Decision Making

Decision Making
Order Description

Here are some tips for Part C of your Reflective Journals which is due on Monday 3rd of October 2016.
Part C is all about Decision Making, specifically related to your career. There are not many people, especially students, who have the opportunity to really think
about their career plan and how the decisions they make impact this. Career plans are not designed to be set in stone, but are flexible and able to guide you through
your decision making in the short and long term.
In this assessment we want you to reflect on the aspects that influence your career decision making.

1. Identify the key elements of career decision-making, in the context of life planning;
What are the important parts of your life that need to consider when thinking about your career? Think about your self-awareness in Part A. How does work fit into your
life? Think about your career within your life plans/goals. For example, do you want to travel and work overseas forever or do you want to stay in one place or both?
Perhaps studies influence where you work.
Reflect on your decision making for WIL and selecting your work placement. What influenced your decisions?

2. Relate self-awareness to knowledge of different opportunities;
This is where the completion of the VIA Character Strengths survey can benefit you.
Using your top character strengths, your self-knowledge from Part A and your knowledge of opportunities from Part B, how will you use your self-knowledge to make use
of the opportunities which are available. For example, if your top strengths are Creativity, Curiosity, Judgment, Perspective or Love of Learning that might lead you
to pursue certain career paths. If your top strength are other things you might choose other paths. Perhaps you are on the path of learning and wish to develop your
weaknesses as well.
Alternatively, you might discuss your interests in relation to different opportunities. If you are someone who wants to travel for work, relate this to the
opportunities available.

3. Evaluate how personal priorities may impact upon future career options;
Do you need to work close to family? You might decide to return to your home town to be close to your family and friends, this could limit the types of jobs you apply
for but could make you happy for other reasons. Perhaps you have a large family to support and money is a big factor in the career path you take.

4. Devise a short/medium-term career development action plan;
Use a table or excel spreadsheet to outline the next steps in YOUR future career plan. Think about the different stages in your career. What are you going to in 6
months time, a year, 2 years or even 5, 10 or 50 years? Perhaps you could change jobs for WIL 2. Reflect on your decision making process at each stage.
Another aspect to include in your plan is strategies in how you will reach each career goal. If I want to be General Manager of a hotel, what are the steps to
achieving this? What do I need to do to move up each step?

5. Identify tactics for addressing the role of chance in career development.
How might you be ready for a chance or opportunity? For example, a chance meeting with someone who could positively influence your career.
Think about your resume or ‘elevator speech’ (if you are not sure what this is please look it up). If someone came up to you at a networking event and it turned into
an on-the-spot interview, how are you going to impress. Are you prepared for these opportunities?
It could be right here at William Angliss. Recruiters might be coming out to hire students. Are you ready for this opportunity? How?

6. Review changing plans and ideas on an ongoing basis.
How often will you review your plans? Will you write your plans down? Will you change them when the situation changes? Will you consult with your
advisors/mentors…people you trust and confide it? How flexible is your plan?
As always, let me know if you need any assistance with your assessments.

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Sources of Literature

Sources of Literature
Order Description
Assignment: Selecting Sources of Literature

Due Date: Oct 02, 2016 23:59:59 Max Points: 100

Details:
Locate a minimum of 15 peer-reviewed articles that describe the problem or issue and that support the proposed solution. Eight of the 15 articles must be research-
based (e.g., a study which is qualitative, quantitative, descriptive, or longitudinal).
Hint: Begin your search for literature by utilizing the databases located in the GCU Library. Contact your faculty member, the librarian, or library staff for
additional researching tips and key word suggestions.
Preview each of the 15 articles chosen by reading the article abstracts and summaries.
Hint: Article abstracts and summaries provide a concise description of the topic, research outcomes, and significance of findings.
Hint: Refer to “RefWorks” and “Topic 1: Checklist.”
Perform a rapid appraisal of each article by answering the following questions (one to two sentences are sufficient to answer each question):
1. How does each article describe the nature of the problem, issue, or deficit you have identified?
2. Does each article provide statistical information to demonstrate the gravity of the issue, problem, or deficit?
3. What are example(s) of morbidity, mortality, and rate of incidence or rate of occurrence in the general population?
4. Does each article support your proposed change?
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
You are not required to submit this assignment to Turnitin.

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(Environmental Analysis and Target Market). In this paper you will examine the marketing mix – or the 4 P’s – of your business.

1 (Environmental Analysis and Target Market). In this paper you will examine the marketing mix – or the 4 P’s – of your business. You also have the option ofpresenting this section as a powerpoint presentation using the guidelines below.

Your paper should be divided into the following sections and address the following factors:

Product

The term “product” refers to tangible, physical products as well as services. In this section, you are asked to describe the product offerings of your business,
addressing such factors as:
•What does the customer want from the product/service offered by your business? What needs does it satisfy? What features does it have to meet those needs?
•How is your product differentiated versus your competitors?
•How is it positioned within the market?
•Discuss your brand name and symbol. Are there any packaging needs; if so, describe.
•What product lines will you offer? Give examples of product items within each line.

Price

From a marketing viewpoint, price is the money exchanged for the ownership or use of a product or service. From a consumer’s viewpoint, price is often used to indicate
value when it is compared with perceived benefits such as quality, durability, etc. In this section, you are asked to address the following:
•What is the pricing strategy you have adopted for your product or service?
•Are there established price points for these products or services in you area? What are they? What will you charge for your services?
•How will your price compare with your competitors?
•Is your customer base price sensitive? Will a small decrease in price versus your competition gain you extra market share? Conversely, will a small increase in price
versus your competition cause you to lose market share?
•What discounts should be offered to your customers (if any)?

Place

Place is essentially about getting the product or services to your customers where they want to buy them – you have to offer the product to the buyer at the right
place at the right time. This section of your paper should address:
•Where do you plan to offer your products or services for sale? Be specific. If you are offering your products for sale in a store, for example, what kind? A specialty
boutique, a supermarket, a department store? Online?
•What do your competitors do, and how can you learn from that and/or differentiate?
•How can you access the right distribution channels to make certain that your product is available where your customers want it?

Promotion

Promotion represents the various aspects of marketing communication about the product or service with the goal of generating a positive customer response. This section
of your paper should address:
•Where and when can you get across your marketing messages to your target market?
•Will you reach your market by advertising in the press, on TV or radio, on the Internet, on billboards, or some other fashion?
•How do your competitors do their promotions, and how does that influence your choice of promotional strategy?
•What other non-advertising forms of promotion will you use? Social media? Personal selling? Sales promotion? Public relations and publicity? Give examples of each.
•What message will your promotion emphasize?

Your report should be a minimum of 4 pages long, not including a cover page and/or references. You should use 1” margins throughout as well as a 10-12 Times New Roman
font or similar font.

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a term paper that tracks the development of the concept of “individualism” and its reconstruction and deconstruction in the modernist culture till postmodernism.

Topic:
a term paper that tracks the development of the concept of “individualism” and its reconstruction and deconstruction in the modernist culture till postmodernism. This
study will examine three disciplines like painting literature, etc and will reflect on the readings assigned. The idea of the one in the many and the many in the one
should be explored

a cultural history course of the West from the Early Modern period of the late 16thc until present. The paper should be 30 pages and should be generational study of
the the concept of “individualism” (from modernism to postmodernism) and examined in three disciplines (visual art,philosophy,science, literature etc).The writer
should use most of the references I send but can use few extra ones if needed. In terms of books, these are Required Texts:
Goethe, Sufferings of Young Werther
Flaubert, Madame Bovary
Nietzsche, The Advantage and Disadvantage of History for Life
Freud, Civilization and Its Discontents
W.G. Sebald, Austerlitz
Simon Mawer, The Glass Room
Charles Jencks, The Story of Post-Modernism
There are also some reading from a course reading booklet which I will state here:
Descartes “Meditations”
Thomas Hobbes “Theseus Riddle”
Leibniz “Monadology” (individuation within an in-common shared objectivity)
Hobbes ” Of Man”
Locke “Of Identity and Diversity” and Republican perspective of property and personal identity
Pascal “The Provincial Letters”
Aesthetic debate of Voltaire, Montesquieu, and D’Alembert

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toyota production system

answer the questions in the attachment from. answers should be from the book.the book is
Toyota Production System
beyond Large Scale Production
by Taiichi Ohno
isbn
IME 4020 – Lean Manufacturing
Take-home exam (fall 2016)

Based on: The Toyota Production System by Taiichi Ohno

From the text, develop answers to the following questions. Each answer should fully address the question from both the theoretical and practical applications.

Answers will be evaluated based on content, completeness as well as quality of writing.

1) Identify the two pillars of the Toyota Production System and explain why they are important.
2) Explain Ohno’s (and Toyoda Kiichiro’s) belief with regard to equipment selection and purchase. (Least expensive? Highest technology? Etc?)
3) Explain the process for getting to the root cause of a problem.
4) What model did Ohno study (in the United States) for replenishing materials and how was this incorporated in the Toyota Production System?
5) Explain how the Kanban system works and provide an example.
6) Explain how visual controls can assist the production process and provide an example.
7) Ohno stated that “The greatest waste of all is excess inventory.” Explain why he believed this to be true.
8) Explain why multi-skilled operators are critical to the Toyota Production System.
9) Explain the difference between “labor saving” and “worker saving.”
10) Explain what Ohno meant when he said, “Do not make isolated islands.”
11) Describe the process of Baka-Yoke and give an example.
12) Describe the concept of production leveling.

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Choose a topic or subtopic from the Diet & Nutrition discussion series and research the scientific studies behind that topic

Assignment #1 – Research Article Reviews
Choose a topic or subtopic from the Diet & Nutrition discussion series and research the scientific studies behind that topic. You must find at least two research
articles from an approved journal or website. (If you’re not sure whether your website or journal is acceptable, please ask.)
In your research review, consider the following:
• purpose and significance of the studies
• the method(s) used in the studies
• your summarized description of the results
• your interpretation of the data, and conclusions the author(s) made
• an analysis of how relevant and valuable the study was in relation to your

Your paper must between two and three pages in length and be typed in Times New Roman 12-point font with 1 inch margins and be double-spaced. Cite your sources within
the text of the paper using APA formatting. Formatting matters, so when you submit your paper to Turnitin, be sure to use a .doc, .docx, or .pdf file type for best
results. You should submit your papers to Turnitin in such a way that no identifying information about you, me, or the class is included. To receive full credit for
your work, you should have a similarity (OSI) score less than or equal to 25%.

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Film

Order Description
the requirement later and the similarity should be lower than 5%, thx
Essay Writing Guide
1. About writing university essays
Writing an essay at university involves a number of different tasks: undertaking research on a topic; developing the means to structure observations, information, analysis and theory into a coherent form; ensuring such form is logical; evaluating the meaning of observations, information, analysis and theory; and referencing the material you use according to a prescribed system.

An essay is not simply a collection of facts or a reporting of information. It is an attempt to grapple with the significance of an event or an issue that recurs across a range of discursive modes. Typically, in writing an essay you are asked to respond to a question. The important thing is not to stop short of giving that response by simply presenting the material in which the reader might find an answer. It is your job to be direct about what your answer is.

Writing a good essay involves the consolidation of a number of skills. Developing these skills very much depends on the attitude you take to your work. Reading and writing skills—such as careful reading, meticulous note taking and conscientious redrafting of written work—require self-discipline and effective time-management. They will be most effectively developed if you adopt a curious and reflective disposition, a willingness to be interested in the essay topic and in the content of the course. Good writing comes from a hunger for knowledge and understanding and an interest in expressing yourself verbally.

Developing the skills to write a good essay is cumulative. With effort, over your time at university you will become more adept at writing essays, and the skills you develop in the process will become the foundation of your life skills for making sense of the world by independent means.

Because skills are cumulative, you will benefit most from your time at university if you read carefully through the comments provided by your tutor when your work is returned. When it comes to writing your next essay, even if it is for a different course, you should bear those comments in mind, making it one of your objectives to pay special attention to any weaknesses that have been identified.

Writing essays is hard. Fortunately, it is also immensely rewarding. Generally speaking, it is an opportunity to learn about the world, to evaluate different views of a topic, to organise information from a variety of sources into a coherent and intelligible structure. It also allows you to find out what you yourself think about a topic and to accumulate expertise in the field you are studying and the area you have researched.

Writing essays at university is different from writing essays at school in as much as the curriculum is not limited, and you are expected to undertake independent research and penetrate some of the material covered in lectures more deeply than the lecturer does. While your lecturer should stand as a guide to your exploration of a research field, what you bring to a given piece of work should not be limited to what the lecturer has said in class. In section 6 of this document you will find a complete breakdown of how to go about writing a university essay.

Remember, although there is a lot of intense analytical thinking involved in essay writing and a degree of creativity, there is also a lot of plain hard work. Indeed the thinking and creative processes can’t really come into play with any degree of success until many of the more mechanical tasks have been completed. Fortunately, much of the anxiety we experience when we contemplate having to think deeply and creatively is ameliorated by the undertakings that require pure self-discipline. In other words self-discipline is the first and necessary step to writing a good essay.

2. Time-management
In the first instance, you need to manage your time effectively. In your life-time you will hear many people boast that they received a good grade for an essay that they wrote the night before. Very occasionally people do obtain good results for completing a task on the fly, but they would undoubtedly have done better had they spent more time on it. And they would have learned more, which is, after all, the point of being at university. To do anything difficult properly takes time. When you are learning new skills, it will take more time than when you have mastered them.

So the very first thing you need to do to write a good essay is to plan your study for the semester. By the end of the second or third week of session you should have a firm idea of what all your assessment tasks are and when they due. It is more than likely that you will have multiple assignments due around the end of the semester. This means that you will need to organise yourself to make good use of those periods of the semester when not so much work is due to get going on those assignments that are bunched together at the end. Our advice is to plan your semester around the amount of pieces of written work you have, dividing the weeks in the semester by the number of assignments. Making sure you work consistently on those assignments throughout the semester should then be a straight forward task.

3. Be diligent
In most cases you will do better in any individual assignment by staying fully engaged with all aspects of the course for the duration of the semester. This means going to all lectures, tutorials and film screenings, keeping up with your weekly tutorial reading, taking notes in every instance and reviewing your notes when embarking on your assessment tasks. When reviewing your notes take the time to look up concepts you didn’t fully understand and if need be ask your tutor for further help.

4. Preparing to write your essay
4.1 Decide on a question and think about what it is asking of you. Write down whatever ideas come into your head.

4.2. Determine what avenues of research you will pursue: school course reader, internet databases and journal essays, library books, films, dictionaries, encyclopedias and other reference books. Try to assemble all of your material in one space as much as possible so that your can move on to the next task, which is reading and note taking.

4.3 Reading and note taking: The way you read a text will very much depend on the kind of text it is and what you want from it. Some texts will be easy to understand and will require little more than skim reading to identify relevant parts/points and you will quickly move on to taking notes from them. Others will be very hard to understand, will involve the use of specialised dictionaries, encyclopaedias and reference books to fully grasp and will require you going over them two or three or even more times. I find that difficult texts require me to read them three times: first I skim, second I underline what I think the important points of the argument are, third I take notes, trying to paraphrase as much as I can rather than simply copy out slabs of text. Paraphrasing is an important way of digesting the meaning of written texts.

Good note taking is the key to writing a good essay and it can also be one of the most pleasurable tasks it involves. The way you take notes will also depend on the text and what you want from it. It is important to be careful in the way you take notes to avoid the charge of plagiarism. When you take notes make sure that the very first thing you write down are the bibliographical details of the book (author(s)/editor(s), chapter or essay title, book or journal title, publisher, year and date of publication, page numbers). The next thing you should do is write the number of the page you intend to take some point from. This is very important and will save the time in the long run. Next write your point, making sure that if you are quoting verbatim you use quotation marks, and making a note of it if you are doing a very close paraphrase.

5. Watching films and film analysis
Watch the films you are writing about multiple times and take notes while watching them. The most important evidence for your essay lies in the films themselves and your essays in Film Studies courses should include your own interpretation of the films in question. This interpretation needs to go beyond mere assertion and be backed up with concrete details from the film as evidence. Such details should include more than a description of what happens in the story. The story itself is an effect of film form so you should always be considering the importance of such formal elements as framing and frame composition, editing, lighting, mise-en-scène, camera-work, dialogue, sound, noise. You also need to be aware of what genre the film belongs to, what the conventions of genre are, and/or how the work relates to the oeuvre of its filmmaker.

6. How to Structure Essays and Research

6.1 Introduction

6.1.1 Question the categories of the essay topic/question. This may mean taking the title apart word by word and asking what each one means and how they relate to each other.
6.1.2 And/or: Discuss the implications of the title if it is more straightforward.
6.1.3 Bring in any theoretical apparatus that might illuminate the title.
6.1.4 Briefly discuss the stance you will be taking in the piece of work towards the issues raised by the title.
6.1.5 Briefly outline the arguments you will be deploying in the course of the work (that is, set out your stall)

6.2. Corpus

6.2.1 Make sure that arguments are logically ordered, and make the links between the major ones transparent.
6.2.2 When considering each argument, assess it from many sides, taking into account all the contradictions found in the text(s) under discussion. If these contradictions undermine your original ideas, then let them be modified.
6.2.3 Be circumspect, thus be aware that films/texts are not about uncomplicated matters. Take the complexity of characters or events into account when discussing them. The result can lead to a more rounded analysis.
6.2.4 Test the validity of your arguments by trying to argue against yourself before writing. Again, the result is a fuller appreciation of what you may have previously considered an open and shut case.
6.2.5 Don’t labour points or keep referring to them. They become repetitious and ultimately affect the way an examiner may assess your work.
6.2.6 Your arguments should resemble an intellectual journey from a place of relative ignorance, through a thorough examination, to a conclusion at the end of each argument.
6.2.7 Take material from the film/text as a whole – with examples from here and with examples from there: don’t be strait-jacketed by a work’s chronology.
6.2.8 In the case of comparative essays: attract material from all your relevant sources. For example, do not write two half essays – write one essay on the two texts, continually contrasting your sources for productive similarities and divergences around arguments.

6.3 Conclusion

6.3.1 Tie together the conclusions from the arguments presented in the corpus of the essay into one more all-encompassing conclusion, that is, a conclusion of the conclusions.
6.3.2 Tell the reader what you have learned through the process of writing the essay. Your engagement with the film (s)/text(s) in the work’s corpus may have opened your eyes to new facets which have surprised you. These need to be reported in the conclusion.
6.3.3 Don’t skimp: a conclusion is there to show the reader that the essay was worthwhile and that you have learned something by applying rigorous criticism to texts.
6.3.4 But don’t go overboard either: keep it concise yet full of points derived from the essay’s corpus.
6.3.5 Don’t merely repeat what you have already said either: draw what you have already said together and deduce interesting points.

Arguments can be easily structured: you introduce your terms, you process your material with your ideas, and you draw conclusions.
7. Style Guide for submission of written work

Please read the following guidelines carefully. Poorly formatted work and incorrect referencing will attract penalties and may result in it having to be resubmitted.

7.1 Formatting your work
7.1.1 All work should be submitted in 12pt Times or Times Roman Font. Your text should be double-spaced and new paragraphs should be indented. Footnote or endnote text should be single-spaced.

7.1.2 When using quotation marks use double quotes as a default. Only use single quotes when there are quotes within quotes.

7.1.3 Text in quotes should not be italicised unless the original text is in italics or unless you want to emphasise part of the text you are citing, in which case you should say at the beginning of the footnote/reference to the text: my emphasis.

7.1.4 Film titles and book titles should be italicised. Journal articles and book chapters should be in quotation marks.
7.2 Notes and references
7.2.1 Use Chicago Style
7.2.2 Notes and references should appear at the foot of individual pages but at the end of the essay is also acceptable.
7.2.3 Do not use in text references.
7.2.4 Footnote numbers should be superscript and placed at the end of the sentence after the fullstop.
7.2.5 Second and later references to a previously cited work should be referred to by the author’s last name and the title of the work. If there are consecutive references to the same work you can use ibid after the first reference. Do not use op. cit.
7.2.6 All note references must include page numbers.

7.3 Example of Notes
1. Christian Metz, Psychoanalysis and Cinema: The Imaginary Signifier, trans. Celia Britton, Annwyl Williams, Ben Brewster and Alfred Guzzetti (London: Macmillan, 1982), 36.
2. Ibid., 34.
3. Ibid., 36.
4. Ginette Vincendeau, “Melodramatic realism: on some French women’s films in the 1930s”, Screen, vol. 30, no. 3 (1989), 51-2.
5. Monika Treut, “Female misbehaviour”, in Laura Pietrapaolo and Ada Testaferri (eds), Feminisms in the Cinema (Bloomington and Indianapolis: Indiana University Press, 1995), 110.
6. Vincendeau, “Melodramatic realism”, 55.
7. Ibid., 56.
8. Metz, Psychoanalysis and Cinema, 31.
9. Ibid.

7.4 References to films in both notes and main text should include full title with initial capitalisation according to accepted style of the language concerned. Titles should be italicised, and in the case of non-English language films original release title should precede US and/or British release title, followed by director and release date in round brackets:
A bout de souffle/Breathless (Jean-Luc Godard, 1960)
Where such information is relevant to the argument and does not appear elsewhere in the text, details of production company and/or country of origin may also be included:
The Big Sleep (Howard Hawks, Warner Bros, US, 1945).

7.5 References to television programmes should be dated from the year of first transmission, and, in the case of long-running serials, the duration of the run should be indicated. Details of production company, transmitting channel, country, may be supplied where they are relevant to the argument:
Coronation Street (Granada, 1961- )
Where writers or producers are credited their role should be indicated:
Where the Difference Begins (w. David Mercer, BBC, 1961).

7.6 When citing the internet don’t forget to include the date of access:
Malpas, J., “Donald Davidson”, The Stanford Encyclopedia of Philosophy (Winter 2012 Edition), Edward N. Zalta (ed.), http://plato.stanford.edu/archives/win2012/entries/davidson/ (accessed March 12, 2013)

7.7 Bibliography should be in alphabetical order by family name and should follow the same format as your references (see above) except that the last name should be first. Do not number entries or use bullet points.
Metz, Christian, Psychoanalysis and Cinema: The Imaginary Signifier, trans. Celia Britton, Annwyl Williams, Ben Brewster and Alfred Guzzetti (London: Macmillan, 1982).
Treut, Monika, “Female misbehaviour”, in Laura Pietrapaolo and Ada Testaferri (eds), Feminisms in the Cinema (Bloomington and Indianapolis: Indiana University Press, 1995), pp. 106-21.
Vincendeau, Ginette, “Melodramatic realism: on some French women’s films in the 1930s”, Screen, vol. 30, no. 3 (1989), pp. 51-65.

7.8 Filmography should follow the same format as your references and should list films in alphabetical order according to title. Again, don’t number or use bullet points before entries.

8. Proofreading Don’t forget to proofread your essay before you submit it. The best way to do this is to read it aloud. You will read it better this way and are more likely to locate grammatical errors and long and unwieldy sentences.
9. For further information see The Chicago Manual of Style (Chicago and London: The University of Chicago Press, 2003). This is now available via the library catalogue.

Lisa Trahair and Angelos Koutsourakis, October 2013.

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Discuss and analyze colonization in English colonies in what became the United States, taking into consideration the effects upon indigenous populations and those persons who settled here voluntarily and involuntarily.

Order Description*Discuss and analyze colonization in English colonies in what became the United States, taking into consideration the effects upon indigenous populations and those persons who settled here voluntarily and involuntarily. (the 13 colonies)
* The active voice is superior to the passive voice. Avoiding the passive voice can become awkward in a few cases, such as �She was born� (although I have found elegant ways of avoiding the passive voice in even that circumstance), but the passive voice is almost always awkward. Write with a preference for the active voice. USE THE ACTIVE VOICE AS MUCH AS HUMANLY POSSIBLE. I AM MORE CATHOLIC THAN THE POPE, SO TO SPEAK, REGARDING THIS MATTER. If the passive voice builds up to an annoying level in an assignment, I will count off for it. The definition of an annoying level depends upon how I am feeling while grading at a certain time on a particular day.
* Refrain from writing of past events in the present tense. One should, not for example, write, �George Washington appoints Alexander Hamilton the Secretary of the Treasury.� The reason one should not do that should be obvious. Just in case it is not, I will explain it: Washington appointed Hamilton to that post in 1789, in the past.

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Week 5 Journal Entry

Order DescriptionAssignment: Practicum � Week 5 Journal Entry
Reflect on atypical presentations of disorders in geriatric patients in your practicum setting. Many disorders manifest themselves in a way that would be considered an atypical presentation�most likely different from the way a textbook would describe the disorder�s possible presentations. Consider geriatric patients that you have observed with atypical presentations of disorders. Describe a patient case including how the patient was diagnosed and strategies that were used to overcome the atypical presentation. If you did not have an opportunity to evaluate a patient with this background during the last 5 weeks, you can select a related case study or reflect on previous clinical experiences.

Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Flaherty, E., & Resnick, B. (Eds.). (2014). Geriatric nursing review syllabus: A core curriculum in advanced practice geriatric nursing (4th ed.). New York, NY: American Geriatrics Society.

• Chapter 32, “Falls” (pp. 234–242)
This chapter examines the prevalence and causes of falls in the older adult population. It also presents clinical guidelines for assessing, managing, treating, and preventing falls in older adults.
Holroyd-Leduc, J., & Reddy, M. (Eds.). (2012). Evidence-based geriatric medicine: A practical clinical guide. Hoboken, NJ: Blackwell Publishing.

• Chapter 9, “A Balancing Act: Preventing and Treating Falls” (pp. 105–123)
This chapter identifies risk factors associated with falls in older adults. It also examines interventions for treating and preventing falls in order to improve outcomes for older adults.
Don’t miss underlying reason for elder’s fall: Perform a functional assessment. (2010). ED Nursing, 13(5), 58–59.
Note: Retrieved from the Walden Library databases.

This article examines causes of falls in older adult patients and identifies methods for treating falls in older adults.
Panel on Prevention of Falls in Older Persons, American Geriatrics Society, and British Geriatrics Society. (2011). Summary of the updated American Geriatrics Society/British Geriatrics Society clinical practice guideline for prevention of falls in older persons. Journal of the American Geriatrics Society, 59(1), 148–157.
Note: Retrieved from the Walden Library databases.

This article presents guidelines for preventing falls in older adults. It also identifies recommendations for screening and assessing falls in older adults.

Kanis, J. (n.d.). WHO Fracture Risk Assessment Tool. Retrieved August 4, 2014, from http://www.shef.ac.uk/FRAX/

This website provides the calculation tool for the fracture risk assessment. It also identifies risk factors that increase a patient’s susceptibility to fractures.

________________________________________

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Political science

Order DescriptionI need a essay to be written in the field of POLITICAL SCIENCE. I have a list of topics which i will attach but Please confer with me before finaliszing the topic.�
You will need to provide an answer to the question
� You will need to read other scholarly material in order to make your analysis.
� You will need to base your answer on this research.
� You need to identify the reasons used to reach your conclusion.
� You need to evaluate whether your conclusion follows from these reasons.
� You will need to scrupulously use correct grammar, expression and referencing methods.
This essay needs to be an argumentative one(making statements from diffrent scholarly articles then ) .Lastly I have also attached a general advice file for the essay please make sure you abide by that while writing include all the point mentioned in it. At the end PLEASE I want this essay to BE A MASTERPIECE. Any doubts please reply me I will be available all at all times.
Pols 1301 Assignment 3. Argumentative Essay
Minor Essay (1500 words)
Due 4 Oct 16 21:00
Worth: 35%
• You will need to provide an answer to the question
• You will need to read other scholarly material in order to make your analysis.
• You will need to base your answer on this research.
• You need to identify the reasons used to reach your conclusion.
• You need to evaluate whether your conclusion follows from these reasons.
• You will need to scrupulously use correct grammar, expression and referencing methods.

Questions:
1. Do democratic states need republican constitutions to guarantee freedom for their citizens?
2. Which is more democratic: Liberal or Social democracy?
3. Which provides the best conception of freedom: liberalism or socialism?
4. Are liberal rights sufficient to achieve feminist goals?
5. Is religious fundamentalism in politics a contemporary form of fascism?
6. Why do both Christian and Islamic fundamentalists perceive democracy and liberty as a problem?

Assignments are to be submitted electronically using TURNITIN via Blackboard.
Students should also ensure that you have a copy of the School of Political Science and International Studies’ Essay Guide 2016. This can be downloaded from the School’s website at http://www.uq.edu.au/polsis under ‘Student Handbooks’.

If you require an extension, you should contact the school of political science and international studies before the due date. Requests for extensions after the due date will only be granted in exceptional circumstances. Penalties for late submission apply (unless an extension has been granted). Students are penalised 5% for every working day that the assessment is late (e.g. if the essay is out of 40, you will lose 2 marks each day).
Essay submitted more than two weeks late without an extension (or after extended deadline) may not be considered for marking.

PLAGIARISM & ADVICE FOR STUDENTS WRITING ESSAYS

All students must complete the Academic Integrity Tutorial.
• A link to the tutorial website will be provided to students when they log into mySI-net.
• The tutorial is available at https://www.uq.edu.au/integrity/help.aspx;

Students are advised to thoroughly acquaint themselves with the University’s policy concerning plagiarism as outlined in the School of Political Science and International Studies Essay Guide 2006. The guide can be obtained from the School’s Enquiries Office (Level 5, Building 39A) or downloaded from the Student Handbooks section of the School’s website (http://www.uq.edu.au/polsis).
It is the University’s task to encourage ethical scholarship and to inform students and staff about the institutional standards of academic behaviour expected of them in learning, teaching and research. Students have a responsibility to maintain the highest standards of academic integrity in their work. Students must not cheat in examinations or other forms of assessment and must ensure that they do not plagiarise.
The University has adopted the following definition of plagiarism:
Plagiarism is the act of misrepresenting as one’s own original work, the ideas, interpretations, words or creative works of another. These include published and unpublished documents, designs, music, sounds, images, photographs, computer codes and ideas gained through working in a group. These ideas, interpretations, words or works may be found in print and/or electronic media.
The following are examples of plagiarism where appropriate acknowledgement or referencing of the author or source does not occur:
• Direct copying of paragraphs, sentences, a single sentence or significant parts of a sentence;
• Direct copying of paragraphs, sentences, a single sentence or significant parts of a sentence with an end reference but without quotation marks around the copied text;
• Copying ideas, concepts, research results, computer codes, statistical tables, designs, images, sounds or text or any combination of these;
• Paraphrasing, summarising or simply rearranging another person’s words, ideas, etc without changing the basic structure and/or meaning of the text;
• Offering an idea or interpretation that is not one’s own without identifying whose idea or interpretation it is;
• A ‘cut and paste’ of statements from multiple sources;
• Presenting as independent, work done in collaboration with others;
• Copying or adapting another student’s original work into a submitted assessment item.

• plagiarism will be treated as misconduct. The Head of School will proceed in accordance with HUPP 3.60.1 – Procedures for dealing with Student Discipline and Misconduct.
You are encouraged to read the UQ Academic Integrity and Plagiarism policy, available at http://www.uq.edu.au/hupp/index.html?page=25128, which makes a comprehensive statement about the University’s approach to plagiarism, the consequences and the principles associated with preventing plagiarism.

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