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The work breakdown structure

(1) Consider the most complex project you’ve ever been involved in. Briefly describe the project, giving examples of the following as they pertain to the project in a minimum of 175 words/2 references

The work breakdown structure

Were you on the critical path Additionall, explain the role the project manager played in managing the project’s success or failure. Include an example

(2) Describe the four major financial reports and the ways the information is used for each. Make sure you use course materials to support your answer. Minimum of 250 words and a minimum of two sources should be cited and referenced: one source should be the text Cleverley, W.O .Essentials of Health Care Finance., and the second source should be a scholarly article.

Sample Solution

sky discussed the concept of the ZPD, he didn’t coin the terminology. This was first mentioned in 1976 by Wood, Bruner and Ross (McLeod, 2018, b) Vygotsky used the term ‘scaffolding’ to explain the ways in which teachers can bridge this gap. It should be noted that his aim here is not for the teacher to do the work for the students but to offer enough assistance so that they can learn to do more than they would have been able to do without that help (Garhart 2013). In educational settings, there are many ways in which scaffolding takes place. Examples of these may be as simple as sentence starters for written answers or modelling an activity prior to students beginning it. Scaffolding can also be peer-to-peer, with the student who has a better understanding of the subject matter providing the scaffolding. Bloom’s Taxonomy is an example of how cognitive theory allows for learning to be scaffolded, with different levels of the taxonomy asking for increasing levels of recall, understanding, application of current knowledge and then evaluative thought. Later versions of Bloom’s Taxonomy included creativity as an alternative to evaluation, which is more appropriate in some subject areas than others. Yet another method of scaffolding is proposed by Bruner, in his Spiral Curriculum Model (Bruner, 1960). He proposed that pupils benefit from going over the same ground multiple times throughout their school careers in order to deepen understanding and increase the likelihood of retainment. At younger ages, or lower stages of cognitive development, the information given is more basic, but as the same topic is reached again in later years, there is more scope to deepen that knowledge as students will already have a good grounding. He states that in order to fulfil learning potential, “A curriculum as it develops should revisit these basic ideas repeatedly, building upon them until the Student has grasped the full formal apparatus that goes with them” (Bruner, 1960 p13). Bruner also advocated for discovery learning, giving a geographical example of children who were taught reasons in which settlements developed in certain places, due to topography, water supply, fertile soils, and then given a physical map of the United States of America and asked to propose the possible locations of cities. Discussion between the pupils led to some accurate suggestions, backed up by sound reasoning, for where cities were likely to expand. Bruner points out the different ways in which pupils of different ages experience the world, through the example of bouncing a ball against a wall. How the child analyses that action depends on the age of the child, with young children being unable to equate the angle at which the ball hits the wall with the angle at which it moves away, a hypothesis which comes easily to older children (Bruner 1960). Bruner relates this directly to Piaget’s work on the intellectual stages of child development. The point of learning theory is to discover the best ways in which to help chi

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