Saturday 24 August 2013
Friday 23 August 2013
Estate Planning Practical Guide for Estate and Service Professionals
The textbook is “Estate Planning Practical Guide for Estate and Service Professionals” #rd 3rd edition Michael Perkins Robert Monahan. All assumptions and recommendations must comply with relevant laws ofAustralia and also this textbook.Click Here To get More on This Paper!!!
RESISTORS, CAPACITORS & INDUCTORS
1. The equivalent resistance between terminals a and b in Figure 1 is Rab = 60 O. Determine
the value of R.
Figure 1
2. Find the voltage v and the currents i1 and i2 for the circuit shown in Figure 2.
Figure 2
3. Consider the circuit shown in Figure 3. With the switch open, we have v2 = 10 V. On the
other hand, with the switch closed, we have v2 = 8 V. Determine the values of R2 and RL.
Figure 3
the value of R.
Figure 1
2. Find the voltage v and the currents i1 and i2 for the circuit shown in Figure 2.
Figure 2
3. Consider the circuit shown in Figure 3. With the switch open, we have v2 = 10 V. On the
other hand, with the switch closed, we have v2 = 8 V. Determine the values of R2 and RL.
Figure 3
4. Find the equivalent capacitance for the circuit shown in Figure 4.
24 µF
4 µF
4 µF
10 µF 8 µF
Figure 4
8 µF Figure 5
Figure 4
8 µF Figure 5
5. Find the equivalent inductance for circuit shown in Figure 5.
6. A 2 µF capacitor has a voltage of 100 V across its terminals, and a 1 mH inductor has a
current of 5 A flowing through its terminals. Prove analytically which component has the
higher energy stored.
current of 5 A flowing through its terminals. Prove analytically which component has the
higher energy stored.
Fast food nation
use important ideas and information from Fast Food Nation and Food, Inc, to develop to your own answer a question below. The essay should be a balance of material from the book, movic and your own critical voice/commentary. It shouldn’t be only your opinion, and it shouldn’t be only a bunch of facts and quotes from the book.
Question: 1. Schlosser says, ?I?ve written this book out of a belief that people should know what lies beneath the shiny, happy surface of every fast food transaction. They should know what really lurks beneath those sesame-seed buns? (10). Use specific ideas and information from Fast Food Nation to explore this idea. What does ?lurk? beneath the surface of the fast food industry?
2.In Fast Food Nation, Ray Kroc describes the fast food business as: ?rat eat rat, dog eat dog. I?ll kill ?em, and I?m going to kill ?em before they kill me. It?s survival of the fittest? (37). Use specific ideas and information from Fast Food Nation to explore this idea. How do you see this ?dog eat dog? attitude in what you?ve learned so far about the fast food industry? How has this altered our country. 3. Schlosser writes that, although fast food meals are often cheap, there are many ?hidden costs? that go along with the fast food industry. Use what you have learned in Fast Food Nation to explore this idea. What ?hidden costs? do you see coming from the fast food industry?
Click Here To get More on This Paper!!!
DESCRIPTIVE STATISTICS.
Using the Descriptive Statistics Data Set provided for this assignment, explore the data using measures of central tendency, measures of dispersion, and measures of relative position. Then, report the data in a clear, organized Results section in accordance with the APA Manual.
Include the following descriptive statistics elements in your Results section:
1. The mean, standard deviation, variance, and range for perceived learning variable.
2. A histogram for the perceived learning variable with purple bars and normal curve displayed.
3. The means, medians, ranges, and interquartile ranges for perceived learning variable by gender.
4. The mean, standard deviation, and P10, P20, P30, P40 and P95 for community variable with the interpretation of the meaning of P95.
2. A histogram for the perceived learning variable with purple bars and normal curve displayed.
3. The means, medians, ranges, and interquartile ranges for perceived learning variable by gender.
4. The mean, standard deviation, and P10, P20, P30, P40 and P95 for community variable with the interpretation of the meaning of P95.
Additionally, to demonstrate your skills to manipulate data within SPSS, you will also submit a revised SPSS data set that demonstrates the following:
1. Categorization of the perceived learning variable into a new variable called "perceived" so that students who rated their learning 9 and below are classified as low and those who rated their learning 10 and above are classified as high. (Adjust the properties so that the data set displays low or high depending upon the assigned numerical value.)
2. The creation of a new variables named "z learn" transformed into z scores.
2. The creation of a new variables named "z learn" transformed into z scores.
Review the SPSS Descriptive Statistics Assignment Grading Rubric for grading details. Submit the first steps, 1 to 4, in a Word document and submit the second set of sets, 1?2, in an SPSS file (.sav) by Sunday of Module/Week 2.
Media
Practice How have ideas of realism been conceptualised and put into practice by different filmmakers
Click Here To get More on This Paper!!!
Click Here To get More on This Paper!!!
contemporary problem from a Social Science
Evaluate the following contemporary problem from a Social Science (Economics) perspective: Why have some countries who pursued outward-oriented policies become rich while other countries who relied on inward-oriented policies remained poor?
Click Here To get More on This Paper!!!
Click Here To get More on This Paper!!!
Property law
Following Government initiatives to increase sports participation in the community Peak Sportsplc is seeking to purchase playing fields in the village of Horne Dale. The land is presently co-owned by four charitable companies (as tenants in common). They are willing in principle to sell but need to realise the best market value for each of their trusts for the land. Negotiations have reached deadlock as not all the charities agree on the best price.Click Here To get More on This Paper!!!
In addition there is a restrictive covenant on the land which prevents the building of anything larger than the existing small hall on the site. Peak Sportsplc would like to build a gym and changing rooms as an extension to the existing hall; this will enable the most effective use of the land. The neighbours, who benefit from the covenant, are objecting to large scale building.
The hall is currently used three evenings a week, between 7pm and 9pm, for band practice by the local Marching Brass Band. They have used the hall for all of their hundred year existence. However, Jacques, one of the neighbours to the hut, has objected to this. It is disturbing his daily meditation, which requires absolute silence. It would cost ?30,000 for Jacques to sound proof his home sufficiently.
You are asked to write an opinion, using an economic analysis of the issues, on the best solution to these problems. (This opinion may form the basis of new Government policy on such issues.)
In addition there is a restrictive covenant on the land which prevents the building of anything larger than the existing small hall on the site. Peak Sportsplc would like to build a gym and changing rooms as an extension to the existing hall; this will enable the most effective use of the land. The neighbours, who benefit from the covenant, are objecting to large scale building.
The hall is currently used three evenings a week, between 7pm and 9pm, for band practice by the local Marching Brass Band. They have used the hall for all of their hundred year existence. However, Jacques, one of the neighbours to the hut, has objected to this. It is disturbing his daily meditation, which requires absolute silence. It would cost ?30,000 for Jacques to sound proof his home sufficiently.
You are asked to write an opinion, using an economic analysis of the issues, on the best solution to these problems. (This opinion may form the basis of new Government policy on such issues.)
Economic historians
1. What explanations have economic historians given for:
a. the relatively low degree of economic inequality within hunter
gatherer societies?
b. the greater inequality found within agricultural societies?
c. an apparent decline over time, documented by archaeological
evidence, in hunter-gatherer living standards?
a. the relatively low degree of economic inequality within hunter
gatherer societies?
b. the greater inequality found within agricultural societies?
c. an apparent decline over time, documented by archaeological
evidence, in hunter-gatherer living standards?
2. According to economic historians,
a. Why did the economic benefits that Spain reaped from its New
World empire prove short-lived?
b. Conversely, why did Britain gain more long-lasting economic
benefits from its foreign trade and empire?
a. Why did the economic benefits that Spain reaped from its New
World empire prove short-lived?
b. Conversely, why did Britain gain more long-lasting economic
benefits from its foreign trade and empire?
3.
a. For what reasons do some historians term the changes that
occurred in Britain during the late eighteenth and early nineteenth
centuriesan “industrial revolution”? What notable changes occurred
in this period?
b. How widespread were such “revolutionary” changes?
c. What was the impact on the British growth rate of aggregate
income per head? Explain.
d. What was the impact on living standards of the poor and of the
general population? Explain.Click Here To get More on This Paper!!!
a. For what reasons do some historians term the changes that
occurred in Britain during the late eighteenth and early nineteenth
centuriesan “industrial revolution”? What notable changes occurred
in this period?
b. How widespread were such “revolutionary” changes?
c. What was the impact on the British growth rate of aggregate
income per head? Explain.
d. What was the impact on living standards of the poor and of the
general population? Explain.Click Here To get More on This Paper!!!
4.
a. Why was the replacement of feudal political fragmentation with
effective central government a key change that was favorable to
capitalist economic development?
b. What changes in European military technology favored centralized
political power?
c. How were soldiers recruited under the old feudal and newer, early
modern military arrangements?
d. Why did monarchs seek political alliances with towns as part of a
strategy to obtain greater centralized political power?
a. Why was the replacement of feudal political fragmentation with
effective central government a key change that was favorable to
capitalist economic development?
b. What changes in European military technology favored centralized
political power?
c. How were soldiers recruited under the old feudal and newer, early
modern military arrangements?
d. Why did monarchs seek political alliances with towns as part of a
strategy to obtain greater centralized political power?
5. According to DaniRodrik:
a. What is the globalization trilemma?
b. Why is there a trilemma?
c. What course does Rodrik recommend for dealing with the
trilemma?
a. What is the globalization trilemma?
b. Why is there a trilemma?
c. What course does Rodrik recommend for dealing with the
trilemma?
6.
a. Economists describe the interest rate on sovereign debt as
sometimes being determined through a “fragile” equilibrium. Explain
what is meant by a “fragile” equilibrium in this context.
b. Explain the implications of fragile equilibrium for the likelihood of
sovereign default.
c. According to Reinhart and Rogoff, why do many countries default
on sovereign debt even at external debt/GDP ratios as low as 60
percent?
d. According to Reinhart and Rogoff, what are the various forms by
which governments can and have defaulted on domestic debt?
a. Economists describe the interest rate on sovereign debt as
sometimes being determined through a “fragile” equilibrium. Explain
what is meant by a “fragile” equilibrium in this context.
b. Explain the implications of fragile equilibrium for the likelihood of
sovereign default.
c. According to Reinhart and Rogoff, why do many countries default
on sovereign debt even at external debt/GDP ratios as low as 60
percent?
d. According to Reinhart and Rogoff, what are the various forms by
which governments can and have defaulted on domestic debt?
7.
a. What do economists mean by the “infant industry argument”?
Explain the argument in detail.
b. What measures did Japan take to promote infant industries before
WWI?
c. The success of infant industry policies is often questioned on the
grounds that it is difficult for the government to know which
industries to target. How did the Japanese government select
industries to target before WWI?
d. . In light of the inherent difficulty of industry target selection, how
can we explain the seeming success of Japanese industrial policy?
a. What do economists mean by the “infant industry argument”?
Explain the argument in detail.
b. What measures did Japan take to promote infant industries before
WWI?
c. The success of infant industry policies is often questioned on the
grounds that it is difficult for the government to know which
industries to target. How did the Japanese government select
industries to target before WWI?
d. . In light of the inherent difficulty of industry target selection, how
can we explain the seeming success of Japanese industrial policy?
8.
a. What do economists mean by the term “liquidity trap”?
b. According to Paul Krugman’s book, The Return of Depression
Economics and the Crisis of 2008, what policies are best used to
combat a liquidity trap?
c. How and why do these policies work?
d. What was the impact of the stress tests for big US banks on credit
market conditions and why did the stress tests have this effect?
a. What do economists mean by the term “liquidity trap”?
b. According to Paul Krugman’s book, The Return of Depression
Economics and the Crisis of 2008, what policies are best used to
combat a liquidity trap?
c. How and why do these policies work?
d. What was the impact of the stress tests for big US banks on credit
market conditions and why did the stress tests have this effect?
9.
a. Why are even solvent banks vulnerable to bank runs?
b. What does Paul Krugman mean by the phrase “shadow banking
system”?
c. What dangers were there in the recent growth of a shadow banking
system outside the scope of US banking regulation?
d. Explain why a high prevailing degree of leverage makes financial
firms more vulnerable to failure and the financial system more
vulnerable to crisis.
e. How did heavy reliance on Repo financing specifically make US
investment banks vulnerable to a loss of confidence?
a. Why are even solvent banks vulnerable to bank runs?
b. What does Paul Krugman mean by the phrase “shadow banking
system”?
c. What dangers were there in the recent growth of a shadow banking
system outside the scope of US banking regulation?
d. Explain why a high prevailing degree of leverage makes financial
firms more vulnerable to failure and the financial system more
vulnerable to crisis.
e. How did heavy reliance on Repo financing specifically make US
investment banks vulnerable to a loss of confidence?
10. A number of economists link bubbles and financial crises in Japan and
Asia to defects in corporate governance and arrangements of “crony
capitalism” in which favors are traded between corporate, financial, and
government leaders. Some economists apply like arguments to the US.
a. How is the Japanese system of corporate governance different
from that of the US?
b. What links do economists draw between Japan’s system of
corporate governance and distinctive goals of Japanese
enterprise?
c. What connection is drawn between distinctive goals of Japanese
enterprise and Japan’s bubble economy of the 1980s?
d. How are defects in corporate governance supposed to have
affected the goals of traders in US financial firms?
e. How did government policies in Japan and the United States foster
moral hazard among financial firms?
Asia to defects in corporate governance and arrangements of “crony
capitalism” in which favors are traded between corporate, financial, and
government leaders. Some economists apply like arguments to the US.
a. How is the Japanese system of corporate governance different
from that of the US?
b. What links do economists draw between Japan’s system of
corporate governance and distinctive goals of Japanese
enterprise?
c. What connection is drawn between distinctive goals of Japanese
enterprise and Japan’s bubble economy of the 1980s?
d. How are defects in corporate governance supposed to have
affected the goals of traders in US financial firms?
e. How did government policies in Japan and the United States foster
moral hazard among financial firms?
11. How would Acemoglu and Robinson answer the questions:
a. Are America’s best days behind it?
b. Are we moving from a virtuous circle in which efforts by elites to
aggrandize power are resisted to a vicious one that enriches and
empowers a small minority?
c. What is the most effective way to help move billions of people from
the rut of poverty to prosperity?
a. Are America’s best days behind it?
b. Are we moving from a virtuous circle in which efforts by elites to
aggrandize power are resisted to a vicious one that enriches and
empowers a small minority?
c. What is the most effective way to help move billions of people from
the rut of poverty to prosperity?
12. How does Gregory Clark support his contention that property rights were
secure in Britain long before 1688?
secure in Britain long before 1688?
13. Some historians have viewed the key technological changes during the
industrial revolution in Britain as the result of practical tinkering by
mechanics, with little role played by science or scientists.
a. What were economically the most important technological
innovations of that period?
b. According to Joel Mokyr, how did scientific advance help in a
general way with technological innovation?
c. Concretely, how did scientific understanding help with some of the
specific innovations enumerated in a.?
d. How did technological innovation help science advance?
industrial revolution in Britain as the result of practical tinkering by
mechanics, with little role played by science or scientists.
a. What were economically the most important technological
innovations of that period?
b. According to Joel Mokyr, how did scientific advance help in a
general way with technological innovation?
c. Concretely, how did scientific understanding help with some of the
specific innovations enumerated in a.?
d. How did technological innovation help science advance?
legal Issues
Mr. Jones was a paying guest at the Royal Lodge Motel in Trenton, New Jersey. Mr. Jones was a member of the Automobile Club of New Jersey. The Auto Club publishes a ?Tourbook? in which it lists hotels and motels and rates the quality of their services, including the cleanliness of rooms, quality of the restaurant, level of personal service, and the like. Mr. Jones had selected the Royal from the Tourbook. On the night of his stay at the Royal, Mr. Jones was shot in the parking lot adjacent to the motel and died as a result of his injuries. Mr. Jones? widow sued the Auto Club for negligence.
In view of these facts, analyze the problem and justify your decision from a legal and ethical standpoint by answering the following issues:
In view of these facts, analyze the problem and justify your decision from a legal and ethical standpoint by answering the following issues:
1. What must the plaintiff prove in this case to be successful in a negligence lawsuit? Define and explain.
2. Did the Auto Club or the plaintiff act ethically in this case? Discuss and explain.
3. Is the Auto Club liable? Why or why not?
2. Did the Auto Club or the plaintiff act ethically in this case? Discuss and explain.
3. Is the Auto Club liable? Why or why not?
Is Hypnosis: Suggestibility or an effective technique
Is Hypnosis: Suggestibility or an effective technique?
debate this question: you will define terms, give a brief historical perspective, and present empirical study which support / reject each side of the debate and present a conclusion based upon the weight of evidence.
Click Here To get More on This Paper!!!
Native American History
What have been the most important issues your tribe has faced in the second half of the twentieth century (post-WWII) and the beginning of the twenty-first century, and how have they dealt with their particular challenges? How do their experiences and tactics compare to the situation of other Indian peoples as analyzed in Calloway, First Peoples? For the similarities and differences that exist, explain why.
Rather than addressing every single possible issue, concentrate on a few to make it easier to write a coherent argument.
Click Here To get More on This Paper!!!
Shakespeare- Othello and The Merchant of Venice
Select one passage each Othello and The Merchant of Venice and write a 1/2 page analysis of each. Outline what the passage is saying and how it relates to the greater themes at work in the play. There is no need to cite or quote the passage, just give the act, scene, and line numbers to use as a reference. So in total it should be one full page of writing, 1/2 for Othello and 1/2 for The Merchant of Venice. Once again, don’t waste space by quoting the passage, simply analyze it.
Project Management (Risk, uncertainty & making tough tradeoffs)
write about Managing Risk and Uncertainty in project management in general in one page.
In the other page write about Making Tough Tradeoffs and prioritize the outcomes that are most important to business success (scope, cost, deadline) also in general.Click Here To get More on This Paper!!!
In the other page write about Making Tough Tradeoffs and prioritize the outcomes that are most important to business success (scope, cost, deadline) also in general.Click Here To get More on This Paper!!!
imaginary dialogue
Construct a three way dialogue (modelled on Plato’s writings) between Plato, Gordon Graham, and a modern voter. The dialogue should focus on the key issues that are raised in Gordon Graham’s essay ‘Reason and Politics’, (from The Case Against the Democratic State). The dialogues of Plato and Gordon Graham should reflect their central ideas and you are to imagine how they might respond to each other. The ‘modern voter’ can play a role akin to one of the minor characters in Plato’s dialogues (such as Glaucon or Adeimantus in the Republic) who could be convinced either way. I need this written in a dialogue like Plato does in his writings. I need to show I have a good understanding of what Gordon Graham is saying in his essay “Reason and Politics” –
Click Here To get More on This Paper!!!
investigation report on a topic related to Project Management.
write project management for any area the writhe feel okay for example( planning or control etc) please find the attachment
write an investigation report on a topic related to Project Management.
Based on your readings of journal articles, select one topic of your interest, write a report ( 3-4 pages, single- spaced). Your report should cite at least three related journal articles, and address the following questions:
• What are the main ideas or themes found in your reading? (i.e., a brief summary of what you read about the topic)
• Critical evaluation of the ideas: What things in particular did you agree with or like? What things did you disagree with? How does it measure up with your experience?
• Any additional thoughts or ideas you had while reading it?
Suggested readings include Project Management Journal, which is available electronically through Flinders University library website.
Based on your readings of journal articles, select one topic of your interest, write a report ( 3-4 pages, single- spaced). Your report should cite at least three related journal articles, and address the following questions:
• What are the main ideas or themes found in your reading? (i.e., a brief summary of what you read about the topic)
• Critical evaluation of the ideas: What things in particular did you agree with or like? What things did you disagree with? How does it measure up with your experience?
• Any additional thoughts or ideas you had while reading it?
Suggested readings include Project Management Journal, which is available electronically through Flinders University library website.
first movement of conscience
The first movement of conscience has been described as desiring and knowing the good and the second movement as discerning the particula good. How do we develop these two movements of conscience in the context of Christian faith. Click Here To get More on This Paper!!!
FUNDAMENTALS OF HUMAN RESOURCE MANAGEMENT
FUNDAMENTALS OF HUMAN RESOURCE MANAGEMENT 1.Why is it important for Hr to have a mission statement? 2.How does HR’s mission statement relate to your company’s (Pfizer Pharmaceuticals)mission statement?Click Here To get More on This Paper!!!
Wine culture
1. Describe some of the most important changes that have taken place in wine production in the new and old world over the past three to four decades.
2. Describe some of the most famous wine regions in France and explain why France has been considered as the most important wine producing country in the world for many centuries.
3. Select two or three of the major wine growing regions in Italy. Describe the major wines produced in those regions and the types of food that are important that would complement the wines produced.
4. Describe the differences between wine from Burgundy and that from Bordeaux. Describe the major types of wine produced from these two regions and the types of food that would marry well with the wines.
2. Describe some of the most famous wine regions in France and explain why France has been considered as the most important wine producing country in the world for many centuries.
3. Select two or three of the major wine growing regions in Italy. Describe the major wines produced in those regions and the types of food that are important that would complement the wines produced.
4. Describe the differences between wine from Burgundy and that from Bordeaux. Describe the major types of wine produced from these two regions and the types of food that would marry well with the wines.
Principles of digital media: Critically evaluate the debate on Copyright and Copyleft Critically evaluate the debate on Copyright and Copyleft
Principles of digital media: Critically evaluate the debate on Copyright and Copyleft Critically evaluate the debate on Copyright and Copyleft and the role of the Open Source Movement in such debate. fulfil the criteria for a distinction, and needs to show great insight/originality and wider/deeper engagement with both the academic and industry literature.Click Here To get More on This Paper!!!
African American History- Race Relations and White Privilege
Tim Wise’s Presentation at APSU:
Race Relations and White Privilege: Does It Still Affect You?
Make sure that you’ve read Chapters 1-5 in your Belgrave and Allison’s (2010) text. Then, please review this video of Tim Wise’s presentation he conducted at APSU spring semester, 2011.
Race Relations and White Privilege: Does It Still Affect You?
Make sure that you’ve read Chapters 1-5 in your Belgrave and Allison’s (2010) text. Then, please review this video of Tim Wise’s presentation he conducted at APSU spring semester, 2011.
Click on this link to watch video of Tim Wise:
Mr. Wise is a prolific speaker and expert concerning race relations and social justice. Write your reaction to his presentation and list at least two (2) points that stand out for you and explain whether you agree or not. BE HONEST! Please be warned that Mr. Wise has very strong opinions about the role that White privilege has played in our society. You have every right to question Wise’s assertions and the nature of this video AND express your true feelings!
spark courageous conversations about race relations.
Critical pedagogy
Design a lesson in a manner that encourages students to interrogate a given topic in terms of whose knowledge, worldview, and norm gets represented in, say, the school curricular, textbooks, the media, government policies and whose gets left out.
Think about ways in which students can utilize the knowledge and skills that your lesson has introduced in addressing social equity issues. For instance, math and science do provide powerful tools with which students can investigate issues of racism and other forms of discrimination in their local, national, and global contexts and act upon them.
Step 1: Read the above assignment description carefully,
Step 2: Identify a lesson plan(s) you want to revise (it does not have to be of your own making at all. Any lesson plans, good or bad, are fine),
Step 3: Describe the classroom context for which your lesson revision will be designed (hypothetical or real). It does not have to be a diverse classroom, as multicultural education is for all students (see Nieto’s chapter in Topic 5), However, it must have at least three ESL students who need your special attention.Click Here To get More on This Paper!!!
Step 4: Become familiar with Grant & Sleeter ?�before & after’ lesson plans,
Step 5: Review the unit readings (they should be mostly from topics 5-10 but not exclusively) and identify key concepts. The four elements as discussed above might be of help here,
Step 6: Use the key concepts to identify the shortcomings of the original (‘before’) lesson plans and revise them accordingly,
Step 7: Underline all the changes you’ve made to the ?�before’ lesson plans,
Step 8: Discuss all the revisions you have made and how they are informed by the key concepts (explicit reference is required but this does not mean direct quotations),
Step 9: Join together the ?�after’ lesson plans and the revision explanation,
Step 10: Proof read before submission,
Step 11: Fill out the self-evaluation form
Industrial Relations
1. What does the ‘scope’ of an agreement generally define?
2. What is the relationship between these agreements and the relevant award?
3. Compare and contrast the employment conditions for casual employees in these enterprise agreements and decide which is the more favourable for employees. Give reasons for your decision.
4. Compare and contrast the provisions for employee training and development in these agreements. Which do you think is the more favourable for employers? Give reasons for your answer.
5. Is the question of who negotiated these agreements very important? Why/why not?
Question 6 – 9 are in relation SBA Union Collective Agreement 2010 document
6. What are the different ‘types of employment’ defined in this agreement? How are they different?
7. How does this agreement limit the employer’s ability to employ casual workers?
8. How does this agreement define ‘bargaining in good faith’?
9. Union rights are strongly represented in this agreement. Summarise them. (2 marks)
Question 10 – 13 are related to Serco Global Services Bendigo Employment Agreement 2013 document
10. What potential detriment to employees is posed by Clause 2 (e)? Consider this in the light of Clause 7 regarding the definition of ‘serious misconduct’.
11. In general, how might Serco vary the hours an employee works?
12. Under what circumstances can the employer direct employees to take their annual leave?
13. What superannuation contributions will Serco make for each employee?
project development
focus on the critical path- this should identify ways to reduce the overall proection duration.think about-
1.Are the task necessary
1.Are the task necessary
2.are the task duration reasonable
3.Are all the constraints/dependencies really applicable
4.Can a succesor task be overlapped with the previous one,rather than waiting for its fall complexion? 5.Spilliting the prodecessors task?
The plan should be based on realistic assessments of the available resources,But at this stage you have not looked at specific resource availability-e.g people who have specialised skills maybe needed for specific tasks.
So resource leveling tries to adjust a plan to take a correct resource constraints.
Also take into account when in the year will key activities occur?ie christmas,avoid summer holidays ets also include bank holiday in the planning
Allow for staff taking holidays and also having others work whilst the project,think about how you allocate work to people,should people be given just one assignment to be done at once?Arguably focuses their mind and removes a potential excuses for delay.
So resource leveling tries to adjust a plan to take a correct resource constraints.
Also take into account when in the year will key activities occur?ie christmas,avoid summer holidays ets also include bank holiday in the planning
Allow for staff taking holidays and also having others work whilst the project,think about how you allocate work to people,should people be given just one assignment to be done at once?Arguably focuses their mind and removes a potential excuses for delay.
Revisiting the plan to see how the project can be completed quickly or brought back to target after earlier delays.The problem here is that costs are likely to increase(e.g overtime pay,hiring etc or quality scope may increse
The starting point should be focus on activiteis on the critical path and saving feels directly into a shorter project duration.For each one look at how much time can be saved by working in a different way 9eg using more people,better machinery)how much time will be saved and what will be the impact of quality scope?Put the options in decending order and ask the project sponsor what they want to do?
People and Organisations
1. Critical Review of a Body of Knowledge (Wider Reading and Criticisms)
• Does this work use key readings relevant to the subject – sources may include books, journals and UWIC’s electronic resources with limited reference to internet sources?
• Does the literature on self efficacy include up-to-date material?
• Does the discussion of self efficacy examine more than one point of view?
• Does the work identify and explain the variety of theories on the subject, demonstrating strengths and weaknesses and identifying where they contradict or agree with each other?
• Does the work identify and explain the variety of theories on the subject, demonstrating strengths and weaknesses and identifying where they contradict or agree with each other?
• Does the work indicate an agreed position on the subject, or, alternatively, indicate the how views differ?
2. Using the Primary Data (Interviews)
• Does the work describe the outcome of the interview?
• Does the work describe the outcome of the interview?
• Does it link the interview to the concept of self efficacy?
• Does the work analyse the meaning of the interview using the Kolb framework provided?
• Does the work present findings/conclusions that links the interview to the idea of self efficacy?
• Does the work identify an event in your/ others life that is appropriate for reflection?
• Does the work give evidence of critical reflection explaining how one act led to other particular actions?
• Does the work demonstrate the ability to identify new and imaginative connections and future actions?
• Does the work give useful examples of the development of your and others awareness, identity and personal philosophy through reflective commentary and working with a ‘critical friend’?
4. Presenting and Referencing the Data
4. Presenting and Referencing the Data
• Does the work present the data in such a way that helps the reader understand the discussion?
• Does the work present the data attractively but simply?
• Does the work reference correctly using the Harvard style and always showing where others’ work is used?
Australian Industrial Relations
1. What does the ‘scope’ of an agreement generally define?
2. What is the relationship between these agreements and the relevant award?
3. Compare and contrast the employment conditions for casual employees in these enterprise agreements and decide which is the more favourable for employees. Give reasons for your decision.
4. Compare and contrast the provisions for employee training and development in these agreements. Which do you think is the more favourable for employers? Give reasons for your answer.
5. Is the question of who negotiated these agreements very important? Why/why not?
Development of Corporations
The Analysis of the Impact that Chinese and Japanese Enterprise Cultures have on the Development of Corporations Write a report Analysing the Impact that Chinese and Japanese Enterprise Cultures have on the Development of Corporations. Click Here To get More on This Paper!!!
Project Evaluation & Development
provide a professional report that addresses the practical commercial issues presented by the case study.
Brief
Brief
Linden Homes has secured the old La Sainte Union site – previously a convent, teacher training college and latterly part of Southampton University. Outline planning permission was gained for a variety of residential and commercial units as shown on the block location plan. Construction work has begun, but there are a number of unresolved planning issues and decisions concerning the construction of various aspects of the site.
Linden Homes are considering using ‘Block D’ as a pilot scheme for developing a ‘Zero Carbon’ block of flats for private sale. Already at the planning stage it has been agreed that level 4 of the ‘Code for Sustainable Homes’ would be applied. Discussions are on going as to whether the site will be district heated by an extension to the Geothermal or have a combined heat and power unit. A key unresolved issue is of what construction and other measures need to be considered to gain level 6– zero carbon rating and will potential buyers of properties be attracted to this particular block of flats?
Linden Homes accept that this block will be a prototype for possibly rolling out a new image and marketing strategy for the whole of the company using the zero carbon tag. Whilst wishing to be advantageous and innovative, the scheme must be financially viable.
You are to take the role of a consultant employed by Linden Homes to advise them on ONE of the following four areas of work.
Guidance for each assessed section:
NB CHOOSE ONLY ONE SECTION
NB CHOOSE ONLY ONE SECTION
Individually assessed areas:
1. Forms of Construction
• Outline suitable forms of construction for the development.
• Prepare a detailed technical evaluation of the selected form of construction including essential features to meet level 4 for the code for sustainable homes.
• Discuss strategies to reduce the carbon emissions generated during construction and highlight the implications for Linden Homes.
2. Economic Analysis
• Prepare a cost estimate for the development to meet level 4 for the code for sustainable homes.
• Prepare a cost estimate for the development to meet level 4 for the code for sustainable homes.
• Selecting an appropriate profit margin, prepare a residual valuation for the development to recommend a purchase price for the land.
• Considering the current economic climate carry out a multi-variable sensitivity analysis of the valuation.
3. Proposals for Development Planning
3. Proposals for Development Planning
• Prepare an analysis of the planning policy requirements, including the course(s) of action that will need to be taken in respect to obtaining full planning permission for the development with the impact of level 4 of the code for sustainable homes.
The analysis should include identification of variables for planning, evaluate the impact on the development highlighting the implications for construction, financing and marketing of the development.
4. Marketing and Programme
• Develop a marketing and sales strategy including a marketing budget for the development within the current economic environment.
• Develop a marketing and sales strategy including a marketing budget for the development within the current economic environment.
• Prepare a programme showing main activities and key mile stones for the design, planning permission, construction and sales.
• Discuss the marketing implications for Linden Homes should the development be built to meet level 6 of the code for sustainable homes.
Market entry strategy into precision engineering
Market entry strategy for small size company (with annual turnover of £1.8 m) specifically into three sectors; high speed rail, oil and gas, packaging, indicating possible barriers and incentives as well as required technical standards.
The strategy should include identification of suppliers and possible costumers in the UK, the company is operating from southern England.
The strategy should include identification of suppliers and possible costumers in the UK, the company is operating from southern England.
Features of legal regulation of energy transit in Mexico (energy and environmental law)
Features of legal regulation of energy transit in Mexico (energy and environmental law) Write 3 or 4 articles for the features of legal regulation of energy transit in different countries.Click Here To get More on This Paper!!!
Principles of Epidemiology
Philippines Pneumonia Study
Children in Bohol province in the Philippines were recruited into a longitudinal study of pneumonia incidence, over the period July 2001-December 2004. Recruitment occurred at attendance for their first vaccination at a health clinic in the recruitment catchment area, and children were followed until their second birthday or loss to follow-up. An outcome of interest was the occurrence of pneumonia, the most common cause of mortality in children in this area. The diagnostic definition of this was based on WHO criteria, itself based on clinical signs such as cough, fast breathing and chest indrawing.
The data are a sample of the 12,000 children recruited into the study.
CODEBOOK
Variable
Description
Code
Description
Code
PID Child ID Sequential Number from 1
Sex Sex of child Male
Female
N_Children Number of children in the household Number
N_Siblings Number of live siblings of the child Number
Mother_Age Mother’s age at birth of child In years
Mother_Education Mother’s education Primary or High School
College
Mother_Employed Mother’s occupation Emp
Unemp
Birth_Place Place of birth Home
Health Facility
Birth_Attendant Birth Attendant Physician Midwife
Other
Vac_AgeMths Age at child’s first vaccination In completed months
Sex Sex of child Male
Female
N_Children Number of children in the household Number
N_Siblings Number of live siblings of the child Number
Mother_Age Mother’s age at birth of child In years
Mother_Education Mother’s education Primary or High School
College
Mother_Employed Mother’s occupation Emp
Unemp
Birth_Place Place of birth Home
Health Facility
Birth_Attendant Birth Attendant Physician Midwife
Other
Vac_AgeMths Age at child’s first vaccination In completed months
Weight_kg Weight at first vaccination In kg
Weight_Group Weight group at first vaccination < 4.5 kg
4.5 – 5.4 kg
> = 5.5 kg
Vac_Season Season of first vaccination Winter: Months 12,1,2
Spring: Months 3,4,5
Summer: Months 6,7,8
Autumn: Months 9,10,11
Pneumonia Child experiences an event of WHO-defined pneumonia in his/her follow-up period (up to second birthday) 0=No
1=Yes
The research questions to be answered are as follows:
1. Is there an association between level of mother’s education and the incidence of pneumonia?
2. If yes, what is the strength of this association?
3. Is there an association between maternal unemployment and the incidence of pneumonia? What is the strength of this association?
4. As discussed in the lecture, stratified analysis is one method for assessing the potential for confounding. Conduct the following stratified analyses to test for confounders:
a. whether ‘number of children in the household’ is likely to confound the observed association between mothers education level and incidence of pneumonia.
b. Whether mother’s education level is likely to confound the observed association between maternal unemployment and incidence of pneumonia.
5. Discuss your findings and interpretations.
4.5 – 5.4 kg
> = 5.5 kg
Vac_Season Season of first vaccination Winter: Months 12,1,2
Spring: Months 3,4,5
Summer: Months 6,7,8
Autumn: Months 9,10,11
Pneumonia Child experiences an event of WHO-defined pneumonia in his/her follow-up period (up to second birthday) 0=No
1=Yes
The research questions to be answered are as follows:
1. Is there an association between level of mother’s education and the incidence of pneumonia?
2. If yes, what is the strength of this association?
3. Is there an association between maternal unemployment and the incidence of pneumonia? What is the strength of this association?
4. As discussed in the lecture, stratified analysis is one method for assessing the potential for confounding. Conduct the following stratified analyses to test for confounders:
a. whether ‘number of children in the household’ is likely to confound the observed association between mothers education level and incidence of pneumonia.
b. Whether mother’s education level is likely to confound the observed association between maternal unemployment and incidence of pneumonia.
5. Discuss your findings and interpretations.
Materials
1. This task sheet
2. Data worksheet titled Pneumonia .xls
3. Supplement 1: Creating pivot tables in Excel.
4. Supplement 2: 95% CI and Adjusted RR
1. This task sheet
2. Data worksheet titled Pneumonia .xls
3. Supplement 1: Creating pivot tables in Excel.
4. Supplement 2: 95% CI and Adjusted RR
STEP 1
1. To assess the presence of an association between education and incidence of pneumonia, consider mothers with Primary / High school education as ‘exposed’; and mothers with College education as ‘unexposed’.
2. Using the data from the Pneumonia worksheet, set up a 2 x 2 table to calculate the incidence of pneumonia in exposed and non –exposed groups.
HINT: To extract the data for the 2 X 2 table, you could use the ‘Pivot table’ function in excel, following the instructions provided in Supplement 1. Remember to set it up according to the configuration below:Click Here To get More on This Paper!!!
1. To assess the presence of an association between education and incidence of pneumonia, consider mothers with Primary / High school education as ‘exposed’; and mothers with College education as ‘unexposed’.
2. Using the data from the Pneumonia worksheet, set up a 2 x 2 table to calculate the incidence of pneumonia in exposed and non –exposed groups.
HINT: To extract the data for the 2 X 2 table, you could use the ‘Pivot table’ function in excel, following the instructions provided in Supplement 1. Remember to set it up according to the configuration below:Click Here To get More on This Paper!!!
Mothers education Pneumonia
Yes No
Primary / High school a b
College c d
Yes No
Primary / High school a b
College c d
3. Once you get the data for the 2 X 2 table from the pivot function, copy and paste this data into a new worksheet; and label it Relative Risk Education.
4. Use this data to calculate the relative risk of pneumonia in exposed groups (RR = IE / Io )
STEP 2
1. Calculate the standard error of this risk, and thereafter, the 95% confidence interval for this measure.
HINT: Follow the instructions for this calculation in Supplement 2
2. Create a text box below the calculations, and record your interpretation of the strength of the association as a percentage of increased risk; and state whether this increased risk is significant.
STEP 3
1. Repeat steps 1 & 2, this time to test the presence and strength of any association between maternal unemployment and incidence of pneumonia. Set up your 2 X 2 table with the following configuration:
4. Use this data to calculate the relative risk of pneumonia in exposed groups (RR = IE / Io )
STEP 2
1. Calculate the standard error of this risk, and thereafter, the 95% confidence interval for this measure.
HINT: Follow the instructions for this calculation in Supplement 2
2. Create a text box below the calculations, and record your interpretation of the strength of the association as a percentage of increased risk; and state whether this increased risk is significant.
STEP 3
1. Repeat steps 1 & 2, this time to test the presence and strength of any association between maternal unemployment and incidence of pneumonia. Set up your 2 X 2 table with the following configuration:
Mothers employment Pneumonia
Yes No
Unemp a b
Emp c d
Yes No
Unemp a b
Emp c d
Copy and paste the table into a new sheet, and name it Relative Risk Unemployment. Record your interpretation of the strength of this association, and significance, if any.
STEP 4
1. To conduct the stratified analysis for each of the confounders, you would need to go back to the Pivot Table, and modify its structure. The essential step lies in extracting stratum specific 2 x 2 tables, and calculating the Relative Risks for pneumonia according to mothers’ education separately according to each stratum of the potential confounder, for example, for each set of mothers who had only 1 child, then for mothers who had 2 children, and so on. Supplement 1 on Pivot Tables has additional material on how to modify the Pivot Table to yield stratum specific 2 x 2 tables.
STEP 4
1. To conduct the stratified analysis for each of the confounders, you would need to go back to the Pivot Table, and modify its structure. The essential step lies in extracting stratum specific 2 x 2 tables, and calculating the Relative Risks for pneumonia according to mothers’ education separately according to each stratum of the potential confounder, for example, for each set of mothers who had only 1 child, then for mothers who had 2 children, and so on. Supplement 1 on Pivot Tables has additional material on how to modify the Pivot Table to yield stratum specific 2 x 2 tables.
Click Here To get More on This Paper!!!
2. Repeat the steps from above to calculate the relative risks and 95% CI for each stratum. Remember to copy and paste the 2 X 2 tables for each stratum into a new worksheet, show your calculations here, and name it Number of Children.
3. After you compute all the indicators, summarise the RRs and 95% CIs into a table on the same worksheet, with the following configuration:
2. Repeat the steps from above to calculate the relative risks and 95% CI for each stratum. Remember to copy and paste the 2 X 2 tables for each stratum into a new worksheet, show your calculations here, and name it Number of Children.
3. After you compute all the indicators, summarise the RRs and 95% CIs into a table on the same worksheet, with the following configuration:
Number of children RR (lower bound) RR (point estimate) RR (upper bound)
All children
1
2
3 (and so on)
All children
1
2
3 (and so on)
4. Using the data in the 2 X 2 tables, and the formula in Supplement 2, calculate the adjusted (unconfounded) estimate of the Relative Risk. Record it next to the table of results. Compare the crude RR (for all children) with this adjusted RR; and refer to the criteria provided at the end of Supplement 2, to interpret the presence and direction of confounding.
5. ‘Eyeball’ these results, and record your interpretations in a text boxbelow the table, as to whether the number of children in the household confounds or does not confound the observed association between level of mothers’ education and incidence of pneumonia.
STEP 5
1. Repeat the stratified analysis for the second association; i.e whether level of education confounds the observed association between maternal unemployment and incidence of pneumonia. You can modify the same pivot table; and copy and paste your resultant stratum specific 2 X 2 tables into a new sheet, and name it Maternal Unemployment.
2. In a similar manner, calculate the adjusted RR, and record your interpretations on confounding in a text box on this sheet.
5. ‘Eyeball’ these results, and record your interpretations in a text boxbelow the table, as to whether the number of children in the household confounds or does not confound the observed association between level of mothers’ education and incidence of pneumonia.
STEP 5
1. Repeat the stratified analysis for the second association; i.e whether level of education confounds the observed association between maternal unemployment and incidence of pneumonia. You can modify the same pivot table; and copy and paste your resultant stratum specific 2 X 2 tables into a new sheet, and name it Maternal Unemployment.
2. In a similar manner, calculate the adjusted RR, and record your interpretations on confounding in a text box on this sheet.
How to Calculate the Confidence interval for ratio measures
2 x 2 table notation for this section as follows:
Exposure Outcome Total
Disease Healthy
Exp d1 h1 n1
Unexp d0 h0 n0
d h n
Exposure Outcome Total
Disease Healthy
Exp d1 h1 n1
Unexp d0 h0 n0
d h n
Risk Ratio RR = Iexp / Iunexp
First calculate the logarithm of risk ratio using delta method
s.e.log?RR= v(1/d1-1/n1+1/d0-1/n0)
First calculate the logarithm of risk ratio using delta method
s.e.log?RR= v(1/d1-1/n1+1/d0-1/n0)
Then calculate the Error Factor
EF=e^(1.96×s.e.Log RR)
EF=e^(1.96×s.e.Log RR)
Calculate the Confidence Interval of RR
95% CI (RR)=RR/EF to RR×EF
Where RR/EF = lower bound of 95% CI
And RR X EF = upper bound of 95% CI
ADJUSTED RR
The following steps describe the process to calculate a pooled ‘unconfounded’ estimate of relative risk from stratified data.
Consider an example of data distributed across four levels of a confounder. This will take the form of four 2 x 2 tables as follows:
Level 1: Level 2
Exposure Outcome
Yes No
Exp a 1 b 1
Unexp c 1 d 1
T1
Exposure Outcome
Yes No
Exp a 2 b 2
Unexp c 2 d 2
T2
Level 3 Level 4
Exposure Outcome
Yes No
Exp a 3 b 3
Unexp c 3 d 3
T3
Exposure Outcome
Yes No
Exp a 4 b 4
Unexp c 4 d 4
T4
95% CI (RR)=RR/EF to RR×EF
Where RR/EF = lower bound of 95% CI
And RR X EF = upper bound of 95% CI
ADJUSTED RR
The following steps describe the process to calculate a pooled ‘unconfounded’ estimate of relative risk from stratified data.
Consider an example of data distributed across four levels of a confounder. This will take the form of four 2 x 2 tables as follows:
Level 1: Level 2
Exposure Outcome
Yes No
Exp a 1 b 1
Unexp c 1 d 1
T1
Exposure Outcome
Yes No
Exp a 2 b 2
Unexp c 2 d 2
T2
Level 3 Level 4
Exposure Outcome
Yes No
Exp a 3 b 3
Unexp c 3 d 3
T3
Exposure Outcome
Yes No
Exp a 4 b 4
Unexp c 4 d 4
T4
Adjusted RR = ((a1*d1)/T1+ (a2*d2)/T2+ (a3*d3)/T3+ (a4*d4)/T4)/((b1*c1)/T1+ (b2*c2)/T2+ (b3*c3)/T3+ (b4*c4)/T4)
The above formula can be extended to any number of strata.
INTERPRETATION OF CONFOUNDING BASED ON COMPARISON OF CRUDE AND ADJUSTED RR
No confounding: Crude RR ˜Adjusted RR
Positive confounding: Crude RR >Adj RR
Negative confounding: Crude RR <Adj RR
Example:
N_Children 1
Count of Pid Column Labels
Row Labels 1 0 Grand Total
Mother Education Primary/High School 158 788 946
College 125 854 979
Grand Total 283 1642 1925
N_Children 2
Count of Pid Column Labels
Row Labels 1 0 Grand Total
Mother Education Primary/High School 264 1166 1430
College 172 1007 1179
Grand Total 436 2173 2609
N_Children 3
Count of Pid Column Labels
Row Labels 1 0 Grand Total
Mother Education Primary/High School 222 949 1171
College 136 649 785
Grand Total 358 1598 1956
N_Children 4
Count of Pid Column Labels
Row Labels 1 0 Grand Total
Mother Education Primary/High School 170 624 794
College 70 399 469
Grand Total 240 1023 1263
N_Children 5
Count of Pid Column Labels
Row Labels 1 0 Grand Total
Mother Education Primary/High School 95 330 425
College 48 187 235
Grand Total 143 517 660
N_Children 6
Count of Pid Column Labels
Row Labels 1 0 Grand Total
Mother Education Primary/High School 81 212 293
College 23 115 138
Grand Total 104 327 431
N_Children 7
Count of Pid Column Labels
Row Labels 1 0 Grand Total
Mother Education Primary/High School 37 132 169
College 19 70 89
Grand Total 56 202 258
N_Children 8
Count of Pid Column Labels
Row Labels 1 0 Grand Total
Mother Education Primary/High School 19 59 78
College 9 34 43
Grand Total 28 93 121
N_Children > = 9
Count of Pid Column Labels
Row Labels 1 0 Grand Total
Mother Education Primary/High School 25 104 129
College 11 48 59
Grand Total 36 152 188
Positive confounding: Crude RR >Adj RR
Negative confounding: Crude RR <Adj RR
Example:
N_Children 1
Count of Pid Column Labels
Row Labels 1 0 Grand Total
Mother Education Primary/High School 158 788 946
College 125 854 979
Grand Total 283 1642 1925
N_Children 2
Count of Pid Column Labels
Row Labels 1 0 Grand Total
Mother Education Primary/High School 264 1166 1430
College 172 1007 1179
Grand Total 436 2173 2609
N_Children 3
Count of Pid Column Labels
Row Labels 1 0 Grand Total
Mother Education Primary/High School 222 949 1171
College 136 649 785
Grand Total 358 1598 1956
N_Children 4
Count of Pid Column Labels
Row Labels 1 0 Grand Total
Mother Education Primary/High School 170 624 794
College 70 399 469
Grand Total 240 1023 1263
N_Children 5
Count of Pid Column Labels
Row Labels 1 0 Grand Total
Mother Education Primary/High School 95 330 425
College 48 187 235
Grand Total 143 517 660
N_Children 6
Count of Pid Column Labels
Row Labels 1 0 Grand Total
Mother Education Primary/High School 81 212 293
College 23 115 138
Grand Total 104 327 431
N_Children 7
Count of Pid Column Labels
Row Labels 1 0 Grand Total
Mother Education Primary/High School 37 132 169
College 19 70 89
Grand Total 56 202 258
N_Children 8
Count of Pid Column Labels
Row Labels 1 0 Grand Total
Mother Education Primary/High School 19 59 78
College 9 34 43
Grand Total 28 93 121
N_Children > = 9
Count of Pid Column Labels
Row Labels 1 0 Grand Total
Mother Education Primary/High School 25 104 129
College 11 48 59
Grand Total 36 152 188
Adjusted RR = (70.1+ 101.9+ 73.7+ 53.7+26.9+21.6+10.0+5.3)/(51.2+ 76.9+66.0+ 34.6+ 24.0+11.3+9.7+5.3)=1.3
Gastronomy: the art of living
Research and write an individual critical paper on the following topic: Gastronomy: the art of living’. Discuss.Click Here To get More on This Paper!!!
Information system
the instruction should be :
1. Reading (Full citation required including author, title, date, publication details, page no’s etc)
Reading (Full citation required including author, title, date, publication details, page no’s)
• Well presented
• Accurate acknowledgement of sources (Please make sure to use: Chicago Author –Date 16th Edition)
Reading (Full citation required including author, title, date, publication details, page no’s)
• Well presented
• Accurate acknowledgement of sources (Please make sure to use: Chicago Author –Date 16th Edition)
2. What is the subject/theme of this article?
What is the subject/theme of this article
• Well presented
• Listing the important themes of the article(s)
What is the subject/theme of this article
• Well presented
• Listing the important themes of the article(s)
3. Identify and discuss the method which is used throughout this article.
4. Argument / Finding (What is the argument of the Author?)
(What is the argument of the Author?)
• Evidence of understanding
• Identify the key points of the authors’ argument
4. Argument / Finding (What is the argument of the Author?)
(What is the argument of the Author?)
• Evidence of understanding
• Identify the key points of the authors’ argument
5. Evidence (How do this author’s views compare with what others have said on the same or similar topic)
(How do this author’s views compare with what others have said on the same or similar topic)
• Evidence to support your discussion
• Adding Up-to-date references to support your evidence (s)
(How do this author’s views compare with what others have said on the same or similar topic)
• Evidence to support your discussion
• Adding Up-to-date references to support your evidence (s)
"In this part you need to find three articles to support your evidence and i need a copy of those articles"
6. Observations (What are your own thoughts on the subject?)
(What are your own thoughts on the subject?)
• Your observations and perspective were presented, explained and demonstrated well
6. Observations (What are your own thoughts on the subject?)
(What are your own thoughts on the subject?)
• Your observations and perspective were presented, explained and demonstrated well
7. Conclusion
• Sound and appropriate conclusion (s) is drawn
• A full and well written conclusion is provided based upon the foundation in the argument construction section
• Sound and appropriate conclusion (s) is drawn
• A full and well written conclusion is provided based upon the foundation in the argument construction section
Creative writing / Short story
Write a short story 1500-1700 words. No restriction on what type of story. It could be romantic, comedy, horror or whatever you like. Your Ideas are important to me! feel free to message me at any time thank you.Click Here To get More on This Paper!!!
Case study: Mr Jones deterioration
Give a short answer essay, based on a clinical case study about a deteriorating patient.
• The task revolves around your thinking and reflecting on various nursing topics related to critical care nursing, and you will be expected to draw together information from several of the unit topics to complete it.
• You will be asked to demonstrate your competence in analysing clinical problems, clinical diagnostic reasoning, teamwork, and documentation skills.
• You will receive more practice in preparing for all your assignment tasks during the intensive school.
Task requirements
First you need to read the case study carefully and analyse the information that is provided about a patient (Mr Jones) who has undergone surgery to repair his fractured femur.
1. Read the case information below:
Case study information
• The task revolves around your thinking and reflecting on various nursing topics related to critical care nursing, and you will be expected to draw together information from several of the unit topics to complete it.
• You will be asked to demonstrate your competence in analysing clinical problems, clinical diagnostic reasoning, teamwork, and documentation skills.
• You will receive more practice in preparing for all your assignment tasks during the intensive school.
Task requirements
First you need to read the case study carefully and analyse the information that is provided about a patient (Mr Jones) who has undergone surgery to repair his fractured femur.
1. Read the case information below:
Case study information
Stage 1: Mr Jones, a 66 year old male, was scheduled for theatre at 8am for an internal fixation of his femur. Prior to surgery a peri-operative assessment was carried out by the anaesthetist and surgeon to ensure he was fit enough to undergo surgery. Mr Jones was prepared for operating theatre and a pre-operative checklist was completed. Mr Jones was transferred to the operating theatre where he underwent surgery without complications and was transferred to the recovery unit prior to returning to the High Dependency unit (HDU) Mr Jones’s observations in the recovery unit were as follows:Click Here To get More on This Paper!!!
BP: 130/80
Pulse: 80
Resps: 20
Temp: 37
Sp02 (Oxygen saturation) : 95%
Stage 2: He returns to High Dependency receiving 6 litres of oxygen via simple face mask. He has a subclavian triple lumen central venous catheter with an infusion of normal saline at 50 mL/hour and Patient Controlled Analgesia (PCA) morphine infusion at 3mg/hour with 1mg bolus dose. He has an indwelling urinary catheter and a transparent dressing to his operative site with a wound drain.When he arrives in the HDU you complete a set of observations and note the following:
BP: 100/60
Pulse: 110
Resps: 24
Temp: 37.2
Sp02 (Oxygen saturation) : 93%
Stage 3: You continue to assess Mr Jones and note there are 20 mL of urine in the catheter drainage bag, 100 mL of blood in the wound drain and his capillary return is less than 3 secs. You decide to do another set of observations and note the following:
BP: 80/50
Pulse: 120
Resps: 26
Temp: 37.2
Sp02 (Oxygen saturation) : 90%
BP: 130/80
Pulse: 80
Resps: 20
Temp: 37
Sp02 (Oxygen saturation) : 95%
Stage 2: He returns to High Dependency receiving 6 litres of oxygen via simple face mask. He has a subclavian triple lumen central venous catheter with an infusion of normal saline at 50 mL/hour and Patient Controlled Analgesia (PCA) morphine infusion at 3mg/hour with 1mg bolus dose. He has an indwelling urinary catheter and a transparent dressing to his operative site with a wound drain.When he arrives in the HDU you complete a set of observations and note the following:
BP: 100/60
Pulse: 110
Resps: 24
Temp: 37.2
Sp02 (Oxygen saturation) : 93%
Stage 3: You continue to assess Mr Jones and note there are 20 mL of urine in the catheter drainage bag, 100 mL of blood in the wound drain and his capillary return is less than 3 secs. You decide to do another set of observations and note the following:
BP: 80/50
Pulse: 120
Resps: 26
Temp: 37.2
Sp02 (Oxygen saturation) : 90%
Stage 4: You note that Mr Jones’s condition has deteriorated over the 30 minutes upon return to the HDU and you call for an Emergency reponse and review (MET). The Medical Emergency team arrive and request that Mr Jones receives 500mL of Normal saline stat. and inform you that he is in Hypovoleamic shock! Mr Jones has the bolus of Normal saline and his obervations are as follows:
BP: 110/60
Pulse: 100
Resps: 22
Temp: 37.2
Sp02 (Oxygen saturation) : 96%
2. After reading the information above please answer the following questions related to the case study scenario using a critical discussion framework.
• Define hypovoleamic shock and critically discuss the pathophysiology of hypovolaemic shock including the aetiology, pathogenesis, signs and symptoms and related compenstory mechanisms. Relate this to the case study presented.
BP: 110/60
Pulse: 100
Resps: 22
Temp: 37.2
Sp02 (Oxygen saturation) : 96%
2. After reading the information above please answer the following questions related to the case study scenario using a critical discussion framework.
• Define hypovoleamic shock and critically discuss the pathophysiology of hypovolaemic shock including the aetiology, pathogenesis, signs and symptoms and related compenstory mechanisms. Relate this to the case study presented.
• Outline your systematic assessment of Mr Jones upon his return to HDU (Stage 4 of this case study)
• Make sure you include primary and secondary survey
• Using the ISBAR framework outline how you would handover to the Emergency Response Team (Stage 4 of this case study).
• Discuss the evidence-based nursing actions in relation to the following:
• low urine output
• decreased oxygenation
• increased wound drainage.
Assignment instructions
• Provide an introduction and a conclusion for your assignment.
• You may use subheadings for each section, if you wish.
• Your MUST provide accurate references throughout your assignment, using the APA style.
• Include a reference list. You are expected to demonstrate evidence of the literature that informed your scope of inquiry, and your diagnostic clinical reasoning. Use not less than 8 references which are not later than 2008.
• Make sure you include primary and secondary survey
• Using the ISBAR framework outline how you would handover to the Emergency Response Team (Stage 4 of this case study).
• Discuss the evidence-based nursing actions in relation to the following:
• low urine output
• decreased oxygenation
• increased wound drainage.
Assignment instructions
• Provide an introduction and a conclusion for your assignment.
• You may use subheadings for each section, if you wish.
• Your MUST provide accurate references throughout your assignment, using the APA style.
• Include a reference list. You are expected to demonstrate evidence of the literature that informed your scope of inquiry, and your diagnostic clinical reasoning. Use not less than 8 references which are not later than 2008.
Subscribe to:
Posts (Atom)