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    summarize an strategy for disseminating the results of the project to key stakeholders and to the greater nursing community.

    summarize an strategy for disseminating the results of the project to key stakeholders and to the greater nursing community.

    summarize an strategy for disseminating the results of the project to key stakeholders and to the greater nursing community.

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    Applying EVM Concepts

    Applying EVM Concepts

    PM3320: Week 2 Contingency and EVM
    Lab 2.1
    Applying EVM Concepts
    Earned value management, commonly referred to as EVM, is a project management tool that
    combines the cost, schedule, and scope information for a project into an integrated baseline. As the
    project progresses, the team assesses how much work has been performed or earned against this
    baseline. The resulting data is used to assess the past performance of the project and to predict the
    final cost and delivery of the project based on the past performance.
    Examine the following EVM data for the Acme project, a hypothetical construction project, to view
    information on the past and future performance:
    Cumulative planned value (PV) = 550
    Cumulative earned value (EV) = 475
    Cumulative actual cost (AC) = 525
    Budget at completion (BAC) = 1000
    After evaluating the Acme project, do the following:
    1. Calculate the cost variance (CV), schedule variance (SV), cost performance index (CPI), and
    schedule performance index (SPI). Using these four metrics, briefly explain whether the
    project is ahead or behind for cost and schedule performance.
    2. Using the results from the first question, calculate the Estimate at Completion (EAC) and
    Variance at Completion (VAC). Analyze the results and explain whether the project is likely to
    overrun or underrun the baseline plan and by how much.
    Submission Requirements:
    Submit your responses along with the detailed calculation in a Microsoft Excel spreadsheet. Make
    sure that you include formulas in the spreadsheet so that calculations can be checked. Your analysis
    of the data can be included at the bottom of your calculations or submitted in a separate Microsoft
    Word file.
    Evaluation Criteria:
    Click here to download the rubric that will be used to evaluate this lab.
    1

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    Human Relations

    Human Relations

    Class,

    Last week, in Week 2, we discussed the ideas of Classical Theorists in our reading in the Shafritz & Hyde (2011) textbook. Shafritz & Hyde (2011)

    present the ideas of many disparate Classical Theorists in the area of public administration including the subareas of leadership, human motivation

    and work, management, administration, and organization. Each of the theorists ranging from Taylor, who expounded upon Scientific Management, to

    McGregor who presents the paradigm shifting theory of Theory Y Theory X is important to understand in term of gaining knowledge and comprehension of

    the evolution of organizational behavior and theory in the rich literature that makes up the body of knowledge in the multidisciplinary applied field

    of research and practice that is the study and practice of Public Administration.

    This week, in Week 3, think of the theories of Scientific Management and Theory Y Theory X as they specifically apply to human motivation in the

    workplace. Ontology is the view of reality. The axiomatic ontological starting point of Scientific Management is one of the notion of human beings

    being inherently lazy and therefore indeed in need of micromanagement to tell the employee how to get the job done the one best right way.

    Conversely, the ontology of Theory Y Theory X is the exact opposite where humans are seen as inherently motivated and capable to achieve

    organizational goals with out micromanagement regarding a one best way solution.

    General Sherman, perhaps the most laudable General in the American Civil War, certainly applied the Theory Y Theory X as Sherman knew the ontology of

    his frontiersmen Union soldier conscripts well (Green, 2007). Sherman knew that his frontiersmen conscripts had disdain for hierarchy, draconian

    rules, and had a general distrust of authority in general. Instead of forcing discipline, through punishment, to ensure conformity to normal army

    standards Sherman loosened the rules on battle dress uniforms, made few rules, and empowered the frontiersmen soldiers with participator leadership

    in terms of letting those soldiers get the job done for him ensuring his overall strategy was seen through to the end. The strategy was Sherman’s.

    What did it even matter if the soldiers to created the tactics as long as the job was accomplished? This worked well. In fact, Napoleon did the exact

    same thing as he too understood the ontology of his soldiers.

    Understanding the ontology of the team members should drive the decision to determine what theoretical starting point drives the overall strategy of

    your organizational motivational culture.

    REFERENCES:
    Greene, R. (2007). The 33 Strategies of War (Reprint.). Penguin Books.

    Shafritz, J. M., & Hyde, A. C. (2011). Classics of Public Administration (7th ed.). Wadsworth Publish

    ———————————————————————————————

    What key lessons do we learn this week about motivation in the public sector? About expectations?

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    evaluate the effectiveness of reinforcing education to pre-diabetic patients

    evaluate the effectiveness of reinforcing education to pre-diabetic patients

    Discuss methods to evaluate the effectiveness of reinforcing education to pre-diabetic patients in a hospital setting in order to control or prevent

    the disease. Consider Methods such as : Survey of staff attitudes and contributors to job satisfaction and dissatisfaction before and after

    initiating the education, turnover rates before and after initiating it, and patient discharge surveys.
    Include variables such as: possible staff attitudes and perceptions, patient attitudes and perceptions.
    Include ideas of developing necessary tools to educate project participants and to evaluate project outcomes (surveys, questionnaires, or other

    teaching materials).

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    Art (Fine arts, Performing arts)

    Art (Fine arts, Performing arts)

    LAST LESSON OF THE AFTERNOON

    When will the bell ring, and end this weariness?
    How long have they tugged the leash, and strained apart
    My pack of unruly hounds: I cannot start
    Them again on a quarry of knowledge they hate to hunt,
    I can haul them and urge them no more.
    No more can I endure to bear the brunt
    Of the books that lie out on the desks: a full three score
    Of several insults of blotted pages and scrawl
    Of slovenly work that they have offered me.
    I am sick, and tired more than any thrall
    Upon the woodstacks working weariedly.

    And shall I take
    The last dear fuel and heap it on my soul
    Till I rouse my will like a fire to consume
    Their dross of indifference, and burn the scroll
    Of their insults in punishment? – I will not!
    I will not waste myself to embers for them,
    Not all for them shall the fires of my life be hot,
    For myself a heap of ashes of weariness, till sleep
    Shall have raked the embers clear: I will keep
    Some of my strength for myself, for if I should sell
    It all for them, I should hate them –
    – I will sit and wait for the bell.
    What feelings does the narrator of the poem have about his students and his job as a teacher and how does Lawrence convey these feelings to the

    reader?

    A DOLLS HOUSE

    throughout the play Ibsen presents Nora as selfish and irresponsible.’ How do you respond to this view ?

    use P.E.A

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    Human Resources Management (HRM)

    Human Resources Management (HRM)

    Paper details:
    Suppose human resource planners estimate that several technological innovations indicate that your firm will need 25 percent fewer employees in three

    years. What actions would you take today?

    Answers should apply the theories in the textbook and slides and support the argument using specific examples or details.
    I am also sending you my class power point slides so you can go through them and use them to support the argument.

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    Reinforcing Education in Pre-Diabetic Patients

    Reinforcing Education in Pre-Diabetic Patients

    Discuss methods to evaluate the effectiveness of reinforcing education to pre-diabetic patients in a hospital setting in order to control or prevent

    the disease. Consider Methods such as : Survey of staff attitudes and contributors to job satisfaction and dissatisfaction before and after

    initiating the education, turnover rates before and after initiating it, and patient discharge surveys.
    Include variables such as: possible staff attitudes and perceptions, patient attitudes and perceptions.
    Include ideas of developing necessary tools to educate project participants and to evaluate project outcomes (surveys, questionnaires, or other

    teaching materials).

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    Tourism Council

    Tourism Council

    Write a letter to the Tourism Council in which you argue either expanding the state parks and natural areas or for building an amusement park

    explaining why you think your choice will be more likely to encourage tourism.

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    environmental sustainability

    environmental sustainability

    ?    Reflection Paper
    You are expected to turn in a total of a 4-page reflection paper on November 17. The reflection paper should cover 3 readings of your choice

    pertaining to immigration, language planning and policy, as well as environmental sustainability between September 3 and November 12. In this

    reflection assignment, you will examine your positionality as a citizen of the world with respect to global migration and world languages. The paper

    should be approximately 820 words (3 pages long).  Your grade will be determined by your comprehension, interpretation, insight, and critical

    examination of cross-cultural interactions of people in different geographical locations and your positionality of a citizen of the world, and not a

    summary of the readings. You can draw from your life experiences, your own research, family values, and class discussions to elucidate your

    understanding of the readings in the reflection process.
    How does viewing yourself first and foremost as a citizen of the world changes your perception of people of the world with respect to race,

    ethnicity, language, and culture?

    REQUIRED TEXTS:
    Wright, E. W. (2010). Foundations for teaching English language learners: Research, theory,     Policy, and practice. Caslon Publishing.
    Herrell, A. L. & Jordan, M. (2012). 50 Strategies for teaching English Language Learners. Indianapolis,     IN: Pearson.
    Delpit, L. & Dowdy, J.K. (2008). The skin that we speak: Thoughts on language and culture in the classroom. New Press.

    Dates                                      Reading Assignments    Class activities & due dates
    Sept 3    Second language learning and Pedagogy
    •    Wright, E. (2010). Foundations for teaching English… chap 2
    •    50 strategies…: Chap 1. Printable routines and signals (segment 2 of the DVD)
    •    colonialism and linguistic dilemmas in Africa:
    Cameroon as a paradigm

    http://www.quest-journal.net/Quest_1999_PDF_articles/Quest_13_echu.pdf

    Sept 5    •    50 strategies…: Chap 3 Visual Scaffolding (segment 3 of the DVD)
    •    50 strategies…: Chap 6 Cooperative Learning… (segment 8of the DVD)
    WEEK 3
    Sept 8    Issues of language, literacy, and power and policy for ELLs
    •    Wright, E. (2010). Foundations for teaching English… chap 3    Video: The story of human language
    Sept 10    •    Ensure environmental sustainability

    http://www.un.org/millenniumgoals/2008highlevel/pdf/newsroom/Goal%207%20FINAL.pdf

    http://www.npconline.co.za/MediaLib/Downloads/Home/Tabs/NDP%202030-CH5-Environmental%20sustainability.pdf

    •    50 strategies…: Chap 5 Learning Centers…

    Sept 12    •    Wright, E. (2010). Foundations for teaching English… chap 4

    Do not worry about the links under this sentence because I couldn’t delete it.

    Changes on the syllabus
    The content of the syllabus may be revised when need arises.
    Useful Online Resources
    http://ourworld. compuserve.com/homepaaes/iwcrawford
    This site has links to about every major organization dealing with language minority issues.
    http://www.m-w.com/ An English dictionary.
    http://www.ncela.awu.edu/ This is the National Clearinghouse for Bilingual Education (NCBE) website. NCBE is at George Washington University,

    Washington DC. It contains a large amount of research and applied information regarding teaching language minority students.
    http://www.cal.org/ This is the Center for Applied Linguistics is an outstanding “think tank” that operates the ERIC on Languages and Linguistics,

    and other important information for ESL and regular classroom teachers who have ELLs in their classrooms.
    http://www.tesol.ora/. This is the teachers of English to Speakers of Other Languages website. It has important information for teachers.

    http://www.intesol.org/

    Standards and info about Indiana and ESL related matters.
    http://www.ed.gov/about/offices/list/oela/index.html?src=mr. The Office of English Language Acquisition, Language Enhancement, and Academic

    Achievement for Limited English Proficient Students (OELA)
    http://www.crede.ucsc.edu/ The Center for Research on Education, Diversity and Excellence
    http://www.ovguide.com/american-tongues-9202a8c04000641f80000000093fa5fe American tongues
    ETS Official Website for the TOEFL – http://www.ets.org/
    TOEFL iBT Course – http://www.toeflibtcourse.com/
    TOEFL iBT at a Glance – An overview of TOEFL iBT –

    http://www.ets.org/Media/Tests/TOEFL/pdf/TOEFL_at_a_Glance.pdf

    TOEFL iBT Tips – Created to help English-language learners understand TOEFL iBT and
    prepare for it. – http://www.ets.org/Media/Tests/TOEFL/pdf/TOEFL_Tips.pdf
    Also available at http://upload.mcgill.ca/applying/TOEFL_Tips.pdf and
    ftp://ftp.ets.org/pub/toefl/989563wt.pdf
    Scoring Guides (Rubrics) for the Speaking Responses –

    http://www.ets.org/Media/Tests/TOEFL/pdf/Speaking_Rubrics.pdf

    Scoring Guides (Rubrics) for the Writing Responses –

    http://www.ets.org/Media/Tests/TOEFL/pdf/Writing_Rubrics.pdf

    Sample TOEFL iBT writing responses, with benchmarks, ratings, and annotations –

    http://www.ets.org/Media/Tests/TOEFL/pdf/ibt_writing_sample_responses.pdf

    The BBC’s website for Learning English through international news, activities, etc. –

    http://www.bbc.co.uk/worldservice/learningenglish/

    A very good website on the basics of writing essays and the tricks to writing various essay types,
    some of which appear on the TOEFL— http://essayinfo.com/
    TOFL iBT Speaking Conqueror – http://www.coredownload.com/download-TOEFL-iBTSpeaking-
    Conqueror-65344.html
    Online dictionaries
    Longman Dictionary of Contemporary English – http://www.ldoceonline.com/
    Oxford English Dictionary (OED) – online access: Log on to the MIIS library through the MIIS
    website (www.miis.edu), click Online Databases button, then select OED Online.
    Encarta Dictionary – http://dictionary.msn.com
    Merriam Webster – www.merriam-webster.com
    Dictionary.com – http://dictionary.reference.com/
    The Free Dictionary by Farlex – http://www.thefreedictionary.com/
    The Corpus of Contemporary American English (for collocations) –

    http://www.americancorpus.org/

    Oxford Collocations Dictionary Online- http://llohe-ocd.appspot.com/
    Thesaurus.com (for synonyms and antonyms) – http://thesaurus.reference.com/
    Urban Dictionary (slang) – http://www.urbandictionary.com/add.php
    Idioms Guide – http://www.edict.com.hk/vlc/idioms/directory/
    Harper’s Online Etymology Dictionary (for origins of words): www.etymonline.com

    http://www.nea.org/home/32346.htm

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    Healthy Grief

    Healthy Grief

    Paper details:

    Perform a literature search on the grieving process, using readings from this module, the GCU Library, or other websites and materials at your

    disposal. Focus on the work of Kübler-Ross’ grieving process and the stages of grief.

    Review the story of Job in the Bible, focusing on his suffering and grief. Examine how this story correlates to the grieving process defined by

    Kübler-Ross.

    In a paper of 750-1,000 words, include the following:

    1. Compare and contrast the grieving process as defined by Kübler-Ross and the story of Job with that of at least one other religion.

    2. Compare the relationship and interaction between joy and the above grieving models and examples.

    3. Relate your research to your own preferred method of handling grief. State whether your research has changed your view of grief.

    Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not

    required.

    This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric

    prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
    RUBRIC TO BE FOLLOWED
    1-COMPREHENSION OF CONCEPTS OF HEALTHY GRIEF- 40%
    DEMONSTRATES INTEGRATIVE COMPREHENSION AND THOUGHTFUL APPLICATION OF ACADEMIC MATERIAL TO REAL WORLD SITUATIONS- PRESENTATION OF MATERIAL INCLUDES

    EXPANDED CONCEPTS AND UNIQUE PERSPECTIVE OF MATERIAL STUDIED. PAPER HAS COMPONENTS THAT REPRESENT INTEGRATIVE UNDERSTANDING OF THE GRIEVING PROCESS

    BUT ALSO INCLUDES CORRELATION AND ANALYSIS BETWEEN JOB AND K-ROSS? MODEL
    2- COVERAGE OF CONCEPT- 30%
    COVERAGE EXTENDS BEYONG WHAT IS NEEDED TO SUPPORT SUBJECT MATTER-
    3- THESIS DEVELOPMENT AND PURPOSE- 20%
    THESIS OR MAIN CLAIM ARE COMPREHENSIVE. THE ESSENCE OF THE PAPER IS CONTAINED WITHIN THE THESIS AND OR MAIN CLAIM. THESIS OR MAIN IDEA STATEMENTS

    MAKES THE PURPOSE OF THE PAPER CLEAR.
    4-ARGUMENT LOGIC AND CONSTRUCTION- 8.0%
    CLEAR AND CONVINCING ARGUMENT PRESENTS A PERSUASIVE CLAIM IN A DISTINCTIVE AND COMPELLING MANNER. ALL SOURCES ARE AUTHORITATIVE.
    MECHANICS OF WRITING- 5.0 %- INCLUDES SPELLING, PUNCTUATION GRAMMAR LANGUAGE USE- WRITER IS CLEARLY IN COMMAND OF STANDARD, WRITTEN, ACADEMIC ENGLISH
    PAPER FORMAT-USES 5.0%- APPROPRIATE STYLE FOR THE MAJOR AND ASSINGMENT -ALL FORMATS ELEMENTS ARE CORRECT.
    RESEARCH CITATIONS- 5.0%0 IN TEXT CITATIONS FOR PARAPHRASING AND DIRECT QUOTES, AND REFERENCE PAGE LISTING AND FORMATTING AS APPROPRIATE TO

    ASSIGNMENT AND STYLE.
    IN TEXT CITATIONS AND A REFERENCE PAGE ARE COMPLETE AND CORRECT-THE DOCUMENTATION OF CITED SOURCES IS FREE OF ERROR.
    PLEASE FOLLOW THE RUBRIC TO THE TEETH. STEP BY STEP.

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