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Need Assignment help_MGMT 650 Spring 2017 Problem Set 4

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MGMT 650 Spring 2017 Problem Set 4

(Last updated 11/28/2016)

 *Note: For problems 1 – 4, complete the 5-step process:

Step 1: State the null hypothesis and the alternate hypothesis.

Step 2: Select the level of significance.

Step 3: Evaluate the test statistic.

Step 4: Formulate a decision rule with critical value of test statistic.

Step 5: Compare the test statistic to the critical value and make the decision about H0.

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  1. Hypothesis testing with 2 populations:


UMUC’s Business Management department is concerned that dual degree students may be receiving lower grades than the regular management students. Two independent random samples have been selected. 160 observations from population 1 (dual degree students) and 140 from population 2 (management only degree.)  It is known from past studies that the population variance for dual degree students is 4.6 and the population variance for management only students is 5.0.  The current study found that the mean score for the dual degree students is 81 and the mean score for the management only students is 83.


At a significance level of .05 is there evidence that the dual degree students are receiving lower grades than regular management students?


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 F-Test Two-sample for Variances

 Use Excel’s 2-sample variances data analysis tool to solve the following problem.  A well-known ice cream store wants to test two different methods for scooping ice cream so they can use the one that has the least variability in their training of new and current employees.  It took a sample of the ice cream cones scooped and measured the weights.


Use the F-Test Two-Sample for Variances to test the hypothesis that the variances between the two methods are the same.  Interpret the results.


Method 1 Method 2
4.7 3.6
3.7 4.1
3.2 3.9
3.8 5.5
3.9 4.1
4.8 4.7
3.5 4.9
5.1 3.5
4.8 3.9
5.3 3.8
3.3 4.8
4.2 5



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  1. Hypothesis testing using the p value:


The hypothesis is that the mean IQ of the population is 100.  A random sample of six IQs in this population resulted in the following values: 118, 98, 112, 114, 106, and 111. Using the .05 significance level, is it possible to conclude that the mean is different from 100?

  1. State the decision rule.
  2. Compute the test statistic
  3. What is your conclusion?
  4. Use Excel to find the p-value. What does it mean?



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  1. Hypothesis testing on a proportion:


The administration of UMUC is concerned that a significant number of their students are not graduating in 4 years.  One factor that may contribute to the low graduation rate after 4 years could be the number of students that change their majors after the first year at UMUC.  A nationwide study found that about 49% of first year students at any university change their major after the first year.  UMUC sampled 100 students and found that 47 had changed their major after their first year.  At the .05 level, is the proportion of students at UMUC that change their major higher than 49%?



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  1. Scatter Plots:


Graph each set of data using the xy chart feature in Excel.  Add the chart name, Axes descriptions, r squared, and the linear equation to your chart.


  1. Highest Grossing movies and the year they were released.
$2,386.80 1997
$2,068.20 2015
$1,670.40 2015
$1,519.60 2012
$1,516.00 2015
$1,405.40 2015
$1,341.50 2011
$1,276.50 2013
$1,255.40 2013
$1,159.40 2015
$1,151.10 2016
$1,123.80 2011
$1,119.90 2003
$1,118.60 2012
$1,104.10 2014
$1,084.90 2012
$1,076.20 2006
$1,063.20 2010
$1,045.70 2011
$1,029.20 1993
$1,027.00 1999
$1,024.50 2010
$1,022.60 2016
$1,021.10 2012
$1,004.60 2008
$974.80 2001
$970.80 2013
$968.50 1994
$963.40 2007
$960.30 2010
$958.40 2013
$956.00 2014
$949.90 2007
$937.90 2016
$936.70 2003
$934.40 2009
$926.00 2002
$919.80 2004
$896.90 2005
$890.90 2007
$886.70 2009
$880.70 2015
$879.00 2002
$877.20 2012
$872.70 2016
$871.50 2001
$865.00 2013
$857.40 2015
$848.80 2005
$836.30 2009
$829.70 2012
$825.50 2010
$821.70 2002
$817.40 1996
$799.00 2007
$796.70 2004
$792.90 1982
$788.70 2013
$786.60 2008
$783.80 2004
$782.40 2016
$775.40 1977
$773.30 2014
$769.70 2009
$758.50 2014
$758.20 2006
$757.90 2012
$755.40 2014
$752.60 2010
$747.90 2014
$746.90 2012
$745.00 2005
$743.60 2013
$742.10 2003
$731.30 2009
$727.60 2016
$723.20 2013
$714.40 2014
$712.20 2011
$710.60 2014
$709.70 2009
$709.70 2007
$709.00 2014
$698.50 2010
$694.70 2011
$694.40 2012
$682.30 2015
$677.90 1994
$675.10 2014
$672.80 1999
$668.00 2013
$665.70 2011
$660.90 2006
$657.80 2014
$654.30 2003
$653.40 2015
$649.40 2002
$644.60 2013
$631.70 2008



  1. Hours studied and test grade


3 75
5 90
2 75
6 80
7 90
1 50
2 65
7 85
1 40
7 100
2 70
6 85
7 85
1 70
5 80
5 85
5 80
3 50
3 60
9 95
5 75
6 80
2 50
5 65
2 40
3 70
8 80
4 75
5 60
6 95


  1. Humidity level and time spent outside
50% 6
40% 7
70% 0.5
20% 4.5
90% 0.25
30% 4
70% 5.5
30% 2
20% 2
30% 2.75
40% 2.75
10% 8.5
90% 1
70% 2.2
80% 1.5
50% 3
70% 1.25
40% 4
30% 3.75
20% 6
20% 5
70% 2.5
70% 2
80% 1
50% 4

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Assignment help_Operations Management and the Supply Chain 2016-2017



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MODULE:  Operations Management and the Supply Chain    2016-2017

Module Code Level Credit Value Module Tutor
BUS3008 6 20  


Assignment Brief

 Assignment title:

  Supply Chain  Design – Timber


60% of overall assessment


24th March
Feedback and Grades due:


21st April
Resit Date 14th July



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Purpose of the Assessment


The purpose of this assignment is to test your ability to apply operations management thinking to a real world problem, in order to identify practical and implementable steps that balance the differing needs of multiple stakeholders.

 Assessment Task

Boughton Green is a long-established building products company with its headquarters in Northampton. The principal activities of the company concern the operation of a number of retail superstores.

The company’s operations are presently concentrated in the East Midlands. The majority of stock is held in the superstores themselves; there is one central distribution facility in Northampton.

The company has been approached by one of its suppliers with a proposal to develop a range of sustainable timber products for the wider UK construction market. The proposed products (roof trusses, etc.) are not suitable for transport with the company’s existing stock; a new logistics solution is required.

You are to prepare a report outlining the potential impact of the new product line on the distribution footprint of the company.

Deliverables and Assessment Breakdown

You have been provided with a set of sales data identifying the geographical distribution of historic sales of the new products. You are to analyse the data, identifying the concentration of likely customers, and propose a supply chain network to serve them.

(a) Develop a Problem Statement and state your Solution Design Principles     (10%)

(b) Use a Territory Design tool (Open Door Logistics is recommended) to identify the suitable depot locations to serve the anticipated market.

Consider a centralised solution (1-2 depots) and a decentralised solution (5-7 depots). What are the advantages and disadvantages of each?                                   (40%)

(c) Explore the practical options for siting warehouses/depots in the locations identified by the modelling exercise. Present your final site selection, explaining the reasons for any changes from your initial result.                                                   (20%)

(d) In your view, what strategies should the company follow to ensure that the supply chain solution is as sustainable as the products themselves?                          (30%)

The maximum permitted word count for this assignment is 2500 +/- 10%. Tables, figures and references are not included in the word count.


Assessment Submission

To submit your work, please go to the ‘Submit your work’ area of the Module NILE site. It is important that you submit your work to the correct module NILE site, and that your work is submitted on time.

Assessment Guidance

Familiarise yourself with the data provided. Identify the key information within it. The data manipulation involved is not hard – though you will need to learn new digital skills.

The key is to find a simple but effective way of representing the analysis. Whilst the exercise can be undertaken using a simple spreadsheet, you will find the capabilities of specialist software to be much more powerful, especially in terms of mapping.

We will explore one such package – Open Door Logistics – in our seminars.

Any literature search should be up to date. Unless a reference is absolutely seminal, I would not expect material over eight years old to be included.

Academic Practice

This is an individual assignment, in that the final submission will be made individually. However, group discussion of the solutions to the various sub-questions is encouraged. In practice, this means that you will be able to work together to build the models required.

The University of Northampton policy will apply in all cases of copying, plagiarism or any other methods by which students have obtained (or attempted to obtain) an unfair advantage. Support and guidance on assessments and academic integrity can be found from the following resources

SkillsHub: http://skillshub.northampton.ac.uk

CfAP: http://tinyurl.com/UoNCfAP


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Learning outcomes

The learning outcomes being addressed through this assignment are:

Knowledge and Understanding


a)       Analyse the purpose and value of operations management in the logistics context.


b)       Compare and contrast the key operations management concepts.


Subject-specific Skills


c)       Apply and reflect critically on the Operations Management Models as a basis for effective resource management.


d)       Distinguish between and apply key concepts and techniques for controlling and planning operations including the principles of Lean Management.


e)       Interpret and synthesis the various definitions of quality in an operational context and justify the effectiveness of measuring operational performance and identify opportunities for improvement.


Key Skills


f)       Use IT to apply statistical techniques to solve operational problems.


g)       Select an appropriate format for effectively presenting written work.


h)       Identifies key elements of operations management problems.


i)        Develops autonomy with individual study tasks.

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Assignment help: Perspectives on Capital: Financial, Physical, Human and Social Assignment

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Perspectives on Capital: Financial, Physical, Human and Social Assignment


Essay should contain minimum 10 references. It will be uploaded on TurnitIn, so it should have 0% plagiarism!


Perspectives on Capital: Financial, Physical, Human and Social


1,500-1,600 Word essay (word count doesn’t include intro and refference)

Selecting an example business, or market opportunity, please analyse the types of capital, and their flows, which may influence the success or failure of that business / opportunity.


You may want to focus on the dynamic and, if appropriate, the digital elements of capital make up, in order to demonstrate your understanding of the course material.


Consider competitors and challenges in regard to access to, and/or acquisition of capital, as well as it’s maintenance, enhancement and exchange.


Please reference the course readings to support your answer, along with appropriate outside research.


The general reading selection and lectures contain multiple potential example businesses that could form the basis for your evaluation.


Please use the Harvard style for referencing and bibliography.

Goals and Crucial Components

  • Opportunity
  • Evidenced Argument – Critical Analysis
  • Definitions and Premise / Conclusions
  • Necessary Conditions – Clear Aim and Structure)

Marking scheme:

Marking will be in accordance with the general IMS undergraduate marking rubric:

  1. Answer. (Does the coursework address the question/issue or meet the assigned aims and 
keep on topic? Is there a comprehensive understanding of the topic?)
  2. Structure. Intro, Main part, Conclusion, Reference. Intro, conclusion and reference doesn’t included in word count (Is the structure clear and material presented in a well argued, coherent and 
synthesised manner?)
  3. Writing Style. (Is the writing fluent and of a good standard with few errors in spelling, 
punctuation or grammar?)
  4. Level of Reading. (Is the topic well researched and supported? Is there evidence of using a 
range of high quality sources?)


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Assessment Rubric:

Students’ written work will be assessed in a manner appropriate to the requirements of any particular assignment.


In relation to assessed written coursework students are assessed with regard to:


  1. An ability to write lucidly and with focused relevance.
  2. An ability to identify and examine key issues in relation to the work in hand.
  3. An ability to draw upon and evaluate primary and secondary sources as appropriate.
  4. An ability to sustain a critical response through the development of coherent analysis.
  5. Evidence of insight, intelligence and stylistic aptitude in presenting written criticism.
  6. An ability to present the required work in a clear and appropriate form.


Perspectives On Capital: Financial, Physical, Human and Social

General Reading List


Specific readings are assigned for each week underneath the topic introductions, to be read in advance of the lecture. This general list provides further information, background and examples for understanding the lecture content and provides a resource for course assignments. The pertinence of each reading will be specifically addressed in class. All readings should be available as open free resources online.


Connected Viewing Initiative. 2012-15. Yearly Reports. University of California Santa Barbara / Warner Bros. Digital. http://www.carseywolf.ucsb.edu/mip/cvi


Cunningham, S. and Flew, T., 2015. Reconsidering Media Economics: From Orthodoxies to Heterodoxies. Media Industries2(1).



Jenkins, H., Ford, S. and Green, J., 2013. Spreadable media: Creating value and meaning in a networked culture. NYU Press. Online Resource Essays: http://spreadablemedia.org/essays/


La Torre, M., 2014. The Economics of the Audiovisual Industry: Financing TV, Film and Web. Springer. [Available via Creative Commons].


Nesta. 2016. (Juan Mateos-Garcia and Hasan Bakhshi) The Geography of Creativity in the UK Creative clusters.



Swedberg, R., 2005. The economic sociology of capitalism: An introduction and agenda. The economic sociology of capitalism, pp.3-40. http://press.princeton.edu/chapters/s7995.html


Vogel, H.L., 2014. Entertainment industry economics: A guide for financial analysis. Cambridge University Press. [Goldsmiths Library – multiple versions]



N.B. Further References and Resources related to each week’s topic are included in the lecture slides (5-6pw), and are additional to the set readings and those included here.


The concepts that were discussed on lectures are from that books. On the lecture were introduced the core tenets of Bourdieu’s theory of capital and its interpretation by Townley.


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Townley, B. Grewar, M. and Winter, J. 2013. Thinking in capital Mode. ESRC Research Capacity Building Clusters Conference Position Paper.



Alexander, J.C., 2011. Market as narrative and character: For a cultural sociology of economic life. Journal of cultural economy, 4(4), pp.477-488.


Allee, V., 2008. Value network analysis and value conversion of tangible and intangible assets. Journal of intellectual capital9(1), pp.5-24. [Available via academia.edu.]


Institute of Chartered Accountants of England and Wales, Corporate Finance Faculty (2015). Creative Industries – Routes to Finance.


Uzzi, B., 1999. Embeddedness in the making of financial capital: How social relations and networks benefit firms seeking financing. American sociological review, pp.481-505. http://www.jstor.org/stable/2657252?seq=1#page_scan_tab_contents

Walker, J., 2009. Accounting in a Nutshell: Accounting for the Non-specialist. Butterworth-Heinemann. (Chs 1-3)  https://www.dawsonera.com/abstract/9780080943152  %5BVia Primo  ArticleSearch+ you will need to log in ]


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University of Sunderland

Faculty of Applied Sciences

Department of Computing, Engineering and Technology


Assignment 1 of 1

The following learning outcomes will be assessed:


Critical knowledge of the fundamental concepts and analytical methods in the solution of a range of problems related to thermodynamics, fluid mechanics, and heat transfer.


Design and analyse a variety of air standard cycles and vapour power cycles.


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Important Information

You are required to submit your work within the bounds of the University Infringement of Assessment Regulations (see your Programme Guide). Plagiarism, paraphrasing and downloading large amounts of information from external sources, will not be tolerated and will be dealt with severely. Although you should make full use of any source material, which would normally be an occasional sentence and/or paragraph (referenced) followed by your own critical analysis/evaluation. You will receive no marks for work that is not your own. Your work may be subject to checks for originality which can include use of an electronic plagiarism detection service.

Where you are asked to submit an individual piece of work, the work must be entirely your own. The safety of your assessments is your responsibility. You must not permit another student access to your work.

Where referencing is required, unless otherwise stated, the Harvard referencing system must be used (see your Programme Guide).

Please ensure that you retain a duplicate of your assignment. We are required to send samples of student work to the external examiners for moderation purposes. It will also safeguard in the unlikely event of your work going astray. Submission Date and Time Before 4pm, Wednesday 22nd March 2017
Submission Location SunSpace Dropbox


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Buy your research paper-Financial Analysis.

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Financial Analysis.

Review the most recent annual reports for each of the two companies to gain an understanding of each company’s products and services, the markets they serve, and their financial performance.

Complete a financial analysis to determine which of the two companies is the better performing by looking at the most recent full-year financial reports.

A good performing company is one whose returns are better than the industry average over a long period of time. Look at a metrics such as return on invested capital, free cash flow, sales growth, profit growth, and return on assets).

A company with superior financial performance, generally has consistent annual revenue and profit growth; high profit margins; high sales per employee; high sales per square foot of floor space (retail or manufacturing); high inventory turns, and a strong balance sheet.

Good financial performance is the result a good business strategy that is executed well and often includes: investments in appropriate technology; visionary leadership; talented and dedicated employees; a customer focus; having and maintaining a competitive advantage, and a strong focus on strategic goals.

Based on your conclusions from the facts as presented, explain why the better company achieves better performance than its competitor.  What does the company do well to achieve the superior financial performance?  What can they improve on to even do better?



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Financial Comparisons
Metric Company 1 Company 2
Profit Margin 4.39% 1.45%
Return on Assets 8.57% 6.22%
Return on Equity 23.0% 36.6%
Debt to Equity 0.71 2.11
Return on Invested Capital 18.6% 21.7%
Earnings Growth (3yr. avg.) -1.7% +15.4%
Revenue Growth (3 yr. avg.) 4.2% 2.7%
Inventory Turns 8.3 15.0
Sales/Square Foot $437 161
Sales/Employee $218,400 $277,328
Net Income/Employee $6,876 $7,243
Free Cash Flow $7.4 bn $0.86 bn


Company 2 has overall better financial performance as its Return on Invested Capital is 21.7% compared to 18.6% for Company 1. If you were a shareholder, your return potential would be better with Company 2.  Company 2 also does a better job in managing its inventory and has more productive employees (sales per employee). Company 1 has better asset utilization with higher sales per square foot. Company 2 has more productive employees with higher sales and net income per employee.

Company 1 does better in profit margins and operating margins and sales per square foot, and generates more free cash flow.

Company 2 is faster growing in earnings (15.4% per year), and does a much better job with inventory turns (15.0 vs. 8.3). If Company 2 could lower their floor space or increase their sales with the same floor space, they would improve their sales per square foot and thus improve their profit margins. This would also help generate more free cash flow as it would reduce the investment required in facilities.



  1. The APA writing style format uses 12 pt. font size, Times New Roman type style, double-spacing, and requires a title page, title headings for sections of the paper, citation of references used in the body of the paper, and a separate references page at the end of the paper.


  1. The length for papers is to be between five and seven pages (excluding title page, abstract, and reference page). Papers generally shorter than this do not adequately cover the topic.


  1. An abstract is required for all papers, and should include statement of problem or issues that the paper addresses; the method of analysis; the results or findings; and main conclusions and recommendations. Abstracts should be brief but complete.
  2. All papers must include a minimum of four (4) appropriate and credible outside references. The course textbook can be one of the references if it is used. Sources need to be credible and copying from sources is not permitted. If material is quoted directly from a reference source, the source must be cited in the body of the paper as well as on the reference page.


  1. Examples used to illustrate points in papers should not be taken from the course textbook or from any previously ones used in class or from other class assignments.


  1. All papers should have section headings for each of the major sections of the paper, and include as a minimum of an introduction (explaining the purpose of the paper and how the topic will be covered); an analysis section or sections, detailing the analysis of the case, the topic, or the problem; a conclusions section where the conclusions are made based on the analysis; and a summary section, where the key points of the paper and any conclusions drawn in the paper are summarized.
  2. Make sure that the hyperlinks are removed from any web sources on the reference page and in the body of the paper, and that the papers are spell and grammar checked before submitting.

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Assignment help-Buy your research paper

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Assignment Brief

The assignment for this unit is a small research project. You should design, execute and critically analyse a piece of research on learning in a setting of your choice, using an appropriate research methodology.


Briefing: You should design and undertake a small piece of research that investigates a question about diversity and learning and\or pedagogy and that interests you. You should frame the research question and the issue you study by drawing upon the literature in the field. You should also and contextualise your study theoretically and conceptually and make sure that you engage with questions regarding the helpfulness (or not) of particular theorisations. Hence, your research should have an empirical and theoretical dimension to it. You should write up your research in the form of an 8000-word report. You should cover: background and context (practically and in terms of the relevant literature); methodology (including design, sampling, methods, epistemological approach, mode of analysis, ethics); an account of your findings; and, a critical reflection on the research.  You will need to gain ethical clearance for this project. You will be given guidance on this at the summer school.

Parents’ voices on their perception about dyslexic support in schools: How does the relationship between perception and policy correspond? 

To what extent are parents perceptions of Dyslexic support reflected in special education needs (SEN) school policy?

This research is aimed at examining through the BSAK (British School of Khubairat) Learning Support Policy to what extent current practises of supporting learners of dyslexia were shared with parents involved in the parental support group.

To seek and facilitate collaborative relations between parents, learning support, teachers and other stakeholders of learners who have been diagnosed as dyslexic.

To provide insightful data in to the perceptions from parents on dyslexia, school support and the learning support policy.



Special and Inclusive Education : A Research Perspective


Day, Therese
Travers, Joseph
Mendicino, Kristina


Peter Lang AG, Internationaler Verlag der Wissenschaften

Date Published

September 2012








  • I am interested to reflect and explore any problems, barriers, boundaries (language/ knowledge) with parent’s accessibility and comprehension on the learning support policy for dyslexia.
  • Does the policy highlight what kinds of learning support / resources are available in school?
  • Also, the relevance and applicability to policy concerning dyslexia and the constraints of theory to the application of practice (home/ school)
  • To critically reflect on the theory of philosophy of pedagogy, diversity in school and the wider community of support and the specific recommendations for policy and practice to reflect any principles of any generalisation.

Then Phase 2 is to see if any of the hegemony practices are reflected and practised through learning support, teachers and learning. And explore the power-knowledge relationships of this policy

Is there any explicit values and theories of learning support that is committed to the learning support policy? 







(Do this at the end)


Historically, teachers, staff, parents and the community have had very little power at a national level to change or shape policy in education and schools (Mary, 1996). The underrepresented learning groups and stake holders can often fill marginalised (Quote NEEDED)  .The involvement of parents is not only a right identified in the education act (******) aimed at providing the policy framework for parents to participate, take responsibility for the process of those school policies and practice which impact both what happens in the school and the community.


Schools and education are as Mary (1996, p. 176) “are part of the fabric of society which can often embody individualistic, competitive and rationalistic values”. Underrepresented learning groups and stake holders, like those learners diagnosed with dyslexia and parents to these learners do not get equal representation.



Henry, ME 1996, Parent-School Collaboration : Feminist Organizational Structures and School Leadership, State University of New York Press, Albany, US. Available from: ProQuest ebrary. [7 September 2016].




Policy Analysis








Chapter 3: Methodology

  • Review the audio (last ones that are directly related to research topic/ tutorial and assignment)

Review policy and parents perceptions


  • Organise articles and readings surrounding the research
  • POLICY interpretation (SEE EDD policy interpretation)
  • Outline research question
  • Outline interview questions (Is your child/children been diagnosed as having dyslexia?)



What is unusual about this?




  • Responding to the POLICY
  • : what is different about current ongoing conditions





  • Does the psychology report you receive indicate strategies for you, as a parent to assist with helping your child with learning? Are these clear? What does the report recommend for parents to do?
  • Do you think these learning strategies for dyslexia the same at school? Why/ why not?
  • Do you think subject teachers use these dyslexia reports in their teaching practise?
  • How do you know how well your child is being supported at the school and in their classes?

Is the support similar/ different across the school? How?

  • What concerns you most about your child’s dyslexia and what support (if any) have you sought at school and in the community?
  • In your experience, are these concerns different or similar in other schools or countries where your child has been taught?
  • How much does the school support the parents group on dyslexia?
  • Do the teachers/ learning support use and discuss this report with you? Can teachers and the school do anything that can support dyslexia and your child?
  • Can you please describe briefly how this support started out?
  • Why do you think the parent support group for dyslexia is needed?
  • How does this support group work?
  • How would you like the support to evolve in the future?


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Appendix 1- Participation Information Sheets



To what extent are parents perceptions of Dyslexic support reflected in special education school policy?


You are invited and being asked to take part in a research study on parents’ perceptions of dyslexia and their experiences of current British School Al Khubairat (BSAK) and practice relating to Special Educational Needs (SEN), dyslexia specifically. This research is a Doctorate of Education level project, being undertaken by Christopher Blake for University of Bath, UK. It is a pilot study and is aimed to be developed into a future Doctorate thesis which will investigate more parents, school, learning support and teachers’ perceptions of Dyslexia school policy and support for all those stakeholders involved. The research will align itself to the ongoing changes in Special Education Needs (SEN) policy which will revise and reflect the dyslexic support given at school and parental engagement which forms the support group.

This research aims at investigating the SEN parents’ support group understanding at dyslexia and the school policy on SEN, and within the con going changes in SEN policy. You are being asked, as part of a one-to-one interview, about your understanding and experiences of the nature of dyslexia, the backgrounds of the parental support group and your perceptions of the BSAK SEN policy.


This study has two phrases

One-to-one interviews with parents and phrase two interviews with the BSAK Learning Support teachers.

In this study, parents will be asked to attend one initial interview session, and then one follow-up interview. The first session of one-to-one interviews will be recorded and be approximately 40 minutes long and will include a short introduction of the study and then questions. The second follow-up interview will be shorter and aimed at exploring deeper responses from the initial interview. The interviews will be organised at a time to suit the participant during the autumn term of 2016. Subsequently, the Learning Support teachers will then be interviewed


You have the right to withdraw participation in the study at any time without consequence. You may request that data gathered within your interviews be removed/ or destroyed at any point during the study without consequence or the need to justify your withdrawal.

You will be provided with a copy of your own transcript and will have the opportunity to comment on it (If you choose to participate in the interview process).

You may ask questions regarding the procedures in the study and if you have any questions following reading this study, you can contact myself, the researcher before the research begins.

Teachers have the right to withdraw from this research at any time without consequence. They do not have to provide any explanation or justify withdrawal.

Teachers can omit or decline to respond to any questions that is asked of them as appropriate and without any consequence to them.


No physical harm will be experienced during the research and results from this research. Nonetheless, personally and professional issues around dyslexia can be controversial. As such, this research may raise personal as well as professional issues that an interviewee may find difficult to discuss. To minimise uncomfortable feelings the interviews will be conducted will not be conducted in a non-confrontational manner. However, if any uncomfortable feelings and concerns about the study, any participant can discuss how best to address these issues.

The benefits of the study is to provide parents to reflect on their knowledge of dyslexia and related SEN school policy and related policy intervention.

The study has received ethical approval from the University of Bath Department of Social and Policy Sciences and is being undertaken in adherence to ethical guidelines from the Social Research Association which can be viewed at: http://the-sra.org.uk/wp-content/uploads/ethics03.pdf


Data collected will be stored with regard to the 1998 Data Protection Act and will adhere to the Social Research Association’s ethical guidelines.

I will take responsible steps to ensure confidentiality and anonymity: data will be kept separately from documents which could allow participants to be identified; recorded device, computer systems will be password protected. School sites will be given pseudonyms and teachers’ names will be coded. As teachers from the same school will be familiar with each other, potentially compromising or sensitive data will be treated sensitively and will not from part of the final study without consultation with project supervisors and participant.


This research study is being undertaken at the University of Bath as part


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The task

A small research


Parent’s perceptions (INSPIRE) small research


What works/support do parents do at home?

(Visual methods, creative methods of applying)


Teacher’s perceptions

Student’s perceptions

Future proposal (TENSE)

Past tense (review)


Teaching channel


Learning, diversity

Critical Psychology

To what degree does education promote social justice or injustice for those with dyslexia and for those parents of dyslexic students?


My research aim is to find the perceptions and feelings of parents of dyslexic learners in the British School, in Abu Dhabi regarding the promotion of dyslexia support through school subjects, together with how they support and use strategies to overcome some difficulties at home.

  • Problem statement


  • My aim is to find out the perceptions of parents on how dyslexia is being promoted, supported in a British School in Abu Dhabi.
  • To understand what methods parents use to assist their children with dyslexic difficulties

The aim is to discover what methods are used by parents of dyslexic students and whether parents have used any cognitive strategies for their dyslexic children (technology, cognitive exercises, Brian Gym).

Using and developing strategies overtime for dyslexic learners may assist with cognitive capacities for those learners. Providing an awareness of these strategies to parents and teachers can also provide the “prolonged and repeated experience of children or adults can form new neuronal connections” 

Under pinning this research is Bernstein’s analysis of integration, in the sense of the UK curriculum keeps these learners together, although they have differing ways of accessing learning. (Integration/ mechanical) Mechanical = collective conscience of what dyslexia is and perhaps through what the curriculum holds and the way learners with dyslexia learn and are supported/ or not.

Dyslexia can provide an obstacle on the curriculum (knowledge and the way it is transmitted)

Pedagogy (the methods) of transmission on this knowledge

Evaluation (assessment/testing) is linked and constrained by curriculum and pedagogy

Classification = separate subjects and the boundaries between them (strategies of learning support)

Framing = Strong or weak (do the teachers control the way learning support is used) weak

Strong = following a tight curriculum  and the learner has no control over what is taught

How do these concepts work. Are teachers and parents in control (have the power) to the content they teach, the way it is organised and sequenced.

Thus “integrated code” learners with dyslexia may bring a balance of power between the teachers and what they teach and the way they can support learners.

Underpinning Bernstein the thoughts of parents towards how learners are taught and supported provides attitudes and perceptions of how knowledge can control and mould a learners attitudes towards reality and possibly how dyslexia is manifested in education and the curriculum. Thus to value the democracy of education parents and learners, as well as teachers are stake holders:

Bernsteins conditions for democracy:

Enhancement access to critical understanding and new possibilities —-can be possible with confidence at an individual level (dyslexia suffer from this)

Inclusion – the right to be socially part of not being excluded through learning support

Early intervention towards dyslexia is essential towards diagnosis of dyslexia and also the process of getting appropriate support. Parents play a central part towards this process, practice and policy for the support in education. However, parents are often reluctant to seek potential support and communicate with teachers and schools and “find it difficult to openly consult about any difficulties their child may be experiencing” and concerns over the “lack of a diagnosis or a feeling that their child’s educational needs are being recognized or met” (Reid, 2010, p. 157).

Some parents want a label (a sense of being recognised) searching for an answer to a condition which has been an obstacle towards getting the necessary treatment.

Some feel that school needs to be aware of the child’s progress in all aspects of the curriculum and this needs to be discussed, between parents and school to deal with any lack of progress.

Some parents perception is that the school/ educational setting “does not accept dyslexia”

Parents anxieties and potential conflict often arise from individuals and interest groups who may have different ideas towards support needed.

This research is aimed at providing a voice to a group, parents, who can be excluded to the curriculum and the classroom. The use of Bernstein theories of education democracy this study aims at evaluating those ‘voices’ involved with dyslexia support and draw out new voices which often underpin notions of equality and an epistemology of education for social justice (Freire, 1970). This would also mean that all the stakeholders and communities involved with learner and dyslexic a support must collaborate to understand diversity and any discrimination (

Luke, A., Comber, B., & Grant, H

. (2003). Critical

literacies and cultural studies. In G. Bull &

  1. Anstey (Eds.),

The literacy lexicon

(2nd ed., pp. 15–35). Frenchs Forest, Australia: Pearson


The central aim of the collective focus of dyslexic support in education democracy is a commitment to provide “new spaces for collaborative work engaged in productive social change.” (Giroux, H. A., & Shannon, P., 1997. Education and Cultural Studies toward a Performative Practice. Routledge. The engagement of all those involved has the potential to transform not only the support for the dyslexic support, but also teaching practice and school policy.

Learners achievement also depends on the relationships of all those involved and where the support and education takes place. Bronfenbrenner (1997) theories point out that learners do not evolve independently, but also the “larger social contexts, both formal and informal, in which these setting are embedded” (Bronfenbrenner, 1997, p. 513). These settings, as Bronfenbrenner, are two proximal systems, a microsystem and the mesosytem. The microsystem consists of the child’s immediate context e.g. what parents say or do to support the learner’s achievement.  Whereas the mesosystem comprises the interactions the learner has in major settings where the learner is developing at a particular point of time. Thus, a learner through the mesosystem can include ‘family’ ‘school’ or any other grouping/ community that individual belongs. Thus, these complex systems and the relationships become critical for developing understanding of parental influence towards supporting dyslexia and identifying “the nature and value of learning and education through their ongoing interactions with their caregivers, teachers, and mentors” (Bempechat & Shernoff, 2012, p. 315). Critically, understanding these relationships and nurturing collaborations can stem not just support, but can work to “stem the tide of underachievement and disengagement” (Bempechat and Shernoff, 212, p. 316) dyslexic may have due to the difficulty accessing the curriculum.



Attitudes, values


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Literature review:

Through Bernstein (and others, Bourdieu) drawing on theories of critical pedagogy this research will follow the path of reflection to the development, production and involvement of learning support within the culture of schooling and parental relationships access and engagement to that educational support. The data and findings through pedagogical perspectives will seek to review, reflect and potentially assist with help transform the relationships, and practices that are respond from parent’s perceptions and the policy of learning support in school.

Highlight any Hegemony that may be acted as a social control through a process of policy controlling the practices of how pedagogy is represented within any learning support that is undertaken. It may then challenge teachers to identify within there own practices a responsibility to modify, change, deffereintiate classrooms and practice tied to the hegemony of what the policy states/ not states towards those learners. Importantly, labels of dyslexia may add to a general consciousness of

Social constructionists – (Vivian Burr (1995) often four ideas that social constructionists) http://methods.sagepub.com/book/doing-conversation-discourse-and-document-analysis/n1.xml

  • A critical perspective on taken-for-granted knowledge and understanding
  • A perspective that the world is both historically and culturally specific
  • Knowledge is created, sustained and renewed by social processes
  • Knowledge and actions are intimately related and reflexively inform each other.

Burr, V.(1995)An Introduction to Social Constructionism. London: Routledge.




Conversation analysis

Discursive psychology (how actions and practises are accomplished in and through the talk)

Van Dijk (1999) describes the two positions that those who study discourse can find themselves in. On the one hand, these are those analysts who


are not afraid to make use of their social knowledge that being black, being a woman, being young or being the boss will most likely be evident from the way people write and talk. In other words, they assume that discourse may reproduce social inequality. (1999, p. 460)




The counter-claim, made by another group of analysts, is that


such an approach should not merely presuppose (even plausible) contextualisation, but ‘prove’ it by attending to the details of what social members actually say and do. If not, contextualisation is pointless because of its discursive irrelevance. (1999, p. 460)



Interviews with the Parents in the SEN Support group

Questions raised from the School Policy on SEN

The questions will reflect parent’s assumptions and ideas raised in the policy                       


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Does the parents of dyslexic learners that schools foster the recommendations from their child’ s Psychological and Educational Report?



democratic practises of learning?

  • Do these rights exist, are conditions met?
  • Do they apply to all learners, or just some?






Although there are rights for SEN (UNESCO, WARWICK REPORT, SALAMANCA) the challenge as Dewey


Lit review


  • Bernstein (democratic value and education) how power is placed and works in an educational/ school context (equality: What is it? How does equality work in the context of SEN and dyslexia)
  • Equality:
  • Does it mean equal entitlement to access to select a certain type of schooling or curriculum?
  • Providing equal chances and opportunities to learners to explore and fulfil their learning potentials.
  • Do dyslexic learners have equality of resources in education?
  • Are dyslexic children, (also SEN) provided more funding due to claim of equality and does this support differ from national and international systems of education.
  • What equates as equality when it comes to the distribution or resources to support dyslexic learners?
  • Bourdieu – habitus and labelling (Dyslexia)
  • National and International perspectives on SEN and inclusive education
  • Current developments and legislation

“a democracy – a society in which every member is in process of education for the highest forms of behaviour of which he is capable”

The choices through national and international policy on SEN and inclusion is aimed to “create institutions of liberal education throughout the world so that reason and morality could flourish on a global scale” (Nelson, 2001, p. 257, Education and democracy: The meaning of Alexander Meiklejohn)


Methodology (what do parents feel? Which parts of learning are equal/unequal? Subjects are difficult? Skills are difficult/easy? What parts of learning or subjects are perceived easy/ hard?


  • Questionnaire
  • Semi-structured interviews
  • Semi-structured focus group discussion

Following steps



Drawings to describe each subject (English, Math, science and looking at metaphors)


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Tuesday, October 23, 2012

Neuroplasticity: Begin to Change A Life with Dyslexia, ADD/ADHD, Autism Today (Video)

From Examiner.com


By Tina Burgess

October 20, 2012



“Because there is a lack of knowledge and facts about neuroplasticity, there is a general trend in education to keep practicing the same instructional remediation methods for children with learning disabilities.” Neuroplasticity helps children with learning disabilities


This notion contrasts with the previous scientific consensus that the brain develops during a critical period in early childhood, then remains relatively unchangeable (or “static”) afterward.[3]








Students with dyslexia, attention deficit disorder or autism, however, do not have to be confined to develop new cognitive capacities.


In order for the brains of dyslexics, ADD/ADHD or autistic individuals to change, children or adults need one major component – experience.


Through prolonged and repeated experience, the brains of children or adults can form new neuronal pathways and new neuronal connections.







  • Does the field promote social justice or injustice for the population of interest or for society at large?
  • What are parents (of those with dyslexia) perceptions are

This paper presents research findings on the perceptions and feelings of primary school learners with dyslexia in Singapore regarding their learning of school subjects through English, together with how they use strategies to overcome some difficulties.


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Seen by many as the best UK curriculum school in the capital, non-profit based British School in Al Khubairat, Abu Dhabi serves approximately 1800 students from 50 nationalities, from the ages of three to eighteen years old. The school was established in 1968, making it one of the oldest schools in the emirate.

1800 students

Sixty-two percent of students are British, Emiratis account for 12% of the school’s population and 4% are Australian. Nearly 10% of students receive some form of learning support.


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Theory positions our research in relation to the field

Disabilities affect patterns of participation and success in higher education

The role that dyslexia plays in including and excluding educational access


Bernstein (fixed or ritual)

Instrumental and Expressive

Instrumental – relates to the ‘knowledge’ BSAK wants to transfer (learners are intended to acquire knowledge and specific skills based on UK standards

=Sets up standards and failures


Values and norms (acting in a certain way) transmission of values and norms (learners are intended to develop) ways of learning

“stratified” control – being placed in terms of position ability (dyslexia)

“personal” transmission = variable attributes which undergo development by the school (Learning support)

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Moderated October 2016
University of Sunderland
Faculty of Applied Sciences
Department of Computing, Engineering and Technology
Assignment 3 of 3, 2016 – 2017
The following learning outcomes will be assessed:
An understanding of the use of commercial mathematical software packages to assist in solving engineering problems.
the ability to develop and analyse mathematical models of the behaviour
of a component or system due to external influences and so predict the performance of that component or system.
Important Information
You are required to submit your work within the bounds of the University Infringement of Assessment Regulations (see your Programme Guide). Plagiarism, paraphrasing and downloading large amounts of information from external sources, will not be tolerated and will be dealt with severely. Although you should make full use of any source material, which would normally be an occasional sentence and/or paragraph (referenced) followed by your own critical analysis/evaluation. You will receive no marks for work that is not your own. Your work may be subject to checks for originality which can include use of an electronic plagiarism detection service.
Where you are asked to submit an individual piece of work, the work must be entirely your own. The safety of your assessments is your responsibility. You must not permit another student access to your work.
Where referencing is required, unless otherwise stated, the Harvard referencing system must be used (see your Programme Guide).
Please ensure that you retain a duplicate of your assignment. We are required to send samples of student work to the external examiners for moderation purposes. It will also safeguard in the unlikely event of your work going astray.
Submission Date and Time
Before 4pm, Wednesday 15th March 2017
Submission Location
SunSpace Dropbox
Page 2 of 4
Moderated October 2016
Part 1: Drag coefficient for flow around a sphere
Using the tutorial provided concerning air flow around a sphere as a basis, you are required to
validate the SolidWorks flow simulation software. To do this, derive the drag coefficient CD at the
following Reynolds numbers: 1 10, 100, 10,000, and 100,000.
You will be required to compare your values with those shown in Fig. 1 (final page). To do this you
may use Fig. 1 and superimpose your values, plotted by hand. You should submit this as part of
your report.
Part 2: Flow over a cone
Develop a flow simulation for a three dimensional cone pointed into the airflow, as represented by
Fig. 2. You should create a three dimensional cone with the value of the half-vertex angle (ε)
assigned to you. This is the angle measured from the centreline of the cone to one of its walls, also
shown in Fig. 2. You should also derive the value of the drag coefficient CD, for a Reynolds number
anywhere in the range 105 and 106.
Fig. 2: Cone
Note that for both the sphere and the cone, Reynolds number is given by the following equation,
where D is the diameter of the sphere, or the base of the cone as shown in Fig. 2:

Re 
You can assume the density and dynamic viscosity of air when using this equation are 1.177 kg/m3
and 1.84610-5 Pa s, respectively.
ε D
Page 3 of 4
Moderated October 2016
Your report should include the following information:
Part 1
Demonstration of working simulation of flow over a sphere (in class).
Derivation of drag coefficient CD at the required values of the Reynolds number (report).
Plot of CD versus Re (report).
Part 2
Demonstration of working simulation of flow over a cone (in class).
A description of how the problem was tackled in SolidWorks. This should include any assumptions made and a tabulated summary of the boundary conditions used. It should also include screenshots of the model and mesh, and vector and contour plots of the resulting flow (report).
Derivation of drag coefficient CD, for a Reynolds number between 105 and 106 (the value you have used must be stated).
Marks will be deducted for untidy or illegible work.
Hoerner, S. F., 1965. Fluid-Dynamic Drag. 1st ed. Bricktown New Jersey: Hoerner Fluid Dynamics
K. Burn
October 2016
Page 4 of 4
Moderated October 2016
Fig. 1: CD versus Reynolds number for flow across a sphere (Aerospaceweb.org, 2012)

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EC912 Quantitative Methods-Project 2: Time Series.

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EC912 Quantitative Methods.
Mini-Project 2: Time Series.
Your answer must be submitted by 23:59 on Monday 13th of March 2017.
1 Submission Details.
Projects which violate any of the following constraints will be penalized by 15 points (out of 100).
The report should be a maximum of 2 sides of one A4. In addition to this, you can separately add up to
2 sides of one A4 containing tables and graphs.
Tables should include ONLY those results which are relevant for your discussion.
The preferred way of reporting parameter estimates from regression functions is an in-line equation, with
standard errors in parenthesis, as in,
t = 0:439673
+ 1:16446
Xt: (1.1)
If you end up with a model with a very large number of terms on the right hand side, then report only
the important estimates.
The project must be word processed, using 12 point Arial font and margins of at least an inch at top,
bottom, left and right.
Do not add a cover page or a title to the report.
The project must be submitted using MyPlace.
Late submission (except in exceptional medical circumstances and with prior agreement) will be penalized
according to departmental policy which is:
1 day late 5% of the mark allocated deducted.
2 days late 10% of the mark allocated deducted
3 days late 20% of the mark allocated deducted
4 days late 40% of the mark allocated deducted
5 days late 100% of the mark allocated deducted
2 Project.
The le santanderBBVA.gtl contains the weekly prices of two shares listed in the Madrid Stock Exchange.
The shares correspond to multinational Spanish banking groups Santander Group and Banco Bilbao Vizcaya
Argentaria (BBVA). The period under consideration is 1st of March 2000 to 27th of February 2017. Using
Gretl, complete the following tasks.
1. For the BBVA series:
Evaluate whether or not the series is I(1).
Transform the series into returns. Evaluate if the transformed series is I(1).
Using a histogram study the distribution of returns, and comment on whether the distribution exhibits
thicker tails than the normal distribution.
Study whether or not the square of the series in returns exhibits persistence.
Given your previous answers, would you say that the series of BBVA in returns exhibits conditional
Fit a GARCH(1,1) and a GARCH(2,1) to the BBVA time series in returns. Your model should
include a lag of the dependent variable in the conditional mean. Use an information criteria to select
one of the two models. For the selected model plot a graph of Residuals vs BBVA in Returns. Provide
a brief description of the pattern of volatility in the series.
2. Produce a time series plot of the Santander and BBVA series in levels. On the basis of this plot alone,
would you say that the two series are cointegrated?
3. Formally test if the Santander and BBVA series are cointegrated and, in so, report the value of the
cointegration parameter. Discuss your results.

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Buy your custom essay Dramaturgy Exercise

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Dramaturgy Exercise:

Select a scene (or a short, self-contained passage) from any play on the syllabus and produce a two-part creative and critical response.

1) For the creative part (1-2 pages), you will write up detailed staging instructions for your scene, paying attention to technical issues like music, sound, lighting, mise-en-scène, costumes, and the like. For this portion of the assignment, you are invited to make meaningful changes to the staging details of the play at hand—think about setting the play in a different location, time, and/or setting; consider adapting the play to film; reimagine the kinds of actors you might cast to play certain roles, etc.

2) For the critical part (2-3 pages), you will explain your decisions to stage the scene the way you do. Rather than simply giving a point-by-point summary of each of your choices, analyze the broader theoretical principles underpinning your staging. In other words, you are being asked to conduct a critical analysis and interpretation of your own creative work. This assignment does not assume you have any background or experience in dramaturgy or acting. It asks you to think hard about the decisions that go into staging a play and why they matter.

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Readings: Select a scene from one of these plays to do your assignment on

The Tempest – Shakespeare

A Doll’s House – Henrik Ibsen

The Seagull – Anton Chekhov

The Playboy Of The Western World – J.M. Synge

Six Characters In Search Of An Author – Luigi Pirandello

Mother Courage and Her Children – Bertolt Brecht

Endgame – Samuel Beckett

A Tempest – Aime Cesaire

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