Category: Essays

To find out how general practitioners express the barriers to appropriate prescribing of Z-drugs and benzodiazepines using a COM-B model. Background: Inappropriate drug prescription is a common phenomenon in many primary healthcare settings. Inappropriate prescription of Z-drugs and benzodiazepines has adverse effects, especially in the older population. Regardless, physicians continue prescribing the drugs to them. Data Sources: CINAHL, Medline (PubMed), PsycINFO, SCOPUS, Web of Science, Science Direct, ProQuest and Springer. Eligibility for selecting studies: Qualitative or quantitative studies about the perceptions and experiences of general practitioners in the prescription of Z-drugs and benzodiazepines. The studies had to be in the English language, conducted in primary healthcare settings between 2000 and 2015 in the United States, Europe, Australia or New Zealand. Methods: Various databases were searched for relevant research articles. Results were analysed using thematic analysis and themes drawn according to the COM-B model. The barriers and reasons identified from the study were grouped into themes and classified under Capability, Opportunity or Motivation. Results: Physicians reported several reasons and barriers for the inappropriate prescription. They include inadequate information, persistent patients, challenging work environment, type of drug, unwillingness to discontinue medication, inadequate or lack of knowledge about alternatives, and empathy for the patients and lack of alternatives. Conclusion: Barriers related to motivation, capability and opportunity caused inappropriate prescription of Z-drugs and benzodiazepines. Intervention strategies should be aimed at the three to resolve the inappropriate prescription crisis. Primary Objective: To investigate the impact of a brief intervention service aimed at reducing the prescribing of hypnotics in two General Practices (GP) settings in East Berkshire Clinical Commissioning Group (CCG) within a before and after audit study that examines the process as well as the outcomes of this service. Primarily to examine the prescribing rate of hypnotics within the two GP practices. In addition, to investigate the processes involved and gain the views of patients and GP staff in relation to the service and the determinants of behaviours relating to hypnotic prescribing. The brief intervention service will use an existing service template that was successfully delivered in 2013/14 to one GP practice within East Berkshire CCG. This is detailed in the section ‘Summary of Study Design’. The prescribing of hypnotics will be quantified using hypnotic Average Daily Quantity (ADQ) data per STAR-PUs (Specific Therapeutic Group Age-sex weightings Related Prescribing Units) and compared at a local and national level at baseline, during and after the study period. The views of patients and practice staff will be obtained using qualitative interview and will be examined using thematic analysis. The ultimate aim is to objectively investigate the hypothesis that the provision of this service will reduce the prescribing of hypnotics by impacting on determinants of prescribing behaviours. Secondary outcomes 1. The patient and GP views about the service and any mechanisms of behaviour change through thematic analysis of interviews 2. An additional analysis that highlights opportunities for further behaviour change. Clear recommendations for progressing a separate future study that measures the impact of a similar service evaluation on a larger population

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Write a news story based on this theme: “Interesting people that Made a difference” in about 500 words. Images will be required for this newspaper. Include the following: information needs to contain research and interviews. The story must begin and end with either (when, where, what, who, why, and how) The body must contain specific details related to the 5 W’s Support must be included with quotes each topic must have relevant examples and provide story interest Other interesting\important information you would like to include

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Purpose: The purpose of this paper is to review the existing literature on the fundamental elements of designing a competency matrix Design/methodology/approach: A literature review was used to form an understanding of previous work in the research area. The previous research literatures were reviewed for finding out the key elements of designing a competency matrix. Findings: The findings of the study have been weaved together to discuss the importance of following certain steps that are beneficial to ensure that the designed competency matrix covers the vital elements to be used as an effective tool.

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ASSESSMENT TASK Choosing one of the following, produce a literature review that assesses: 1.the literature regarding the organisation of knowledge as a source of competitive advantage. 2.the literature relating to organisational structure, how this affects knowledge transfer, and the layout of organisational facilities on the quality of ideas generation. 3.the literature covering design protection across the globe. 4.the literature covering the benefits of IP protection when licensing intellectual property internationally. 5.the literature covering the importance of exchange of knowledge. 6.the literature regarding the innovation drivers and the implications for knowledge transfer within a company environment. You should note that if you refer to particular concepts or theories these will need to be defined. SUBMISSION FORMAT 1.A Microsoft Word report format submitted electronically for assessment purposes via Turnitin with a word content of around 4,500 words MARKING CRITERIA The following criteria will be used to assess the assignment: You should demonstrate: •You have reflected upon the unit ILO’s below •clear articulation of the focus of your assignment and why. •evidence of a critical engagement with debates in the research literature for your chosen task. •Consideration of a wide range of research literature. The marks will be apportioned as follows Criteria 1 as ILO 1 (14%) Criteria 2 as ILO 2 (14%) Criteria 3 as ILO 3 (14%) Criteria 4 as ILO 4 (14%) Criteria 5 as ILO 5 (14%) Criteria 6 as ILO 6 (14%) Criteria 7 The structure & presentation of the report (16%) LEARNING OUTCOMES Having completed this unit the student is expected to: 1.Critical awareness of the purpose, advantages and disadvantages of knowledge transfer; 2.Ability to critically appraise the knowledge transfer process to include space and organising knowledge transfer; 3.Critical understanding of IPR mechanisms; 4.Ability to critically evaluate innovation drivers; 5.Understand the two way exchange of knowledge and the organisational environment; 6.Be cognisant of the enabling power of KT in the global context and competition.

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1) Define Econmic integration 2) Distingush between the different types of economic integration: Preference Trading Area,Free trade area,Customs Union,Common Market ,Economic and Monetary Union,Complete Ecnomic Integration 3) Discuss the advantages and Disadvantages for Uk’s membership in the EU 4) Support your analysis with relevant economic data or diagram 5) Reference

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“To what extent is social support beneficial to people living with a long term health condition?”

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Please I’d like to have a talk for 15 minutes about (Are you anybody, Miss snowe). A literature review of the article .. Critically analyse and evaluate the text. In each paragraph highlight the main points and answer the following questions in your own words and support it with a quote for each one. What are the Key points of the article? What are the key arguments? What are the themes? What are the Weaknesses and strengths? Do you agree or not? And why? Have they missed any gaps in the article? and please prior to that add introductory sentences such as: The main key arguments are …. The next thing I picked up is … and then she goes to … etc and please add the question in the paper with the answers + the introductory sentences for the talk your help is highly appreciated please let me know if you have any enquiries

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This is a group project about entering a US firm into the Mexican Market, THE SECTIONS OF THE PAPER THAT YOU WILL BE COVERING ARE BUSINESS ENVIORMENT AND COMPETITION WITHIN MEXICO AND JUST THAT. It must be all on tesla. ONCE A WRITE ACCEPTS THIS PAPER THEY MUST WRITE AND CONFIRM TO ME THEY UNDERSTAND THE INSTRUCTIONS. I will be uploading papers from previous years as well, these are nothing moe than references ok? Try and make each section 5 pages each

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Per my Professors Instructions: Your initial postings must be no less than 500 words Active Learning Discussion Question 8 Read: • What works in corrections, Chapters 13 and 14 and 15 1. (MacKenzie, D. L. (2006). What works in corrections: Reducing the criminal activities of offenders and delinquents. New York, NY: Cambridge University Press. ISBN: 978-0-521-00120-5) Working with Involuntary Clients, Chapter 8 2. (Trotter, C. (2015). Working with involuntary clients: A guide to practice (3rd ed.). Los Angeles, CA: Corwin Press. 978-0-414-71565-2 (paperback) or 978-1-315-88058-7 (e-book) Answer the following: 1. Discuss your thoughts on programs that you believe should be expanded and those that should be eliminated. 2. Should community correctional officials be guided by “gut” feelings on program effectiveness or solely rely on research?

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Your work in the lessons thus far has prepared you to analyze a speech and to give an effective speech that persuades your audience that your analysis is valid and useful. In the Rhetorical Situation speech, your purpose will be to provide your audience with a new perspective. Beyond reporting the content and history of the speech you analyze, you will offer a new critical perspective on the speech. Use the instructions for speech preparation that you have read, so far, in the Zarefsky textbook to help you choose a speech to analyze, develop your purpose, research the historical context and the available critical perspectives, argue for the perspective you use in your critical analysis, and structure your speech to present your claims effectively with appropriate language, rehearsal, and delivery. This speech should last at least, but no more than, 6-8 minutes. You will be given a 15-second grace period on either end. This time limit is NOT a suggestion. It is a requirement, and points will be deducted if you go over or under the time limit. In this speech, you will provide an analysis of a public speech using Bitzer’s rhetorical situation as a critical lens. You cannot analyze a speech that has been or will be discussed in the lessons for this course, and the speech you choose to focus on should be one given by a prominent public figure (politician, actor, sports figure, etc.) to a specific audience that was capable of rhetorical judgment. The speech you choose might have been intended to celebrate shared values, to motivate action, to convince the audience to adopt policies, or to inform effectively. At any rate, your analysis should focus on the speech as a fitting response to the rhetorical situation, in terms of the exigence, the audience, and the constraints. Additionally, your speech should inform us about the context of the speech by presenting sufficient historical background for the audience in class. Ultimately, you should present a clear and thoughtful argument about the speech. This argument should not be limited to whether the speech was good or bad, but should judge it according to appropriate criteria. How were the purposes of the speech fulfilled? Were the claims made in the speech valid and supported with evidence? What were the consequences or potential impact of the speech? How did the speech accommodate and make use of the constraints and resources afforded by the occasion, audience, speaker, and speech itself? In particular, what perspective do you bring to the analysis of the speech? What is the decisive, unique, or particularly effective appeal in the speech you are studying? This assignment will also help to establish your ethos as a speaker. Ethos is one of the rhetorical proofs that lead to judgment by the audience. Ethos is based on goodwill, good judgment, and arête—the skill of being good at public life. Your analysis, given in a speech, will demonstrate how you use criticism as a form of civic engagement. What you believe to be a fitting response will demonstrate that you know how to be a critic involved in public life, that you know how to do criticism that is engaged in civic matters, and that this functions in ways that are important for the good of the public. Provide support for the arguments in your speech by drawing on what others say about the speech or about speeches like it. Include a minimum of six published sources cited orally in the speech, cited in the outline for your speech, and listed in the outline bibliography/Works Cited page. Four of the six sources must be scholarly (edited, peer-reviewed) publications. Journalistic sources, news-aggregators, and general web pages are not scholarly sources, but they can be used to provide factual information, historical background, audience characteristics and responses, or pertinent speaker biographies. The text of the speech you analyze is not a source: it is the object of your analysis. The textbook for this course is not a source: it is your guide for preparing your speech. Your instructor can be an invaluable resource in developing the perspective that you want to develop; ask your instructor for suggested scholarly readings that will help you conduct your analysis. Remember, your purpose is not merely to provide historical and biographical facts in an informative speech, but to use those facts to argue persuasively for the perspective that you are taking. I chose President Obamas first victory speech in 2008. https://www.youtube.com/watch?v=CnvUUauFJ98

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