Monthly Archives: October, 2017

Custom Essay Writers: We can help do Assignments for your Class

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Isaac has worked as a staff nurse on the telemetry floor for over 15 years. He holds seniority in the unit. His patient care is satisfactory; however, his interpersonal behaviors are becoming an increasing issue for his coworkers. He throws papers around the unit, gives short answers to questions, and seems generally miserable. He tells the staff that they are lazy and stupid. He is constantly questioning their decisions. You have come from another local hospital in the role of the assistant nurse manager. Based on your observations, you have met with Isaac informally and discussed his behaviors, but they have not changed. Now three new nurses have already come to you saying that this unit is a great match for them, except for one problem. Although they have not identified Isaac by name, they have told you that one of the nurses is extremely abusive verbally, and they have been calling in sick on the days they are scheduled to work with this person.

  1. What are your responsibilities as an assistant nurse manager in regard to Isaac’s behavior problem?
  2. What is the next step in dealing with Isaac’s behaviors?
  3. How will you, as the manager, have Isaac develop more effective people skills?



This is your first position as a nurse manager. The holidays are rapidly approaching, and the hospital policy states that each unit will negotiate holiday coverage individually. You are already getting requests via e-mail and on Post-it notes for holiday time. Several staff members have come to you stating that they “never” seem to get their requests for holidays. Discussion among the staff members is creating dissension and conflict.

  1. Discuss the potential impact of this problem on you and the unit staff.
  2. Describe a minimum of one positive consequence and one negative consequence of this conflict.
  3. Select a model of conflict resolution and explain how you, as a nurse manager, might resolve this conflict.

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Length: 2500 Words

Participants are required to adhere to the following points:

  • An introduction and conclusion is not required
  • Keep to the recommended word limit for each question
  • Support your assignment with a minimum of twenty contemporary (< 5 years old)

medical and nursing articles

  • Reference all work using either American Psychological Association (APA) or modified

Harvard for academic writing

  • A pass in all questions is required to gain an overall pass mark
  • Refer to the marking criteria for allocation of marks.


Kerry, a 68 year old female weighing 76kg, is admitted to the Intensive Care Unit (ICU)

with Community Acquired Pneumonia (CAP).

On admission her initial observations were:


  • Temperature 386 degrees Celsius
  • Heart rate 110b/min
  • Blood Pressure 110/60mmHg
  • Respiratory Rate 36b/min
  • Oxygen saturation 89% on a non-rebreather oxygen mask
  • Auscultation of lung sounds revealed decreased air entry on the left
  • Arterial blood gas: pH 7.25, PaCO2 62mmHg, PaO2 70mmHg, HCO3 26mEq/L, SaO2


  • GCS 11 (E3 V3 M5)


Question One (500 words)

Refer to Kerry’s assessment findings above, and outline the rationale for the decision to

intubate and mechanically ventilate. Your answer must include a systematic analysis of the

arterial blood gas and a discussion of the pathophysiology of community acquired



Question Two (650 words)

Outline the mechanical ventilator settings that

might be suitable for Kerry. Provide rationales for your choice of settings. Your outline

must include the following headings:


  • Mode (e.g: Synchronised Intermittent Mandatory Ventilation; Spontaneous; Controlled

Mandatory Ventilation)

  • Breath Type (e.g: Volume Controlled Ventilation)
  • Rate
  • Tidal Volume / Minute Ventilation
  • FiO2
  • Positive End Expiratory Pressure/ Pressure Support
  • Triggering / Sensitivity Mechanism
  • Alarms

Kerry was commenced on 0.9% Sodium Chloride infusion at 100mls/hour and a

Noradrenaline infusion. Her current observations are:

  • Temperature 39 degrees Celsius
  • Heart rate 128 b/min
  • Monitoring sinus tachycardia
  • Blood Pressure 85/55 mmHg
  • Central venous pressure 7 mmHg
  • Capillary refill > 2 seconds
  • Urinary output 20mls in the last hour.


Question Three (750 words)

Rationalise Kerry’s assessment data and her intravenous therapy provided above, in

relation to the determinants of cardiac output.


Question Four (600 words)

Discuss the nursing management of Kerry using only two of the following headings:

  • Oral care and eye care
  • Positioning
  • Communication
  • Co-ordination of care to allow rest and sleep

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Porter’s Value Chain Analysis

Porter’s Value Chain Analysis (Level 1 heading – 3 to 6 pages)

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Start with an opening paragraph (or two) that previews the information included under this Level 1 heading. (1⁄2 to 1 page)

Based on the team’s research, apply Porter’s Value Chain model to the business. Describe (i.e., do not just list) the information systems used by the business that most likely will have strategic impacts on the support and primary activities. If the organization of analysis is a sub organizational unit within a larger organization, then the research team needs to decide whether to apply the model to the entire organization or the sub organizational unit. Also, the Research Team may want to support the narrative with a graphic as an appendix that depicts application of this analysis (Note: Do not include the graphic within the text).

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The Learning Set dialogue this week will focus on further problematising your individual workplace-based problem, based on the theories and concepts from the week’s readings.

Approach this week’s Learning Set Participation with a full understanding of the operation of judgmental traps and individual biases within a business context. Start with the Bazerman and Moore (2008) and Drummond (2001) texts as they provide an overview as does the article by Hammond, et al. (1998) from Week 1.
The de Bono Group website provides a cognitive method approach to problem solving to avoid judgmental traps. De Bono suggests that decision-makers think about problems, opportunities, and risk in several different ways before making a decision, i.e. exhibiting balanced judgment.

Use your own research into de Bono’s method to further influence your Learning Set Participation this week as you are asked to consider your identified workplace-based problem through the use of two specific “hats” to shed new light on the problematising process. In turn, your Learning Set members will provide additional insight using another of the “hats.”

After completing the readings, engage your Learning Set members by answering the following:

  • Describe a time professionally where you have made a judgemental mistake. In hindsight, what biases or judgemental traps were evident in your mistake? How could you have counteracted the decision error?
  • Re-describe your CAL Project workplace-based problem for other Learning Set members by using two of de Bono’s Six Thinking Hats, first with your Red Hat on, then with your Black Hat. If you could only have either the ‘black hat’ or the ‘red-hat’ in making important decisions in solving this problem, which would you choose and why? How would each particular hat affect the outcome of your problematising endeavours?
  • In your response to a colleague, research de Bono’s other ‘hats’ and provide an additional insight to his or her Red Hat and Black Hat posts through the use of one of the remaining thinking hats.


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Assignment 2

Due: see the due date on e-learning

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It is WMU’s ongoing effort to recruit and retain students. President Montgomery asked your help to find ways to attract additional 500 students in 12 months starting 7/1/2018. Since state funding has been shrinking, there is not much money available for this project. There may be many ideas to accomplish this goal, and several of them can be done concurrently. In order to control the scope of this assignment, you will work on only one idea. Keep in mind that your idea should be implementable, with a clear result, and does not use tons of money (unless you have also identified funding sources for your idea).



  1. Project scope statement
  2. Project requirements (business requirements, quality requirements, functional requirements, non-functional requirements, etc.) Clearly list these requirements in sub-sections.
  3. Your idea in detail.
  4. Double-check if your project constraints cover all three aspects of triple constraints.
  5. Assumptions must be reasonable. If they incur extra cost just to implement your project, then your project is not going to be feasible.
  6. Project risks. Make sure major project risks are included.
    Keep in mind that project risks are those issues that may happen during the project life cycle (i.e., there is a probability for a risk to happen). You will be able to manage them before they happen and when they happen. This is the reason for the risk management plan in later chapters.
  7. WBS (see breakdown techniques in KCH11)
    1. Feel free to present your WBS in bullet points or a hierarchical chart.
    2. WBS must have at least three levels of the breakdown below level one.
    3. Double-check if further decomposition is still needed for tasks at lowest level of WBS. Pay attention to the following rules we have discussed in KCH11 when determining if a work package needs a further breakdown:
      1. Do you think the actual work can be clearly defined at this level? If not, break it down further.
      2. Do you think a clear picture of budget can be defined at this level? If not, break it down further.
  • 80-hour rule
  1. Is the duration longer than the reporting period? Let’s assume that we need to report our project progress once a month.
  1. Each WBS item should be numbered.
  2. Pay special attention to the 100% rule. Points will be taken off if the WBS has missing tasks for the scope.
  1. Project schedule in MS Project. Note the following requirements for the schedule.
    1. Before working on this item it is very important to practice the exercises in the CCH book. Chapters 4, 5 and 6 are most related to this item of the assignment, but chapters 1 – 3 are there to get you ready for these later chapters.
    2. Make sure the project plan is complete (resources are assigned, durations are estimated, task dependencies are defined, etc.)
    3. Most students find it very useful to use automatically scheduled tasks for ALL tasks in the project plan. See the textbook or search online for how to set all tasks to be automatically scheduled BEFORE you enter the first task.
    4. There should be some resources that work less than 100% of capacity on your project. Build this into your project plan in MS Project.
    5. Define a resource named John Wilson who works in the morning only (8 a.m. – noon) during the weekdays.
    6. Define a resource named Jane Smith who has multiple off days in her calendar.
    7. Define Joe Johnson who works 10 hours a day Tuesday through Friday, but has Monday off.
    8. There should be cost resources defined and used.
    9. July 4th is a holiday. Make July 5th and July 6th non-working days to give the team a longer holiday.
    10. All resources defined should be assigned to one or more tasks. Some tasks may need multiple resources.
    11. Additional pointers and reading (CCH book):
      1. See p. 85 for how to handle equipment resources.
      2. See p. 61 for more about how task duration can be more accurately measured. Ask yourself what the 8/80 rule is.
    12. Paste a screenshot of project statistics (e.g., duration, start date, end date, cost, etc.) to MS Word. See CCH 1 & 2 for details.


  1. Submit both MS Word and MS Project files to the Dropbox area on e-learning.


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Student Name:                                                         Student ID:                                      

 Group:                                                                        Date:                                                

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Assessment Coding

Assessment for this unit of competency is based on competency based grading. All assessment tasks, except Practical Observations and Clinical Placements are weighted and graded. Overall final grades applied to this unit of competency are:


Competency Not Achieved (CNA)


Competency achieved – graded (CAG)


Competent with Credit (CC)


Competent with Distinction (CDI)


Competent with High Distinction (CHD)



Any re-assessment is conducted as soon as practicable after you have been informed of the requirement to be re-assessed and have been given the opportunity to be re-trained and assimilate the training. You are re-assessed only in the areas your assessor deems that you have not met the required standard. It is at the assessor/s discretion to re-assess the entire assessment should it be demonstrated an overall understanding of this unit has not been achieved.


Reasonable Adjustment for this unit College Based Workplace Based
Assistance of a learning support teacher for LLN issues Choose an item. Choose an item.
Modifications to physical environment, e.g. wheelchair access Choose an item. Choose an item.
Changes to course design, e.g. instead of written assessment task – change to verbal questioning & assessor to write the answers Choose an item. Choose an item.
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Choose an item. Choose an item.


I acknowledge the assessment process has been explained and agree to undertake assessment.  I am aware of Careers Australia’s appeals process, should the need arise.  I also understand that I must be assessed as ‘satisfactory’ in all parts of the assessment to gain a competent result for this unit of competency. I declare that the work contained in this assessment is my own, except where acknowledgement of sources is made. I understand that a person found responsible for academic misconduct will be subject to disciplinary action (refer to student handbook).

Student  Signature:­         





Assessor use only

Assessor Comment/Feedback:    ­                                                                                                                                                                                                                                                                                                                                         


Assessor Name:   ____________________   Assessor Signature:  ________________


Date: _________________      Result:   _________%


Resubmission:   YES / NO           Due Date: ________________


Office use only:

Results entered by:  


Date:   Skills Centre:  









ASSESSMENT:               Research Project


PASS RATE:                   Candidate must obtain 50% (CC) or greater to pass.

WORD LIMIT RANGE:   2,000 – 3,000 words (no more) 





  • You MUST answer all the questions, except 2.1 as it is an optional task.
  • Use the templates provided.
  • Read the whole assessment at the end of the first class.
  • This assessment is to be done IN PAIRS. Educators will allocate the pairs.
  • You will be marked individually.
  • Do not wait until the last minute to complete the assessment as this is a time-consuming assessment – you should start as early as possible.
  • You may use the PowerPoints for this unit, your Tabbner’s textbook and the learning activities to help you complete the assessment.
  • You are required to communicate verbally and/or in writing with your educator throughout the assessment to ensure you understand the process and to clarify any areas of uncertainty.
  • You are required to apply your Professional Standards of Practice throughout the written and oral components of this assessment:
  • ANMC Code of Conduct
  • ANMC Code of Ethics
  • NMBA Enrolled nurse standards for practice
  • State/territory Nurse Regulatory Nurses Act
  • State/territory Nursing and Midwifery Regulatory Authority Standards of Practice
  • Scope of nursing practice decision making framework
  • You are also required to apply an appropriate research approach to nursing practice within the scope of the Enrolled/Division 2 Nurse and use nursing research methodologies and resources appropriately.
  • You will need to provide the exact number of words at the end of the proposal. Word count does NOT include:
  • Responses to tasks 2.1 & 4.2, and
  • The pre-existing templates, instructions and questions.






The research proposal must address the following topics:


1.    Research topic
1.1         In order to complete this assessment, you will need to identify a research question/hypothesis related to a specific topic, such as:


                   Infection control


You may choose a different topic, but your educator must agree with the topic you have chosen.


Your nursing research question or hypothesis may include:


½        Nursing interventions applicable to the topic

½        Client perceptions of the provision of this topic

½        Models of nursing care that utilise the topic

½        Political issues confronting nursing practice and health care provision in relation to the topic


An example of a question (the student can NOT use this example), would be:

Does hand washing among healthcare workers reduce hospital acquired infections?


An example of a hypothesis (the student can NOT use this example), would be:

It is the hypothesis of this experiment that bacteria will be best cleaned off when they are washed with chemicals like soap or hydrogen peroxide and the hands are then drying on a sanitary object like clean paper towels.


It is necessary to apply critical thinking skills to formulate a research question/hypothesis. In order to do this:

½        Have a sound understanding of what best practice is

½        Consider if best practice is being applied. If not, identify the specific areas where best practice standards are not being met

½        Drawing upon your knowledge, identify the impact of these gaps on healthcare outcomes for the client

½        Formulate a question/hypothesis based on your considered approach to minimise the impact on the client and improve knowledge/skills of the healthcare professionals.














2.    Definition of key terms
2.1         THIS IS AN OPTIONAL STEP INTENTED TO HELP YOU RESEARCH YOUR ARTICLES. NO MARK ALLOCATED TO THIS TASK. Identify the key terms of your research topic. Give a synonym or variation of the term and provide a definition for each using the table below.



Key term Variations or synonyms Definition

High blood pressure


HTN, hypertension, elevated blood pressure


BP > 139/89 mmHg

















3.    Research question/hypothesis and its purpose
3.1       Write a clear statement highlighting your research question or hypothesis, e.g. “is there a difference between hand washing protocols and actual practice”.
3.2    Identify the role and the six (6) steps of the evidence based process. You may refer to
3.3         Explain whether or not the future results of your study might contribute to evidence based practice.
3.4         Briefly explain how your research will contribute to nursing practice and continuous improvement programs, e.g. better enforcement of hand washing protocols leading to decreased number of nosocomial infections.
3.5         Identify ONE (1) member of the multidisciplinary healthcare team who would contribute to your research. Briefly explain his/her participation in the study.
3.6         Contact your educator and discuss your Research Topic and verbally gain confirmation that you and your partner are on track.
4.    Literature review  


4.1         You are now to conduct a literature review.


½        The aim of your literature review is to ‘demonstrate in a rigorous way the background of the subject under discussion, and in many cases establish a justification for the need to research the particular topic.’ (Richardson-Tench et al. 2014, p. 46)

½        Include three (3) articles in your literature review.

½        Articles must be published in professional journals. Please find below the pyramid of evidence – this is a guide that may help you throughout your project. You may also refer to your learning activity (session 2, activity 5).


½        Hierarchy of nursing research evidence:

1.    Systematic reviews and meta-analysis

2.    Randomised controlled trials

3.    Cohort studies

4.    Case-control studies

5.    Cross-sectional surveys

6.    Case reports


½        To determine the quality of a research article:

1.    Ensure authors/researchers are credible

2.    The methodology or study design must be appropriate for the study

3.    Clear data collection and data analysis processes

4.    The findings should be effective and feasible

5.    No breech of ethical guidelines

6.    Limited/no financial or commercial bias


½        You may use the suggested articles found in your learning activities.

½        You may access the JBI and EBSCO databases from your Blackboard page.

4.2         Provide the reference for each article following Harvard System of Referencing. The reference list must be at the end of your project. Use Appendix C.
4.3         For each article, highlight the main hypothesis or research question raised by the authors.
4.4         For each article, write a brief analysis of how your study will build on these results or further contribute to literature surrounding your topic.
4.5         Contact your educator and discuss your Research Topic and verbally gain confirmation that you and your partner are still on track.




5.    Methodology, data collection and analysis method
5.1         Describe the data that will be collected, e.g. blood pressure, blood samples, etc.
5.2         Identify the most appropriate research method you would use to address your research topic. Indicate whether you choose to undertake a mostly quantitative or qualitative study. Explain your response.


5.3         Briefly describe the type and the size of your study population including inclusion and exclusion criteria, e.g. 200 women aged 60 or above (excluding men).


5.4         Identify the most appropriate method(s) of data collection for your research, e.g. survey, questionnaire, interview, etc.


5.5         In contribution to improving health promotion programs and best practice in nursing, your participation in this study is to identify THREE (3) questions you would include in the questionnaire or interview designed to gather the data required for your study.
5.6         Identify the method you will use to analyse your data, e.g. statistical analysis. Briefly explain why.
5.7         Identify TWO (2) potential uses of the data, e.g. updating hand washing guidelines in your workplace.
5.8         Name ONE (1) document you would study to ensure you are following the statutory requirements for data collection and documentation.


6.    Validity of the research
6.1         Identify and list the dependant and independent variables of your study. Include social, personal, socio-economic, physiological, emotional or physical variables.
6.2         Identify TWO (2) obstacles to your study and provide ONE (1) solution for each.

Obstacle 1:


Obstacle 2:


6.3         Identify ONE (1) strength of your research tools or methods in relation to validity, e.g. large sample size.
6.4         Identify ONE (1) weakness of your research tools or methods in relation to validity, e.g. lack of accuracy of measuring tools.
6.5         Identify and briefly outline ONE (1) strategy you could use to strengthen the validity of your study, e.g. applying for authorisation to access latest measuring tools.



6.6         List TWO (2) questions that can be used to help evaluate the quality of the study.
7.    Ethical, cultural and religious considerations
7.1         Identify ONE (1) physical and ONE (1) emotional effect the study may have on the life of the participants’ relatives and loved ones. Provide ONE (1) solution for each of their need.


·         Physical need:

·         Solution:


·         Emotional need:

·          Solution:

7.2         You are proposing to collect data from participants during the study. Discuss the potential cultural and/or religious considerations you need to anticipate to ensure you always follow ethical guidelines, e.g. special considerations for specific ethnicity.
7.3         While researching and participating in the study, it is absolutely necessary that you apply the Professional Standards of Practice. They include:


□    ANMC Code of Conduct

□    ANMC Code of Ethics

□    NMBA Enrolled nurse standards for practice

□    State/territory Nurse Regulatory Nurses Act

□    State/territory Nursing and Midwifery Regulatory Authority Standards of Practice

□    Scope of nursing practice decision making framework

□    All of the above


7.4         Identify (TWO) policies and/or procedures you need to be familiar with while applying for and conducting research according to: .
7.5         Obtaining ethic approval before you start your research is a compulsory step of the process. Identify the institution that would ensure your study has received ethical approval.


7.6         Briefly discuss how you would ensure all research staff apply their duty of care throughout the study.
7.7         Briefly discuss how you will maintain the confidentiality and privacy of the participants.



8.    Schedule, funding and dissemination of research
8.1         Develop a summary of your study timeline. Use the table provided in Appendix A.


8.2         Elaborate a simplified budget for your research. Use the table provided in Appendix B. Explain where you would apply for funding.
8.3         As you are participating in research in order to work toward continuous improvement programs, you will need to share your findings within the workplace / industry. Briefly describe the method(s) of dissemination of your findings, e.g. articles, newsletters, conference, etc.





9.    Reflection

9.1         You are now at the end of your research proposal. You have been working on this project with another person as a team. Discuss how you planned and executed equitable team work and collaboration.















TOTAL WORD COUNT:  ___________

Time Research stage Actions taken
Week 1 E.g. Proposal developed E.g. Literature review, budget, filling out funding/grant forms, etc.


Week 2  




Week 3    
Week 4  


Week 5    


Week 6  




Appendix A – Research timeline (you may need to add or remove weeks)





Appendix B- Research budget






(rent of office space, maintenance, etc.)


☐  < $500

☐  $500 – $ 2,000

☐  $2,000 – $5,000

☐  > $5,000

Research meeting expenses


☐  < $500

☐  $500 – $ 2,000

☐  $2,000 – $5,000

☐  > $5,000

Office equipment and supplies

(printing & photocopying)


☐  < $500

☐  $500 – $ 2,000

☐  $2,000 – $5,000

☐  > $5,000

Communications costs


☐  < $500

☐  $500 – $ 2,000

☐  $2,000 – $5,000

☐  > $5,000

Staff time

(professional and support, including benefits)


☐  < $5,000

☐  $5,000 – $ 20,000

☐  $20,000 – $50,000

☐  > $50,000

Travel and transportation


☐  < $500

☐  $500 – $ 2,000

☐  $2,000 – $5,000

☐  > $5,000


(how will it be published or distributed, e.g. rent for conference room)


☐  < $500

☐  $500 – $ 2,000

☐  $2,000 – $5,000

☐  > $5,000

TOTAL (approximate amount) $_____________



The research project will be assessed using the marking guide. This is an individual assessment.



Research Project marking guide


Criteria Percentage

·         Information presented was relevant and accurate

·         The student demonstrated a good understanding of the principles of nursing research

·         All questions were answered

·         Comprehensive & addresses all the requirements

·         Research question/hypothesis clearly stated





·           The student communicated with the educator, both verbally and written, throughout the process

·           The student followed educator’s recommendations

·           The student proactively sought explanations and clarifications when necessary

·           The student negotiated project organisation, ideas and research approach with project partner and educator when necessary




Time management

·         The student paced themselves throughout the assessment.

·         The assessment was submitted on due date.




Sentence  & Grammar

·         Clearly conveys concepts

·         Spelling grammar, punctuation and logical structure




Overall Appearance & Layout of Material

  • The student used the provided templates
  • The students followed the project order
  • Appropriate Harvard style referencing
















Marking guide Rubric for Research Project

Criteria Percentage Fail Pass Credit


Distinction High Distinction




Research Project did not include relevant or accurate information. No evidence of research. Appeared unprepared.

No understanding of research concepts.

No research question.

Research Project included basic information. Evidence of minimum or no research. Appeared unprepared.

Limited understanding of research concepts. Research question poorly formulated.

Research Project included basic information. Evidence of some research. Appeared unprepared.

Basic understanding of some research concepts.

Research question unclear.

Good Research Project of relevant and accurate information. Evidence of some research. Well prepared. Sound understanding of research concepts. Research clearly formulated. Excellent Research Project of relevant and accurate information. Strong evidence of extensive research and preparation. Very good understanding of research question. Research question very clearly formulated.
Communication 15% Demonstrates little to no evidence in communicating the purpose of the research project.  Did not engage with educator and project partner nor verbally or in writing. Demonstrates basic understanding in communicating the purpose of the research project.

Basic engagement with educator and project partner.


Demonstrates an above average understanding in communicating the purpose of the research project.

Good engagement with educator and research partner. Communicate verbally or in writing to obtain educator’s approval of research topic.

Demonstrates a high level of understanding in communicating the purpose of the research project.  High level of communication with educator and project partner. Communicate verbally and in writing with both educator and project partner. Demonstrates a very high level of understanding in communicating the purpose of the research project.  Excellent level of engagement with educator and research partner. Is proactive to communicate verbally and in writing throughout the project with both educator and project partner.


Time management




Did not pace themselves appropriately and had multiple delays. Project not submitted on time. Submitted assessment on time. Did not pace themselves consistently throughout the project and had to rush.


Submitted assessment on time. Mostly paced themselves appropriately throughout the project but had difficulties identifying the most time-consuming tasks. Submitted assessment on time. Mostly paced themselves appropriately throughout the project but had few difficulties identifying the most time-consuming tasks. Submitted assessment on time Paced themselves appropriately and consistently throughout the project.
Sentence  & Grammar




Poor grammar with many spelling and punctuation errors. Grammatical errors including spelling and punctuation. Minor grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors. No grammatical, spelling or punctuation errors.
Overall Appearance & Layout of Material




Did not use the provided templates. Did not follow the project order. No referencing. Used some templates but not all. Did not follow the project order

Inaccurate/incomplete referencing.

Used provided templates. Changed order of some elements of the project. Sufficient referencing provided. Used provided templates and followed project order. Sufficient referencing provided Used provided templates and followed project order. Very well referenced.




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Unit 6 Assignment: Price Floor

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