Tag: Project management

EXAMPLE: TUBERCULOSIS
1. Go to any searcher such as: Google, yahoo, msn, CDC.org, NIH.org, ASA electronic library and type the name of the disease: tuberculosis, or liver, kidney function tests.
2. From the results, select sites containing the .edu, CDC, NIH. or hospitals such as Mayo clinic as they contain updated information about the topic.
3. If you chose a website such as http://www.cdc.gov/tb/ you’ll find information about testing and diagnosis, infection control and prevention, laboratory information, etc. Use that content to write two pages of the paper containing information about what it is, what causes the disease, what is the epidemiology (individual characteristics), symptoms, prevention, and treatment.
4. Most of the paper has to be based on the characteristics of the microorganism: shape, stains, genetic material, growth (cultures and culture media), transmission to a susceptible host, oxygen and food requirements, immunity, prevention, and vaccines etc.
5. From the testing and diagnosis look for the name of the test(s) that are used to make the diagnosis: The Mantoux tuberculin skin test (TST), QuantiFERON®-TB Gold Test, CBC, Acid-Fast Stain,etc.
6. Information about the test(s) should include source of the specimen: blood, urine, sputum, etc, patient preparation: fasting, timed collections etc, vacuum tubes (if needed), normal values, and conditions associated to abnormal values.
7. You must open an account with turnitin.com as a student, the class enrollment and password will be provided when you select your topic.
8. An electronic copy must be submitted ONE week BEFORE the finals.

Some projects are best served by engaging in partnerships. There can be many reasons for partnering, but primarily it is because the need or problem requires the involvement of multiple stakeholders. In some cases, a funder may look at organizational capacity and question whether staff has the experience and skills to carry out the project successfully. Other grants, depending on the nature of the RFP description, will specify partnerships. And some projects are simply too complex and wide ranging to even consider within a single organization.

It is important to understand that the time to reach out to potential partners about opportunities to apply for grant funding is when a need is first identified at an organization. Those who reach out to brand new “partners” because they must in order to submit a proposal may find it doesn’t work once the project is implemented. The barriers to successful partnerships can vary from lack of communication to hidden agendas.

Please review the Partnerships: Framework for Working Together Guidebook PDF and consider the potential barriers that can impact the success of a partnership.

For this Discussion, based on your own project idea, consider the potential barriers that could impact the success of your prospective grant partner.
Post a 2- to 3-minute “Vlog” (video blog) reflecting on the following about barriers to successful partnerships:

What barrier(s) could impact the success of your funding partnership?
How will you work to overcome the barrier(s)?
Provide an explanation of the importance of building a relationship between funder and grantee. Describe key elements of this relationship, providing a rationale for your thinking.
Describe why the grant funder/RFP’s criteria are important and how they can influence the outcomes of the funding process.
Address both a Memorandum of Understanding and Letters of Agreement that would be necessary.

References:
Gitlin, L. N., & Lyons, K. J. (2014). Successful grant writing: Strategies for health and human service professionals (4th ed.). New York, NY: Springer.
Chapter 14, “Understanding the Process of Collaboration,” pp. 199–212
Chapter 15, “Forming a Collaborative Team,” pp. 213–226

In preparation for this Discussion, review this module’s Learning Resources. Consider how you might respond if your grant is approved, or if your application is rejected. With this in mind:

Address the following in a Discussion board post:
Explain strategies and best practices you might apply if you do/do not get funded.
How would you respond to funder feedback?
Now, imagine that you do get funded. Please explain how you will respond to the administrative matters (i.e., reporting, managing staff, project management, etc.).
Briefly describe record-keeping strategies for your project.
Be sure to support your analysis and conclusions with citations and references in APA format from the Learning Resources and your own research.

References:
Gitlin, L. N., & Lyons, K. J. (2014). Successful grant writing: Strategies for health and human service professionals (4th ed.). New York, NY: Springer.
Chapter 21, “Welcome to the World of Post-Award,” pp. 287–299
Chapter 22, “More Post-Award Considerations,” pp. 301–310
Chapter 23, “Budget Management,” pp. 311–315

Project title: Examine the gender as moderation effect on the relationship between online service quality and customer satisfaction and loyalty: A study in the context of online banking service in
Saudi Arabia.

Ethical opinion form for Faculty of Business and Law (BAL) taught undergraduate and postgraduate students (except MRes)
Instructions to student
The questions starting on the next page of this form should be completed by the student on relevant dissertation / project units requiring the completion of an ethics form, regardless of whether you are collecting primary or secondary data. Refer to the Guidance Notes that accompany this form and the ‘Research ethics – issues to consider’ checklist, also to be found as an appendix to the Guidance Notes, for help in completing the form. If you are not collecting primary data or data that are identifiable with individuals, then you still need to complete an ethics form, but only need to answer Qs 1-4, then Q11 and as many of the questions between Qs 12-20 as are relevant in your case. The completed form, and any supporting documentation you intend to issue to participants, should then be passed to the supervisor. If your supervisor is satisfied that your application is capable of review, the usual procedure is that he / she will send it to an appointed independent reviewer to decide whether ethical approval can be supported. The reviewer, in conjunction with the supervisor, is responsible for approving the ethical dimension of your project, although you may be asked to amend your documentation to the satisfaction of the reviewer before a favourable ethical opinion can be granted.
No data collection or recruitment of potential participants must be undertaken before a final version of this form has been approved.
A favourable ethical opinion means that, as long as you conduct the study in the way that has been agreed, then you have ethical approval. If you subsequently do something other than what has already been agreed, then you no longer have ethical approval and would face the appropriate penalty. If you need to apply for subsequent changes to your project after having been given initial ethical approval, please fill in an ‘Amendment’ at the end of this form and reapply via your supervisor.
If, following the completion of the review process, your supervisor and, where relevant, any independent reviewer is unwilling to grant you a favourable ethical opinion, you have a right of appeal to BAL Faculty Ethics Committee. If you wish to exercise this right, your supervisor should email the Faculty Ethics Administrator, stating your name, HEMIS no., the relevant unit and course, and briefly stating the grounds for requesting that BAL Faculty Ethics Committee review the decision. Your supervisor should attach your completed ethics form and any supplementary documentation and include any relevant correspondence about the case.
A final signed and dated version of this form must be included in the file of the dissertation you are required to submit electronically. The form MUST be signed and dated by 1) the student, 2) the supervisor and 3) the peer ethics reviewer (unless the University has specifically previously agreed that the supervisor alone can sign off). If the dissertation is submitted without a fully completed, signed and dated ethics form it will be deemed to be a fail. Second attempt assessment may be permitted by the Board of Examiners.

1. What are the objectives of the dissertation / research project?
How 5G Technology Will Contribute to the Realisation of Smart City

2. Does the research involve NHS patients, resources or staff? NO

3. Does the research involve MoD staff? NO

4. Do you intend to collect primary data from human subjects or data that are identifiable with individuals? (This includes, for example, questionnaires and interviews.) NO
If you do not intend to collect such primary data then please go to question 11.
If you do intend to collect such primary data then please respond to ALL the questions from Q5 onwards. If you feel a question does not apply then please respond with ‘n/a’ (for ‘not applicable’).

5 How will the primary data contribute to the objectives of the dissertation / research project?

6. What is/are the survey population(s)?

7. a) How big is the sample for each of the survey populations, and b) how was this sample arrived at? (Please answer both parts of this question.)

8. How will respondents be a) identified and b) recruited? (Please answer both parts of this question.)

9. What steps are proposed to ensure that the requirements of informed consent will be met for those taking part in the research? If an Information Sheet for participants is to be used, please attach it to this form. If not, please explain how you will be able to demonstrate that informed consent has been gained from participants.

10. How will data be collected from each of the sample groups?

11. a) How will data be stored and b) what will happen to the data at the end of the research? (Please answer both parts of this question.)
a) Data confidentiality was maintained using synonyms with raw information being stored in a password protected computer.
b) It recommends that collected data should be stored for between 5 and 7 years before being deleted or being permanently destroyed. Thus, backing up raw data into Google Drive will ensure that raw data is securely stored for up to 7 years before being deleted.

12. What measures will be taken to prevent unauthorised persons gaining access to the data, and especially to data that may be attributed to identifiable individuals?
The raw data was backed up into Google Drive using a secure email account to ensure future access to data if the researcher’s personal computer is stolen or damaged.

13. What steps are proposed to safeguard the anonymity of the respondents?
To avoid revealing the identity of the participants, the researcher will avoid collecting personal information such as name, specific place of work, and place of residence. All participant details were coded and kept confidential.

14. Are there any risks (physical or other, including reputational) to respondents that may result from taking part in this research? NO

15. Are there any risks (physical or other, including reputational) to the researcher or to the University that may result from conducting this research? NO

16. Will any data be obtained from a company or other organisation? NO

17. What steps are proposed to ensure that the requirements of informed consent will be met for any organisation in which data will be gathered? How will confidentiality be assured for the organisation?
Firstly, before starting the data collection process, the researcher obtained ethical approval from the relevant institutional review board (IRB). Secondly, the researcher obtained the informed consent form the organisations. Finally, the researcher used data that the organizations have made public.

18. Does the organisation have its own ethics procedure relating to the research you intend to carry out? NO

19. Will the proposed research involve any of the following (please put a √ next to ‘yes’ or ‘no’; consult your supervisor if you are unsure):

• Potentially vulnerable groups (e.g. adults unable to consent, children)? YES NO √

• Particularly sensitive topics? YES NO √

• Access to respondents via ‘gatekeepers’? YES NO √

• Use of deception? YES NO √

• Access to confidential personal data (names, addresses, etc)? YES NO √

• Psychological stress, anxiety, etc.? YES NO √

• Intrusive interventions? YES NO √

If answers to any of the above are “YES”, please explain below how you intend to minimise the associated risks.

20. Are there any other ethical issues that may arise from the proposed research?

Reportedly, Sam’s natural parents raised Sam, his older and his younger brother. Information shared by Sam’s
mother, Jill Martin within a previous evaluation (03/31/2003) indicated that during preschool and the first grade
Sam displayed difficulty with attention. Moreover, the report data indicated that by the second grade Sam was
not doing his work.
Referral Question:
Sam’s mother referred him for psychological testing to assist in evaluating the need for accommodations
related to her son’s academic plans for the upcoming year. The referral questions are: 1) Does Sam have
emotional and academic problems that may affect his performance in the gifted program at school this year? 2)
What accommodations will benefit Sam this year?
Current Symptoms:
Currently, Sam’s mother reported a concern about her son’s attention, auditory processing, attention to detail
and overall mental processing of information. Sam’s mother reported that her son had displayed fluctuations in
academic functioning throughout his childhood. She explained that previously, her son enrolled in advanced
classes and data from a previous evaluation (03/31/03) suggested a superior level of intellectual functioning.
Nevertheless, Ms. Martin explained that historically her son performance at school was variable as were his
grades. Sam acknowledged that a teacher previously suggested that he might have symptoms of attention
deficit disorder. She hoped that the current psychological evaluation would provide information relevant to her
son’s current academic difficulties and provide remedial suggestions for enhanced cognitive functioning other
than the prescribed medication.
Current Stressors: Reportedly, Sam’s girlfriend just broke up with Sam, and she stated that he was not fun
enough and would not try new things. Sam reports a change in his mental functioning to include dizziness,
strange thoughts and feelings, anger, apathy, and depression with mood swings. He acknowledged that he is
losing weight, is more inattentive, and lacks coordination and feels weak. Ms. Martin stated that she has noted
that he is showing impaired judgment.
Relevant History:
Developmental/Medical/Social:
Sam’s mother explained that Sam’s developmental and medical history was unremarkable. Ms. Martin
explained that her son was a quiet and bright child, achieved his developmental milestones early. Reportedly,
he walked at eight months and used complete sentences at 17 months. Moreover, Ms. Martin, Sam’s mother
acknowledged that her son learned to tie his shoes as expected; however, he took “forever” to learn to ride his
bike. Ms. Martin reported two significant life events that occurred after her son’s previous evaluation at age 12.
First, reportedly during the 8th grade, Sam had plastic surgery on his ears during which time he had significant
academic difficulties, which resulted in below average grades. Secondly, Sam stated that at age 12 he was hit
“head on” in a car accident. He explained that he “blanked out” after hitting his head on the window although he
acknowledged that he did not pass out. Reportedly, although Ms. Martin acknowledged that her son had a
concussion; Sam did not receive skull or neck x rays to check for bone fractures or injury nor does his mother
recall any ratings reported from the Glasgow coma scale that could help assess the head injury. Ms. Martin did 
not disclose a family history of seizure disorder although she acknowledged close relatives with attention deficit
disorder, affective disorder, and substance abuse difficulties. Reportedly, Sam has had numerous friends and
various interests throughout his childhood. He was involved in the band, on the soccer team, learned
taekwondo, and participated in a problem-solving club. Moreover, reported that he has had numerous
girlfriends.
Educational/Occupational:
Ms. Martin explained that her son was an early reader and began to read during kindergarten at a private
school, Saint John’s Elementary school. Ms. Martin stated that, during the first grade, Sam’s teacher
acknowledged that Sam might have attention deficit disorder because he was very active. However reportedly,
although not on medication, Sam performed quite well academically from the second through the fifth grade.
Sam stated that he had difficulties with handwriting and therefore he never used cursive and has always
printed. Ms. Martin stated that during the 6th grade, Sam changed schools. Reportedly, his difficulties ensued
and continued through the 8th grade although he continued placement within advanced classes. Currently,
Sam acknowledged that he does well writing essays but exhibits significant difficulties when trying to learn
foreign languages. Sam has a part-time job helping his uncle at his paint supply store. Moreover, reportedly
Sam has a talent for painting murals. His mother reported quite proudly that he has quite a talent but always
smells like paint.
Alcohol Substance Abuse:
Sam denied use of any illegal drugs, any prescription drugs, or any alcohol.
Conduct and Legal:
Reportedly, Sam recently took his mother’s car out for a “joy ride” and although they had called the police
about the missing car, they dropped the charges when they found out their son had the car. Ms. Martin
acknowledged this was an example of his poor judgment lately.
Observations:
Sam is a fourteen- year old, white, male of above average height and sizable athletic frame. He appeared his
stated age, arrived at the evaluation casually and neatly dressed. He was cooperative throughout the
evaluation. Sam is right-handed. He appeared alert and responsive during the evaluation and his attention and
concentration were not impaired. Sam’s thought processes were connected and coherent. Sam conveyed no
delusions and his judgment, reasoning, and insight were adequate. Sam’s eye contact during the evaluation
was adequate.
Regarding his motor functioning, there are no apparent abnormalities during testing. No evidence of impaired
vision or hearing was present during this evaluation. Sam frequently asked permission before starting a task.
Sam’s speech was logical, coherent and of appropriate rate and rhythm unless he was stuttering. Sam did not
demonstrate any additional difficulties with speech and appeared to demonstrate the ability to both understand
and express the English language without notable exceptions. The content of his thought was not tangential
and was relevant to the content. He did not report hallucinations or delusions. His affect was appropriate to the
content. Sam’s gait and pace were unremarkable, and he did not express suicidal/ homicidal ideation.
Sam was not easily distracted from his tasks although he worked relatively slowly on timed tasks. Sam
reported that he felt frustrated with a task requiring him to copy designs onto paper and cracked his knuckles
frequently while admitting great discomfort with the task. Moreover, when asked to reproduce the figures from
memory he at first denied that he could remember any because he did not want to draw anymore.

In this project, you will use daily time series of COVID-19 including confirmed, deaths and recovered cases to fit SIR (susceptible-infected-removed) epidemic model parameters for different countries using MCMC (Markov chain Monte Carlo), and predict the pandemic evolution. Use any method you will learn in the course to gain insight into the impact of different factors in the transmission of COVID-19.
Dataset: https://github.com/CSSEGISandData/COVID-19

Final Project Deliverable

The final project deliverable should include:
1. The project report in .pdf format.
2. The code for your implementation. (Python code)
3. If you collected any dataset(s) for your project, include it/them in your deliverable, if that
is possible. If the dataset comes with restrictions, there is no need to include it.