Digital Government services

Links that can help:
https://www.fedramp.gov/#
https://www.fedramp.gov/how-fedramp-supports-agencies/
https://s3.amazonaws.com/sitesusa/wp-content/uploads/sites/482/2015/02/FedRAMP-Training-Welcome-to-FedRAMP.pdf
Prepare a set of talking points (3 to 5 paragraphs or 5 categories / 20-25 bullet points total) which address the following information request:
How does FEDRAMP help agencies ensure the security of digital government services?
Your talking points must address the following:

What is meant by “Digital Government services?” (previously called “e-Government” services)
FEDRAMP (what it is, how FEDRAMP is used to deliver Digital Services, how FEDRAMP contributes to improved security for Digital Services)
Additional strategies for improving privacy and security (Play #11) from the Federal CIO Council’s Digital Services Playbook (“Manage security and privacy through reusable processes”) — make sure that you address the “Checklist” and “Key Questions”

Provide in-text citations and references for 3 or more authoritative sources. Put the reference list at the end of your posting
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 Create a User Submit Form

Identify the differences between the PHP GET and POST methods. Create an XHTML form for a web poll that uses the GET method, the POST method.  Rank products or services that you will use for your project in phase I of the class project.  The product or service must have an image and description.  Each poll should have a field that is able to store the name of the ranker, at least 5 features that a user can rank using radio buttons (e.g., from strong to weak, or secure to unsecure or strongly disagree to strongly agree), and a comments section. The 5 different elements to rank could be things such as “Would you buy this product at this price?” or “Do you like the colors offered for this product?” or “Is this secure?”
Upon submission of the poll, the user should be taken to a web page that gives a nicely formatted results report. The web poll form that ranks the GET method should use the GET method and the poll form that ranks the POST method should use the POST method.  The reports page should give a nice picture, graph, table, or spreadsheet of how each product/service was ranked as well as the name and comments left by the customer.
At the minimum, there will be three or four web pages completed for this assignment.  The first page will include a form that allows an individual to rank 5 items using a GET (1 submit button) and a second form that allows an individual to rank 5 items using a POST (2nd submit button).  You can also use two separate web pages to separate the GET and POST rankings if preferred.  The second page will give the results / report of the ranking for the PHP GET and the third page will give the results / report of the ranking for the PHP POST
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Multimedia Web Development

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Multimedia Web Development Course Project: Part 5—Final Submission This week, you will finalize your course project and host it online. To finalize your project, complete the following tasks: Insert keywords, a title, and description to make each page ready to Read More …
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RELIGION, DEMOCRACY AND TERRORISM

 
RELIGION, DEMOCRACY AND TERRORISM: A CASE OF EGYPTIAN BROTHERHOOD
what is the relationship of democracy, relgion and terrorism in the case of egypt and the muslim brootherhood
15000 words dissertation no plagiarism it will be checked, english must be perfect, its contentious work from order number 82058834 i will attach your work, i will need updates every week you must upload draft,on the top of every page only this number must be written (4297835) i will send you with additional instruction later on, you start the research plzzz it has to be perfect.
Chapter 1: Introduction
1.1 Background Information
The 21st century that was expected to be a peaceful time has been marred by turbulent times with violence that manifests itself in forms of terrorism, ethnic massacres, bomb blasts, women atrocities, and cultural genocide. Despite increased technological growth and development in sociological areas of human discipline, continental as well as the regional relationship has been turning volatile (Kingsley, 2010). Terrorism is one of the major global peace threats in the modern world. Terrorism, which can be considered to be substrate application of violence or threatened violence intended to show societal panic and a particular change, has resulted in numerous implications in the contemporary world (Aktan, 2004). In this regard, the diverse motivations of the contemporary upsurge regarding terrorist attacks are a major consideration and subject for research by independent scholars and international institutions like the UN. The goal is to establish countermeasures for terrorism.
The rise of terrorist activities that are conducted in the name of Islam has raised questions regarding the relationship between terrorism and religion (Hughes, 2017). The question of governance has also impacted significantly on rising terrorism. The case of Egypt demonstrates an example of contemporary issues that relate to modern terrorism. With the current political situation in Egypt, it is imperative to evaluate critically its implications towards the growth of waves of terrorism. Scholars have argued that Muslim Brotherhood, an Islamic movement founded in Egypt, has a critical role to play in modern terrorism developments. For example, El-Sherif (2014) opines that Brotherhood has been facing a massive challenge in balancing Islamic principles with the popular democratic demands as well as socioeconomic reforms. This is contrary to the popular belief before its rise to power that its political inclusion in the country would lead towards its democratization and moderation. In this respect, calls have been to investigate its ideological and organizational failures and what implications they have towards global peace.
1.2 Problem Statement
Scholars of terrorism and other international organizations have been studying the connection between religion, democracy, and terrorism (Dalacoura, 2006). However, the literature of democracy and religion and terrorism has not attained a popular verdict. Some scholars posit that democracy mitigates terrorism (Cinoglu, 2010). Such studies are built on the notion of the inverse relationship between political freedom and the potential of terrorism. The argument is that democracies have political freedom and representation that is not present in repressive states that give its citizens an opportunity to select leaders, air grievances, and pursue political ambitions through political channels rather than resulting to terrorism. On the other hand, religion is considered to have been used as a motivation in which terrorists draw inspiration from. Cinoglu (2010) argues that religious imperatives have a significant potential that leads to violent activities due to the creation of “us vs. them” notion. Religion offers its followers a unique value system for legitimizing approved acts. However, terrorist groups such as Al-Qaida purport to defend sanity and religious principles in their actions. In this regard, the connection between religion and terrorism has remained a dilemma.
It has been unclear how Brotherhood has impacted towards Egyptian and global terrorism considering their nonviolence calls. Crane (2005) noted that Brotherhood is a widespread Islamic organization that has been seeking to Islamize societies and compels the governments to adhere to the sharia law. However, the group has supported or even used violence leading to its frequent ban in Egypt. It is in this regard that political scholars have been associating it with terrorism. For example, Aziz (2017) argued that the rise of terrorism that is conducted in the name of Islam raises the question regarding the connection between religion and Islam. She further argued that a free marketplace regarding religious ideology would provide the required political space for the religious scholars to challenge the success of Al Qaeda openly. In this regard, it is imperative to investigate further whether religious organizations have any connection with increased terrorism considering the nonviolence calls from Brotherhood.
1.3 Purpose of the Study
The purpose of this research is to investigate the relationship between democracy, religion, and terrorism using Egypt’s Brotherhood as the case of reference. Various studies have refuted the connection of the three issues indicating that terrorism should be researched independently. In her research, Dalacoura (2006) indicated that there is no evidence of the existence of a causal relationship between the democratic deficit in the Middle East and Islamic terrorism. In this regard, this research will seek to explore the democratic notions and lack of it, and how it leads to terrorism. Also, the research seeks to establish a whether there is a connection between religious freedom and terrorism. Specifically, the research will evaluate the research questions below to meet the research objectives highlighted.
1.3.1 Objectives
 To establish the relationship of democracy, religion, and terrorism in the case of Egypt and Muslim Brotherhood.
 To investigate the connection between Muslim Brotherhood and terrorism in the country.
 To find out whether democratic and religious freedom or lack of it impacts on terrorism growth.
1.3.2 Research Question
 What is the relationship of democracy, religion, and terrorism in the case of Egypt and Muslim Brotherhood?
 Does Muslim Brotherhood in Egypt facilitate terrorism in the country?
 To what extent does religious and democratic freedom or lack of it impact on terrorism growth?
1.4 Theoretical Applications
Various theoretical propositions have been put across regarding behavioral preferences and their quest for global interrelations. An example is functionalism and religion and its impact on global relations. Cinoglu (2010) argued that religion is a social institution that has crucial tasks regarding societal survival. In this regard, most of the functionalists don’t question the existence of religion but rather its function. According to them, religion functions in a manner to encourage and support evolution over revolution. An analysis of the case of Egypt would, therefore, imply that Brotherhood only seeks a revolution for a better society. On the contrary, the theory of conflict and religion offers different and opposing propositions regarding the functions of society. Unlike the functionalists, the proponents of conflict theory see religion as a tool that is used by the powerful in their efforts to exploit the weak. According to Cinoglu (2010), these thinkers assert that members of the bourgeoise class who own the means of production created a religion to keep proletariat (workers) under constant supervision. In this case, religious conflict theorists can argue that Islamic organizations that support terrorism do so by creating a false notion of comfort among the followers.
An investigation of symbolic interactionism and terrorism also offers profound information regarding the behavior of religious institutions and their impact on social relations. Cinoglu (2010) noted that symbolic interactionist theory mostly endeavors in developing an analytic understanding concerning religion in a deeper level. It was noted that establishment of social networks is imperative in creating meaning in new systems (Dalacoura, 2006). Those implications are imperative in creating an identity of a person in the society. In this regard, symbolic interactionists regard religion as a symbol that gives meaning to a system that is owned by people. Such people are, therefore, likely to take roles that are accepted in that group. It can, therefore, be considered that the theory of symbolic interactionism and terrorism creates a sociological relationship between religion and terrorism. Terrorists who take religion as their symbolic group will explore their goals in the name of religion (Mohammed, 2004). In that notion, people in different countries are likely to engage in different symbolic groupings that can have an adverse implication in institutional relations. It should be pointed out that democratic peace theory implies that democracies are hesitant to engage in armed conflict with others. In this regard, democracy can also be considered to be a major factor towards social groupings that imply culpability of war (Maha, 2013). A deeper investigation, is, therefore, imperative in establishing relationships on the basis of various theoretical foundations.
1.5 Significance of the Study
International relations are an imperative concept that must be examined to ensure global peace which is an international goal. In this regard, the research paper seeks to offer solutions towards an important concept of international relations. It is important to examine how Muslim Brotherhood came to be, how it became discredited and the implications it has regarding a resultant failure in the Arab countries. It has been suggested that the failure has both domestic and international implications (Monier & Ranko, 2016). Although various experts have viewed the Brotherhood as a moderate Islamic organization, the banning in Egypt had a significant political influence that would have implications for societal functions. This group has a massive influence on Egyptian politics and, therefore, organizational development. Therefore, this research offers insights regarding the connection of its functions and whether better actions ought to be taken to combat terrorism. Researchers have also deeply sought to investigate various policy-related questions regarding terrorism. Some have sought to extol the values of democracy in combating terrorism. Others have argued that the vulnerabilities of democracy have made terrorism activities easier (Saiya, 2015). However, no conclusive finding has been established to this far. Findings of this study will, therefore, offer crucial information that can aid policy-making geared towards better governance and combating terrorism.
1.6 Conclusion
Islamic religion across the globe has been widely alleged as one of the gravest architects of religious violence and terrorism. Researchers have opined that Muslims continue to push their communities towards medieval practices thereby perpetrating backwardness of the community. Despite the allegations and notions by researchers, scholarly evidence has failed to be conclusive regarding the relationship of religion, democratic practices, and terrorism. All forms of social conflicts, as well as political wrangles, must, therefore, be considered in examining the global issues regarding peace. Following the case of Brotherhood and Egypt, it will be more plausible to establish a connection regarding the role of religion in terrorism. Also, it will enable an exploration of governance regarding democratic principles and their role in terrorism. Considering that the main purpose of this research is to establish the relationship between religion, democracy, and terrorism, the findings will, therefore, be imperative in decision making. Further details regarding theoretical applications will also be explored in the subsequent chapters.
References
Aktan, H., 2004. An Islamic perspective: Terror and suicide attacks. In Ergun Capan (Ed.), Acts of terror and suicide attacks in the light of the Qur’an and the Sunna. (pp. 27-40). New Jersey, USA: Light Publication.
Aziz, S., 2017. With democratization comes more religious freedom and less terrorism. Religious Freedom Institute, 1-3.
Cinoglu, H., 2010. Sociological understanding of the relationship between terrorism and religion. International Journal of Human Sciences, 7(2): p.200-209.
Crane, M., 2005. Does the Muslim Brotherhood have ties with terrorism? Council on Foreign Relations, p.1-2.
Dalacoura, K., 2006. Islamic terrorism and the Middle East democratic deficit: Political, repression and the causes of extremism. Democratization, 13(3): p.508-525.
El-Sherif, A., 2014. The Egyptian Muslim Brotherhood’s Failures. Endowment for International Peace, p.1-28.
Hughes, B., 2017. The Islamic enlightenment by Christopher de Bellaigue. The Guardian, 1-2.
Kingsley, O., 2010. Religion and Terrorism: A socio-historical reconsideration. Journal of Alternative Perspectives in the Social Sciences, 2(2): p.550-576.
Maha, A., 2013. In Praise of Organization: Egypt between Activism and Revolution. Development and Change, 44(3): p.569–585.
Mohammed, A., 2004. Political Islam: Image and Reality. World Policy Journal, 21(3): p.1-14.
Monier, E., and Ranko, A., 2016. The fall of the Muslim Brotherhood: Implications for Egypt. Middle East Policy Council, 20(4): p.1-4.
Saiya, N., 2015. Religion, Democracy and Terrorism. Perspectives on Terrorism, 9(6): p.1-8.
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Literature review, conceptual frame and methodology

 
Module Pre-requisites: None
Web-link to Module Specification: http://e-learning.nyc.gr/course/view.php?id=486
2. Learning and Teaching Strategy
The module is delivered via one 3 hour participative session and class discussions per
week, over 10 weeks. To complete the module successfully you must also allocate a
substantial amount of independent study time.
3. Module Communications
The Module Tutor’s contact details are provided at the top of this page. You must
check your University of Bolton email address and the ‘Moodle’ area dedicated to
this module regularly as many module communications are channelled through these
mediums.
Your Module Tutor will normally aim to respond to your email messages within 2
working days of receipt; however responses will be longer in holiday periods.
4. Module Description
This module directly precedes the dissertation and will enable you to develop a
research proposal, a more fully developed version of which will form the first three
chapters of your dissertation. You will develop feasible research objectives and an
understanding of the research context (towards Chapter One of your dissertation); an
appropriate conceptual/analytical framework to analyse your data following a critical
review of the appropriate literature (towards chapter Two of your dissertation).
This module will allow you to make informed decisions about which research
philosophies, strategies and methods are suitable for your research. The subjects of
reliability, validity and research ethics will be explored and a combination of methods
to form a critically robust research design (towards Chapter Three of your dissertation)
will emerge.
5. Learning Outcomes and Assessment
Learning Outcomes
Assessment
LO1: Produce feasible objectives and an
understanding of the significance of the research
context.
Assessment 1
LO2: Produce a critical appraisal of relevant literature
synthesised into an appropriate conceptual framework. Assessment 2
LO3: Demonstrate a firm grasp of differences between
research philosophies and the justification of that
selected.
Assessment 2
LO4: Produce a critically informed research design
with the appropriate combination of methods; sample
sizes and selection criteria.
Assessment 2
6. Assessment Deadlines
7. Assignment feedback
Feedback on items of assessment can be formal (such as on a signed feedback form)
or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just
your grade or the comments written on your feedback form, it is advice you get from
your tutor and sometimes your peers about how your work is progressing, how well
you have done, what further actions you might take.
Assessment item
Due Date
Weight
1 Introduction to the research proposal 25/03/2018 40%
2 Literature review, conceptual frame and methodology 20/06/2018 60%
4
We recognise the value of prompt feedback on work submitted. Other than in
exceptional circumstances (such as might be caused by staff illness), you can expect
your assignment work to be marked and feedback provided not less than three
working weeks from the date of submission. However, please note that such
feedback will be provisional and unconfirmed until the Assessment Board has met and
may therefore be subject to change.
8. Module Calendar
Session
Date/Week
Commencing
Theory Topic
1 03/03/2018 Introduction – Research Studies & Skills
2 10/03/2018 Objectives – Research Topic
3 17/03/2018 Critically Reviewing the Literature
4 24/03/2018 Research Philosophies, ethics and approaches
5 28/04/2018 Research Design – Research strategies
6 04/05/2018 Selecting samples – Collecting Data
7 05/05/2018 Analysing quantitative data
8 19/05/2017 Analysing qualitative data
9 26/05/2018 Writing and presenting your report
10 02/06/2018 Revision
NB: Please note that this module calendar may be subject to change.
9. Formative Assessment
Formative assessment is an important aid to learning. It is designed to provide you
with feedback on your progress and inform development. It can be used to identify
any areas which would benefit from extra attention on your part, or extra support from
your tutor. It does not contribute to the overall formal assessment for the module.
Formative assessment is provided in this module 3 times:
􀂾 on the feasibility of the proposed research
􀂾 appropriateness of the conceptual frame and coverage of appropriate literature
􀂾 research methods
Informative assessment is provided in this module through:
– Induction – Introductory
– Group activities and discussion
– Group & Individual feedback on assessment drafts
– IT and research skills workshops
9. Indicative Reading:
Saunders, M., Thornhill, A. and Lewis, P. (2012) Research Methods for Business
Students, 4th Edition, Harlow: FT Prentice Hall, 6th edition
Bell, J. (2005) Doing Your Research Project: A Guide for First-Time Researchers in
Education, Health and Social Science, 4th Edition, Open University Press,
Maidenhead
Cassel, C. and Symon, G. (2004) Essential Guide to Qualitative Methods in
Organizational Research, Sage, London
Fisher, F. (2007) Researching and Writing a Dissertation: for Business Students 2nd
Edition, FT Prentice Hall, Harlow
Hair, J.F., Money, A.H., Samouel, P. and Page, M. (2007) Research Methods for
Business, John Wiley, Chichester.
Saunders, M., Lewis, P. and Thornhill, A., (2009) Research Methods for Business
Students, FT Prentice Hall, 5th edition
Past examples of dissertations/research proposals are available at:
http://ubir.bolton.ac.uk/index.php?action=listCategoryProcess&id=5
Saunders, M., Lewis, P. and Thornhill, A. (2009) Research Methods for Business
Students, Pearson Education (4th Ed) is available via the e-books collection at:
http://lib.myilibrary.com/Browse/Open.asp?ID=177101
Lancaster, G.A. (2005) Research Methods in Management: A Concise Introduction to
Research in Management & Business Consultancy, Elsevier Science is available via the ebooks
collection at:
http://lib.myilibrary.com/Browse/open.asp?ID=101438
Collis J. and Hussey, R. (2003) Business Research – a practical guide for undergraduate
and postgraduate students (2nd Ed) Palgrave Macmillan is available via the e-books
collection at:
http://lib.myilibrary.com/Browse/open.asp?ID=25100
Fisher, C. Buglear, J. Lowry, D. Mutch, A and Tansley, C. (2004) Researching & Writing
a Dissertation for Business Students, Pearson Education is available via the e-books
collection at:
http://lib.myilibrary.com/Browse/open.asp?ID=60122
11. Guidelines for the Preparation and Submission of Assignments:
1. Assignments should be word-processed in Arial 12 point font, be double-spaced,
on A4 size paper. Writing should appear on only one side of the paper, be fully
justified and with each page being numbered in the footer, numbering to be
centred.
2. There should be a title page detailing the programme, module title, assignment
title, student number, marking Tutor and date of submission. Do not put your
name on the assignment. It is good practice to put your student number in the
top left hand side of the header of each page, and the date of submission in the
top right.
3. If there is a word count limit for your programme please include the following text:
Word Count: You are expected to revise and edit your assignment to remain
within +/- 10% of the indicative word length outlined. In order to ensure that word
counts can easily be checked you should include a note of the word count as
identified by your word processing package. A deduction should be made from
this figure for all tables, figures, quotations, appendices and references which DO
NOT count towards the overall word limit.
Students who exceed a specified indicative word length for a written assignment
will be subject to the following penalty system:
􀁸 Up to 10% over the specified indicative word length= no penalty
􀁸 10 – 20% over the specified indicative word length = 5 marks subtracted
(However if the assignment would normally gain a pass mark, then the final mark
will be not be less than 40%).
􀁸 More than 20% over the indicative word length = maximum 40%.
Assignments shorter than the indicative word length will not have marks
deducted (even if these are more than 10% short). However, it is likely to be an
exceptional piece of work that covers the assignment requirements fully in much
less than the set word count, less 10%.
4. All written work must be referenced using the Harvard System, full details of
which are available from the UOB Library website.
5. Unless notified by your Module Tutor, electronic copies of assignments, saved as
a Word document, should be uploaded to the Moodle area for this module. Your
Tutor will explain the process. If you experience problems uploading your
assignment to the designated area, then you must forward an electronic copy as
an attached to your Module Tutor, by the due deadline. The time you send the
email with your assignment as an attachment, will evidence the time the
assessment was submitted
Please note when you submit your assignment to the Moodle area for this
module, it will automatically be checked for evidence of plagiarism as part of the
process.
Submission of assessments may be done on or before the published submission
date. Assignments not available at this time will be considered as “late” unless an
extension has been previously agreed, with the Programme Leader for your
programme.
Students who fail to submit assessments by the specified date (without an
extension being granted or without accepted Mitigating Circumstances) will be
subject to the following penalties:
􀁸 Up to 7 calendar days late = 10 marks subtracted but if the assignment would
normally gain a pass mark, then the final mark to be no lower than 40%.
􀁸 Up to 10 calendar days late = 20 marks subtracted but if the assignment would
normally gain a pass mark, then the final mark to be no lower than 40%.
􀁸 More than 10 calendar days late = 1 mark will be awarded only.
Please note that it is your responsibility to ensure that the assignment is submitted in
the format/s specified in the Module Guide or on the Assessment Brief.
YOU SHOULD ALWAYS ENSURE YOU KEEP A COPY OF ANY ASSIGNMENT SUBMITTED
BY WHATEVER METHOD
6. In the case of exceptional and unforeseen circumstances, an extension of up to 7
days after the assessment submission deadline may be granted by your
Programme Leader, following firstly discussing the problem with the Module
Tutor. You should complete an Extension Request Form available from your
Tutor and attach documentary evidence of your circumstances, prior to the
published submission deadline.
Requests for extensions for periods longer than 7 days must be made using the
Mitigating Circumstances procedures*.
*Please note that the failure of data storage systems is not considered to be a
valid reason for mitigating circumstances. It is therefore important that you keep
multiple copies of your work on different storage devices before submitting it.
Please see your Programme Handbook for further details.
13. Assessment
Assessment Number 1: Essay (40%)
Assessment Title: Introduction to the research proposal
Assessment Length: 1000 words
Submission Deadline: 25/03/2018
Assignment Brief:
For this assignment, students are asked to produce a two-page research proposal
that follows the actual guidelines, formatting requirements and instructions that
students have learned during the first half of the semester. This assignment will
give you a chance to start formulating your ideas (topic, thesis, methodology and
research design) for the long version research proposal that is due at the end of
the semester. You will also have the opportunity to get some early feedback and
advice in terms of the project’s scope, design, and possible resources.
The assignment can therefore function as an exercise in creating a “mock”
proposal, which will help prepare you for future grant (or scholarship) applications
or for the final thesis of your program. In both cases, the assignment will allow you
to hit the ground running on the key learning objectives of this course, as well as
get a head start on your final assignment.
In the meantime, you can expect to include the following information in your
completed assignment:
• For thesis, major research essay or project: provide a well-structured outline of
your research design, including research question, context, objectives,
methodology and contribution to the advancement of knowledge.
• Description of any relevant work experience, community involvement or other
extracurricular activity.
• Bibliography (full details for all sources cited)
The assignment MUST be submitted into Turnitin.
Assessment Number 2: Essay (60%)
Assessment Title: Literature review, conceptual frame and
methodology
Assessment Length: 4000 words
Submission Deadline: 20/06/2018
Assignment Brief:
For this assignment, you will revise, extend and elaborate upon the short proposal
you wrote for Assignment 1, in order to create a fully developed research proposal
on the topic of your choice. If you are completing a thesis, extended essay or
project as part of your academic program, you can tackle this assignment as a first
attempt at a thesis/project proposal.
Your research proposal should contain the following sections:
• Introduction: Introduce your topic and study, including thesis statement and
research questions;
• Background: what got you interested in this topic, why is it worth investigating,
what interest or impact will the research have, and what theoretical framework do
you intend to apply to your research, analysis and discussion?
• Mini-Literature Review: what bodies of literature and key texts will you include
in your final literature review? Don’t forget to include literature on your method(s),
as well as on the subject of your planned research;
• Research Methodology: be as specific as possible – methods, how you will
apply them, how the data will be collected, how it will be analysed, your projected
timeline, etc. If you’re planning on conducting human research, be sure to include
a description of your plans for securing ethics approval.
The assignment MUST be submitted into Turnitin.
Secondary Research Level HE7 – It is expected that the Reference List will
contain between fifteen to twenty sources. As a MINIMUM the Reference List
should include four refereed academic journals and five academic books.
Specific Assessment Criteria:
First class: This piece of work shows evidence of wider research with reference
to a number of differing academic viewpoints. The essay has recognised relevantly
and discussed in detail, all the required external environmental factors which affect
the management operation of mega events. Several reasoned and logical
arguments have been developed well and supported by a wide range of
appropriately researched literature. Reference to two or more academic models is
clear, relevant and informative. Presentation is of a high standard, and in the
appropriate essay style. The high number of appropriate sources has been
referenced accurately and to a high standard.
Second class: A clear and informative piece of work with evidence of wider
research and discussion. The essay has correctly recognised and discussed, all
the required external environmental factors which affect the management
operation of mega events. Some reasoned arguments have been developed and
supported by a good number of sources. Reference to two academic models is
clear. Presentation is of a good standard, in the appropriate essay style. A good
number of appropriate sources have been referenced well, with most complying
with the Harvard style.
Third class: A reasonable attempt has been made at researching the essay but
greater in depth discussion and academic debate is required. The essay has
recognised the external environmental factors which affect the management
operation of mega events, however mostly the discussion is superficial and lacking
in any depth. Reference to two academic models has been attempted.
Presentation of the essay is limited, and only the minimum of 5 sources has been
provided, with at least one academic text and two academic journals included.
Fail: Students who do not meet the requirements of a third class grade will not
successfully complete the assessment activity.
Please also see Section 13 for General Assessment criteria.
Submission Instructions:
See Section 10 Guidelines for the Preparation and Submission of written coursework,
which will give you details on how to submit your work electronically. You are required
to submit only electronic copies of your written assessments, unless your Module
Tutor advises you otherwise.
Advice:
􀁸 Do not cut and paste phrases or paragraphs from published sources. You
should seek to use your own words to explain concepts and theory.
􀁸 If you wish to refer to specific quotes from published sources then you must use
full Harvard presentation. See BISSTO for clear guidance.
􀁸 Do not share work with other students.
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Synthesis of Concepts

Organizational Behavior, Theory, and Design in Health Care
This module requires the student to synthesize information from the previous seven modules and apply them to the four case studies presented. Each case study is worth 25 points, for a total possible of 100 pointsPrior assignments are as follows: 7111726, 7139373, 7146677, 7162744, 7177572, 7190031, 7197481.
Also 7144115, 7153455, 7166942, 7177580, 7190036, 7197543, 7208704.
Please refer to:
Borkowski, N., (2016). Organizational Behavior, Theory, and Design in Health Care. Boston, MA: Jones & Bartlett.
Case Study #1: We Only
Wanted to “Scare” Management Into Making Changes!
A small group of nurses, employed at a large community hospital, were unhappy about their work environment and would meet daily during lunch to discuss the situation. There had been a recent change in the hospital’s senior management, which caused a high level of uncertainty and anxiety among the nursing staff. The nurses felt overworked due in part to the industry’s current nursing shortage. Their wages and benefits had been stagnant with no salary market adjustments for the past two years. The nurses saw the situation as management requiring them to do more work with fewer resources, with no appreciation or recognition of their efforts. Whenever the nurses approached management with their concerns, they perceived them as falling on deaf ears since no changes were made.
Feeling like they had no other choice, the nurses contacted a labor union. The labor union began an organizing effort in the hospital shortly thereafter, holding an aggressive campaign over a six-week period. There was tremendous peer pressure, as some of the well-respected nursing staff became active leaders for unionization, although they were not part of the initial group of nurses who had first contacted the union. The election was held and the union was voted in by two thirds of the nursing staff. In the weeks that followed, the original group of nurses remarked that they were surprised by the union’s victory; they had only wanted to “scare” management into making changes to their work environment.
Questions:
Using Herzberg’s Two-Factor Theory, explain why the nurses were motivated to contact the labor union.
Using Blake/Mouton’s Managerial Grid, explain the leadership style displayed by management to the nursing staff.
Compare and contrast formal and informal groups. (Note: include in your answer (1) why management needs to be aware of informal groups within their organizations, and (2) why people join informal groups).
Explain the French and Raven model of power. Who displayed power(s) in this case and why?
Case Study #2: Where Did Ms. Zamora Go Wrong?
Ramila Zamora looked forward to her recent promotion to management and was looking forward to her transfer within the large county hospital to another nursing unit. She was enthusiastic and hopeful about working together with other nurses to improve patient care through effective teamwork. She felt that she was well prepared to lead and supervise and was grateful for the opportunity.
Ms. Zamora was provided very little information about her predecessor and knew less about her subordinates. She was stymied and baffled about the behavior of the nursing staff during her first team meeting. Ms. Zamora introduced herself to the group and with what she thought was great enthusiasm, distributed her agenda and immediately began to delegate tasks to the team members. She noticed that three of the five members began to look at each other and roll their eyes. As she continued to read the list of responsibilities, designating team members to the various tasks, two members got up and began pouring coffee and speaking softly to each other. Ms. Zamora was exasperated. She told them that the meeting was over and that she did not want to take any more time away from their jobs then was necessary.
She returned to her new office feeling deflated and discouraged. She asked herself several questions. What went wrong? Why did the nursing staff treat her so rudely? Had she made a grave career mistake? What should she do?
Questions:
What stage of group development was the group in?
What are the leader’s tasks in this stage?
What are the members’ tasks in this stage?
Reconstruct the group meeting and put yourself in the role of Ms. Zamorra.
Using Hersey and Blanchard’s Situational Leadership Theory, explain what style of leadership Ramila Zamora should have used given the current situation. Why?
Case Study #3: What Can Joe Do About Betty?
Just before quitting time, Joe, the hospital’s health information department manager, watched his three new trainees struggling with the complicated electronic medical records software they had to learn to use to do their jobs. Across the room, Betty, who was an expert with the software, was preparing to leave for the day, her tasks done ahead of time as usual. Also as usual, she gathered up her belongings and left without saying good-bye to any of her coworkers. “There goes the answer to my problem,” thought Joe, “if only I knew how to reach her.”
With her expertise and experience in using the system, Betty would seem to be an ideal coach for the new employees. However, she had begged off from taking on training duties when Joe had asked her. Her reasons were that she wasn’t comfortable telling anyone else what to do, didn’t want the responsibility for someone else’s work, and preferred to work by herself at her own job.
Joe was stunned by her refusal; he enjoyed helping his coworkers and felt it was why he had advanced to department manager last year instead of Betty, who had more seniority and experience with the company than he did. Since her work was excellent, Joe hesitated to make it an “either you do what I want or you’re in trouble” situation; he believed employees worked best at what they wanted to work at. But his problem still remained: There was no money in the training budget and no other employees as skilled with the system as Betty was. Was there an approach to convincing her to help that he hadn’t thought of?
As Betty walked to the hospital’s parking lot, she thought, “how could Joe think I would lift a finger to help him? I should have been the one promoted to department manager last year, not him. I’m the one with seniority and the necessary experience. In fact, I was the one who trained Joe when he first joined the hospital! Just because he has a Masters in Health Information Management and I don’t should not have been the determining factor, but obviously senior management thought so when they selected him over me! I could care less what happens from this point forward. I only have 5 more years until I can retire with my full pension. As long as my work continues to be excellent there is no way Joe can upset my plans. Not that he could since he hardly understands the complexity of the software we use since it requires a person with a lot of technology knowledge and experience.”
Questions:
Describe French and Raven’s five sources of power. In the above case, who has power(s) and why?
Describe the four sources of conflict. In the above case, what conflict(s) do you observe and why?
Using Vroom’s Expectancy Theory (VIE), explain Betty’s lack of motivation.
Using Fiedler’s Contingency Theory, explain what style of leadership Joe would use given the current situation in his department.
Case Study #4: Conflicts Within Best Bio-Medical Research Firm
Part One
Jennifer Smith, a young scientist, is a single parent with two children. Although she finds social interactions with co-workers rewarding, she is concerned about the security of her position and pay. She is an excellent employee who enjoys her work. When a vacancy occurred for the project manager position in her department at Best Bio-Medical Research Firm, she considered the opportunities this presented for professional growth and development, as well as for a higher salary, and applied for the position. Smith looked forward to the challenges she would face when promoted.
However, a more experienced co-worker was promoted. Smith’s disappointment showed and she became concerned about her future. Several co-workers noticed her reaction and made special efforts to ease her disappointment. They told her that other opportunities would come and that, with a little more experience, she would be promoted. After a few weeks, Smith returned to the level of enjoyment she obtained from her work before this episode.
Part Two
Kathy Harris, a scientist employed by the Best Bio-Medical Research Firm with over five years experience, recently received a promotion to acting project manager within her department. As acting project manager, Harris is responsible for scheduling of work assignments but also the hiring, promotion and, if necessary, the termination of employees within her department. A few days after Harris started in her new interim position she encountered problems. The previous project manager had retired unexpectedly and most of the other scientists within Harris’s department assumed that Jennifer Smith would be automatically promoted to the position.
The CEO of Best Bio-Medical Research Firm related to Harris that although Smith had been considered she was thought too inexperienced for that much responsibility and that Harris was selected because she had five years experience as a scientist and during the period she has been employed by the Best Bio-Medical Research Firm, she had demonstrated her ability to consistently completed her project assignments on time and under budget with high client satisfaction. However, the CEO made it clear to Harris that she was appointed only as the acting project manager of the department and that the company planned to conduct a national search for the position and that she was most welcomed and encouraged to apply for. If she was the best candidate from the applicant pool, the position would be offered to her. The CEO also asked Harris that although she was responsible for the efficiency and effectiveness of the department during this period, that she not make any personnel changes and keep things status quo until the permanent project manager was appointed.
It soon became evident that, although, Smith was cooperative, many employees were not. Employees who were unhappy with an assignment would tell Harris that, if Smith had been appointed, such problems would not occur. Many comments were made as Harris continued her duties. Some were very embarrassing. One person suggested that she had a “friend” in senior management who gave her the job due to their “relationship” rather than because she was competent.
Questions:
Using Herzberg’s Two Factor Theory (or Alderfer’s ERG Theory of frustration/regression) explain Jennifer Smith’s motivation needs.
Using Fiedler’s Contingency Theory, explain what style of leadership Kathy Harris would use given the current situation in her department.
Discuss why senior management of Best Bio-Medical Research Firm and the employees of Harris’ department perception about and attitudes towards Kathy differ so completely.
Describe specific ways Kathy Harris can change her employees’ attitudes.
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youth delinquency affected by social labeling

How is youth deliquency affected by social labelling and the associate implication this holds ?
Topic: How is youth delinquency affected by social labelling and associate implications this holds [topic is focusing on How labelling theory affects the youth gang in America (positive and negative outcomes) ] – Overview / introduction Make an interesting question to grab the attention of audience (related to the topic) Proposes and highlights what is going into the presentation as a whole One or two sentences on labelling theory, no rambling and repeating lecture material Highlights the case studies which will be proposed and introduced Raise and let audience know the main narrative and flow of the presentation – Conclusion Answer the question you asked MAKE SURE EVERYTHING LINKS BACK TO SOCIAL ORDER AND SOCIAL CONTROL What will overview of the topic have • Youth Labelling and delinquency • Case Study on: 1) Negative impacts of social labelling and the consequences these have on youth. 2) Look into the long-term impacts that can occur if delinquents allow negative labels to affect their lives. (Constant cycle within the justice system, family pass down of crime) etc 3) Rap culture – Youth underpinning the negative labels and varying their effects by applying them to the rap culture as a method of expression and refuting the collective norms forced upon them by the elite members of society. The Case studies that I’ve got : Before Criminal Justice System intervention • A study carried out by Thornberry, Krohn, Lizzotte, Smith and Tobin found that youths that are members of a gang are more likely to undertake delinquent acts while apart of their gang membership as well as after. This shows that after being labelled a “gangster”, youths will be more likely to become delinquent and under take criminal actions more so than before they joined the gang. • Esbensen, Huizinga and Weiher assisted in demonstrating gang member labelling before the youth’s were entered into the criminal justice system by undertaking a study within a school. The results showed that “gang members are much more likely to perceive their teachers as labelling them as either bad or disturbed.” This indicates to us that the label of being a delinquent gang member is being applied within schools. This becomes a problem as not only is the criminal justice system applying this label on the troubled youth, but so to is an organisation that is meant to be nurturing and protecting these youth’s from a life of delinquency. During Criminal Justice System Intervention • It has been revealed by McCorkle and Miethe that there are individuals who are being labelled a gangster without them being apart of a gang. They go on to state “Minorities are often identified and entered into the record as gang members or associates, without being informed, simply because they happen to be in the company of a known gang member.” Once the label is being applied to those who are not actually apart of the gang, it will create an image within their mind that if the criminal justice system (CJS) views them as being a gangster, then they are in fact a gang member, and will continue to follow the path of a gangster. This proves to be problematic as the CJS is pushing them towards this life of crime that they are not yet apart of After Criminal Justice System Intervention • Once a youth has been exposed to the CJS and more specifically juvenile detention, the chances of them joining a gang are much more likely, with an odds ration of 5.2. This indicates that juvenile detention and gang membership are highly correlated. This is supported by Bernburg, Krohn and Riveria’s statement “youths who are experience juvenile justice intervention are significantly more likely to be members of a gang during the successive period relative to those ho have no intervention experience”. As above displays, once they have been exposed to the CJS, youth’s are much more likely to become a gangster. ** *** please follow order number: 82095264 for more information. and the powerpoint slide is provided. ***Make the speech based on the powerpoint slide. introduction and conclusion section should be done separately. 275-300 words for each section please.
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Human Resources Management (HRM)

 
The course called : Managing organisational Change
The question is : Identity the external analysis in the case study.
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* I’m doing this assignment in pair, so my friend will write about these external factors : employees and technology.
-Please write about the other external analysis factors such as regulation and competitors
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– Please use this text book as a reference
Implementing Organizational Change: Theory and Practice (Third Edition) by Bert Spector; Boston: Pearson
– Use at least 2 peer-reviewed, journal articles , published since 2005, on organisational change or change management to support the answers to the questions. Provide substantive citations, explain the author’s model or perspective in your own words; quotations are not acceptable.
– please don’t forget to write introduction and thesis statement, but I don’t need a conclusion because my friend will do it thank you
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Heart Failure

Order Description
Carol is a 68-year-old African-American female who went to her doctor’s office because of a “racing heart”. She has been experiencing a worsening of shortness of breath over the last 2 months. Over the last 3 weeks, she noticed swelling of her ankles and feet. Carol states that she feels weak and tired most of the time. She has been awakened in the middle of the night with severe shortness of breath despite sleeping on 3 pillows. Carol’s past medical history includes: a myocardial infarction several years ago, high cholesterol, gastroesophageal reflux, and osteoarthritis. She has allergies to nuts, shellfish, and strawberries. Carol has a family history of atherosclerosis, myocardial infarction, and stroke. Carol has been a 2-pack-per-day cigarette smoker for 30 years. She has been trying to quit smoking since her heart attack. Carol states she occasionally drinks alcohol
Identify the type of heart failure based on data presented in the case study. Express your understanding of the pathophysiology and clinical aspects of heart failure
 
 
 
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Ethics of Health Care Professionals

Complete the ethics self-assessment found on American College of Healthcare Executives Web site. Following your assessment, write a 2–3-page analysis of the areas where you are strong in your ethics and the areas where you may examine further to define or improve your ethical stance. For example, how might you promote discussion of controversial issues affecting community or patient health?
 
 
 
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