in class is among the bad habit among the students. Most teachers face a challenge from this habit from their students. As one may know, no teacher can solve this problem if students do not take any initiative towards stopping it. For example, I accidentally slept in class during lecture time because I was having many problems. Mostly because I lived in a bad neighborhood and most of my friends in did not attend any school. Due to their influence, I would occasionally get late to school after sleeping late in the previous day (Duval and Sylviane, 2010). I would wake up feeling tired when I woke up and found it difficult to start any work during the day.
Daytime was very heavy for me because I could not sleep early, drank coffee at midnight, and I could not make to manage my time well. However, my scores were too low, and my teacher was reluctant in helping me during his office hours because he felt that I was not respecting him during his lectures. He was not satisfied with me in his classes and would ask me if I was getting bored with his teaching methods. The consequences of sleeping can be bad in so far as scores are concerned (Hershner, Shelley D, and Ronald D Chervin, n.d).
Students suffer from different kinds of problems. As mentioned earlier, sleeping in the classes is common, and it gives the teacher(s) a bad impression about the student as they lazy around. One does not deserve to be treated fairly as most students do not show any efforts to be punctual in class leave alone stopping sleeping. When the students sleep in the class, the teacher feels that they do not want to be in the class. However, it is noteworthy that some of the students with the habit of sleeping in the class feel hopeless and often have given up on many other serious issues in their lives.
For some reasons known to them, some find it very difficult to wake up very early in the morning. Nevertheless, this problem is not impossible to solve. Indeed, there are three ways to prevent students from sleeping in the classes: change the physical life, giving the problems a new meaning and changing what one focuses on in terms of priorities in life. These three aspects are critical and can be applied together or in isolation. It all depends on the problem the student is facing.
The first solution is to change one’s physical life; healthy food is the first thing one must consider because nothing is more important than one’s health. There are many kinds of healthy foods, and every kind has particular vitamins and special proteins which are necessary for our health. Therefore, one will be more healthy and active when one provides the body these necessary elements from the foods one eat. A healthy person would not sleep (Lewin, Jo, n.d).
For example, milk has calcium and iron element that are very important for the formation of strong bones. Meat, especially white meat is good for the health of an individual. Red meat is also good if taken in limited quantities as it may pose a problem in the body when taken in large portions for long. In addition, vitamins from the fruits and vegetable are essential. In short, one has to maintain a balanced diet throughout. As the saying goes. In this case, therefore, exercise has many benefits as it makes one have “a sound mind in a sound body.” Exercise reduces laziness and makes one sleep deeper and hence wake up well relaxed and ready to take the chores of the day with a lot of energy. If we consider all these, along with a good time management, we will be more active to wake up early, more active throughout the day, and we will avoid sleeping in the class.
The second solution is to give one’s problems new meaning. One should not believe all the words said to him or her concerning one’s attitudes. Some students tend to be discouraged by the words that many use to describe them. In this case, these students end up internalizing negative aspects that affect them negatively. Most students who sleep in the class listen to these words and think attending school is just a waste of time. One needs to shun ways negative thinkers and those how mislead them intentionally. Listening to the parents, and teacher directions can lead one to a better life because they always want trustworthy and responsibility among the students. All these caring people have good intentions in the lives to make sure one will be successful in one’s academic lives.
The last solution is to change what one focuses on in life. One ought to realize that their fast duty is to think on their behalf and act in a manner that benefits them. On must choose to do the right things at the right time, and in the right way. One chooses to remain healthy so as to functions optimally. If one focuses on the things that do not promote a healthy life such as indulging in drugs, it is obvious that the person shall fail in life. Full independence is critical for one to succeed in life. I believe most students sleep in class because they do not think they do not use their minds to prepare themselves for the obstacles of colleges live. “The failure in planning will lead to planning to failure.” Therefore, students must manage their time well by doing everything at the proper time.
In conclusion, sleeping in class is a grave problem. Many students have this problem, and they do not know how to solve it. However, as mentioned above there are solutions to it. First, one has to change the physical live by eating well, exercising and managing time. Next, one can decide to change what issues mean to one. After all, there are many ways to interpret anything. One has to choose a positive interpretation of the words said to or about one. Finally, one can change the focus. Students who sleep in class often waste time, working up to late hours, eating late, and take coffee before sleeping.

Works Cited
Duval, Sylviane. “Most High School Students Are Sleep Deprived.” Center for Advancing Health. 5 Jan. 2010. Web. 10 Mar. 2015. <http://www.cfah.org/hbns/2010/most-high-school-students-are-sleep-deprived>.
Hershner, Shelley D, and Ronald D Chervin. “Causes and Consequences of Sleepiness among College Students.” Nature and Science of Sleep 6 (2014): 73–84. PMC. Web. 10 Mar. 2015.
Lewin, Jo. “Eat Right, Sleep Tight.” BBC Good Food. BBC Worldwide. Web. 10 Mar. 2015. <http://www.bbcgoodfood.com/howto/guide/eat-right-sleep-tight>.

Evidence Based Presentation
Description
Utilizing the Clinical Focus and Clinical Guideline that was approved in Unit 4, develop a PowerPoint® presentation addressing the clinical focus of concern, the evidence based solution to the problem, and how the clinical might be implemented in a specific clinical setting.

Introduction
• Identify the PRACTICE PROBLEM.
• Describe WHY this practice problem is of significance to nursing.
• Identify the current specific standardized guideline selected for use in this Project and that addresses the problem.
• Provide a Working Link to the Clinical Guideline.

Directions:
Describe the quality of the clinical guideline
• Identify the authors of the guideline and describe how the guideline was developed.
• Address the credentials and credibility of the developers of the guideline.
• Analyze the quality of the research base supporting the guideline, best practice, or bundle since it was published. What new research has been published in support of the guideline?
Provide a summary of the current best evidence for use in practice
• Identify the best evidence that supports the standardized guideline, best practice, or bundle. (The research that has been completed that provides the evidence that supports the guideline, best practice, or bundle). Identified from references of the guideline, best practice, or bundle chosen.
• Briefly summarize at least SIX (6) research articles providing this support. (3 each) Look for meta-analyses, integrative reviews of research, clinical trials, and quasi-experimental studies related to the chosen topic.
• Utilize the evidence table to identify the levels of evidence each research study represents. Utilize the following chart to determine the level of evidence:

Level I Evidence for a systematic review or meta- analysis of all relevant RCTs or evidence- based clinical practice guidelines based on systematic reviews of RCTs.
Level II Evidence obtained from at least one well- designed RCT
Level III Evidence obtained from one well-designed controlled trials without randomization
Level IV Evidence from well-designed case-control and cohort studies
Level V Evidence from systematic reviews of descriptive or qualitative study
Level VI Evidence from single descriptive quantitative or qualitative study
Level VII Evidence from the opinion of authorities and/or reports of expert committees

• Present the data in the Summary of Evidence Table Format as follows:

Body of Evidence Summary Table

Research Study Citation Brief Summary of the Study and Results Levels of Evidence

Identify how the guideline fits into a practice setting

• Identify a practice setting that would benefit from implementing the practice change supported by the guideline.
• Identify possible barriers and facilitators to the change. Who would support the change? Who would resist the change? Why?
• Answer the question: Who Makes the Decision to Change Practice?

Planning for Change
• Provide a plan for how the guideline might be implemented.
• Who?
• What?
• Why?
• When?
• Identify cost factors to implement the change.
Outcomes
• Identify the specific patient-centered and nursing sensitive outcome(s) expected to result from implementation of the clinical guideline
• Describe how the outcome will be measured
• Discuss who will collect outcome data, analyze it, and make changes based on the results
Summary

• Identify four summary points
• Provide a full reference list
Reflection

• Provide a thoughtful reflection on the experience of developing the evidence based presentation and how it has influenced your understanding of clinical practice changes

Creating a Professional Presentation

GUIDELINE FOR A PROFESSIONAL PRESENTATION

• Create slides that are not busy with narratives. If the audience can read your slides and know the details of your presentation, then you are providing far too much on the slides. The presenter should never be reading the slides.
• In keeping with constructivist learning, slides should be another way to engage the audience via charts, symbols, and clear, crisp, and professional graphics. I also encourage you to refrain from using clip art as it does not convey a professional appearance.
• Do NOT use full sentences and minimize bulleted points: be creative!
• Full speaker’s notes with in-text citations are REQUIRED: this is the content that is graded. The speakers’ notes should be exactly what you would say to the audience.

 

1)it is considered important to establish the legal implications of running a business in the UK and Manchester as a local city in UK.
2)A specific requirement is that you provide background information about the legal framework within which any business operates in the UK

so basically for point number 1: the legal requirements and procedure we have to follow to open a business in the UK and you can reference Manchester as well.

for point number2: providing background information about the structure and the framework within any business operates in the UK and also Manchester as a local city in UK.

note: please try to be precise regarding the guidelines and please add the online links to the sources, and finally try not to go higher than 5% in plagiarism.

Intro to Sociology
The Cost of College: Why To Go to College?
Objective: The successful completion of this assignment fulfills Student Learning Outcomes 3 and 5 (see the rubric or the syllabus):
Background: In Chapter 1 of your textbook, Dalton Conley argues that we can use our sociological imagination to evaluate the “returns to schooling.” Studies of the economic rewards of a college education show that college graduates earn more than high school grads. In reality, the question “Why Go to College?” is far more complex, and sociology can reveal the multiple facets of the issue.
Start by reading pages 4-12 of your book. Be sure to study the term “sociological imagination” and Randall Collins’s concept of credentialism. Then search the Internet for other sources of current (published in the last 5 years) and CREDIBLE information on the costs versus “payoff” of a college education. Those sources of information may include news articles, op-ed pieces, journals, and editorials—but AVOID Wikipedia and other encyclopedias and dictionaries.
Use information from your textbook AND the sources that you have found to analyze the true costs and benefits of college. How do the economic and non-economic benefits of college compare to the costs? Under what circumstances-if any-is college worth it? Be sure to provide a weblink (URL) for all sources of information so that others can access that source. In your posts, tell us what you learned from those sources. Sources should be CURRENT and CREDIBLE. Be sure to check your link after posting to be sure it works.
This is an interactive, asynchronous activity: Space your comments out to allow others time to respond, then check back in to reply to them.

Textbook
Conley, D. (2013). You May Ask Yourself: An Introduction to Thinking Like a Sociologist (3rd ed). New York, NY: W. W. Norton & Company Inc. ISBN 978-0393912999

Prepare a 6-8 page paper in Microsoft Word using approved APA format.
The minimum page count cannot not include your Title page and Reference list.
Include a Title page, Abstract/Introduction, Body of your paper, Conclusion/Findings and a Reference list.
Include a detailed description of the technologies and future trends involved in your selected area of research.
References (minimum 10 peer reviewed sources).
Use correct spelling and grammar.
APA formatting: Make sure that your references are cited in the body of your paper as well as in the Reference list.

Write an essay that explores three subtopics shared by the following three articles on the topic of poverty & social inequality. All of the authors discuss poverty and social inequality, but you need to choose three subtopics to focus on. A synthesis is not a summary of each author’s entire article. Instead, you choose subtopics to explain using the texts. This means that not everything the author writes in his or her article will be relevant to your paper.

“Born Poor and Smart” by Angela Locke
“A Great Time to Be Alive?” by Matt Yglesias
“Middle of the Class” from The Economist

The objective of a synthesis essay is to analyze how different sources inform a common topic.

To synthesize you will:
1) Analyze the three texts
2) Identify connections among the texts—what does each author have to say about different aspects of poverty and social inequality?
3) Organize this textual material under three subtopics –use the texts to explain your subtopics.

Examples of rhetorical purpose/subtopic:

→ explaining reasons behind poverty
→ describing attitudes/stereotypes people have toward the poor
→ examine how poverty influences American society

ORGANIZATION

I. General Overview of Issue
→ Give background information of the issue
→ Introduce the subtopics you will be explaining in the paper
→ Introduce the authors and their texts (Yglesias, Locke, and The Economist)

II. Body

Focus on developing your paragraphs around ideas instead of the sources. Remember that your goal is to explain your subtopics rather than summarize the texts.

1) Topic Sentence = Introduce subtopic
Which authors have something to say about this subtopic?
– Yglesias
-Locke
-The Economist
.
III. Conclusion
→ Recap how the authors have helped better explain the issues developed in your paper.

*NOTE: You can use as many paragraphs as you need for each section of the paper.

Grading Rubric for First Draft

CONTENT ____/25 points

1. Provides background information on the issue to frame your explanation

2. Identifies all texts and authors

3. Contains a thesis statement that introduces the topic explained in the paper

4. Is objectively written. Reports on the sources rather than interpreting or evaluating them.

5. Supports explanation of each idea with relevant examples from the texts.

6. Paraphrases and quotations are fully explained and integrated into the text.

ORGANIZATION ____/15 points

1. Overall structure—the writing has an effective introduction, body, and conclusion. All paragraphs support the thesis statement.

2. Paragraph development—each paragraph focuses on one topic only and is developed with details, descriptions, explanations, and examples.

3. Transitional phrases—effective use of transitions within and between paragraphs, especially to make comparisons between the two texts

LANGUAGE ____/5 points

1. Appropriate use of parts of speech (verbs, nouns, adjectives, adverbs)

2. Subject-verb agreement

3. Quotes and paraphrases from the text correctly identified and punctuated.

4. Appropriate sentence structure (no run-ons or fragments)

5. Sentence Variety (appropriate use of coordination, subordination, and transitional phrases; mix of complex and simple sentences).

FORMAT _____/5 points

1. APA Citation—references are listed on a separate sheet of paper using APA Style

2. Original title

3. 3-4 pages—typed in 12 point font, double-spaced, 1” margins

The project question is: “Company BIEX is introducing a new process which requires expansion of it’s existing manufacturing facility. The process involves dissolution of the API (Active Pharmaceutical Ingredient) in water (WFI), filling and terminal sterilisation of the product. Design this facility. What are the key challenges.”