M4 a2 project schedule changes

Assignment 2: Project Schedule Changes
You have kicked off the District 4 Production Warehouse Move project, your contractors are in place and working on receiving the proper building permits.
You originally were told the permits would only take 2 weeks to obtain but the contractors are telling you it will now take 3 weeks. You need to build the additional week into your schedule for each permit that will be obtained.
In addition, your framing and drywall contractors have just told you they are running late on their other jobs and can only release half their crew for your project. This will double their schedule.
Build the extra time into your schedule by doubling the installation work timelines for both the framing and drywall. Your project plan should also be updated with the new 3-week timeline for obtaining permits. Use the project plan you created for this task.
You are now looking at an extended project delivery date. Your project sponsor was very clear that you must be done in a 4 month timeframe so you will need to look at options for reducing your schedule to fit into the 4 month window.
You have an option of hiring another contractor to help with the framing and drywall work but it will increase your budget by $200,000.
Determine your best course of action for bringing this project in on schedule and update your project plan to reflect your recommendation. Develop a 5-6 slide presentation for senior management outlining your proposed solution. You are seeking approval to proceed with your new plan.
Submit both your updated project plan and PowerPoint presentation.
Submit your plan to M4: Assignment 2 Dropbox by Wednesday, December 18, 2013.

Assignment 2 Grading Criteria 

Maximum Points

Correctly updated the project plan to reflect revisions based upon risks and details presented.

50

Created a senior level presentation detailing the recommendations and seeking approval.

45

Used correct grammar, spelling, and word choice and cited all sources using correct APA style.

5

Total:

100

during this week, you will identify a population at risk in your

Identification of a Population in Your Community
 During this week, you will identify a population at risk in your community. This population will be the basis for your Practicum Discussions and your individual presentations over the next 6 weeks, as well as the focus of your final PowerPoint presentation in Week 6. To review, a population is a group of individuals who share a common environmental or personal characteristic, such as obese individuals who are at risk for diabetes or cardiovascular disease (populations at risk) or those individuals who are otherwise healthy and could stay healthy if they do not develop risky behaviors (populations of interest). An example of this is teenagers who don’t yet smoke but might consider it due to peer pressure (Stanhope & Lancaster, 2016). Some of the topics you might consider are vaccination compliance, obesity rates among children and adults, teenage pregnancy, or infectious diseases such as Norwalk virus, genital warts, or sexually transmitted diseases/infections. You might look also at emerging public health problems such as Chagas or the Zika virus. Some of the places you might consider looking for information to substantiate and support your ideas about populations at risk in your communities are your local health department, the CDC, and the many evidence-based websites that the CDC supports, such as the CDC Wonder (http://wonder.cdc.gov/). You may also review the work of other community groups that focus on improving health care outcomes for your community. You should begin to support your selection of population and ideas about their health care problems through the use of health data and scholarly literature.
Please address the following points in your Practicum Discussion:

Briefly describe your community and then describe your practice setting.
What are the determinants of health in your community? (https://www.healthypeople.gov/2020/about/foundation-health-measures/Determinants-of-Health)
What are the most prevalent health problems in your community or in your practice?
Choose a population at risk and describe the health problem specific to that population. Remember that you will have to define the population’s age, culture, religious beliefs, foods, and traditions eventually as your project progresses.

As a community of practice your task for this week is to collaborate with professionals across the health care system and with your community of practice in the discussion in order to find a gap in care or social determinant that often results in poor health care outcomes. You will begin to take the lead in advocating for and collaborating with others to improve the health care outcomes for populations at risk.
What health issue, problem, or disparity in health outcomes is of concern to you as a scholar practitioner in your community? What gaps in knowledge and care do you see as possible causes for the health issue? What does the health data tell you about the health issue? What does the literature tell you about the health issue? How can you learn about the health issue and about possible solutions from the viewpoint of families, community as a whole, and health professionals in your community? What evidence is there to support your proposal? What is one avenue you could advocate for improved health outcomes and know when a change has taken place?

Develop an intervention plan in collaboration with other professionals that takes into account determinants of health, available resources, and activities that contribute to health and the prevention of illness or injury
Provide culturally competent care, i.e., health promotion, disease and injury prevention interventions in collaboration with other health care professionals in a community health care setting
Analyze data pertaining to a specific community health issue
Evaluate how cultural competence improves nursing practice and health outcomes
Evaluate current evidence-based practices for your selected population
Analyze evidence-based practices
Evaluate programs aimed at solving health problems
Evaluate local disaster plans and contemplate collaborative efforts in problem solving
Analyze effectiveness of practicum proposal through practice presentations
Present practicum presentation to colleagues

Tools and molds in addictive manufacturing | mechanical engineering |

you need to create term paper for that you need to use 20 different references(articles) which includes section like abstract, introduction based on tools and molds in addictive manufacturing, different types of tools and molds used now days by considering specific materials and techniques, future scopes, challenges and conclusion.
in the end of this report, you need to write different references which contains data from where you find data by using Mendeley. The report size should be around 18 to 20 pages.
word limits are as follows:
  Abstract (150-200 words) ? Introduction (600-700 words) ? An overview on the selected topic (process, Structure, property, performance, and based on the topic, you will review all these on a specific material) ? Conclusion (150-200 words) ? References (Use Mendeley otherwise I do not accept your document) 

UCLA Communication Foucault Disciplinary Society Discussion

At the end of week 7, you will submit a ten-source annotated bibliography on your chosen research topic. I.e., this annotated bibliography is the first step toward your final research paper, so you should use this opportunity to gather relevant sources. Each annotation will be 150 to 250 words and will focus on a single peer-reviewed source. Peer-reviewed sources include only academic books and research articles from peer-reviewed academic journals; websites are not acceptable. See attached assignment sheet for appropriate formatting and rubric for grading criteria.

Lab 1- video and lab report | Chemistry |

Your lab report for Lab 1 should include the following information in order to earn full points for this assignment:
Name: (0.25 points) Be sure to include your full name (First and Last).
Date: (0.25 points) You can use a MM/DD/YYYY or DD/MM/YYYY format, or type out the date
Experiment #: (0.25 points) Be sure the experiment number matches the Lab Module.
Title: (0.25 points) The title of the experiment should also match the title given in the Lab Module.
Purpose: (1 point) This section should be written in complete sentences using third person, and present or past tense. The purpose should include the goal of the experiment. If there is more than one part to the experiment you may summarize all goals in this section. This short description should make it clear what skills or knowledge should be gained from the completion of the experiment.
Procedure: (2 points) The procedure should be a step by step set of instructions that is detailed enough that someone could use it to replicate the experiment. This is very similar to a recipe in cooking. You can write this section using paragraphs, numbered lists, or bullet points, however it should be written in complete sentences (third-person, present or past tense), and well-organized. If there is more than one part to the experiment, you can have multiple subsections in the procedure.
Be sure to include a procedure for:
Part 1:

The different types of pipettes
How to use a pipette
The precision experiment
The accuracy experiment

Part 2:

SDS-Page Electrophoresis
Agarose Gel Electrophoresis

Data/Results/Calculations: (2 points) In this section you should organize all the observations and data that was collected as part of the experiment, being sure to clearly label each measurement and/or part of the experiment. You may wish to construct a data table for a neat and professional looking report. Please note that screen shots from the lab video of data are not permitted.
Be sure to include data/results/calculations for:
Part 1:

Pipette Precision (Variable Volume vs. Graduated Glass Pipette)

Mass Data
Calculated Volume
Mean
Standard Deviation

Pipette Accuracy (Variable Volume vs. Graduated Glass Pipette)

Set Volume
Measured Volume
Difference

Part 2:

SDS-Page

Data Table
Equation from Plot of Log MW vs. Rf
Calculation of MW of P2
Calculation of MW of P2

Agarose Gel

Which dog is the unknown?

Discussion Questions: (2 points)
How is a glass pipette similar and different from an automatic pipettor?
What is the difference between accuracy and precision?
When pipetting how should you treat volatile organic compounds differently than water-based solutions?
Is electrophoresis an analytical or preparative technique? Explain giving one piece of evidence in your rationale.
Conclusion: (2 points) The conclusion section should be a well developed paragraph (at least 6 sentences), separate from the Data/Results/Calculations section. It should be written in complete sentences (third-person, present or past tense) and should summarize the results of the entire experiment(s). You should emphasize what important concepts were explored, what the results showed, what conclusions can be drawn, and how the purpose of the experiment was accomplished.
Be sure to include:
Which pipette was the more precise?
Which pipette was the more accurate?
Notes: The notes section is where you should put information that does not belong in other sections. This would include background information, or anything else that you deem important that was not directly related to performing the experiment
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USCHHS PR And Marketing Campaign Peer Discussions

reply to 4 student posts, adding NEW information to the discussion. Handbook of Strategic Public Relations and Integrated Marketing Communications, 2nd Edition

Preschool joint custody c | Education homework help

Objective:To create a pros and cons list regarding 50–50 joint custody parenting from various perspectives and to evaluate your list. 
Assignment incomplete without self reflection
Scenario:You  are a first-year teacher who has just learned that the parents of Kyla,  a child in your class, have divorced. Kyla’s mother tells you that she  and Kyla’s father are working out the details of a 50–50 joint custody  parenting arrangement for Kyla and her two older brothers. You imagine  that this new arrangement will be stressful for everyone concerned and  would like to have a deeper understanding of the possible implications.  Your director suggests you watch the video Divorce and Children. After  watching the video, you decide to clarify your thinking about what the  pros and cons of 50–50 shared parenting might be from the perspectives  of Kyla and her brothers. Next, you think about the possible  implications for Kyla’s parents. Last, you consider the pros and cons  from your point of view as well as that of the people who interact with  Kyla at school.
Focus Assignment
1.  Create a two-column pros and cons list to help clarify your thinking  about 50–50 joint custody parenting. List three possible pros and three  cons from Kyla and her brothers’ perspectives. Add a few sentences to  elaborate on your thinking about each pro and con. Now, list three  possible pros and three cons from Kyla’s parents’ perspectives. Finally,  list three possible pros and three cons from your perspective as Kyla’s  teacher and from the standpoint of the larger school community.
2.  Be sure to read the SELF-EVALUATION section below to guide your  thinking. Write your self-evaluation after you have completed your pros  and cons list.
Self-Evaluation
1. For each item on your pros and cons list:     a. Explain how this item addresses the issues in the scenario.   
2. Describe and justify how your pros and cons list would improve teaching and learning in the scenario.

University of Phoenix Communications Paper

(Oral Traditions Credits: 3 Gen Ed: Communication Arts Course Description. Examine the role of personal narrative, folklore, myth, legends, and other oral traditions have within communication in a culture. Emphasis should be placed on the importance of the performance or communication and the impact on cultural communication and beliefs. The following subtopics are to be addressed: Subtopic 1: Evaluate the role of personal narrative, folklore, myth, legend, and other oral traditions within a specific culture. Subtopic 2: Describe the process through which oral traditions are shared in a specific culture. Subtopic 3: Assess the impact of the oral traditions on communication within the culture. Subtopic 4: Examine the performance element associated with oral tradition in the culture. Subtopic 5: Analyze the relationship between the oral traditions and cultural beliefs within the culture. Subtopic 6: Describe how these oral traditions are maintained and communicated in a modern society. Possible Course Duplication This course may duplicate courses of similar content.) This is my journal topic. I want to do it on Native American Culture/Oral Traditions.Student Name:Student IRN:Instructions: Please select a Journal topic from the website to which you have relevant knowledge and experience gained to sufficiently respond to each component of Kolb’s model for each subtopic.Autobiography (500 words minimum) Type in field below When completing your Life Experience Journal in the sections below, use the following descriptions of each of the four elements of Kolb’s model as a guide for what should be included in your responses. These should be written in the first person, so these elements will translate the learning you’ve gained from your experiences into knowledge.Kolb’s ModelThe University uses Kolb’s model to transform experiences into knowledge. Below is a brief description of each of the four elements of Kolb’s Model. Please make sure you respond to each section for each of the subtopics:EXPERIENCE JOURNAL TOPIC: (Indicate Journal Topic Here)SUBTOPIC 1: Description of Concrete Experience (approx. 150 words): Type in field belowReflections (approx. 150 words): Type in field belowGeneralizations, Principles and Theories (approx. 150 words): Type in field belowTesting and Application (approx. 150 words): Type in field belowSUBTOPIC 2: Description of Concrete Experience (approx. 150 words): Type in field belowReflections (approx. 150 words): Type in field belowGeneralizations, Principles and Theories (approx. 150 words): Type in field belowTesting and Application (approx. 150 words): Type in field belowSUBTOPIC 3: Description of Concrete Experience (approx. 150 words): Type in field belowReflections (approx. 150 words): Type in field belowGeneralizations, Principles and Theories (approx. 150 words): Type in field below Testing and Application (approx. 150 words): Type in field belowSUBTOPIC 4: Description of Concrete Experience (approx. 150 words): Type in field belowReflections (approx. 150 words): Type in field belowGeneralizations, Principles and Theories (approx. 150 words): Type in field belowTesting and Application (approx. 150 words): Type in field belowSUBTOPIC 5: Description of Concrete Experience (approx. 150 words): Type in field belowReflections (approx. 150 words): Type in field belowGeneralizations, Principles and Theories (approx. 150 words): Type in field belowTesting and Application (approx. 150 words): Type in field belowSUBTOPIC 6: Description of Concrete Experience (approx. 150 words): Type in field belowReflections (approx. 150 words): Type in field belowGeneralizations, Principles and Theories (approx. 150 words): Type in field belowTesting and Application (approx. 150 words): Type in field below

Topic selection | English homework help

  In order to explore that fully, we will be selecting a topic and then focusing on it throughout the term.  Your topic must be a problem in the workplace, your community or your school (Pick one area).  It must fit the following criteria:

It must be real. 
It must be solvable.
It must have depth.
It must require research.

Here are some examples of possible topics:

Adding on-site childcare.
Tuition discounts
Changing the speed limit on a particular road.
Upgrading company technology.
Creating a student lounge.
Creating a community garden.

Once you have selected your topic, you will then brainstorm possible audiences you will need to communicate with in order to effectively solve this problem. Read this document to learn more about audience analysis. Use the attached chart to profile your audience.  You must include a fully developed paragraph at the top describing your problem. Please submit both your topic selection description and the reader analysis chart in one document. 

Clinical field experience b: assets and funds of knowledge | TSL 550

Assessment Description
An asset-based approach to teaching focuses on the strengths of students and recognizes they come to the learning process with knowledge, backgrounds, and experiences that can contribute to their continued learning and growth. Teachers who take the time to gather information on their ELLs and tap into their funds of knowledge can design effective instruction that builds on their rich cultural and linguistic resources.
Part 1: Mentor InterviewInterview your mentor teacher about how information is gathered on ELLs and used to leverage their cultural and linguistic assets. Include the following in your interview:

What are examples of cultural and linguistic assets or funds of knowledge your ELLs possess?
How do you collect ELL student data and information related to their knowledge, backgrounds, experiences, and interests? What type of student data/information do you have access to when you have a new student that is an ELL? How might student data/information differ based on special population or ELL typology (e.g., newcomer, student with limited or interrupted formal education, refugee, long-term English learner)?
What laws or special considerations for your state or school district must you adhere to regarding the collection and use of student data/information?
What are examples of how you use ELL student data/information in your classroom to build on the background knowledge of your ELLs?
How do you use multicultural or multilingual resources in your classroom to connect ELLs to the curriculum and what benefits have you seen from their use?
How do you cultivate an understanding of the larger community that your ELLs belong to in order to develop an asset-based perspective?
How do you support other teachers and staff in developing an asset-based approach to teaching and working with ELLs?

Part 2: Inventory Tool and Mentor Discussion
With your mentor, review and identify inventory tools for evaluating culturally responsive curriculum or multicultural resources in a classroom or school library (e.g., textbook Figure 6.6 Assessing Multicultural Resources Tool, Culturally Responsive Curriculum Scorecard in topic Resources, a tool found online or provided by your mentor teacher).
Collaborate with your mentor to select and complete an inventory tool and discuss areas of strength and opportunities for improvement in ensuring the curriculum is culturally responsive or multicultural resources in the classroom or school are accessible to students.
Part 3: Reflection
In 250-500 words, reflect on your mentor interview and the time spent evaluating resources in collaboration with your mentor teacher. Include the following in your reflection:

How you plan to collect and use student data and background information to learn about the personal, cultural, and linguistic assets of your ELLs and tap into their funds of knowledge.
Key criteria you will look for to ensure curriculum or resources are culturally responsive and leverage the backgrounds of ELLs in your classroom/school.