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How can you arrange your classroom most effectively to reduce or eliminate distractions

Assignment Details

In this course, you have looked at various theories and methods that relate to classroom management. Through this, you have studied a number of classroom management models explaining how to manage and prevent behavior problems. Now it is time to develop your own classroom management plan.

Use your course readings, journal articles, and other credible and reliable resources to answer the following questions. Use a minimum of four credible, reliable sources to support your responses. Your plan should contain the following:

Part 1: Classroom Management Plan

In detail, describe your classroom management plan. Your classroom management plan should include each of the following details:

How can you arrange your classroom most effectively to reduce or eliminate distractions (i.e., placement of desks for students, location of bulletin boards, chalkboard, whiteboard, other permanent fixtures)?
What expectations do you have of your students? How can you convey that to your students?
What rules will you have to begin the school year? Will you ask for student input for all, some, or none of the rules? If others are involved, how will this be accomplished?
What will you do when a student breaks a rule? Will you have a hierarchy of consequences?
What strategies will you use to motivate your students?
What procedures will you use in your classroom (i.e., beginning the class, ending the class, distributing material, collecting materials and assignments, assigning student helpers or assistants)?
How will you establish a positive classroom environment?
How can you positively impact student behavior change in your classroom?
How can you ensure a safe learning environment for all diverse learners in your classroom?

Part 2: Reflection of classroom management models or theories

In the second part of your classroom management plan, reflect on the models or theories that were used to create your classroom management plan.

Describe at least two classroom management models or theories that have informed the development of your plan.
How do each of these models or theories inform your classroom management plan? Be specific.
How are these models or theories similar? How are they different?

Your classroom management plan should be 6–8 pages in length. Please follow APA guidelines for formatting, citations, and references.

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Providing adequate yellow signal time is important and can reduce crashes

Part 1: This includes an Excel spreadsheet that performs specific calculations.

The Insurance Institute for Highway Safety, IIHSLinks to an external site., states on their site that “Providing adequate yellow signal time is important and can reduce crashes. Studies have shown that increasing yellow timing to values associated with guidelines published by the Institute of Transportation Engineers can significantly decrease the frequency of red light violations and reduce the risk of total crashes, injury crashes and right-angle crashes (Bonneson & Zimmerman, 2004Links to an external site.; Retting & Greene, 1997Links to an external site.; Van Der Horst, 1988Links to an external site.; McGee et al., 2012Links to an external site.)._

You will design an Excel spreadsheet that calculates the allowable yellow light interval before changing to red and the red clearance interval based on the Virginia Beach Signal Timing Information. Links to an external site.

The equations that you will implement in your Excel spreadsheet calculator are available on slide 5 of the Signal Timing information. 

Your Excel Spreadsheet should show the following:

  • Posted Speed Limit
  • Adjusted Speed limit
  • Intersection width
  • Vehicle Length
  • Yellow Change Interval
  • Red Clearance Interval
  • Total interval to come to a stop

You will create charts showing the change in the Yellow change interval, Red clearance Interval, and the total Change time for each posted speed used. You will discuss in Part 2 of your project your conclusion based on those results. 

You can investigate in your Excel spreadsheet with different reaction times, deceleration rates, and vehicle length.

Part 2: This includes the development of a PowerPoint presentation showcasing the project enhancement as well as the Excel spreadsheet you designed.

You will design a PowerPoint presentation that details the added functionality of the traffic light system you designed as well as the results of your Excel spreadsheet calculations and comparison charts completed. This portion of the course project is worth 30% of the total project grade.

PowerPoint Presentation Requirements

  • No more than five (5) slides.
  • Must have a title slide.
  • Must have transitions of your choice between slides.
  • Must include an animation of bulleted points

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Cybersecurity help organizations to mitigate threats/risks, reduce financial loss and safety violations

ASSESSMENT 3 BRIEF
Subject Code and Title MIS607 Cybersecurity
Assessment Mitigation Plan for Threat Report
Individual/Group Individual
Length 2500 words (+/- 10%)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
b) Explore and articulate cyber trends, threats and staying safe in cyberspace, plus protecting personal and company data.
c) Analyse issues associated with organisational data networks and security to recommend practical solutions towards their resolution.
d) Evaluate and communicate relevant technical and ethical considerations related to the design, deployment and/or the uses of secure technologies within various organisational contexts.
Weighting 45%
Total Marks 100 marks
Task Summary
For this assessment, you are required to write a 2500 words mitigation plan for threat report based on knowledge you gained about threat types and key factors in Assessment 2. You are required to use the Assessment 2 case as context to write a report to address or alleviate problems faced by the business and to protect the customers. In doing so, you are required to demonstrate your ability to mitigate threat/risks identified in Assessment 2 through the strategy you recommend (STRIDE).
Context
Cybersecurity help organizations to mitigate threats/risks, reduce financial loss and safety violations, decrease unethical behaviour, improve customer satisfaction, and increase efficiency, as well as to maintain these improved results. Threats can be resolved by Risk Acceptance (doing nothing), Risk Transference (pass risk to an externality), Risk Avoidance (removing the feature/component that causes the risk) and Risk Mitigation (decrease the risk). This assessment gives you an opportunity to demonstrate your understanding of cybersecurity and your capability to explain Risk Mitigation strategies for such threats. Mitigations should be chosen according to the appropriate technology and resolution should be decided according to the risk level and cost of mitigation.
Task Instructions
1. Read the Assessment 2 Case Scenario again to understand the concepts discussed in the case.
2. Review your subject notes to establish the relevant area of investigation that applies to the case. Reread any relevant readings that have been recommended in the case area in modules. Plan how you will structure your ideas for the mitigation plan for threat report.
3. The mitigation plan for threat report should address the following:
• Setting priorities for risks/threats
MIS607_Assessment_3_Brief_Mitigation plan for threat report_ Module 6.1 Page 1 of 4
• Analyse the case in terms of identified risk categories and scenarios
• Apply standard mitigations
• Discuss specific resolutions for improvement, and justify their significance
• Provide recommendations for mitigating risk based on an assessment of risk appetite, risk tolerance and current risk levels (Choose techniques to mitigate the threats)
• Make recommendations to the CEO on how to conduct risk management, key issues involving your process improvement model, including a road map, the identification of appropriate technologies for the identified techniques, communicating the strategy, and a suggested timeline.
4. The report should consist of the following structure:
A title page with subject code and name, assignment title, student’s name, student number, and lecturer’s name.
The introduction that will also serve as your statement of purpose for the report. This means that you will tell the reader what you are going to cover in mitigation plan report. You will need to inform the reader of:
a) Your area of research and its context (how to mitigate or manage threats)
b) The key concepts you will be addressing
c) What the reader can expect to find in the body of the report
The body of the report will need to respond to the specific requirements of the case study. It is advised that you use the case study to assist you in structuring the report. Set priorities for identified threats from assessment 2, analyse the case in terms of identified risk categories and discuss specific resolutions and recommendations for improvements in the body of the report.
The conclusion (will summarise any findings or recommendations that the report puts forward regarding the concepts covered in the report.
5. Format of the report
The report should use font Arial or Calibri 11 point, be line spaced at 1.5 for ease of reading, and have page numbers on the bottom of each page. If diagrams or tables are used, due attention should be given to pagination to avoid loss of meaning and continuity by unnecessarily splitting information over two pages. Diagrams must carry the appropriate captioning.
6. Referencing
There are requirements for referencing this report using APA referencing style for citing and referencing research. It is expected that you used 10 external references in the relevant subject area based on readings and further research. Please see more information on referencing here:
https://library.torrens.edu.au/academicskills/apa/tool
7. You are strongly advised to read the rubric, which is an evaluation guide with criteria for grading the assignment—this will give you a clear picture of what a successful report looks like.
Submission Instructions
Submit Assessment 3 via the Assessment link in the main navigation menu in MIS607 Cybersecurity. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Academic Integrity Declaration
I declare that, except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of the Torrens University Australia Academic Integrity Policy and Procedure viewable online at http://www.torrens.edu.au/policies-and-forms.
I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly.
MIS607_Assessment_3_Brief_Mitigation plan for threat report_ Module 6.1 Page 2 of 4
Assessment Rubric
Assessment Attributes Fail
(Yet to achieve minimum standard)
0-49% Pass
(Functional)
50-64% Credit
(Proficient) 65-74% Distinction
(Advanced)
75-84% High Distinction
(Exceptional)
85-100%
Visual appeal and presentation of content
Title page included. Adheres to the font, spacing, format, word count requirement. Appropriate use of paragraphs, sentence construction, spelling, and grammar.
20%
No title page. Incorrect font and size with poor line spacing and large gaps in pagination, tables, or diagrams.
Report is written as a block of text with no breaks in between ideas. Separate ideas cannot be clearly discerned.
Many errors in spelling or grammar. Does not adhere to the word count requirement.
Title page is included. Missing most information. Incorrect font and size is used or poor line spacing and large gaps in pagination.
Paragraphs are used but large blocks of text with long sentences make it difficult to understand the ideas being conveyed.
Spelling or grammar has errors but meaning remains clear. Does not adhere to the word count requirement.
Title page is included but is missing key information. Some errors in font use and line spacing. Some pagination problems. One idea or concept per paragraph. Some paragraphs could be more succinctly written.
Minor spelling or grammar errors. Adheres to the word count requirement. Title page is included with most required information. Minor errors in font, spacing and format. One idea or concept per paragraph with 3–4 wellconstructed sentences per paragraph.
No errors in spelling or grammar. Adheres to the word count requirement. Title page is included with all required information. Font, spacing, and format are in accordance with the requirements of the assignment brief. Expert use of paragraphs with 3–4 well-constructed sentences per paragraph that follow logically from each other.
No errors in spelling or grammar. Adheres to the word count requirement.
Knowledge and
understanding
Understanding of the key concepts, principles of cybersecurity, Analyse the case in terms of identified risk categories and scenarios and apply standard mitigations.
30% Lack of understanding of the required concepts and knowledge. Key components of the assignment are not addressed. Lack of analysis of the case in terms of identified risk categories and scenarios and no application of standard mitigations.
Limited understanding of required concepts and knowledge. Some of the key components of the assignment are not
addressed. Limited analysis of the case in terms of identified risk categories and scenarios. Limited application of standard mitigations.
Adequate understanding of the required concepts. A reasonable capacity to explain and apply relevant key concepts. Supports opinion and information substantiated by evidence from research to analyse the case in terms of identified risk categories and scenarios.
Adequate application of standard mitigations.
Thorough understanding of the key concepts. Welldemonstrated capacity to apply and analyse relevant information to analyse the case in terms of identified risk categories and scenarios and application of standard mitigations.
Highly developed understanding of the field or discipline/s and key concepts.
Expert analysis of case in terms of identified risk categories and application of standard mitigation.
MIS607_Assessment_3_Brief_Mitigation plan for threat report_ Module 6.1 Page 3 of 4
Evaluation and
recommendations
Discuss specific resolutions for improvement. Evaluation and justification of resolutions to provide recommendations for mitigating risks
30%
Lack of discussion on specific resolution for improvement. No evaluation of resolutions for improvement to provide recommendations for mitigating risk.
Limited discussion on specific resolutions for improvement. Lack of evaluation of resolutions for improvement to provide recommendations for mitigating risk.
Adequate discussion of specific resolutions for improvement. Provide
resolutions for improvement and recommendations for mitigating risk.
Well demonstrated capacity to explain and discuss specific resolutions for improvement. A comprehensive evaluation and justification of resolutions to provide recommendations for mitigating risk. Expert discussion of specific resolutions for improvement.
Comprehensive and high level of evaluation and justification of the significance of resolutions to provide recommendations for mitigating risks.
Use of academic and
discipline conventions
Formal tone. No use of first-party perspective. Meets the assignment brief regarding introduction, body, and conclusion. Appropriate use of credible resources. Correct citation of key resources using APA style of referencing.
20% Does not adhere to the assignment brief requirements. Poorly written with informal tone using first person pronouns. No introduction attempted. Conclusion not attempted. Inconsistent and inadequate use of goodquality, credible resources. No use of intext references, or no reference list at the close of the report. Many mistakes in using the APA style. Written according to academic genre. Minor errors in the use of first-person pronouns.
Introduction attempted but very generic. Does not clearly state the purpose of the report and what the reader should expect to find in the report. Conclusion attempted but does not include summation of key concepts and/or recommendations. Consistent use of credible sources but these are not always explicit or welldeveloped. Little use of intext referencing. Mistakes in using APA style. Written according to academic genre. Sound use of the introduction but does not clearly state either the purpose of the report or what the reader should expect to find in the body of the report.
Sound use of the conclusion and succeeds in either the summation of key concepts discussed or recommendations, but not both. Consistent use of credible sources. Good use of in-text referencing. Minor errors in using the APA style. Well-written and adheres to the academic genre. Good use of the introduction, which clearly states the purpose of the report and what the reader should expect to find in the body of the report.
Good use of the conclusion and succeeds in summation of key concepts discussed and key conclusions or recommendations. Consistently demonstrates expert use of good quality, credible sources. Very good use of in-text referencing. No mistakes in using the APA style. Expertly written. Adheres to the academic genre. Excellent use of introduction. Secures the attention of the reader, clearly states the purpose of the report and what the reader should expect to find in the report. Excellent use of the conclusion. Succeeds in confident summation of key concepts and recommendations. Expert use of credible and relevant sources. Excellent use of in-text referencing. No mistakes in using the APA style.
MIS607_Assessment_3_Brief_Mitigation plan for threat report_ Module 6.1 Page 4 of 4

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Reduce greenhouse gas emissions by recycling

topic of paper : This is a proposal to reduce greenhouse gas emissions by recycling. All average citizens in California must recycle weekly on every trash day. There should not be any products that can be recycled in your garbage can at home. 

BE PRECISE with your Proposal.  Tell me EXACTLY/SPECIFICALLY what action you are proposing to do.  This is NOT a paper to “talk about” an issue, or explore possible paths, or only discuss pros and cons. For example: Bad – “Lets talk about speed limits and traffic fatalities”   Good: “This is a proposal to decrease speed limits on all interstate highways to 35mph.”  Proposal statement itself must be in BOLD type.  Ex: “Traffic fatalities are increasing to an unacceptable rate, therefore, This is a proposal to decrease speed limits on all interstate highways to 35mph.”  DO NOT bold everything, just the statement. The actual proposal is NOT limited to 1 sentence.  However, it MUST be precise and complete.  If it is part of your plan, it should be IN the proposal statement. Think of it as an extended thesis statement.

ANYONE can come up with a nice sounding idea, but that is less than half of what you need for a good proposal.  YOUR task is to connect an idea or goal to a specific plan to achieve that goal and propose that plan be enacted.  Example: “Schools should OPEN!”  Duh.  How specifically will that be accomplished?

Standard for all work is typed, double spaced, 12 point, Arial or Times New Roman Font (this is to give a standard idea for how much a “page” is, mostly just needs to be readable size and font). Abstract is single spaced. 

Please “Justify” your text ( Select all, then Ctrl-J -this makes is look more professional).  

Total text (What YOU write) should be 2000 words or more.  

Internal Citations/footnotes and Bibliography required – details below.  

  • You MUST provide internal citation or footnote for ANYTHING/EVERYTHING that you use from any other source
  • DO NOT EXPECT to pass if you do not properly cite

optional layout : 

  1. Analysis of problem – studies, strategies, techniques.
  2. A “literature review” similar to our other assignment.
  3. Details of proposal – How does it work? What would it do?
  4. Analysis of political climate regarding issue -what are chances it could be done? Barriers?
  5. Who needs to be involved and at what point
  6. Options for solutions, particularly your recommended proposal
  7. Chains of command (organizational charts)
  8. Plan of action with different phases
  9. Schedules for implementation
  10. Budget, Etc.

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The tool is capable of cutting 0.1” depth of cut at a time, so 5 roughing passes are taken to reduce diameter and 1 finishing pass is taken to bring the diameter to 3.5

Normal 0 false false false EN-GB X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:”Table Normal”; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:””; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:8.0pt; mso-para-margin-left:0cm; line-height:107%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:”Calibri”,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:”Times New Roman”; mso-bidi-theme-font:minor-bidi;} Case Study Detail

The item illustrated in the figure is a steel part produced for the aerospace industry. Currently, a bar stock of 4” diameter and 24” length is used as the blank for the part. The following sequence of machining processes are then performed on the part to create final shape: 1) The part is turned on the outside to reduce diameter to 3.5”. The tool is capable of cutting 0.1” depth of cut at a time, so 5 roughing passes are taken to reduce diameter and 1 finishing pass is taken to bring the diameter to 3.5”.

2)    The part is face-turned so that the face looking outside is smooth and flat.

3)    A cut-off tool is used to cut a 2”-thick disc from the end of the bar stock. It is cut at a small tolerance higher than 2” for post-processing. Then, the bar stock is removed from the lathe and the cut-off disc is fixed in its stead. Since one side is flattened already, that side is

fixed toward the chuck and the cut-off side faces outside.

4)    The part face (that is just cut-off) is face-turned as well to create a part that is smooth on all faces. Also at this stage, the part thickness is brought to precisely 2”.

5)    A center drill is used on the lathe to create the initial hole in the middle at ¼” diameter and ½” depth.

6)    A ½” diameter drill bit is used on the lathe to enlarge the center hole and make it a through hole.

7)    A special chamfer turning tool is used to enlarge the center hole and keep it a through hole at the enlarged diameter simultaneously. After this process, the inside diameter is created at 1”.

8)    Part is removed from the lathe and brought to a drill press to create the 4 holes as well as initial holes to create the curved slots (with a slot width of ¼”) – so a total of 6 holes at ¼” diameter are created.

9)    Part is removed from the drill press and brought to a vertical milling machine. The initial holes for the slots are used to create the two slots using a ¼” diameter end mill. The end mill cannot take 2” depth of cut at a time, so 4 passes are taken at ½” depth each.

10) Sides of the part are rough-milled using a 1” diameter end mill. Due to the thickness of the side portions to be machined, four passes are used for each side.

11) Sides of the part are finished using a ¼” diameter end mill.

The process takes many steps and includes three separate machines. Due to many reasons manufacturing-related, including but not limited to the amount of time the process takes, the complexity of the tools required, and the shop space required for the whole process, the process is too costly for the company. Also, the manufacturing team observes difficulties in fixturing the part in some portions of the process. As the project team, you are asked to come up with a solution to better manufacture the part in question, without sacrificing from the precision that is required by the industry

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Growth of trade with low-wage countries reduce the median wage for full-time workers

Some argue that the growth of trade with low-wage countries reduce the median wage for full-time workers, especially those without a college degree. This is definitely one source of impacts that the growth of trade might have on the domestic economy. But on the other hand, this leads to lower prices for millions of US consumers and/or businesses. And in particular, the lower input prices for the businesses have the potential for business expansion and more employment. What do you think of this aspect of the trade agreement changes?

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The tool is capable of cutting 0.1” depth of cut at a time, so 5 roughing passes are taken to reduce diameter and 1 finishing pass is taken to bring the diameter to 3.5

Normal 0 false false false EN-GB X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:”Table Normal”; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:””; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:8.0pt; mso-para-margin-left:0cm; line-height:107%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:”Calibri”,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:”Times New Roman”; mso-bidi-theme-font:minor-bidi;} Case Study Detail

The item illustrated in the figure is a steel part produced for the aerospace industry. Currently, a bar stock of 4” diameter and 24” length is used as the blank for the part. The following sequence of machining processes are then performed on the part to create final shape: 1) The part is turned on the outside to reduce diameter to 3.5”. The tool is capable of cutting 0.1” depth of cut at a time, so 5 roughing passes are taken to reduce diameter and 1 finishing pass is taken to bring the diameter to 3.5”.

2)    The part is face-turned so that the face looking outside is smooth and flat.

3)    A cut-off tool is used to cut a 2”-thick disc from the end of the bar stock. It is cut at a small tolerance higher than 2” for post-processing. Then, the bar stock is removed from the lathe and the cut-off disc is fixed in its stead. Since one side is flattened already, that side is

fixed toward the chuck and the cut-off side faces outside.

4)    The part face (that is just cut-off) is face-turned as well to create a part that is smooth on all faces. Also at this stage, the part thickness is brought to precisely 2”.

5)    A center drill is used on the lathe to create the initial hole in the middle at ¼” diameter and ½” depth.

6)    A ½” diameter drill bit is used on the lathe to enlarge the center hole and make it a through hole.

7)    A special chamfer turning tool is used to enlarge the center hole and keep it a through hole at the enlarged diameter simultaneously. After this process, the inside diameter is created at 1”.

8)    Part is removed from the lathe and brought to a drill press to create the 4 holes as well as initial holes to create the curved slots (with a slot width of ¼”) – so a total of 6 holes at ¼” diameter are created.

9)    Part is removed from the drill press and brought to a vertical milling machine. The initial holes for the slots are used to create the two slots using a ¼” diameter end mill. The end mill cannot take 2” depth of cut at a time, so 4 passes are taken at ½” depth each.

10) Sides of the part are rough-milled using a 1” diameter end mill. Due to the thickness of the side portions to be machined, four passes are used for each side.

11) Sides of the part are finished using a ¼” diameter end mill.

The process takes many steps and includes three separate machines. Due to many reasons manufacturing-related, including but not limited to the amount of time the process takes, the complexity of the tools required, and the shop space required for the whole process, the process is too costly for the company. Also, the manufacturing team observes difficulties in fixturing the part in some portions of the process. As the project team, you are asked to come up with a solution to better manufacture the part in question, without sacrificing from the precision that is required by the industry.

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Does Implementation of Fall Prevention Programs Reduce Falls

Change can be difficult to implement. Now that you are almost finished with your change project (Project topic: Does Implementation of Fall Prevention Programs Reduce Falls), if you were to implement your project in your clinical practice, what type of resistance do you expect from staff? List at least three ways that you can lessen the resistance you may encounter to help ensure the success of your project. You can use this as reference: American Nurses Association. (2015). Nursing: Scope and standards of practice (3rd ed.). Silver Spring, MD: Author. Scope of Nursing Practice, pp. 28-30 Review Appendix D, pp. 99-174 Websites: Explore the quality and safety reports on the National Academies Website Health and Medicine Division (formerly known as the Institute of Medicine): http://www.nationalacademies.org/hmd/ Review the American Nurses Association (ANA) website on workplace safety (http://www.nursingworld.org/MainMenuCategories/WorkplaceSafety/Healthy-Work-Environment). Textbook: Dearholt, S. L., & Dang, D. (2012). Johns Hopkins nursing evidence-based practice: Model and guidelines (2nd ed.). Indianapolis, IN: Sigma Theta Tau International.

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Overcoming resistance to fall project implementation

Resistance to implementation of a fall project may be caused by the organizational culture(Dearholt& Dang, 2012).This is especially in a situation where there is no much teamwork, no incentives for good performance or low job satisfaction. A hospital that also starts projects without seeing them through may also lead to skepticism and cynicism(AHRQ, 2013).

Another impediment to the implementation of the fall project may also be lack of knowledge and motivation by the staff(American Nurses Association, 2015). Staff may not know their roles and responsibilities in the fall project, hence not being keen to be involved.The staff may also not appreciate the importance of the project and hence they may not be fully motivated in implementing it. That fall prevention is secondary healthcare may lead to some staff being dismissive of the project.

Staff resistance may also be caused by the increased workload and disrupted workflows (AHRQ, 2013). Staff at most health institutions are overwhelmed by the workload due to inadequate healthcare staff nationally. Such staff may resist extra roles and responsibilities, especially when these are not crucial in providing primary healthcare. The resistance may be enhanced by the fact that most staff have established workflows and hence may not welcome activities that disrupt their day-to-day activities.

Resistance to change may also be caused by lack of adequate resources(American Nurses Association, 2015).Apart from staff lacking time, lack of tangible resources such as new care products and communication tools will cause resistance to implementation of the fall project.

Ways to overcome resistance in the implementation of the fall project include having a champion in the hospital’s senior management (AHRQ, 2013). The change agent should get a champion for the project by presenting to them the business and clinical case for the project. Such a champion will be able to get the rest of the management and staff on board. They are also more likely to contribute to positive change in organizational culture through influence and or directives.

Resistance can also be overcome by constituting a unit to spearhead the changes(Dearholt& Dang, 2012).The unit should be constituted from members representing the various stakeholders involved in implementation of the fall project. These members will be able to communicate to the implementers the importan…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. Fall Prevention Programs Reduce Falls ……….

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