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Assignment help_Operations Management and the Supply Chain 2016-2017


THE UNIVERSITY OF NORTHAMPTON

NORTHAMPTON BUSINESS SCHOOL

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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
Weighting:

 

60% of overall assessment
Deadline:

 

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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EAT223 – THERMOFLUIDS AND ENGINES


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University of Sunderland

Faculty of Applied Sciences

Department of Computing, Engineering and Technology

EAT223 – THERMOFLUIDS AND ENGINES

Assignment 1 of 1

The following learning outcomes will be assessed:

Knowledge

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.

Skills

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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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.

BIBLIOGRAPHIC INFO

Title

Special and Inclusive Education : A Research Perspective

Contributors

Day, Therese
Travers, Joseph
Mendicino, Kristina

Publisher

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? 

LEARNING SUPPORT POLICY BSAK

http://www.britishschool.sch.ae/School-Life-learningsupport

http://www.britishschool.sch.ae/Schoolpolicies

 

 

  • ABSTRACT

(Do this at the end)

  • INTRODUCTION

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?)

 

WHY DO WE NEED TO KNOW THIS STUFF?

What is unusual about this?

 

QUESTIONS REFLECTING:

What

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

 

PARENTS SUPPORT GROUP?

PERCEPTIONS OF DYSLEXIA AND SUPPORT AT SCHOOL (& OUTSIDE SCHOOL)?

 

  • 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

PARENTS PARTICIPANT INFORMTAION SHEET

PROJECT TITLE

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

INVITATION

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.

WHAT WILL HAPPEN

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

PARTICIPANTS’ RIGHTS

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.

BENEFITS AND RISKS

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

CONFIDENTIALITY/ ANONYMITY

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.

FOR FURTHER INFORMATION

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

 

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The task

A small research

LOOK BACK ON THE COMMENTS SECTIONS ON PREVIOUS ASSIGNMENT

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)

MEET YOU TUTOR

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

Parents

  • 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

Education

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.

            

 

 Methodology

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

Teachers

-Kids

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

http://www.specialneedsdigest.com/2012/10/neuroplasticity-begin-to-change-life.html

 

“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

http://dyslexiauntied.blogspot.co.uk/2011/07/neuroplasticity-helps-children-with.html

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]

https://en.wikipedia.org/wiki/Neuroplasticity

 

 

 

 

 

 

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

Expressive

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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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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Buy your Custom Essay-EG-260 Continuous Assessment 1


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 EG-260 Continuous Assessment 1

Warning: Failure to follow these instructions will result in zero mark for the entire assessment. These instructions are purposefully very detailed and highlight common mistakes that have been seen in the past. My goal is to make sure that you communicate your answers to this assessment in the correct manner so that I can assign you the correct marks. It is therefore crucial that you read, understand and follow these instructions.

 

Instructions:

  • This assessment must be solved and submitted individually. The submission deadline is:

 

23.59 on Thursday 9 March 2017

 

  • Use numerical values for the parameters corresponding to your student number from xls file available on blackboard.

 

 

  • Solve all of the questions in this assessment using the parameters that are assigned to your student number. Remember: Each answer that you will obtain WILL be a numerical value. When solving the questions, maintain highest possible decimal points. Your final answer should be rounded to 4 decimal places (done automatically in the xls file).

 

  • Download the empty answer file (xls) to your computer from the Blackboard page. This is the file where you will enter your answers to the questions. The only change that you should do to this file is to enter your answers and to save it! Do NOT rename this file. Do NOT change the file format, for example to .xlsx. Do NOT change the internal formatting of the file. Do NOT change or add new sheets to the file. Your task is to simply enter ONLY numerical values for your answers to this file and save it! Do not put units as they are already in the questions. Do NOT enter ANY non-numerical characters (such as “2*10^2”, “10e4”) or incomplete calculations such as “2×2” or “2*100” or “50/3 – 100”.

 

  • Submit the Excel file (xls) in Blackboard.

 

  • IN ADDITION to the xls file, you MUST submit a SINGLE file containing the supporting work. This file should show how you have solved the problems. This is the evidence that you obtained the numerical results yourself. You can type your solution in WORD or SCAN your handwritten work. Either way, submission should be a PDF file. Remember, this FILE NAME must be MySolution.pdf. Do NOT submit separate files for different parts of your solution. Avoid JPG, TIF or other image files if possible.

 

  • Numerical answers in both files must agree with each other. In case of any discrepancies, the answers in xls will be used for marking.

 

  • Unlike the final exam, no method marks is available for this assessment. You have to get correct numerical values and enter it correctly as described above. This is because, unlike the final exam, you have one full week to solve the two problems.

 

  • Please submit the two files ONLY once.


  • Question 1: An inverted pendulum oscillator of length L [m] and mass m [kg] is attached by springs. Two springs of stiffness values k1 and k2 [N/m] are arranged in parallel and series respectively as shown below:

 

Important: The values of L, m, k1 and k2 in SI units are given for your student number in the excel file CA1_Parameters.xls. Use an equivalent spring in deriving the equation of motion and consider the weight of the mass. Take gravitational acceleration constant as 9.8100 [m/s2]. All answers must be in numerical format and in SI units.

 

Case 1: springs in parallel                      Case 2: springs in series

  1. Calculate the equivalent spring stiffness for case 1 and enter the numerical value to the designated cell in the Excel file.                                     (5 Marks)
  2. Calculate the equivalent spring stiffness for case 2 and enter the numerical value to the designated cell in the Excel file.                                                               (5 Marks)
  3. Assuming the rotation is small, obtain the equation of motion. From this, calculate the natural frequency in rad/sec for case 1 and enter the numerical value to the designated cell in the Excel file.              (15 Marks)
  4. From the equation of motion, calculate the natural frequency in rad/sec for case 2 and enter the numerical value to the designated cell in the Excel file. (15 Marks)
  5. Assuming k2 = 2k1, obtain the value of k1 (in N/m) for the system to be stable for case 1 and enter the numerical value to the designated cell in the Excel file. (5 Marks)
  6. Assuming k2 = 2k1, obtain the value of k1 (in N/m) for the system to be stable for case 2 and enter the numerical value to the designated cell in the Excel file.      (5 Marks)

 

 


 

Question 2: A vibrating system consisting of a weight of W [N] and a spring stiffness of k [N/m] is viscously damped such that the ratio of any two consecutive amplitudes is 10 to y. Determine:

 

  1. Log decrement () and enter the numerical value to the designated cell in the Excel file.                        (10 Marks)
  2. Damping factor () and enter the numerical value to the designated cell in the Excel file.                   (10 Marks)
  3. Damped natural frequency () in (rad/sec) and enter the numerical value to the designated cell in the Excel file.    (15 Marks)
  4. Damping constant (c) and enter the numerical value to the designated cell in the Excel file.                (15 Marks)

 

Hint: The values of W, k, and y in SI units are given for your student number in the Excel file CA1_Parameters.xls. Take gravitational acceleration constant as 9.8100 [m/s2]. All answers must be in numerical format and in SI units.

 

Reminder: Failure to follow the instructions will result in zero marks even if you obtained correct answers! For the sake of fairness, no exceptions will be allowed. Unless you are ABSOLUTELY sure that your submission is according to the instructions, please do not upload it in the blackboard.

 

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Assignment help-FIN 415 Spring 2017 Homework Set 4


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FIN 415 Spring 2017 Homework Set 4

Please turn in page 3 only – Thanks!

Problem 1: Assume that the forward rate of a 1-Year long forward GBP is 𝐹1𝑈𝑆𝐷𝐺𝐵𝑃⁄=1.30. The amount of the contract is USD 250,000. What is the size of the contract?

Problem 2: The size of a 1-Year forward AUD (Australian dollars) is AUD 260,000 and the amount is USD 182,000. What is the 1-Year USD/AUD forward rate?

Problem 3: What is the profit/loss on a 1-Year long forward EUR at t=1 when 𝑋1𝑈𝑆𝐷𝐸𝑈𝑅⁄=1.11; 𝐹1𝑈𝑆𝐷𝐸𝑈𝑅⁄=1.22 and the size of the contract is EUR 350,000?

Problem 4: What is the size of a difference check on a 1-Year short forward GBP contract given that the size of the contract is GBP 500,000; the amount of the contract is USD 625,000; and 𝑋1𝑈𝑆𝐷𝐺𝐵𝑃⁄=1.30 ?

Problem 5: Assume that 𝑟𝐸𝑈𝑅=7% and 𝑟𝑈𝑆𝐷=4%. What is the 1-Year synthetic forward rate, given that 𝑋0𝑈𝑆𝐷𝐸𝑈𝑅⁄=1.16?

Problem 6: Today’s GBP/USD spot rate is, 𝑋0𝑈𝑆𝐷𝐺𝐵𝑃⁄=1.28. Assume that 𝑟𝐺𝐵𝑃=6% and 𝑟𝑈𝑆𝐷=4%, if the 1-Year USD/GBP forward rate is 𝐹1𝑈𝑆𝐷𝐺𝐵𝑃⁄=1.28, according to the Covered Interest Rate parity (CIRP), is the GBP underpriced/overpriced in the actual forward contract?
2
Problem 7: Based on the information in Problem 6, assuming that you can borrow 500,000 units in the synthetic forward position at t=0, what would your profit be from CIRP arbitrage (in USD)?

Problem 8: Assume that 𝑟𝐸𝑈𝑅=10%, 𝑟𝑈𝑆𝐷=3% and 𝑋0𝑈𝑆𝐷𝐸𝑈𝑅⁄=1.32. You want a long forward position in EUR 210,000 1-Year forward, i.e. receive EUR one year in the future. Your banker quotes you the following USD/EUR forward rate: 𝐹1𝑈𝑆𝐷𝐸𝑈𝑅⁄=1.22. Will you enter the actual forward contract or set up a synthetic forward position?

Problem 9: Assume you want a short position in AUD in a 1-Year USD/AUD contract. You calculate the synthetic forward at 𝐹𝑌1𝑈𝑆𝐷𝐴𝑈𝐷⁄=0.80 and your banker quotes you 𝐹1𝑈𝑆𝐷𝐴𝑈𝐷⁄=0.82. Do you choose the actual forward contract or the synthetic forward?
Problem 10: Compute the mark-to-market value of the following short forward NZD (New Zealand Dollar) contract. The size of the short position is NZD 450,000 and the forward rate is 𝐹𝑁𝑈𝑆𝐷𝑁𝑍𝐷⁄=0.66; the current spot rate (at time of valuation) 𝑋0𝑈𝑆𝐷𝑁𝑍𝐷⁄=0.64 . The NZD and USD interest rates are: 𝑟𝑁𝑍𝐷=9% and 𝑟𝑈𝑆𝐷=3%; assume the contract matures in two years from now (so at t=2).
Bonus Problem: Which of the following two statements is correct?
S1: According to CIRP, the spot price of the high interest rate currency is expected to appreciate.
S2: According to CIRP, forward rates and synthetic forward rates are the same.
a) S1 is true but S2 is false
b) S2 is true but S1 is false
c) Both statements are true
d) Both statements are false
3
FIN 415 Homework 4 Spring 2017 Name:____________________________________
Problem 1:
Problem 2:
Problem 3:
Problem 4:
Problem 5:
Problem 6:
Problem 7:
Problem 8:
Problem 9:
Problem 10:
Bonus Question:

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Homework help-Econ 4400, Elementary Econometrics


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HOMEWORK4

Econ 4400, Elementary Econometrics

Directions: Please follow the instructions closely. Questions 1-10 are worth 9 points each. Question 11 is worth 10 points.

Due: All problem sets have to be turned in at the beginning of the class. Due Dates: March 2

Table 1 includes regression results using the NLSY 97 data set. The omitted racial group is ”non-black/ non-Hispanic”. The omitted census region is ”West”. The omitted favorite ice cream flavor is Chocolate.

Using the regression results in Table 1 perform each of the following tests. Use 0.05 significance level for every problem unless otherwise noted. You should write both the null and alternative hypotheses, calculate the necessary statistics, find correct critical values, and make the correct conclusion

  1. Use a t-test to test if education has a statistically significant(2-sided) effect on income in column 1.
  2. Use a t-test to test the null hypothesis that black workers make more than nonblack/non-Hispanic, all else equal.
  3. Find confidence intervals for the coefficient on education in column 1 and column

 

  1. Use the SSR version of the F-test to test the joint significance of the regional variables. (You can ignore the e + 12)
  2. Use the R2 version of the F-test to test the joint significance of the regional variables.
  3. Why does the coefficient on education change in each regression? Why would it be so much different in columns 1 and 3?
  4. Column 4 includes favorite ice cream flavor. Use an F-test to show that they should not be included.
  5. Typically there are stars to denote p-values on regression results. If 1,2, or 3 stars were added for p-values< 0.10, < 0.05, and < 0.01 respectively. How many stars would go on the coefficient for Northeast in column 2?
  6. Interpret β2 in column 1.
  7. What additional information is needed to test if black workers and Hispanic workers earn different incomes in column 1? What regression could you run to simplify the test?
  8. This must be typed. Use the project data set to estimate the equation with all of the variables from columns 1,2,3. of the regression results table and one other regression that you may find of interest for your project. (Your data set is a subsample of this set.) ”grade” is the education variable, the census variable has the regional categories.

To create dummy variables for race type ”tab race, gen(rdum)”. This will create rdum1. rdum2, rdum3, rdum4, and rdum5, each will have the associated race in the variable label. Use the same technique for census group.

(a) Create a table similar to Table 1 with regression results. The table does not need to be identical, but all of the following must be met to receive credit:[1]

  • Include all of the listed variables.
  • Use variable labels that make sense to someone that has never used the data (ie Years of Education instead of ihigrdc).
  • Put standard errors in parentheses.
  • Denote coefficients that are statistically significant at 0.01 ***, 0.05 **, and 0.10 * significance levels.

Table 1: Regression Results For Homework 4

  (1) (2) (3) (4)
  Adult Income Adult Income Adult Income Adult Income
Education 3914.8 3934.4 2626.2 3885.8
  (226.7) (227.0) (275.9) (227.1)
Black -6886.0 -7583.6 -790.1 -7192.8
  (1597.8) (1668.6) (1716.4) (1635.8)
Hispanic -2270.6 -2144.4 2318.2 -2424.3
  (1727.4) (1809.5) (1764.7) (1731.5)
Mixed race (non-Hispanic) -1836.1 -1683.2 -2405.2 -1979.6
  (6978.8) (6982.2) (6842.2) (6979.6)
Female -15382.8 -15434.5 -14758.5 -15478.4
  (1291.0) (1291.2) (1266.8) (1294.4)
Age 1445.7 1472.3 1378.0 1478.4
  (461.1) (461.0) (452.4) (461.2)
Northeast   3267.4

(2184.2)

   
North central   -195.0

(1955.8)

   
South   2500.6

(1864.7)

   
Armed Services Aptitude Battery     0.149

(0.0291)

 
HH Income as Adolescent     0.112

(0.0164)

 
Vanilla       2217.6

(1692.8)

Strawberry       -791.6

(1742.8)

Butter pecan       1304.7

(2439.6)

None of these       3718.6

(2397.3)

Constant -57155.2 -59457.3 -52242.0 -58456.2
  (14572.0) (14636.8) (14289.6) (14606.5)
Observations 1995 1995 1995 1995
ESS 3.79899e+11 3.83837e+11 4.46293e+11 3.84050e+11
RSS 1.62137e+12 1.61743e+12 1.55497e+12 1.61721e+12
R2 0.190 0.192 0.223 0.192

Standard errors in parentheses

Table 2: Project Sample

  (1) (2)
  Earnings per hour Log(Earnings Per Hour)
Highest grade completed 113.5∗∗∗ 0.0574∗∗∗
  (1.044) (0.000538)
Age 80.32∗∗∗ 0.0545∗∗∗
  (1.044) (0.000538)
Age2 -0.765∗∗∗ -0.000529∗∗∗
  (0.0122) (0.00000628)
Female -276.2 -0.168∗∗∗
  (5.429) (0.00280)
[1em] Black -180.4 -0.0963∗∗∗
  (8.843) (0.00455)
American Indian -106.1∗∗∗ -0.0495∗∗∗
  (25.20) (0.0130)
Asian -11.76 -0.0206∗∗∗
  (13.22) (0.00681)
Other Race -34.41 -0.0182
  (18.27) (0.00941)
Adjusted R2 0.211 0.255

Standard errors in parentheses

p < 0.10, ∗∗ p < 0.05, ∗∗∗ p < 0.01

 

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[1] All of these can be done with the esttab command. See the sample estout.do file and previous homework’s on carmen for help.

Case Study: Comprehensive Plan of Care and Paper


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Comprehensive Plan of Care and Paper

You have been provided with case studies in Week 4 and Week 5 that focused on genitourinary, and musculoskeletal disorders. You will pick one of these cases to analyze and create a comprehensive plan of care for acute/chronic care, disease prevention, and health promotion for that patient and disorder. Your care plan should be based on current best practices and supported with citations from current literature, such as systematic reviews, published practice guidelines, standards of care from specialty organizations, and other research based resources. In addition, you will provide a detailed scientific rationale that justifies the inclusion of this evidence in your plan. Your paper should adhere to APA format for title page, introduction, headings, citations, conclusion, and references. The paper should be no more than 4 pages excluding title page and references.

Criteria:

  • SOAP note
  • Evaluation of priority diagnosis
  • Facilitators and barriers to disorder management

 

Please Follow Grading Criteria Maximum Points
Introduction

The submission included a general introduction to the priority diagnosis.

10
Subjective Data

The submission included the patient’s interpretation of current medical problem. It included chief complaint, history of present illness, current medications and reason prescribed, past medical history, family history, and review of systems.

15
Objective Data

The submission included the measurements and observations obtained by the nurse practitioner. It included head to toe physical examination as well as laboratory and diagnostic testing results.

15
Assessment

The submission included at least three priority diagnoses. Each diagnosis was supported by documentation in subjective and objective notes and free of essential omissions. All diagnoses were documented using acceptable terminologies and current ICD-10 codes.

20
Plan of Care

Plan included diagnostic and therapeutic (pharmacologic and non-pharmacologic) management as well as education and counseling provided. The plan was supported by evidence/guidelines, and the follow-up plans were noted.

25
Evaluation of Priority Diagnosis

The plan chose the priority diagnosis for the patient and differentiated the disorder from normal development. Discussed the physical and psychological demands the disorder places on the patient and family and key concepts to discuss with them. Identified key interdisciplinary team personnel needed and how this team will provide care to achieve optimal disorder management and outcomes.

25
Facilitators and Barriers

The submission interpreted facilitators and barriers to optimal disorder management and outcomes and strategies to overcome the identified barriers.

20
Conclusion

The submission included what should be taken away from this assignment.

10
APA/Style/Format

The submission was free of grammatical, spelling, or punctuation errors. Citations and references were written in correct APA Style.
Utilized proper format with coversheet, header.

10
Total 150

 

 

 

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CASE STUDY 1

Musculoskeletal Disorders

After diagnostic testing, your patient was diagnosed with low back pain without any specific injury. One of the most important aspects of the care at this point is to create a comprehensive teaching plan. What are the important teaching points you need to consider for the acute care of this individual? And what would you suggest for prevention of potential future injuries?

Buy your research paper Online [Order: http://customwritings-us.com/orders.php]CASE STUDY 2

Genitourinary

Discuss the various types of sexually transmitted diseases. Your response should include the most common pathogens, typical signs and symptoms, and treatment.

  • What are the potential sequels from these diseases?
  • How will you integrate knowledge from evidence-based practice in creating a holistic plan of care for patients with sexually transmitted diseases?

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Buy your research paper OnlineAssessment: Developing your Leadership Philosophy


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Assessment: Developing your Leadership Philosophy

Today, the term philosophy often refers to the study of the origins and nature of a particular body of knowledge. A leadership philosophy is a statement of how you see yourself with respect to the context of leadership. This philosophy will influence your behaviours and thoughts regarding leadership. Although our philosophies are influenced by both external and internal forces, leadership philosophies reflect peoples’ values, beliefs and experiences related to leadership. A leadership philosophy can (and most likely will) change for a person as he/she grows and gains experience in different contextual settings. We suggest you use the following as a guide to help you develop your leadership philosophy (Please note: much of this has been completed in class e.g. personal values, assumptions, and beliefs etc.):

 

Personal best leadership experience ( I was a boarding captain at… school then you can make up the rest)

  1. Briefly describe the context/situation of this experience (e.g., what was going on, who was there, when was it, how did things turn out).
  2. List the most important actions or behaviours (i.e. 5 – 6) that you took as a leader in this situation. In other words, what did you do that made a difference in this situation?
  3. What words would you use to describe this experience? List as many as you can think of that apply.
  4. How did this experience affect your understanding of leadership and/or your subsequent leadership behaviour?

Personal inspiration or inspirational leader

  1. Who was this person and what was the nature of the relationship between the two of you?
  2. What specific traits or behaviours do you recall as being most characteristic of this individual?
  3. What impact did this person have on you as a leader? What lesson did you learn?
  4. What did this person want or expect from you?
  5. How do you feel about this person now? What would you like to say to this person now as you think back on your experience with him or her?

Information for writer to write.

 

  1. My father (name) …. ( I will put my dad name myself)
  2. When he was a commissioner of Metropolitan police back in 2011, there was 2 groups of protester red and yellow shirt, he had to command more than 20,000 policemen. I saw him on TV not just commanding policemen but he was actually there with along side with all the policemen. This show me he have determination and high leadership because with his position he don’t have to be there he can sit and command, but he should to be there with them as well as whenever there is an issue he always put his name up first before him men, he will protect his men when there are people saying bad things to his men.
  3. From that incident it show me that to be a successful leader you need to be good to your men don’t treat your subordinator bad jus because you are higher position than them, just like when you building a house you need a solid foundation otherwise the house going to clasp.
  4. Be a good man do whatever you what to do as long as you are not breaking the law and not violate others people right.

5.He is my hero and I want to make him proud of me, I will followed his step just like my older brother did.

 

Personal values, assumptions, and beliefs

 

Personal values are qualities or characteristics that you value in yourself. Most people would rather leave an organization or step down as a leader than violate their most important personal values. Your values guide your intentions, perceptions and behaviours. Most importantly to this context, they influence how you lead and follow. When your personal values are clear and you are conscious of them, it provides a solid foundation for leading. Think about the Rokeach Value Survey (RVS) that you took and complete the following steps. What are your most important values and what do they mean to you? What role can each of those values play in enacting your understanding of leadership? You can expand the table below to include as many values as you wish.

 

 

 

Values

List your values here

Personal Values Definition

Define your values here

How do you see your values influencing your leadership?
1.       Fairness  

 

 
2.       Loyalty  

 

 
3.       Responsibility  

 

 
4.       Honesty  

 

 

 

 

 

Assumptions are ideas that are assumed or believed to be true. As a leader it is important to understand what assumptions affect your leadership thinking. Often leaders are not aware of the assumptions because they are operating from certain paradigms that will not allow them to see assumptions. Reflection into one’s leadership is an excellent way to uncover assumptions.

 

  1. First, reflect on your personal best leadership experience and your inspirational leader. You can also think about a personal worst experience and worst leader as well. Just like bosses, we can sometimes learn the most from the extreme experiences at either end of the continuum. For each of the questions in this section, ask yourself:

 

  1. What were my assumptions?

 

  1. What influenced my assumptions?

 

  1. Would others (co-workers, friends, supervisors) see the situations and people I described differently?

 

  1. Next, write down your definition of leadership.

 

 

  1. When you are finished, review and reflect on your definition and identify the assumptions that are implicit in it. They may not be readily apparent. It might also be helpful to have someone else read your definition and then ask them what assumptions they can identify.

 

 

 

 

 

 

 

 

 

Beliefs are ideas that we hold to be true; they shape our perception of reality. If a leader believes that the only individuals in an organization who can make decisions are the management staff members, then that belief will influence how the leader treats others. Beliefs can also be unconscious; they are our habitual ways of thinking and acting that may be inhibiting our effectiveness. Answer the following questions about your leadership beliefs. Reflecting upon these questions (not merely answering them) will help you clarify the beliefs you hold about leadership.

 

  1. Should leaders have certain qualities to be able to lead? What are they?

 

  1. Who decides who leads? Who decides who follows?

 

  1. Does leadership have been be done by a single person or can it be done by more than one person?

 

  1. What is it that leaders actually do?

 

  1. What role do followers play in leadership?

 

  1. What factors in the situation are most likely to affect leadership?

 

  1. How do leaders gain credibility?

 

  1. What do you think is the purpose for leadership?

 

  1. In general, is there something good about leadership?

 

  1. Can people who have caused others harm be leaders, e.g. Adolph Hitler?

 

  1. Is leadership behaviour developed through personal experiences or through external forces?

 

For each of the questions above, write down one statement that best illustrates your belief about that question. For example, if you answered #8 with: “The purpose of leadership is to provide vision, guidance, and bring people together for a common good. It unites people and gets them to join together for a goal”, then your belief statement might be stated as: “I believe that leadership provides a vision to create a common good”. Write a statement for each question. You will use these statements in combination with the other activities to create your philosophy of leadership.

 

Now that you’ve identified your leadership values, uncovered your leadership assumptions and understood what beliefs guide your leadership thinking, you are now ready to write statements reflecting your leadership philosophy. Your leadership philosophy should be a statement that consists of your responses from the above exercise. It does not have to include everything, but it should encompass the general idea of what you’ve written.  We suggest that you reflect on the above guidelines exercises to write a narrative or essay that gradually unfolds your leadership philosophy (please note, while the term narrative is used here your writing needs to be scholarly).

 

As you unfold your leadership philosophy you are required to make reference to the existing leadership literature to support you observations and arguments. You also need to identify which theory (or theories) of leadership your philosophy most aligns with (e.g. Charismatic leadership, situational leadership, autocratic leadership, participative leadership, distributed leadership etc. etc.) and why. You are also required to reflect upon the critique of the theory (or theories) of leadership (all theories are subject to critique) and then discuss how you intend to address this critique within your philosophy of leadership.

 

With the above in mind your leadership philosophy might adhere to the following structure:

 

  1. Introduction, this simply needs to be an introduction to your paper that outlines what you are about to discuss
  2. Reflecting on my personal best leadership experience
  3. Personal inspiration or inspirational leader/s
  4. My personal values, assumptions and beliefs about leadership
  5. My Philosophy most aligns with …….. because ……
  6. Critical insights that I need to consider
  7. Conclusion

 

Your paper should be no more than 2,000 words in length (not including your reference list or any appendices that you might wish to attach). This means you must write with clarity and stick to the key points that demonstrate your leadership philosophy and how you have identified and intend to address any potential critique.

 

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ULMS550 2016/17 Task 2 – Critical reflections on European HR practices


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 ULMS550 2016/17 Task 2 – Critical reflections on European HR practices

Julie Sinclair is the HR Director for TVS SCS  http://www.tvsscs.com

 

Activity 1:– Draw a mindmap of the UK employee relations expectations and practices

Activity 2:- Draw a mindmap of German employee relations expectations and practices

Activity 3 Develop a table of comparison to illustrate convergence and difference

(N.B. words in activities 1, 2 and 3 do not count in your 600 words)

Activity 4:- Write 600 words to be address to Julie Sinclair:- The question Julie would like addressing is “What challenges do the key Industrial Relations differences between Germany and the UK present?”.

 

Suggested guidance and enquiries

  1. Compare and contrast the differences between works Council versus Trade Union (Activity 1, 2 and 3)
  2. Consider the impact and importance of the Works Council versus Trade Union in Germany.
  3. Consider the HR practices that are used within a specific sector like the motoring industry.  Is there a right way?
  4. Do you consider that there is one global HR approach?
  5. Do and should HR practitioners be the holder of ethics in an industry that is consumer driven and financially managed?
  6. Are there other models and industries we can look to where there is much greater effort being made to address the employment relationship?

To help you contextualise this work Julie was asked the following questions:-

Q 1:- What situation has created the context of why the question is pertinent

A 1:-TVS SCS have recently taken on a contract with General Motors in Germany.  They are providing HR support to Transfer of Undertakings Protection of Employment (UK) (TUPE) over existing employees and then offering ongoing HR support.

 

Q 2:- What has lead you to ask this question regarding TUPE between UK and Germany employees all belonging to the same organisation?

A 2:- There are challenges in Germany dealing with the works council when it comes to employee relations issues in particular relating to terms and conditions. Any changes to terms and conditions, recruitment of new employees, introduction of new working practices have to be approved by the works council. They can have more influence than Trade Unions, in the UK it is the other way around.

 

Q 3:-What do you consider industrial relationships is in practice?

A 3:- Relationship with the works council and trade union and ongoing communication to the impacted workforce. It is important that we engage with all stakeholders and achieve a positive outcome.

 

Q 4:- What have been your experiences of the differences in employment relations between UK and Germany?

A 4:- Employment Law in Germany is very different to the UK and in addition we have the language barrier.

 

Q 5:- What expectations do you have from the question set out?

A 5:- I would expect to see an overview of the differences between working with TU/Works Council in Germany versus the UK and how this can impact on communication between management and the employees. Also the challenge of a UK firm taking over a German operation and the challenges an external HR consulting practice could face supporting General Motors through this transition period.

My question to you as students….Whilst Julie is with us what else do you need to ask to complete this task…

 

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