Best Writer

How can the experience of play serve as a catalyst for epiphanies, innovations, or inventions?

Answering the question using epiphanies, innovations, or inventions

Play can be video games, sports, board games, and much more has to be 90 sec speech.

U‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌sing only the essays in the Industrial Design Reader, Design Q&A, and the Zeisel essay as your reference sources, tell me about any big, enduring theme in American culture that is related to industrial design history. The theme should span at least 70 years I am not looking for short trends or fashion – I am looking for themes that evolve over a long period of time. Connect American Culture to ID History I do not want an essay about a theme in design history. Pro tip: do a little research on themes in American culture first, then see if one jumps out that you can connect to what you know about ID history—enough to make an interesting essay. Good idea for essay structure Introductory paragraph: name your theme, define it, and explain how it is a theme in American culture that endures over an extended period of time. Body paragraphs 2, 3 and 4: three examples from ID history that show a connection to the theme, AND show how the theme evolves over time. Concluding paragraph: end the essay by coming to a conclusion about what the connection between design history and American cultur‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌e means. This is NOT a book report I am not interested in your telling me what each essay was about. I want you to talk about why each essay is a milestone in design history that contributed to the theme in American culture that you are discussing. Required Use the course texts on Perusall as your only sources. No outside sources. Use key quotes from your chosen essays to support your claims. They should be brief quotes—the quotes should not make up more than 10% of the paper, total. Citation format for this paper only At the end of the quote, or at the end of any part where you are paraphrasing (not quoting exactly, but using ideas from the source in your own words), skip a space and put the last name of the author who wrote that essay. If there are page numbers in the reading, put the author’s last name, comma, then the page number the ideas or quote comes from. correct: (Dreyfuss) correct: (Zeisel, 78) NOT correct: (Gorman) Only use Gorman (the editor of the book) if you are quoting from one of her introductions to an essay. Otherwise, use the name of the designer who wrote the‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌ essay.

Please succinctly summarize each of the *required* readings [one response for each], mentioning the author, the title of the article/essay, summarize the passage, concept or argument before stating your question. See the example below for the template to follow.

As always, your questions can be of different types: 1) a question can be based on a part of the summary of specific elements from the text; 2) a question can be open-ended and prompt a wider reflection on the relationships between the author’s position and design-related social, political, ethical questions. Or simply begin to point towards a discussion of what relationship the author’s ideas have to design issues.

Example formulation:

In (the name of the article, excerpt from book, project brief), (author’s full name) argues/acknowledges/admits/agrees/alleges/asserts/assumes/claims/concludes/considers/demonstrates/denies/
determines/discovers/doubts/emphasizes/explains/finds/hypothesizes/implies/indicates/infers/notes/objects to/observes/points out/reveals/says/shows/states/suggests that (argument or summary of text). Question…?

…….

An example response using that formulation:

In his text ‘In Front of Lines That Leave Nothing Behind,’ Robin Evans questions those authors who compare the ambiguity of Daniel Libeskind’s drawings to that of writing, hieroglyphics, etc. Describing Libeskind’s drawings, Evans notes that “[t]hey are more like the tea-leaves in the cup, the spilt entrails of the eviscerated dove, distributions made in such a way that they can not be fully understood even by their author.” Is it feasible to say that like abstract works by fine artists, meaning in architectural drawings may best be subjectively interpreted by the viewer, or do architectural representations that are created by licensed architects have a duty to “make sense” and be accessible to all?

This response should be no less than 300 words.

ompare your company with SolarCal relative to the price of acquisition, semi-variable costs, and allocated direct and indirect costs of the solar power grids. Justify the response.

Instructions
Write a 2 page paper in which you:

Analyze expenses:
Analyze and provide detailed examples of the following costs that both Superstar Solar, Inc. and SolarCal will incur when contracting with the government.
Labor costs.
Manufacturing costs.
Research and development.
General administrative expenses.
Analyze direct and indirect costs:
From the previous section, define and indicate which costs will be direct and indirect.
Direct costs.
Labor.
Manufacturing.
Research and development.
General and administrative expenses.
Indirect Costs
Labor.
Manufacturing.
Research and development.
General and administrative expenses.
Allocation Methods
Discuss the following cost allocation methods and indicate which ones Superstar Solar, Inc., and SolarCal would use. Remember to provide a rationale for each of these methods.
Units of production method.
Machine hour method.
Direct labor hour method.
Direct labor cost method.

I‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌nstructions: Prepare a response (no more than 1000 words) paper question:”How have particular media inventions/technologies(pick one media invention/tech from the reading)* driven and been driven by globalization?” (do not mention the history) 1. talk about the relationship to time and space, our perception of the world and communiti‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌es, and how that has sort of changed with communication technology. 2. talk about their perception of time and space how those perceptions of time and space are related to globalization and be the compression of distance the increasing relevancy of distance. Or you can talk about how it limited globalization or it was precursor to gobalization‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌.

R‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌esponse to classmate presentation. The response to your classmates should include the below points. Discussion Forum Grading Criteria will be followed. 1. Discussion of content of the p‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌resentation-what and how did it impact your learning of the subject 2. Was the use of the supportive evidence appropriate and accurate? 3. Professionalism of PowerPoint Presentatio‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌n

D‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌issertation question The question- To what extent can computer simulation support the competencies of Incident Commanders in the modern day fire and rescue service. The Aim of the dissertation- • With the number of operational incidents reducing due to improvements in both business and community fire safety and technical improvements in early detection of fire • How are other British emergency services (Fire (mainly), Police and Ambulance) developing training packages to address the call levels reducing and still able to maintain the high standards of their incident commanders • Compare the different incident command software that are available. My service uses XVR incident command software so the dissertation should focus more on this software. I have attached the ethics form that was approved ****Can you regularly send me drafts so that I can show my tutor to ensure it is going in the right direction please******* My service is already using XVR to develop and maintain the competencies, I have created a questionnaire for the student to complete following a training/assessment (I have attached) which must be used as part of the dissertation. (will you need the questionnaires answered/completed or will you make it up?) The common theme from feedback are- The Good • They like the variation of the incidents • They like that a scenario can be created to simulate local risks • They like that the training/assessment can be done remotely • Scenarios can be created for different levels of command ICL1 (Supervisory level) ICL2 (Middle manager) ICL3 (Tactical level) ICL4 (Strategical level) • Attendees of the course can observe others during their session to learn from their good and bad decision processes. The Bad • The older the student the harder they find to interact with the software • The student blames the software if they are unsuccessful with the assessment • The internet connection needs to be strong and secure for the software to work smoothly Current process of maintaining competencies- • Bringing candidates to a central place to have drill yard based training (costly) • Limited scenarios done in a day as it takes time to set up • Venues not geared up for this type of training without substantial capital investment • Need to bring in personnel to support the training (overtime costs) • By brining personnel in to support the training it effects the availability of resources to attend operational incidents. Conclusion The conclusion should steer towards the importance of using software such as XVR to develop future incident commanders and a way of maintaining their competencies. Drill based competency training is too limiting and costly Research materials • If using journals make sure that the journals are easily accessible without having to pay for access Don’t use non-academic or non-peer reviewed sources. Sources need to be credible • The research materials must not be older than 5 years, unless it from a notable theorist • If using Fire Service material it must be UK based research • I have included references (below) from a friend who wrote his dissertation on ‘the use of operational discretion during fire service incidents’ • Use case study • Use published material from Sabrina Cohen-Hatton who has done a lot of research into behaviours and incident command Possible research materials (below is from a published dissertation from a friend so be careful with copying anything) • Adler, N. (2003). International dimensions of organizational behavior. 4th ed: Cincinnati,OH: South-Western. • Alimo-Metcalfe, B., & Alban-Metcalfe, R. (2008). In R. Walker, G. 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Building bench strength- a toolkit for executive development. Business Horizons , Vol 47 No 6, pp 3-9. • Bell, J. (2010). Doing Your Research: A guide for first time researchers in education, health and social sciences. 5th Edition: McGraw Hill, Open University Press. • Berg, B., & Lune, H. (2011). Qualitative Research Methods-Collection,Organisation and Analysis Strategies. 7th Edition: Prentice Hall. • Black, T. (1999). ‘Doing Quantitative Research in the Social Sciences; An integrated approach to Research Design, Measurement and Statistics. Sage Publications, London. • Blaikie, N. (2009). Designing Social Research. Polity Press. • Brown, S., & McIntyre, D. (1981). An Action Research Approach to Innovation in Centralised Educational Systems. European Journal of Science Education , 3(3):243-58. • Bryman, A. (2004). Social Research Methods. 2nd Edition: Oxford,University Press. • Bryman, A., & Bell, E. (2003). Business Research Methods. Oxford University Press. • Burt, R., & Regans, R. (1997). Homophily, legitimacy, and competition: Bias in manager peer evaluations. University of Chicago. • Byham, W., Smith, A., & Paese, M. (2002). Grow your Own Leader: How to idenfity, develop and retain leadership talent. Financial Times: Prentice Hall, London. • Callows, C. (2011, November). High Potential Leadership Programme. (D. Peace, Interviewer) • Career Innovation Research Group. (1999). Riding the Wave. Whiteway Reseach International , Oxford. • Chartered Institute of Personnel and Development. (2006). Reflections on talent management. Change Agenda: CIPD,London. • Cheshire FBU. (2009). Cheshire FBU Response to ‘Draft’ Corporate Plan & IRMP 2009/2010. Retrieved January 2012, from • Clarke, A. (2007). In W. Outhwaite, & S. Turner, The Sage Handbook of Social Science Methodology. Sage Publication Ltd. • CLG. (2008). Fire and Rescue Service National Framework 2008–11. Department for Communities and Local Government. • CLG. (2011). Fire and Rescue Service-Operational Statistics Bulletin for England 2010 11. Department for Communities and Local Government. • CLG. (2007). Leadership and Development in the Fire and Rescue Service:Summary of responses to the Consultation Paper. Department for Communities and Local Government. • Cohen, L., & Manion, L. (1994). Research Methods in Education. 4th Edition: Routledge, London. • Creswell, J. (2009). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. Sage Publications. • Daft, R., & Lane, P. (2008). The Leadership Experience. 4th Edition : Thomson,South- Western. • Darlington , Y., & Scott, D. (2002). Qualitative Research in Practice:Stories from the field. Buckingham:Open University Press. • Dennett, M. (2007). Safety by Appointment. Fire Prevention & Fire Engineers Journal , pp51-54. • Denscombe, M. (2010). Ground Rules for Good Research :Guidelines for Good Practice. 2nd Edition: Buckingham:Open University Press. • Denscombe, M. (2007). The Good Research Guide for Smale Scale Social Research Projects. 3rd Edition: Maidenhead: Open Unveristy Press. • Department for Communities and Local Government. (2008). Fire and Rescue Service:Equality and Diversity Strategy 2008-2018. CLG. • Department of Communities and Local Government . (2011, November). High Potential Leadership Programmes. Retrieved January 2012, from Communities and Local Go‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌vernment : • Dexter, L. (1970). Elite and Specialised Interviewing. Evanston,IL: Northwestern University Press. • Dobbs, M. (1998). Managing diversity: Lessons from the private sector. Public Personnel Management , 25(3), 351-367. • Dowell, B. (2010). Managing Leadership Talent Pools. In R. Silzer , & B. Dowell, Strategy-Driven Talent Management: A Leadership Imperative (p. pp399). Wiley. • Dowling, D. (2007). Earning one’s Spurs. Fire Prevention & Fire Engineers Journals , pp 39-41. • Dundon, R., & Jainer, J. (1999). A Philosophy of Social Sciences: An interdisciplinary approach. Nova Science Publishers,Inc. • Feild, H., & Harris, S. (1991). Participants’ Frustrations in a Fast-track Development Program. Leadership & Organization Development Journal , Vol. 12 No. 4, pp. 3-8. • Fire Service Circular 11/2003. (2003). Guidance on Integrated Personal Development System (IPDS). Department for Communities and Local Government. • Graham, C., & McKenzie, A. (1995). Delivering the promise: developing new graduates. Education & Training , Vol 37 No 1, pp 4-11. • Haslam, C. (2011). The Development Section. Retrieved January 2012, from UK Fire Service Resources Group: • Herriot, P., Gibbons, P., Pemberton, P., & Jackson, C. (1994). Misconceptions by managers and their bosses of each others prefereneces regarding the managers career. Human Resource Management Journals , pp 3951. • Highfliers. (2011). The UK Graduate Careers Survey 2011-New survey of final year university students reveals unprecedented demand for graduate jobs. High Fliers Research Limited. • Hirsh, W. (2000). Succesion Planning Demystified. IES Report 372: IES, Brighton. • HMFSI. (2001). “Bridging the gap – managing a modernised fire service”. HMFSI. • HMFSI. (1999). “Equality and fairness in the fire service: a thematic review”. HMFSI. • HMSO. (2005). Leadership & Development in the Fire and Rescue Service. HMSO. • HMSO. (2003). Our Fire and Rescue Service. HMSO. • Hofstede G. (2001). Culture?s Consequences – Comparing Values, Behaviours, Institutions and Organisations Across Nations. Second Edition: Sage Publications. • Holden, R., & Jameson, S. (1999). A preliminary investigation into the transition and utilization of hospitality graduates in SMEs. Tourism and Hospitality Research , Vol 1 No 3. pp 231-42. • Holmes, V. (2008). Working to live: why university students balance full-time study and employment. Emerald Education & Training , Vol. 50 No. 4, pp. 305-14. • International Assoication of Fire Cheifs. (2010). Fire Officer: Principles and Practice. 2nd Edition: Jones & Bartlett Publishers. • Jehn, K., Northcraft, G., & Neale, M. (1999). Why some differences make a difference:A field study of diversity, conflict, and performance in workgroups. Administrative Science Quarterly , 44, 741-763. • Jones, C; Former FBU Brigade Chair Merseyside. (2003). From attack to defence – questions of leadership raised by the FBU dispute. • Jusoh, M., Simun, M., & Chong, S. (2011). Expectations gaps, job satisfaction, and organzational commitment of fresh gradautes. Emerald Education & Training , Vol 53 No ,pp 515-530. • Kelly, G. (2008, June 5). Editorial. Times Higher Education , p. 25. • Klein, G. (1998). Sources of power: how people make decisions. MIT Press, Cambridge. • Klein, G., Calderwood, R., & Clinton-Cirocco, A. (2010). Rapid Decision Making on the Fire Ground: The original study plus a postscript. Journal of Cognitive Engineering and Decision Making , Volume 4, No 3, pp 186-209. • Kovach, B. (1988). Survival on the Fast Track. Dodd, Mead, New York. • Krippendorf, K. (1980). Content Analysis . London, Sage Publications. • Larsen, H. (1997). Do high flyer programmes facilitate organisational learning? Journal of European Industrial Training , Vol 21 No 9, pp 310-17. • Lewis, P. (2006). Identifying and developing high potential talent: the experience of individuals and implications for people and organisation development. Roffey Park Institute,Horsham. • LFEPA. (2009). Proposals for implementation of additional Targeted Development Programmes and Graduate Entry Schemes. LFAEPA. • Lincoln, J.. (1979). Work and friendship ties in organizations: A comparative analysis of relational networks. Administrative Science Quarterly , Vol 24, pp 181-199. • Livingstone, J. (1969). Pygmalion in management. Harvard Business Review , Vol 47 No 4, pp 81-9. • London Fire Brigade. (2010). Issue 3- Fast Track Schemes. Retrieved Jaunary 2012, from London Fire Brigade: • MacLeod, D., & Clarke, N. (2008). Engaging for success:enhancing performance through employee engagement. Department for Business Innovation & Skills. • McCall, M. (1998). High Flyers:Developing the next generation of leaders. Harvard Business School Press, Boston, MA. • McGrath, Berdahl, & Arrow. (2000). The study of groups: past, present and future. Personality and Social Psychology Review , Vol. 4, No. 1, 95–105. • McQueen, R., & Knussen, C. (2002). Research Methods for Social Science. Person Education Ltd. • Morris, N., & Johnston, L. (2011, March 4th). Firefighters say ‘savage’ budget cuts could put lives in danger-Investigation by ‘The Independent’ reveals some areas face loss of hundreds of posts . The Independent . • Popper, K. (1961). The Poverty of Historicism. 2nd Edition: Routledge, London. • Punch, K. (2005). Introduction to Social Research:Quantitative and Qualitative Approaches. 2nd Edition: London,Sage . • Rhona, H., O’Connor, P., & Crichton, M. (2008). Safety At The Sharp End- A guide to non-technical skills. Ashgate Publishing Ltd. • Richardson, J. (1996). Handbook of Qualitative Research Methods for Psychology. British Psychological Socierty, Blackwell. • Ross, E. (2006). The Social Studies Curriculum: purposes, problems and possibilities. 3rd Edition: State University of New York Press,Albany. • Rothwell, W., & Kazanas, H. (2003). The strategic development of talent. 2nd ed: HRD Press, Ambherst, MA. • Schein, E. (2010). Organizational Culture and Leadership. 4th Edition: Wiley Publishers. • Singh, K. (2009). Organizational Behaviour. Pearson EducationInc. • Stanley, G., Harris, & Hubert, S. (1992). Realising the ‘Potential’ of ‘High Potential’ Management Development Programmes. Journal of Management Development , pp 61-70. • Stemler, S. 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impact of communication, leadership styles and group dynamics on creating effective sustainable teams and organizations

The purpose of this assignment is to understand the principles of pharmacodynamics and pharmacokinetics and how they affect the delivery of prescriiption and non-prescriiption pharmacologic care.

Students will provide the best complete answer to each of the following questions:

Define the principles of pharmacodynamics and pharmacokinetics in the delivery of pharmacological care.
Discuss the importance of the pharmacokinetic processes of absorption, distribution, metabolism, and excretion during the administration of medications.
Explain the importance of identifying the pharmacodynamics and pharmacokinetics principles in the use of alternative, nutritional, and complementary medications.
To maximize beneficial responses and minimize harm, discuss how drug therapy must be adjusted to account for sources of individual variation; i.e. size, genetic factors, co-morbid conditions, etc.
Define the nurse’s role and legal responsibilities for medication administration.
Assignment Criteria:

A rationale for your answers must be supported by evidence from at least three (3) references. One reference must be the course textbook and the other two references can either be peer-reviewed scholarly journal articles (no older than five [5] years unless a classic source) and/or credible websites.
Use of the APA Student Paper format is required. Suggested paper length is 2 to 3 pages excluding the title and reference pages.
The following Level 1 headings for your paper must be used:
Title of Your Paper

Introductory paragraph should be written between the title and the first Level 1 heading.

Pharmacodynamics and Pharmacokinetics

Importance of the Pharmacokinetic Processes

Drug Therapy Adjustment for Individual Variation

Nurse’s Role and Legal Responsibilities for Medication Administration

Conclusion

Process: For the illustration essay, you will complete the following steps:
-Choose a topic: -Decide if you want to write a single-example or multiple-example essay
-Topic: Travel, Social Media or Vegetarian

All essays must meet the following requirements:
-750-1000 words.
-Write in Times New Roman, 12 pt. font.
-Include one-inch margins on all sides.
-Use double spacing (top-to-bottom every page, to include above and below titles and centered words).
-Include an APA title page and reference list that includes all of the sources used in the essay.
-Include page numbers (upper-right corner only).
-Adhere to APA convention and documentation style.
-At least four sources are required. All sources used must be cited.