Category: Essays

The report will be a 6 page report talking about how you have been asked to be a motivational consultant, brought in to raise the morale of the co. They will write and discuss how to raise the morale and motivate the employees in the cos. or police depts. where they work.
Please note I work in a medical center.
Use This book as a reference….Deci, Edward L. “Why We Do What We Do”, Penguin. ISBN 0-300-14047-6

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Summary of learners and learning (about 800 words)
The first of this assignment will introduce the concepts of
learners and learning. You will need to write a summary of your
understanding of:
1. Who are learners?
2. Where can learners be found?
3. When does learning happen?
4. How does learning happen?

You need to support this summary with the readings from the text
and other supplementary book chapters and articles (see uploaded pdf). Firstly, you can use any theories that explain learner and learning (in response to the four questions of who, when, where and how). You are not limited to just Piaget or Vygotsky, there are many other theories that can explain learner and learning, as you will discover in your readings (see uploaded important document -1 ) . However, if you focus your writing with one theory, you will be able to describe, explain and discuss in-depth the responses to the four questions of learner and learning (all within 800 words).
Secondly, you can use the four questions as headings and add subheadings if needed.
referencing using APA 6th style

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Working in groups you will review the economy of your allocated country. This involves
identifying and commenting on the main macroeconomic indicators and any additional
macroeconomic issues or policies which are important to your country. Your analysis should
look at how macroeconomic variables and policies have changed over time focusing on at
least the last ten years. You should also look at macroeconomic forecasts or projections
where available.
Your assignment should be double spaced in Times New Roman size 12 font. Your
assignment should be 10-12 pages including graphs and tables. The assignment is to be
handed up in class on Monday 16th March. It is worth 10% of your overall grade.
The groups and their countries are shown below.
The links below should be of some help to you.
http://www.imf.org/external/country/index.htm
http://www.worldbank.org/en/country
https://www.cia.gov/library/publications/the-world-factbook/geos/us.html
http://stats.oecd.org/

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1. Individual Assignment

Title: The Evolution of Management thought

Task: Write an academic essay arising from a review of the literature on the above. This essay should be presented with a title page and a bibliography, further it should contain references. Supplemental reading on the topic is expected. The essay itself must be no more than 1500 words in length and must be handed in in person on the due date. The work should be typewritten, printed on A4 paper and bound solely with a metal staple. Cover page to be included stating name, student number, and word count. Please ensure all pages are numbered.

Objective: The objectives of this essay are for the student of Management and Strategy to:
I. Develop an understanding of the history of management.
II. Develop the skills to produce concise essays.

Dates for submission: Wednesday 11.03.2015 in class. Late penalties of 10% will be applied for delivery within 24 hours of deadline. 2% reduction per day thereafter (including weekend days).

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With specific reference to United Kingdom (UK) food and beverage operations, discuss and critically evaluate one issue that has recently come to prominence and is now impacting on the sector and how an understanding of it may be used to build business and gain competitive advantage.
It is expected that references to academic texts will include only those available in the UCB library or available via UCB e-resources
When dealing with this essay topic, it is suggested that you:

• Provide a context for your essay through a discussion of the extract taken from the Mintel report in relation to the issues and trends being experienced in the UK’s restaurant sector
• Use a range of academic reference sources to evaluate the concept of competitive advantage and how this may be achieved in the sector
• Identify, discuss and critically evaluate how a current issue being experienced in the sector may be positively dealt with by food and beverage businesses, and particularly in the context of gaining competitive advantage. Please consult the module team if you are unsure about the suitability of the issue you are intending to discuss.

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Telephone follow-up after treatment for breast cancer

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PLANNING FOR TEACHING EARLY CHILDHOOD LITERACY: READING & VIEWING, LISTENING & SPEAKING AND WRITING ASSIGNMENT

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The final paper, based on your 5 page midterm paper proposal, should be 15 pages, double-spaced, 12 point font, with 1-inch margins, including up to 1 page of references.
it should follow the classic research paper outline, including these sections: 1) introduction, 2) key research questions, 3) analysis and discussion of evidence for each research question, 4) discussion of any counter-arguments (if relevant), 5) analysis, and 6) conclusion.
it should include a bibliography of research sources used in the paper, including: at least 5 academic research sources (academic books or book chapters, and articles from academic journals).
the 5 academic sources can include the 4 academic sources from your midterm. however, you should also ADD ONE NEW SOURCE FOR THE FINAL PAPER EVERYONE MUST CITE THE COOPER TEXTBOOK AT LEAST ONCE.
this is cooper book: Cooper, Frederick. (2002). Africa since 1940: The past of the present. Cambridge: Cambridge Univ. Press.

The final paper will be graded as follows:
 quality and specificity of the key research questions (20% of grade)
 logic and organization of the paper’s outline (20% of grade)
 quality and appropriateness of list of research sources, inclusion of required number of additional
research sources beyond the midterm (see above), and use of correct citations of research materials
(20% of grade)
 quality and relevance of your analysis of the research materials, demonstrating a thorough
understanding of the topic of African development and materials studied in class (20% of grade)
 quality of writing style and correct use of grammar (10% of grade
 correctly following the assignment guidelines provided on this handout (10% of grade)

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• Environmental Health Assessment—Healthy Homes Visual Inspection (Section 2)
As you continue your study of healthy housing, this week you conduct a visual inspection of your home (or the home of your volunteer) using Section 2 of the Healthy Housing Inspection Manual. If you encounter a health hazard in your inspection that you (or the resident) are unable to remedy, the first two places to begin a search for assistance would be your state and local public health departments. Contacting one or both of these agencies is extremely advisable if you are unsure how to proceed with regard to a health hazard.

To complete this Application Assignment, plan to spend approximately three to four hours conducting the inspection steps specified in Section 2 of the Healthy Housing Inspection Manual.
•
•
Complete Section 2: Healthy Homes Visual Assessment Data Collection Form of the Healthy Housing Inspection Manual. Note: You may have some sections to which you respond “Not applicable.”
•
• Take pictures or make drawings of any areas of interest to include in your final report, which will be submitted in Week 5.

HEALTHY HOMES VISUAL ASSESSMENT DATA COLLECTION FORM

The Healthy Homes Visual Assessment Data Collection Form is a tool that can be adapted by local jurisdictions to meet their specific needs.

The visual assessment should be used to collect information that can be determined without asking questions of a resident. Information that cannot be determined visually should be collected on the Healthy Homes Model Resident Questionnaire (Section 1).

The visual assessment form and accompanying description of health and safety conditions (Appendix 1) are adapted from the HUD Public Housing Assessment System (PHAS) and its Physical Assessment Subsystem (PASS) as well as from inspection protocols used by HUD healthy homes program grantees.

Date of Assessment _________________________________________________________________

Building and/or Unit Street Address ___________________________________________________

City/State/Zip Code _________________________________________________________________

Name of Data Collector _____________________________________________________________

Signature ______________________________________________________________________
WEATHER CONDITIONS:

Dry Rain today or recently Snow today or recently

Temperature: ___________°F

FRONT DOOR OF UNIT FACES:
North South East West
TYPE OF UNIT BEING ASSESSED:
Single-family Duplex Triplex Fourplex
Townhome Low-rise High-rise Other
(1–3 floors) (4+ floors)

UNIT STATUS:
Occupied Vacant

INSTRUCTIONS FOR VISUAL ASSESSMENT OBSERVATIONS

• Select only one answer per question. If more than one answer is possible, record the most severe hazard and note the others in the comments section at the end of each section.

• Complete one set of “site” observations for each building or housing development.

• Complete one set of “exterior and building system” observations for each building.

• Complete one set of “common area” observations for each building. Do not complete the common area section if no common area exists.

• Complete one set of “unit” and “other” observations for each housing unit inspected.

• Document deviations from inspection protocol in the comments section space (e.g., units not available for inspection)

• Specific locations of specific hazards can be recorded in the comments section if desired.

For each assessment item, bolded responses indicate areas of greater concern. Imminent health and safety hazards appear in red.

Each response is defined. There is one response for each item. For descriptions of health and safety conditions and cross references to the 2003 IPMC, see Appendix 1.

This inspection protocol does not establish legal and/or complete compliance with local, state, federal or other applicable housing, building, health, safety or other applicable policies, codes, regulations, statutes and laws.

MAJOR VISUAL ASSESSMENT AREAS
Site (Items 1–29)………………………………………………………………………………………………..4
Building Exterior (Items 30–62)…………………………………………………………………………..13
Building Systems (Items 63–81)………………………………………………………………………….24
Common Areas (Items 82–102)…………………………………………………………………………..30
Housing Unit (Items 103–196)…………………………………………………………………………….40
Other Items (Items 197–229)………………………………………………………………………………
SITE (ITEMS 1–29)

Items to inspect in this category are
• Fencing and Gates
• Grounds or Pavement
• Children’s Play Areas
• Other

A comment area for the site category is also included in this section.

FENCING AND GATES

Site 1. Damaged/Falling/Leaning/Deteriorated Paint

Damaged but not functional or deteriorated paint in an area larger than 20 square feet: An exterior fence or gate is so damaged that it does not function as it should. An exterior fence, security fence, or gate is damaged and does not function as it should or could threaten safety or security.

No fencing or gates present

Damaged but functional; no deteriorated paint areas larger than 20 square feet: An exterior fence, security fence, or gate shows signs of deterioration, but still functions as it should, and it presents no risk to security or safety

No damage
Site 2. Holes or Openings in Soil Below Fence

≥6 square inches

<6 square inches No holes or not applicable GROUNDS OR PAVEMENT Site 3. Areas of Erosion  Large erosion (depression, rut or groove more than 8 inches wide by 5 inches deep): Runoff has extensively displaced soil, which has caused visible damage to structures -OR-Advanced erosion threatens the safety of pedestrians or makes an area of the grounds unusable -OR-There is a rut larger than 8 inches wide by 5 inches deep -OR-There is extensive ponding -OR-Water or ice has collected in a depression or on ground where ponding was not intended  Pooling of water (small erosion; depression, rut or groove less than 8 inches wide by 5 inches deep): Erosion has caused surface material to collect, leading to a degraded surface that would likely cause water to pool in a confined area, especially next to structures, paved areas, or walkways, or a small rut/groove is 6–8 inches wide and 3–5 inches deep No erosion Site 4. Overgrown Vegetation  Vegetation has damaged building. Plants have visibly damaged a component, area, or system of the property or have made them unusable/impassable. Vegetation is extensive and dense; it is difficult to see broken glass, holes, and other hazards. -OR-Vegetation penetrates an unintended surface—buildings; gutters; fences/walls; roofs; heating, ventilation, and air conditioning units (HVAC); etc. -OR-Vegetation is producing excessive moisture that may lead to mold or mildew on nearby exterior building surface -OR-Tree is in danger of falling  Vegetation is present or contacts building, but no damage: Extensive, dense vegetation obstructs the intended path of walkways or roads, but the path is still passable -OR-Vegetation is present but causes no problem  No vegetation present Site 5. Graffiti  6 or more places: Graffiti in 6 or more places  2–5 places: Graffiti in 2–5 places  One place: Graffiti in one place  No graffiti Site 6. Litter  Excessive: More than 10 large trash or litter items  Slight or Moderate: 2–10 large trash or litter items  None: Fewer than 2 large trash or litter items Site 7. Cracks in Pavement  ≥ ¾ inch, hinging/tilting, or missing section(s) that affect traffic ability over more than 5% of the property’s parking lots/driveways/roads or that cause trip hazards: major trip hazard  <¾ inch displacement (vertical height): minor trip hazard  No cracks: level Site 8. Fire Ants/Mounds or Harmful Insects  Yes: Presence of fire ants/mounds or harmful insects  No: Fire ants/mounds or harmful insects not seen Site 9. Containers That Hold Water  Yes: Presence of water-holding containers conducive to mosquito breeding  No: Water-holding containers not present CHILDREN’S PLAY AREAS Site 10. Equipment Equipment that poses an immediate threat: REPORT TO BUILDING MANAGEMENT/OWNER IMMEDIATELY AND RECORD SPECIFICS IN THE COMMENTS SECTION  ≥50% of surface area broken/damaged: Most of the equipment (50% or more) does not operate as it should, but poses no safety risk  <50% of surface area broken/damaged: Less than half of the equipment does not operate as it should, but poses no safety risk  No play equipment observed (skip to Site 21) Site 11. Paint Condition  Deteriorated paint on ≥50% of surface area of play area equipment  Deteriorated paint on <50% of surface area of play area equipment -OR-No deteriorated paint on play area equipment Site 12. Bare Soil  ≥9 square feet of bare soil present in play area  <9 square feet of bare soil present in play area Site 13. Injury-absorbent Surface Depth  No: No injury-absorbent surface under playground equipment or injury-absorbent surface depth less than 12 inches  Yes: Injury-absorbent surface under playground equipment at proper depth (at least 12 inches) 13b. Surface type: ________________________________________________ Site 14. Deteriorated Injury-absorbent Surface  Yes: Injury-absorbent surface ≥50% deteriorated Yes: Injury-absorbent surface <50% deteriorated No deterioration Site 15. Fencing and Gates  Damaged, not functional: An interior fence or gate is so damaged that it does not function as it should. An exterior fence, security fence, or gate is damaged and does not function as it should or could threaten safety or security.  Damaged, but functional: An exterior fence, security fence, or gate shows signs of deterioration, but still functions as it should, and it presents no risk to security or safety  No damage  No play area fencing/gates Site 16. Condition  Refuse, animal feces, broken glass/sharp edges, or holes/trip hazards observed  No refuse, animal feces, broken glass/sharp edges, or holes/trip hazards observed Site 17. Exposed Bolts  Yes: Exposed bolts are found on the playground equipment  No: Playground equipment does not have exposed bolts Site 18. Hanging or Choking Hazards Site 18. Hanging or Choking Hazards Yes: Hanging and/or choking hazards on playground equipment  No: No hanging and/or choking hazards present on playground equipment Site 19. Open “S” Hooks  Yes: Open “S” hooks on swings or other playground equipment  No: No open “S” hooks on swings or other playground equipment Site 20. Pinch Hazards  Yes: Pinch hazards on playground equipment  No: No pinch hazards on playground equipment OTHER Site 21. Refuse Disposal  Wall or roof for outdoor enclosed area is leaning or collapsed -OR-Concrete slab deteriorated  Collection area overflowing: Area is too small to store refuse until pickup -OR-Garbage cans are overflowing  No exterior refuse disposal  Refuse properly contained Site 22. Retaining Walls  Severe deterioration/safety risk: A retaining wall is damaged and does not function as it should or is a safety risk  Some deterioration: A retaining wall shows some signs of deterioration, but it still functions as it should, and it is not a safety risk  No deterioration  No retaining walls present Site 23. Standing Water  Yes: Storm drainage areas (e.g., ditches) have standing water  No: No standing water in storm drainage areas NOTE: This does not include stormwater detention basins, which are addressed in Site 24 and 25. Site 24. Storm Drainage  Completely blocked: The system is completely blocked or a large segment of the system has failed because a large quantity of debris has caused: backups into adjacent area(s) -OR-Runoffs into areas where runoffs are not intended  Partially blocked: The system is partially blocked by a large quantity of debris, causing backup into adjacent area(s)  No designed storm drainage  No obstructions Site 25. Outdoor Water  Yes: Pond/lake/stream Yes: Drainage reservoir No: No other water on site Site 26. Outdoor Water: Drainage Reservoir Fencing No: Reservoir not fenced Yes: Reservoir fenced but fence needs repair Yes: Reservoir fully fenced and fence intact Not applicable: No drainage reservoir Site 27. Septic Tank Moist ground in septic tank area: IMMINENT HEALTH HAZARD: REPORT TO BUILDING MANAGEMENT/OWNER IMMEDIATELY AND RECORD SPECIFICS IN THE COMMENTS SECTION No evidence of excessive ground moisture No septic tank present Site 28. Walkways/Steps/Hand Railing Missing or damaged or loose: A hand rail for four or more stairs is missing, damaged, loose, or otherwise unusable; hand rail only present on one side, visible faults in the pavement: longitudinal, lateral, alligator, etc. OR-Pavement that sinks or rises because of the failure of sub-base materials. Five percent or more of the walkways must be impacted—50 out of 1,000 square feet, for example. Relief joints are there by design; do not consider them cracks. When observing traffic ability, consider the capacity to support pedestrians, wheelchairs, and people using walkers. Cracks greater than ¾ inch, hinging/tilting, or missing section(s) that affect traffic ability over more than 5% of the property’s walkways/steps. No damage No walkway/steps Site 29. Large Trees Hanging over unit and touching unit Well maintained: Trimmed back from unit No large trees present

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1) Describe the various relationships forged between Native American populations and early settlers. In what ways did Native American communities maintain power in relationship to European conquerors/settlers? Be sure to provide specific examples from American Horizons in your response.
2) What actions taken by the British monarchy fueled contention between the imperial system and the colonies? Do you think they could have prevented the war from occurring? Please explain why or why not.
3) Do you think that early Puritan values or the values of Jamestown joint-stock company investors more closely reflect current American social and economic values? Be sure to provide evidence from the texts/lecture to support your position.
4) Compare and contrast early sixteenth century indigenous societies in eastern North American to indigenous societies in West Africa. In what ways were each group affected by European encounters?

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